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lkmace

"Personalized" vs. "Personal" Learning - 2 views

moodlesw.aeapdonline.org/...view.php

shared by lkmace on 06 Feb 16 - No Cached
  • many school district leaders require public school educators to teach a specific curriculum that will be evaluated on standardized tests, while at the same time telling teachers to be innovative and creative within their classrooms
    • anonymous
      anonymous on 06 Feb 16
       
      This is a major concern I have been struggling with in regard to Personalized Learning. The content many elementary teachers have been presented with is very specific - follow the basal or system of information you have been given, present it in the order it is to be taught, in the confines of the time you have to teach it, however, be creative (but don't stray from the plan because you have Standards Based goals to achieve), reach all students with it irregardless of ability or interest (make sure you meet with those groups every day to ensure they learn the content) and get good scores on our standardized tests (but don't teach to the test and you need to show growth).  It is a challenge we face but the dream of personalized learning is not an impossible reality. We just have to understand how it can be done. 
    • wolson86
      wolson86 on 10 Feb 16
       
      I agree and can easily connect with your comment about sticking to the curriculum, yet being creative. This is also a major concern of mine. I often feel that there is so much to fit in and little time. A guaranteed curriculum is important but I believe teachers need to have some freedom within their room to create plans and lesson that can be personalized and meet the standards.  Once teachers are better acquainted with personalized learning I believe we will see more and more of it within classrooms across the country. 
    • Megan Schulte
      Megan Schulte on 10 Feb 16
       
      I can relate, too.  I mentioned earlier that we work in PLCs, so we write curriculum together and then go to our rooms to teach it, share Data later, and learn from each other.  I feel like this setup is too restrictive for me to implement PL.  Instead of throwing the idea away, we need to experiment with implementing PL small then look at the data and see if we can convince others to go with it.  We won't be able to make the full switch in a year, over the summer, or even within a few years until the entire system gets on board and works toward this common goal of implementing PL..
  • In a world where we can explore almost every interest or passion in depth on our own or with others, it’s crucially more important to have the dispositions and the skills to create our own educational opportunities, not be trained to wait for opportunities that someone else has selected for delivery.
    • anonymous
      anonymous on 06 Feb 16
       
      As an adult learning individuals, if we want to continue to learn and grow, we need to reach out and ask questions and find the answers rather than waiting for the world to find us. We need to inspire that in our students as well. Motivation and drive with a purpose!
    • lkmace
      lkmace on 13 Feb 16
       
      To instill this drive for learning and seeking one's own understanding seems so important when developing skills in our young students. When we as adults have that drive for learning continuum, modeling that passion, sharing examples on how this is evident in work environments, as well as higher education, should be a skill all students be taught. PLEs could be a great tool to do just that!
  • Personal learning entails working with each child to create projects of intellectual discovery that reflect his or her unique needs and interests. It requires the presence of a caring teacher who knows each child well. Personalized learning entails adjusting the difficulty level of prefabricated skills-based exercises based on students’ test scores.   It requires the purchase of software from one of those companies that can afford full-page ads in Education Week.
    • anonymous
      anonymous on 06 Feb 16
       
      Personal Learning requires "heart" Personalized Learning requires "hardware"
  • ...17 more annotations...
  • Thus, while making sense of ideas is surely personal, it is not exclusively individual because it involves collaboration and takes place in a community.
    • anonymous
      anonymous on 06 Feb 16
       
      Personal doesn't mean individual. 
  • Personalization is often used in the ed-tech community to describe a student moving through a prescribed set of activities at his own pace. The only choice a student gets is what box to check on the screen and how quickly to move through the exercises. For many educators that’s not the true meaning of “personalized learning.”
    • amorarend
      amorarend on 07 Feb 16
       
      At the district I teach in we have many computer programs like this. Our lower elementary students (K-4) work on ST math and our upper elementary students (5-6) work on ALEKS. Our district also recently purchased and is going to start implementing Lexia Reading Core5. I personally have not worked with any of these programs, but from what I've heard teachers really like ST Math and ALEKS. 
    • wolson86
      wolson86 on 10 Feb 16
       
      Our district has also just started implementing Lexia Reading Core 5 this year. I have found it to be engaging for the students, but I have a student who has already passed all levels. At this point there is nothing left for her to do. I think personalization is more than a computer program, however I am a fan of computer programs that are tailored to the students' needs. 
    • Megan Schulte
      Megan Schulte on 10 Feb 16
       
      From some of the things I've read in the PL Environment articles, these computer programs are only one part of Personalized Learning.  They have a purpose for some students who need it, but shouldn't really be implemented as a "work until you complete the program" type of thing.  More of a "you need more practice..go here" type of situation. Until we really embrace PL and truly personalize, we'll continue to encounter these issues.  So hard to do!
  • “It meets the needs of an individual in a very standardized way, but it doesn’t take into account who that kid is.” For Laufenberg, personalization only comes when students have authentic choice over how to tackle a problem.
    • amorarend
      amorarend on 07 Feb 16
       
      I don't think many teachers and administrators realize this. I think most feel like the computer programs, such as ST Math, ALEKS and Lexia Reading Core5, are personalized because each student is working at their own level. From what I've learned so far in this class is that Personalized Learning takes it a step farther. 
    • lkmace
      lkmace on 10 Feb 16
       
      I have felt hesitation from adminastartion with using computer programs for student learning. I'm looking for evidence that supports research in this area. Is it best for certain learning styles? I believe so.
    • lkmace
      lkmace on 13 Feb 16
       
      Ditto! I've tried some pilot computer learning, and students enjoy and stay engaged. Trying to receive support from administration isn't easy - district policy, costs, and balance between classrooms are the constraints I find.
  • Personalization comes at the expense of denying students opportunities to learn personally, forming the habits of mind and “network literacies” that will serve them much more effectively than most of the content knowledge that, as we know from experience, never gets applied in real life.
    • amorarend
      amorarend on 07 Feb 16
       
      I agree and disagree with this statement. I think every student in America has asked the question "When am I ever going to use this in real life?" at some point in their educational career. I know I did when I was sitting in Pre-Calc my senior year of high school. On the other hand I cringe every time one of my 5th grade students doesn't know that Iowa is a state. I had to have all of the states and state capitals memorized in 3rd grade! I do feel there are some things every well educated person should know, but the question is how do we decide what is important enough for every person to learn.
    • kelsi-johnson
      kelsi-johnson on 10 Feb 16
       
      There are definitely basic, foundational skills that need to be learned by all students. For example, since our district has focused less on teaching and grading students on grammar, punctuation, and elements outside of the content of a paper, we have noticed huge gaps in performance. I had to spend an entire class period with my ninth grade students explaining when to capitalize a letter before printing their final papers. I was also able to listen to Richardson speak at my school last year, and he claimed that all math classes would be rendered irrelevant over the course of the next decade due to technology resources; however, he used many graphs and statistics in his presentation. Luckily, I had great math teachers throughout school in order to possess the skills necessary to interpret his presentation data! I would agree that we have to develop certain basic skills in all students before we can set them off to work completely independently. I think it all comes down to your final question...how/who determines those priority skills or standards?
    • Megan Schulte
      Megan Schulte on 10 Feb 16
       
      I completely agree!  However, I feel we're just not advanced enough as a system or society to truly see what we're doing work well.  The standards are set up to build upon the previous year's standards.  Unless everyone is covering his/her standards, it won't work as well.  We saw this first hand at my school when our JH/HS started aligning to the core before our elementary did.  It was very difficult for our 7th grade teachers to even teach the 7th grade standards because our students were back on the 2nd/3rd grade level according to the standards.  We had to back up and teach those skills first in order to get anywhere close to our own standards.  However, in the last 4 years I have seen much improvement!  Our elementary has begun aligning, and we're not (almost) able to do our own jobs!  I have hope!
  • But the red light flashes here not just because of the focus on standardized tests but because of the larger preoccupation with data data data data data.
    • amorarend
      amorarend on 07 Feb 16
       
      With being a Title 1 teacher everything I do is based on data. The school I teach at just got done doing the FAST testing for winter and when it was done I sat down with the principal and the other Title 1 teacher and used the student's test scores to determine who was going to be receiving Title 1 services. I am not a huge fan of testing, but when the state requires students who are flagged as "substantially deficient" to be in an intervention and students who are flagged as "at risk" to be progress monitored we have no choice but to be driven by the data. I really like the idea of personal learning, but I don't think school are going to be able to make that switch until the government changes things.
    • kelsi-johnson
      kelsi-johnson on 10 Feb 16
       
      It is frustrating that this information/research is out there and many teachers want to shift towards learning that is less test-focused, but unfortunately we don't have the power to make those changes! I also wonder how parents would respond to a change from the traditional school format. I know when we even discussed switching to standardized based grading, we got a lot of push back and criticism from parents. I don't know how we start making these changes.
    • lkmace
      lkmace on 13 Feb 16
       
      This is directly connected to the students I serve that are identified as gifted. Testing often displays data that doesn't seem to reflect their total understanding, often posing a picture where students haven't reached that area of one year's growth. This has engaged many debates as to pushing core v. pushing student interests.
  • ‘We often say we want creativity and innovation – personalization – but every mechanism we use to measure it is through control and compliance.’
    • kelsi-johnson
      kelsi-johnson on 10 Feb 16
       
      But at some point, don't we have to hold students and ourselves accountable for the learning taking place in the classroom? With the requirements of the current education system, there doesn't seem to be much that we as classroom teachers can do here: at some point we have to prove that we have created growth in our students through data. I wish the article would have specified other methods for depicting learning/student achievement rather than simply debunking the current ones. While I am all for personal learning and a change in the way we view student performance, I have yet to see a realistic method presented to ultimately score or evaluate the results of our students in the classroom.
    • wolson86
      wolson86 on 10 Feb 16
       
      I agree that it would be nice to have some other specified methods to collect data and show student growth. I do believe what we have now is not a true judgement of our students, they are so much more than a score. 
    • anonymous
      anonymous on 11 Feb 16
       
      I think our major hiccup lies in our struggle with producing "proof" of learning. It is important that you state a realistic method of scoring students. In a perfect world, we would have a personalized instruction for each student with a personalized rubric guiding the learning. However, that is not realistically possible, especially if I want them to be authentic and innovative at their own level. As long as I am expected to prove my kids are learning, regardless of the system used, time will play into how personalized the instruction can be.
    • lkmace
      lkmace on 13 Feb 16
       
      Before reading your post, my thinking directed to the time constraint and proving a year's growth in each of our students. This is a major component in our classrooms and often fogs up the importance of addressing individual learning needs. How do teachers with large groups of students realistically find time to implement successful PLEs? I have 40+ students on my roster between two buildings. PLEs could be the answer to providing challenges more than 30--40 minutes 1-2 times per week. That part I am excited about. Assisting with all 40+ PLEs sounds a little overwhelming, but initial skill development in students in designing their own with my assistance seems to be my starting point.
  • it implies moving away from the industrialized form of education that pumps out cookie-cutter students with the same knowledge and skills
    • wolson86
      wolson86 on 10 Feb 16
       
      This first sentence really stuck out to me, especially the statement cookie-cutter students. Why would we want to create students to all have the same talents? What kind of future would that be, with students who all have the same specific skills?
  • Can the Web and laptops, et al., support and expand intrinsic engagement for those parts of the world that interest us? Absolutely! But while a multimedia textbook on an iPad may be more engaging than the dog-eared paper one we’ve been handing out for decades, a textbook is still a textbook. You want to really engage kids? Give them opportunities to learn personally, to create their own texts and courses of study, and to pursue that learning with others in and out of the classroom who share a passion.
    • kelsi-johnson
      kelsi-johnson on 10 Feb 16
       
      This makes me reflect on the learning we have done about the SAMR model. Because our students recently became 1:1 with iPads in our building, we have done a lot of learning on making technology usage meaningful rather than just "fluff" in the classroom. Here is a link for those of you not familiar with SAMR: http://tinyurl.com/posterV4 As Richardson indicates, we can't simply put technology into the hands of students and call ourselves innovative. It is what we allow our students to do with technology in order to generate new ideas that stimulates innovation and creativity.
  • meaningful (and truly personal) learning never requires technology
    • kelsi-johnson
      kelsi-johnson on 10 Feb 16
       
      I found this statement to be particularly profound; I never thought of it that way!
    • Megan Schulte
      Megan Schulte on 10 Feb 16
       
      Especially nowadays when technology is such a big part of their lives.
    • lkmace
      lkmace on 13 Feb 16
       
      Fifth graders in our district are fortunate to have Chrome Books. After working in secondary for the past 4 years, coming back to elementary made things very exciting to know these students would have tech access at their fingertips. After a few weeks working with this age level, I found the tools could be very distracting. Starting with personal understanding to form inquiry and learning proposals allowed for focus on goals. Technology came in next as a great resource, but ending with communicating new learning (sometimes with tech, but often through discussions, writing or small group share.)
  • A personalized environment gives students the freedom to follow a meaningful line of inquiry, while building the skills to connect, synthesize and analyze information into original productions.
    • Megan Schulte
      Megan Schulte on 10 Feb 16
       
      This is so hard to really implement correctly!  Most of us are in school systems where we are really restricted by required classes, bell schedules, teacher certification, the previously mentioned DATA COLLECTION (!!!), which would look much differently in a true PL classroom.  I'm personally struggling with how to implement PL because we work in PLC teams where we have common formative assessments that need to be administered around the same time.  That allows very little room for kids to work at their own pace.
  • resource rich.
    • Megan Schulte
      Megan Schulte on 10 Feb 16
       
      I have found that finding good resources for English is really hard.  There are so many factors when it comes to literature, like readability level, topic, concept, that it's hard for ME to find resources, let alone have my students find them on their own.  Unfortunately, if someone develops something that is good, they're going to want money for it making it unattainable for many of us.  I was excited to hear about the pilot going on with the AEA Online for students.
  • Our kids (and we ourselves) are suddenly walking around with access to the sum of human knowledge in our pockets and connections to literally millions of potential teachers.
    • Megan Schulte
      Megan Schulte on 10 Feb 16
       
      A few problems come to mind.  1)  This is why it's important to climb the ladder of Bloom's with our activities and lessons and make them real life.  2) Students don't value knowing the basics because they can just Google them.  The part of speech of a word...Google can tell us that, so it isn't important.  But it IS important to know when it's applied later, for instance writing complex sentences and identifying clauses/subjects.     Or is it?
    • kelsi-johnson
      kelsi-johnson on 11 Feb 16
       
      Think about how much longer it would take for students to complete seemingly simple aspects of a project or task if they had to look up every single smaller bit of information. It seems that this is where we need to set priority standards in order to determine what basics are most important for students to know in order to complete and take part in personal learning.
  • give opportunities for our kids to do personal learning.
    • Megan Schulte
      Megan Schulte on 10 Feb 16
       
      This is it!!  This is all we can hope for.  Having the perfect school, unit, support, funding, etc. to do this is not anywhere in our near future.  If our classroom is set up to give opportunities for our kids to do personalized learning, we're on the right track.  I feel it will snowball into more opportunities.  Kids will want it, the ever-important test scores will prove it, and schools will slowly jump on the PL train!
  • the best thing we can do for kids is empower them to make regular, important, thoughtful decisions about their own learning, what they learn and how they learn it, and to frame our use of language in that larger shift, not simply in the affordances for traditional curriculum delivery that the tools of the moment might bring.
    • Megan Schulte
      Megan Schulte on 10 Feb 16
       
      This is the beginning.  Find opportunities for this wherever you can and then let personalized learning grow from there.
    • lkmace
      lkmace on 13 Feb 16
       
      Advanced differentiation conversations often involve the, "how do we develop independent learners?" This shift is dearly needed. Enabling students with PLEs - tool to make the shift?
  • as long as he ends up fundamentally similar to everyone else:
    • Megan Schulte
      Megan Schulte on 10 Feb 16
       
      Agreed, but this is what students need to understand when it comes to PL.  You don't just get to pretend you're working, you are still held accountable to reach the end target; you can just get there how you want.  This is my biggest fear with "setting kids free" in PL.  I'm afraid I'll check-in with their progress and they'll have done nothing.  What's the consequence?  How do you hold them accountable daily (at first) and realize they still have to do something.  Hopefully interest level, real life applications, etc will help hold them accountable.  They'll be on stage for someone hopefully.
    • anonymous
      anonymous on 11 Feb 16
       
      I have a self-paced system currently in place in my classroom. Often times, I do check in, and they will have done nothing. I have the daily goal for where they should be to be on target to finish on time. My kids have figured out that I will fail them. I akin it to a job. If you do not do the task, the boss will penalize you for it. That said, grades are fluid. I have no problem changing the grade once I receive the work. Normally the work happens after a few angry emails from parents, pulling from study halls, and a little bribing. This morning I sent out an email stating I was still missing fifty papers from students, giving their names. The immediate consequence is failing, with the understanding that once work is shown, failing is not a permanent ultimatum .
  • She cautions educators who may be excited about the progressive educational implications for “personalized learning” to make sure everyone they work with is on the same page about what that phrase means.
    • anonymous
      anonymous on 11 Feb 16
       
      I find it interesting that she says everyone we work with needs to be on the same page about the implications of personalized learning. I find, that when I try something new, even if my co workers aren't on board right away, my results speak for themselves. I am not sure it is important that BEFORE I start personalized learning, EVERYONE is onboard. 
    • lkmace
      lkmace on 13 Feb 16
       
      As I "pilot" PLEs with some of my students, taking evidence from their experience to share with staff could begin those "on board" conversations and reel teachers towards learning more and trying in their classrooms, as well as sharing with administrators. Many past learning models have sounded wonderful, but without having data to show evidence of success, hesitance exists.
  • Our systems and assessments assume that neither content nor access to teachers is widely available, and that we must deliver a proscribed, fairly narrow curriculum to each child because if they don’t have it in their heads when they need it, they will fail at the task.
    • anonymous
      anonymous on 11 Feb 16
       
      I find it interesting that the Web and other pieces of technology have expanded the capabilities of learning, yet our standardized testing and other assessments specify exactly what they "need" to know. I question how, regardless of how the Internet has changed education, we still use the same methods to prove proficiency. 
cjd203

The Quest for Quality - Educational Leadership - 11 views

www.ascd.org/...The-Quest-for-Quality.aspx

shared by cjd203 on 05 Jun 11 - Cached
  • In the past, few educators, policymakers, or parents would have considered questioning the accuracy of these tests.
    • Denise Krefting
      Denise Krefting on 05 Jun 11
       
      I was a teacher who didn't question cut scores. In fact they made life easier for me- but there really was no real learning beyond the assessment. This transition to continual learning makes so much more sense!
    • denise carlson
      denise carlson on 05 Jun 11
       
      This sentence is so true. I remember bringing home ITBS scores to my parents. As long as the scores were in the 90th percentile or better they were pleased. I don't remember them ever digging deeper to ask the teacher what I actually knew or did not know. To them it was an important test and whatever the results said must have been the truth. I'm glad we're not there anymore.
    • Cindy Blinkinsop
      Cindy Blinkinsop on 07 Jun 11
       
      Very true. We never questioned ITBS or ITED scores - we believed they were the one and only true assessment of a student's abilities. My how things are changing! There are so many factors to consider (region, vocabulary, did the student eat breakfast, did the student get enough rest, etc).
    • Natalie Smithhart
      Natalie Smithhart on 01 Oct 11
       
      I can remember as a child being very worried about my ITBS score, I was never a good test taker and I knew how "important" these tests were. I am glad that these days we use more authentic types of assessments also.
    • Lora Lehmkuhl
      Lora Lehmkuhl on 04 Oct 11
       
      I just reviewed ITED scores with our son. I recently read that ITED scores are closely related to scores one might expect for ACTs. This really worries me as a parent since we have a special needs child whose vision problems have greatly affected his performance in school. He plans to take the ACT test this spring and I know he's not prepared to accept a low score. Convincing him that he needs to take practice tests and study has been really difficult.
  • The assessor must begin with a clear picture of why he or she is conducting the assessment.
    • Denise Krefting
      Denise Krefting on 05 Jun 11
       
      Using this with the concept of backward design shows us how many options all fit together.
    • Joletta Yoder
      Joletta Yoder on 27 Sep 11
       
      I too value the "Begin with the end in mind" method. I find it easier, after establishing learning goals, to determine how I'll assess them then let that direct my method of instruction.
    • Lora Lehmkuhl
      Lora Lehmkuhl on 04 Oct 11
       
      The "end product" might have different meaning to the student. For example, I teach a cooking class and the end product is often the food prepared. It can be difficult to convince the student that a standard muffin has specific characteristics. We review the characteristics before beginning the lab. In the eyes of the student, if it is edible it's just fine! You wouldn't believe how many times students have mixed up baking soda for baking powder and have been completely satisfied with a pancake that tastes like soap.
    • Marcia Jensen
      Marcia Jensen on 23 Jul 12
       
      Strangely, after all the staff development, I think some teachers don't know why they are giving certain assessments. Part of this may be that they are philosophically opposed to so much testing but I think there is still a lack of understanding about the concepts being taught: the minutiae are more clear.
  • four categories of learning targets are
    • Julie Townsend
      Julie Townsend on 07 Jun 11
       
      These targets could define four different assessments given quarterly. Don't we give informal assessments that cover some of these targets?
    • Marcia Jensen
      Marcia Jensen on 23 Jul 12
       
      I like checklist type information because it helps me to evaluate and plan my own instruction. I can use these criteria to make sure I plan for all these targets in my instruction.
  • ...58 more annotations...
    • Denise Krefting
      Denise Krefting on 05 Jun 11
       
      What is the Iowa Core calling these?
  • Do the results provide clear direction for what to do next?
    • Linda Hoobin
      Linda Hoobin on 07 Jun 11
       
      What plan is provided for improvement with the Iowa Assessments?
    • Darin Johnson
      Darin Johnson on 07 Jun 11
       
      I would like to see an efficient, real-world model of such a system.
    • Joletta Yoder
      Joletta Yoder on 27 Sep 11
       
      I would love to see our inservices allow for time to have such reflections on our assessments and allow us to redirect our planning. How much more would we see student growth if we not only reflected and redirected but also shared our observations with colleagues who also have the students (cross-curricular and at the next level) to have growth be specific and continual rather than a 9 month experiment that restarts from Ground Zero the following year!
    • parsonsbrandi
      parsonsbrandi on 09 May 16
       
      Yes! There's so much research that values reflection, and yet it's something that one almost feels "guilty" doing on contract time.
  • Selecting an assessment method that is incapable of reflecting the intended learning will compromise the accuracy of the results.
    • Lori Pearson
      Lori Pearson on 05 Jun 11
       
      This shows how important it is to set your learning targets and then make sure your assessment gives you the information that you are seeking in regards to those targets.
    • jalfaro
      jalfaro on 06 Jun 11
       
      Without proper training, I'm sure this happens all too often. Teachers often teach and test based on their own experiences and not based on best-practices.
    • Linda Hoobin
      Linda Hoobin on 07 Jun 11
       
      If you can't determine an assessment to match your learning target, could it be that your learning target needs revision?
    • Julie Townsend
      Julie Townsend on 07 Jun 11
       
      I couldn't agree with you more! Some teachers refuse to open up to the latest in best practice, assuming that '36' years of teaching for example, has given them enough info to have 'all' the answers. And if the assessment is too difficult to create to match the target, why yes, revise the target. It seems we need to think outside the box, and to remind ourselves to keep updated and in touch with the world.
    • Deb Versteeg
      Deb Versteeg on 12 Jun 11
       
      I think many times, the catch here is the gradebook. Many stakeholders(parents, students, administrators, etc.) have very rigid expectations for grading and equate assessment and grading. Teachers don't know how to manage both effectively, and tend to default to the needs of the gradebook for survival.
    • Lori Pearson
      Lori Pearson on 13 Jun 11
       
      Ah.......the gradebook. I believe you have hit the nail on the head, Deb.
    • Denise Krefting
      Denise Krefting on 05 Jun 11
       
      I have found it useful for another person to look at the assessment. Especially someone in a different curriculum area.
    • Deborah Ausborn
      Deborah Ausborn on 09 Jun 11
       
      That sounds like a good idea. Why, specifically, do you use someone from a different curriculum area? I can think of some ideas, but I don't know if they are the ones you are considering.
  • After defining inference as "a conclusion drawn from the information available,"
    • Denise Krefting
      Denise Krefting on 05 Jun 11
       
      So.. if my rubric says " requires deep thought" and I define or give examples of deep thought would that be better. I am struggling with the use of those words in my rubric- my participants have had not difficulty with the words, I just feel it isn't as specific as maybe I should make it....
    • Julie Townsend
      Julie Townsend on 07 Jun 11
       
      What is the definition of 'deep'?
  • a student might assess how strong his or her thesis statement is by using phrases from a rubric,
    • Lori Pearson
      Lori Pearson on 05 Jun 11
       
      Connection to rubrics in my group during the first week-are the phrases strong and promote further progress in their learning?
    • Darin Johnson
      Darin Johnson on 07 Jun 11
       
      I like the phrase "using phrases from a rubric." I think I'll borrow this idea and phrasing!
  • If we don't begin with clear statements of the intended learning—clear and understandable to everyone, including students—we won't end up with sound assessments.
    • Peggy Christensen
      Peggy Christensen on 06 Jun 11
       
      I remember once writing a test item that had a term in it that my sophomore biology students didn't understand. Some asked me what the word meant, but what about those who were too embarrassed to ask?
    • Linda Hoobin
      Linda Hoobin on 07 Jun 11
       
      This helps solidify the Iowa Core characteristic of effective instruction--assessment for learning and why it is part of the Iowa Core.
    • parsonsbrandi
      parsonsbrandi on 09 May 16
       
      I can relate this to my children and the way that my husband and I differ on how we give directions. For example, he may say, "Your job is to be good." To a three and a five year old, "be good" is a very vague term. I might say something along the lines of, "Your job is to listen without interupting me, use good manners like saying, 'please and thank you,' and to sit down while we're eating dinner."
  • Figure 2 (page 18) clarifies which assessment methods are most likely to produce accurate results for different learning targets.
    • Peggy Christensen
      Peggy Christensen on 06 Jun 11
       
      I have seen this chart from Stiggins work before and have found it to be quite useful. This reminds me of why we need to take the written portion to get an Iowa Driver's license, as well as taking Driver's Ed. or taking the Driving portion (of the test) to get a Driver's License. We need to know both the factual "stuff" (like what a STOP sign means), as well as the skill of being able to actually drive a vehicle.
  • new levels of testing that include benchmark, interim, and common assessments.
    • jalfaro
      jalfaro on 06 Jun 11
       
      And I wonder how much Professional Development teachers (new and old) have been given to support them as they face the new assessment expectations. I think too much is taken for granted...teachers need training if all of this testing and data is to make a real difference for our students.
    • Cheryl Merical
      Cheryl Merical on 07 Jun 11
       
      Totally agree!! Teachers need to know not only how and why they are collecting data.  But how to use the data to make instructional decisions.
  • the use of multiple measures does not, by itself, translate into high-quality evidence.
    • jalfaro
      jalfaro on 06 Jun 11
       
      Exactly! More is necessarily better.
  • and the students themselves
    • jalfaro
      jalfaro on 06 Jun 11
       
      I think that we often forget about this part of the equation! I remember all too often getting a computer generated page back with test results that I couldn't understand and I'm sure that this is still happening nationwide. We must not forget that our jargon must be translated to the student and the parent so that all stakeholders are on the same page.
  • test plan.
    • jalfaro
      jalfaro on 06 Jun 11
       
      And how often do we as teachers fly by the seat of our pants?
    • Linda Hoobin
      Linda Hoobin on 07 Jun 11
       
      This takes me back to DWALA training from Heartland AEA years ago. Anyone else remember this?
    • Julie Townsend
      Julie Townsend on 07 Jun 11
       
      We do sometimes, especially when placed into a different level of programming at the end of the school year.
  • noise distractions
    • jalfaro
      jalfaro on 06 Jun 11
       
      I once had to ask that they stop mowing the grass just outside my classroom window while my students took the FCAT Reading test in Florida...minor details like this can make a HUGE difference for the kids testing! I couldn't believe that my administrators hadn't considered all of the details.
    • terri lamb
      terri lamb on 08 Jun 11
       
      This can be major for some students - I took a professional knnowledge test years ago in an auditorium and the monitors were talking softly at the front but it really carried - they had no idea and I didn't say anything but noise doesn't normally bother me so I know it bothered others.
  • assessment literate
    • jalfaro
      jalfaro on 06 Jun 11
       
      something else that I think is often taken for granted....
    • Cheryl Merical
      Cheryl Merical on 07 Jun 11
       
      Agree. . .another reason for TA for teachers regarding how to not only gather data, but understand how to use it.
    • Marcia Jensen
      Marcia Jensen on 23 Jul 12
       
      Here lies a bigger problem than we want to acknowledge.
  • Clear Learning Targets
    • Sandy Kluver
      Sandy Kluver on 06 Jun 11
       
      When I first read Stiggins and Chappius' works, it was clear that targets need to be static... not moving! We can't expect students to hit a moving target.
    • Lori Pearson
      Lori Pearson on 13 Jun 11
       
      If you don't know where you're going, how can you get there?
  • function CheckKaLogin() { if (getQuerystring('kalogin') != "") { window.location.href = window.location.href.replace('?kalogin=1', ''); } } function getQuerystring(key, default_) { if (default_==null) default_=""; key = key.replace(/[\[]/,"\\\[").replace(/[\]]/,"\\\]"); var regex = new RegExp("[\\?&]"+key+"=([^&#]*)"); var qs = regex.exec(window.location.href); if(qs == null) return default_; else return qs[1]; } window.onload = function() { if (getQuerystring('kalogin') != "" ) { // window.location.href = window.location.href.replace('?kalogin=1', ''); //alert('kalogin'); } } .smallf { font-size:9px; } MEMBER SIGN IN Username / Customer ID / E-mail Password Forgot your Username or Password? JOIN ASCD &nbsp;|&nbsp;MEMBER BENEFITS Register for ASCD EDge &nbsp; var userNameField='dnn_ctr898_ViewLoginModule_txtUserName';var passwordField='dnn_ctr898_ViewLoginModule_txtPassword';var loginField='dnn_ctr898_ViewLoginModule_btnSignIn'; function printPage() { window.print(); } //function sendData() //{ // window.open('/dnn/desktopmodules/VCMPrintSendArticleModule/sendfriend.htm'); //} function sendData(data) { // Initialize packed or we get the word 'undefined' var packed = ""; for (i = 0; (i < data.length); i++) { if (i > 0) { packed += ","; } packed += escape(data[i]); } window.location = "/dnn/desktopmodules/VCMPrintSendArticleModule/SendFriend.htm?" + packed; } function openWindow(url) { window.open(url, 'mywindow', 'width=350,height=370,directories=no,location=no,menubar=no,scrollbars=no,status=no,toolbar=no,resizable=yes'); } Print This ArticleSend to a Friend OAS_AD('Right'); Online Store ASCD's Top 5 Books Classroom Instruction That Works Enhancing Professional Practice, 2nd Edition The Art and Science of Teaching http://shop.ascd.org/productdisplay
  • aim for the lowest possible reading leve
    • Sandy Kluver
      Sandy Kluver on 06 Jun 11
       
      This really surprises me. I've never thought to write a test at the least possible reading level. With my ESL students, I always make sure the words aren't new to the students but hadn't thought about the level I was writing the test at.
  • Use a reading score from a state accountability test as a diagnostic instrument for reading group placement.
    • Sandy Kluver
      Sandy Kluver on 06 Jun 11
       
      hmmm... we do this for Instructional Decision Making groups in Carroll. It's only one piece of the puzzle, but at the beginning of the year, we rely on the ITBS Reading Comp score to place students into groups.
    • Cheryl Merical
      Cheryl Merical on 07 Jun 11
       
      Unfortunately, I think that is a common practice of many districts.
    • Deb Versteeg
      Deb Versteeg on 12 Jun 11
       
      Sandy, I've always been bothered by this part of IDM, also.
    • Marcia Jensen
      Marcia Jensen on 23 Jul 12
       
      I have done this myself at the high school level. No other data exists for my use in connection with students I don't know and time constraints.
  • Seven strategies of assessment for learning.
    • Linda Hoobin
      Linda Hoobin on 07 Jun 11
       
      This is one of the most practical resources on assessment that I have read in a long time. I recommend it to all!
  • cultural insensitivity
    • Linda Hoobin
      Linda Hoobin on 07 Jun 11
       
      I witnessed this first hand when the demographics in one district changed dramatically over the course of about two years. For younger students, pictures in an assessment were used. Several of the students had never seen a rose, but they knew it was a flower--but flower wasn't a choice.
    • Cindy Blinkinsop
      Cindy Blinkinsop on 07 Jun 11
       
      This is so true! One night my husband and I were watching COPS and they were in NYC. A little boy pointed to the very small grassy area in between four apartment buildings that made a square and said, "He just ran through that meadow." I looked at my husband and said, "That kid would flunk the ITBS because he doesn't know the true definition of a meadow...for him, the small grassy area is a meadow. But for our region, a meadow is described totally differently and looks totally different." Test writers do not consider regional vocabulary enough when putting together an assessment. It is still 'one size fits all.'
    • Marcia Jensen
      Marcia Jensen on 23 Jul 12
       
      There are some obvious things when it comes to cultural sensitivity. There are also some things a person preparing a test just might not know since their culture is different.
  • access to the data they want when they need it,
    • Linda Hoobin
      Linda Hoobin on 07 Jun 11
       
      This implies timely feedback.
  • students
  • learning continuum
    • Linda Hoobin
      Linda Hoobin on 07 Jun 11
       
      Learning progressions that Margaret Heritage talks about in Assessment for Learning.
  • The classroom is also a practical location to give students multiple opportunities to demonstrate what they know and can do
    • Linda Hoobin
      Linda Hoobin on 07 Jun 11
       
      Multiple is the key word here!
    • Cindy Blinkinsop
      Cindy Blinkinsop on 07 Jun 11
       
      I agree - multiple opportunities. We need to consider the various learning styles that we are teaching to each day and how each will best be able to show proficiency based on a product meaningful to the learner.
  • the reason for assessing is to document individual or group achievement or mastery of standards and measure achievement status at a point in time.
    • Julie Townsend
      Julie Townsend on 07 Jun 11
       
      Mastery is what we want as teachers, and using an accurate assessment done frequently should show us how far students have come in their achievement.
  • Choosing the Right Assessment
    • Julie Townsend
      Julie Townsend on 07 Jun 11
       
      I like this table--the categories and the description within.
    • Cheryl Merical
      Cheryl Merical on 07 Jun 11
       
      Agree. Would be a good reference tool for all teachers.
    • Lisa Buss
      Lisa Buss on 08 Jun 11
       
      I think I will use this as a reference.
    • Deborah Ausborn
      Deborah Ausborn on 09 Jun 11
       
      I agree as well. This would be a good tool to share with my home school parents.
    • Joletta Yoder
      Joletta Yoder on 27 Sep 11
       
      Great reminder for all of us, especially English teachers, that we can, and should, be using various forms of assessment. I'm hitting PRINT right now and posting this on my wall in and in my planning folders!
  • Specific, descriptive feedback linked to the targets of instruction and arising from the assessment items or rubrics communicates to students in ways that enable them to immediately take action, thereby promoting further learning.
    • Darin Johnson
      Darin Johnson on 07 Jun 11
       
      Whenever I read the word "specific," I can't help but to remember my third year of teaching when the English 9 teachers would share an old reel-to-reel converted to VHS instructional video with the class. Several minutes into the video, the narrator would tell the students: "Specific is terrific." This type of feedback is really the exception rather than the rule, isn't it?
    • Deborah Ausborn
      Deborah Ausborn on 09 Jun 11
       
      This is really good practice, but extremely time consuming. We need to include as much as possible, but it may not always be feasible or possible to do it all the time.
  • build balanced systems, with assessment-literate users
    • Cheryl Merical
      Cheryl Merical on 07 Jun 11
       
      Wouldn't an RTI model with all its components (e.g., universal screening, progress monitoring, etc.) implemented with fidelity, meet this criteria??
  • Creating a plan like this for each assessment helps assessors sync what they taught with what they're assessing.
    • terri lamb
      terri lamb on 08 Jun 11
       
      .This is a great way to document each assessment.
  • In the case of summative tests, the reason for assessing is to document individual or group achievement or mastery of standards and measure achievement status at a point in time.
    • Darin Johnson
      Darin Johnson on 07 Jun 11
       
      The point where my assessment breaks down is that my formative assessments are almost always for individuals rather than for groups. Aside from ITEDs, no one beyond my classroom seems concerned with assessment data.
  • inform instructional improvement and identify struggling students and the areas in which they struggle
    • Cheryl Merical
      Cheryl Merical on 08 Jun 11
       
      If we can identify students at-risk earlier through regular progress monitoring, we can move away from the "waiting to fail" model. 
  • Students learn best when they monitor and take responsibility for their own learning.
    • terri lamb
      terri lamb on 08 Jun 11
       
      When we begin a project in desktop publishing the students and I brainstorm the different skills and techniques they can demonstrate and use in the project which in turn becomes their checklist or rubric. They feel more ownership and may need to revisit a skills that other students - they often require more of themselves as well.
    • Lisa Buss
      Lisa Buss on 08 Jun 11
       
      I think this is very true and I also believe that the learning is at a higher level.
  • For each assessment, regardless of purpose, the assessor should organize the learning targets represented in the assessment into a written test plan that matches the learning targets represented in the curriculum
    • Lisa Buss
      Lisa Buss on 08 Jun 11
       
      In other words, we must test over wht we've taught?
    • Deb Versteeg
      Deb Versteeg on 12 Jun 11
       
      Or....we need to be sure that students are learning what is going to be assessed. And what is going to be assessed is aligned with the intended learning target. I think too often in classrooms, the teaching is first, then the learning, then the alignment with the assessments or definied learning targets.
    • Natalie Smithhart
      Natalie Smithhart on 01 Oct 11
       
      So we need to decide what is going to be assessed first before we create the curriculum. I think often as teachers we do this the other way around. Seems like it should be simple, but sometimes I find myself creating my curriculum before I have decided what I might need to assess.
  • Teachers should design the assessment so students can use the results to self-assess and set goals.
    • Lisa Buss
      Lisa Buss on 08 Jun 11
       
      I need to do a better job of this!
  • Annual state and local district standardized tests serve annual accountability purposes, provide comparable data, and serve functions related to student placement and selection, guidance, progress monitoring, and program evaluation.
    • Lisa Buss
      Lisa Buss on 08 Jun 11
       
      But, in my opinion, what's being taught isn't necessarily what's being evaluated.
  • As a "big picture" beginning point in planning for the use of multiple measures, assessors need to consider each assessment level in light of four key questions, along with their formative and summative applications1
    • Lisa Buss
      Lisa Buss on 08 Jun 11
       
      This is brand new to me!
  • Summative applications refer to grades students receive (classroom level)
    • Lisa Buss
      Lisa Buss on 08 Jun 11
       
      I wish we could get away from grades and move to a benchmark checklist. When the student is proficient in one skill or concept they can move on to the next.
  • At the level of annual state/district standardized assessments, they involve where and how teachers can improve instruction—next year.
    • Deborah Ausborn
      Deborah Ausborn on 09 Jun 11
       
      It is great when this data is used to improve instruction. I was teaching in Texas whe Gov. Perry took over from George Bush (late 90s). The annual testing there was used to determined which schools received the most funds for the next year. High scoring schools received more money; low scoring schools received less money. Sadly, the low scoring schools generally needed the funds so much more than the high scoring schools. I had friends teaching in downtown Houston who told me how many of their students came to school with just a plain tortilla for lunch. They needed more funds, but since they received low scores received less funds. The students from the suburbs (such as Sugarland where at that time the mean income was $100,000/year, attending private tutoring (paid for by parents) several afternoons a week so their test scores would be higher. I literally saw students and teachers who had nervous breakdowns due to the pressure on the testing results. I agree we need assessments; I'm just concerned about how some of those assessments are used.
  • Feedback to students can use the language of the rubric:
  • Although it may seem as though having more assessments will mean we are more accurately estimating student achievement
    • Deb Versteeg
      Deb Versteeg on 12 Jun 11
       
      This is definitely a common misconception.
    • Lori Pearson
      Lori Pearson on 13 Jun 11
       
      Although, there are times when we need to dig deeper to find out exactly what area needs strengthening. Take reading comprehension, for example, so they are low in that area, what does that mean-many, many components make up that area.
  • The assessor
    • Deb Versteeg
      Deb Versteeg on 12 Jun 11
       
      This term, "the assessor", in and of itself has got me thinking. While the instructor might be the one "giving" the assessment, might the "assessor" at times not be the instructor? Could the state or the district be the assessor in some cases? Could the student be the assessor?
    • Amy Burns
      Amy Burns on 26 Sep 11
       
      Devil's Advocate at work here....in a perfect world, our assessments would inspire students to WANT to improve, but in reality, can a rubric really do that in and of itself?
    • Marcia Jensen
      Marcia Jensen on 23 Jul 12
       
      I have yet to see a student use a rubric to improve a project. I think the idea of it is good, but the self-motivation is not there, or I don't know how to motivate them myself.
  • Given the rise in testing, especially in light of a heightened focus on using multiple measures, it's increasingly important to address two essential components of reliable assessments: quality and balance.
    • Amy Burns
      Amy Burns on 26 Sep 11
       
      Agreed. Now, if multiple measures are indeed so important, why are we still so mired in the standardized tests to judge success?
    • Kay Durfey
      Kay Durfey on 08 Jun 12
       
      I believe that this article "The Quest for Quality" really gets at the heart of the importance of having "focus lessons" daily and more long-term learning targets for both teachers and students. Being specific and purposeful about what and how we want students to learn (skills and academic (vocabulary) is essential to genuine learning and performances.
  • Knowledge targets,
  • Reasoning targets
  • Performance skill targets
  • Product targets
  • It also helps them assign the appropriate balance of points in relation to the importance of each target as well as the number of items for each assessed target.
    • Marcia Jensen
      Marcia Jensen on 23 Jul 12
       
      Is anyone besides me starting to feel overwhelmed? I guess this could be done as a districtwide assessment project, but what this article is really starting to accentuate is how little time teachers have for pondering once a school year begins.
  • This key ensures that the assessor has translated the learning targets into assessments that will yield accurate results. It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
    • Marcia Jensen
      Marcia Jensen on 23 Jul 12
       
      This is what I really want to learn how to do!
  • A mechanism should be in place for students to track their own progress on learning targets and communicate their status to others
    • Marcia Jensen
      Marcia Jensen on 23 Jul 12
       
      My comment here concerns this whole paragraph. I think we need to provide time to students as well as teachers for analyzing the results of assessments, and for using the results to make their projects better. As it is, no one has time to revisit the object of the assessment. Time constraints have all educational participants roaring along at breakneck speeds
  • Who is the decision maker?
    • Marcia Jensen
      Marcia Jensen on 23 Jul 12
       
      I think this question is crucial. If the decision-maker and the purpose of the test are punitive rather than informed, no wonder people don't want to be assessed! of course we need to consider this as people who are decisionmakers and quit using tests scores to punish students--we don't like being punished for results and neither do they.
  • applying data to decisions for which they aren't suited.
  • Assessment literacy
    • Marcia Jensen
      Marcia Jensen on 23 Jul 12
       
      Surely a staff development need.
  • A detailed chart listing key issues and their formative and summative applications at each of the three assessment levels is available at www.ascd.org/ASCD/pdf/journals/ed_lead/el200911_chappius_table.pdf
    • Marcia Jensen
      Marcia Jensen on 23 Jul 12
       
      Hoping to share this with our data teams this year.
  • cultural insensitivity
  • Are results communicated in time to inform the intended decisions?
  • to know what constitutes appropriate and inappropriate uses of assessment results—thereby reducing the risk of applying data to decisions for which they aren't suited.
  • Darin Johnson on 07 Jun 11
     
    The point where my assessment breaks down is that my formative data is rarely shared with others. We don't look for trends or patterns or discuss needed changes in content or instructional delivery.
  • Kay Durfey on 08 Jun 12
     
    I believe that this article "The Quest for Quality" really gets at the heart of the importance of having "focus lessons" daily and more long-term learning targets for both teachers and students. Being specific and purposeful about what and how we want students to learn (skills and academic (vocabulary) is essential to genuine learning and performances.
  • Kay Durfey on 08 Jun 12
     
    Founded in 1943, ASCD (formerly the Association for Supervision and Curriculum Development) is an educational leadership organization dedicated to advancing best practices and policies for the success of each learner. Our 175,000 members in 119 countries are professional educators from all levels and subject areas--superintendents, supervisors, principals, teachers, professors of education, and school board members.
Jennifer Riedemann

ollie_4: Article: Attributes from Effective Formative Assessment (CCSSO) - 4 views

moodlesw.aeapdonline.org/...view.php

shared by Jennifer Riedemann on 30 Jan 13 - No Cached
  • Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.
    • Mary Overholtzer
      Mary Overholtzer on 30 Jan 13
       
      Has there ever been a time when teachers can't give feedback or adjust their own teaching because students refuse to do what was intended as an instructional task for learning? As an educator, I have some students who don't want to do anything, even when given a choice on how they might show their learning.
    • Lorilee Hamel
      Lorilee Hamel on 31 Jan 13
       
      Unfortunately, at least in my teaching experience, in content areas other than reading and writing, I have run into many teachers who believed in the Bell Curve still for classroom grading. Their numbers are dwindling, but they still exist along with teachers who believe, "I told them once. They should have it." I'm so glad your experiences make your question even possible. That is growth and improvement in instruction.
  • Learning goals and criteria for success should be clearly identified and communicated to students.
    • Mary Overholtzer
      Mary Overholtzer on 30 Jan 13
       
      I have found that learning goals are broader in scope since we no longer memorize, skill and drill, and have the detailed oriented mechanisms of learning in place. Maybe I am missing the boat, but I want my students to be: great speakers who project their voice(yes, I do use a decibel reader) when they are public speaking. It's a great to incorporate the science of speaking. I do want them to be great writers, and I will say a well written rubric can enhance this. I am also after great thinking and problem solving. I have found that the middle level learner can seem to problem solve in some situations, yet they have become inept at problem solving on how to "get a pencil" when they don't come to class with one in their possession. Being able to get along with many within their peer group would be great. This seems to be an ongoing battle for some individuals who "want to work" by themselves. I have had my share of accountants in my classroom.... :)
    • Jodi Leimkuehler
      Jodi Leimkuehler on 04 Feb 13
       
      Are you saying accountants are loners? They have to be able to work with clients :) (I'm a business teacher and just couldn't let this slide :)
    • Mary Overholtzer
      Mary Overholtzer on 12 Feb 13
       
      Jodi, That was a narrow view, please forgive me. I stand corrected by you....Thank you for your correction. I will say, I have students who want to work by themselves....that is great for reflection, yet collaboration is a skills that we all need to develop.
    • Andrea Compton
      Andrea Compton on 12 Feb 13
       
      Mary, You are definitely not missing the boat! All those goals are excellent and very necessary for students to obtain. Do not give up on your broader learning goals and keep letting your students know that this is what you want for them. You might need a poster in your room with your broader goals stated on it as a constant reference for you and your students, and then post on your board your daily learning goals for your students. You are such a wonderful teacher and your students learn so much from you! Keep up the good work!
    • Andrea Compton
      Andrea Compton on 12 Feb 13
       
      Mary, I can absolutely relate to your comment about students that want to work by themselves! Some TAG students are "past masters" of wanting to do things on their own - I live with one!! Learning to collaborate is often a very difficult task for them in middle or high school. In my own experience, this improves for these high achievers when they reach college and are able to work with others that have similar abilities.
  • Descriptive feedback should be about the particular qualities of student learning with discussion or suggestions about what the student can do to improve.
    • Mary Overholtzer
      Mary Overholtzer on 30 Jan 13
       
      I have found it interesting how the "Boy's Town" model from a long time ago....always started with a positive statement of praise and supporting details; yet if negative feedback was needed, it would weave in concern statement that didn't use words like "but or however". For example: I can appreciate how your started your paragraph with energy and great discriptive words. As you work on your thesis, you may want to keep in mind.....or have you ever thought of....? Yes, constructive feedback is an "art form" when communicating to students who think they have excellence, yet fall short....I mean way short.
    • Brooke Maine
      Brooke Maine on 02 Feb 13
       
      I have never heard of the "Boy's Town" model but I like how you wrote about giving concerns to a student without using "but" or "however'- I can see that making such a difference and being more influential and beneficial to students!
    • Sally Rigeman
      Sally Rigeman on 04 Feb 14
       
      Too often the feedback is merely "corrective" - a check mark or "ok".
  • ...43 more annotations...
  • Creating such a culture requires teachers to model
    • Mary Overholtzer
      Mary Overholtzer on 31 Jan 13
       
      This is huge, yet it is necessary.
    • Lorilee Hamel
      Lorilee Hamel on 31 Jan 13
       
      True, and it's the key to first level of helping students begin to grow!
    • anonymous
      anonymous on 31 Jan 13
       
      The atmosphere has shifted, and we now not only have 'permission' to do this, but are expected.
    • Andrea Compton
      Andrea Compton on 12 Feb 13
       
      This is an absolute necessity!!!!
    • Sally Rigeman
      Sally Rigeman on 04 Feb 14
       
      Teachers need to ask more questions.
  • substantial interest in formative assessment
    • Lorilee Hamel
      Lorilee Hamel on 31 Jan 13
       
      While the language of formative and summative assessment is relatively new as well as the new emphasis on direct feedback, the fact of the matter is that writing teachers have done these things forever. We just didn't package it with a fancy name in order to make oodles of $$. Dang it! ; )
  • is to provide evidence that is used by teachers and students to inform instruction and learning during the teaching/learning process
    • Lorilee Hamel
      Lorilee Hamel on 31 Jan 13
       
      As I explain to my students, "If you can do this perfectly already, I shouldn't be teaching it."
    • Brooke Maine
      Brooke Maine on 02 Feb 13
       
      Haha, I like that Lorilee! I might have to steal it. :)
  • Learning Progressions:
  • Learning Goals and Criteria for Success
  • Descriptive Feedback:
  • Self- and Peer-Assessment:
    • Lorilee Hamel
      Lorilee Hamel on 31 Jan 13
       
      This is another area where writing teachers have a distinct advantage and have been practicing these protocols for a long time.
  • Collaboration
    • Lorilee Hamel
      Lorilee Hamel on 31 Jan 13
       
      Reading Workshop and Writing Workshop--that's the entire premise of Nancy Atwelll's work.
  • process requires the teacher to share learning goals with students
    • anonymous
      anonymous on 31 Jan 13
       
      It makes such perfect sense to be doing this, and I'm not sure how much it is actually done. Just like in our class here, we want to know what we are expected to pick up from this and appreciate having the opportunity to self-assess our learning in a format where we can get instant feedback to see if we understand.
    • Andrea Compton
      Andrea Compton on 12 Feb 13
       
      Clair, To be honest, in my experience out in the schools as an AEA Literacy Consultant, it is being done very little. No matter how many times I include this in professional development trainings over things like effective instruction, iowa core, etc., there are truly only a handful of teachers that share their learning goals with the students. Many of them write the goals out in their lesson plans, but never get around to telling the people who really need the information.
  • and provide opportunities for students to monitor their ongoing progress.
  • learning progression teachers have the big picture of what students need to learn, as well as sufficient detail for planning instruction to meet short-term goals.
  • It should help the student answer three basic questions: Where am I going? Where am I now? How can I close the gap?
    • Brooke Maine
      Brooke Maine on 02 Feb 13
       
      I have done something pretty unique I think in my classroom. I (and several student volunteers) have spent a lot of time over the last couple years writing out each unit's learning objectives on posters that I laminate and hang on the wall in my classroom for every unit in every class. I made little, cute colored checkmarks that I also laminated and cut out. As we progress through the unit, I checkmark the learning objectives we have covered in class, so students can see very easily what we have done and what is left to cover. And above my posters, is another poster that says exactly what is written here: "Where amd I going? Where am I now? How can I close the gap?" I remember reading this quote during PD on FA, but now I know where it came from! :) It has taken a lot of time to make the posters and takes time to change them, put checkmarks on/off, etc, but I really like that it is a focal point in my room and is very unique. Students should know exactly what they are learning and use the questions above to self-assess as we go through our units.
    • Jodi Leimkuehler
      Jodi Leimkuehler on 05 Feb 13
       
      That is a great idea! I am curious, have you found that your students are using the posters? Are they self-assessing? Are they taking ownership in their learning?
  • A teacher needs to have modeled good feedback with students and talked about what acceptable and unacceptable comments look like in order to have created a safe learning environment
    • anonymous
      anonymous on 31 Jan 13
       
      Being able to give good constructive feedback is a skill that goes way beyond the classroom. It will serve students well later in life as they interact with co-workers, friends and eventually, their own children.
  • student- and peer-assessment should not be used in the formal grading process.
    • anonymous
      anonymous on 31 Jan 13
       
      It's important to have students realize that they are not being graded on peer assessments.  It is only a benefit to give feedback about another person's assignment.  
  • teachers must provide the criteria by which learning will be assessed so that students will know whether they are successfully progressing toward the goal.
    • anonymous
      anonymous on 31 Jan 13
       
      Students need to realize that they are progressing towards a goal.  If they don't see it, the quality of work usually isn't as great as when the goal is in mind.
  • self- and peer-assessment are important for providing students an opportunity to think meta-cognitively about their learning.
    • Mary Trent
      Mary Trent on 31 Jan 13
       
      I think this needs to be used more often in the classroom. I know as teachers, we find collaborating with our peers to be so valuable and I think, if done correctly, students can also gain some very helpful insight into their learning.
  • supporting students as they monitor and take responsibility for their own learning, helping students to provide constructive feedback to each other, and involving students in decisions about how to move learning forward are illustrations of students and teachers working together in the teaching and learning process.
    • Mary Trent
      Mary Trent on 31 Jan 13
       
      Amen! I think this statement is key. If students take ownership of their learning, they will become more passionate about it and ultimately want to do better for the pure knowledge and not just for a grade. Students need to feel as though they will have support through the learning process and will be able to rely on teachers and fellow students for help along their journey.
  • In peer-assessment, students analyze each others’ work using guidelines or rubrics and provide descriptive feedback that supports continued improvement.
    • Jason Martin-Hiner
      Jason Martin-Hiner on 02 Feb 13
       
      I've been trying this with lab groups in order to promote discussion both about experimental techniques as well as data analysis. After the initial work, I split groups up and have each partner discuss results with a member of another group.
    • Brooke Maine
      Brooke Maine on 02 Feb 13
       
      I like that idea Jason! When we looked at rubrics at the beginning of this class and shared a rubric we use in our teaching, the project for the rubric I shared is something I always have students self-assess and peer-assess when the projects are complete. I then give the students a few days if they wish to make any changes before they turn the project in to me for a final grade. I have definitely seen an improvement in scores and cognitive thinking when I started the self- and peer-assessment.
  • This feeling is dependent on a classroom culture characterized by a sense of trust between and among students and their teachers; by norms of respect, transparency, and appreciation of differences; and by a non-threatening environment
    • Jason Martin-Hiner
      Jason Martin-Hiner on 02 Feb 13
       
      All of these aspects are highlighed in the Characteristics of Effective Instruction in the Iowa Core.
  • during recent years
    • Brooke Maine
      Brooke Maine on 02 Feb 13
       
      I personally have learned a ton of information about FA the last several years. I took a class on it for my master's degree about 4 years ago or so and that next school year, it was the focus of PD in our district and is always something we revisit. I wish I would have learned more about it in college before I started teaching! But I'm glad to have the knowledge now.
  • Learning progressions describe how concepts and skills build in a domain, and show the trajectory of learning along which students are expected to progress.
    • Mike Todd
      Mike Todd on 03 Feb 13
       
      I  know that in science, organizations like AAAS have worked hard to develop these progressions for many topics and created resources (Benchmarks, ATLAS, etc.).  But for some topics these need to be developed by the teacher.  And even with the AAAS resources, developing these learning progressions into a course that helps students connect everything together is the job of the teacher.  Collaborating on these tasks with other teachers is extremely worthwhile - I just wish this was valued by more school districts and administrators by allowing more time for these things during the school day.  Many seem to think that "courses" are already planned out.  I even had one superintendent that told me "Any minute not spent with students is a waste of time for teachers" - she was obviously lacking in knowledge about what professional teachers do with their time.
    • Andrea Compton
      Andrea Compton on 12 Feb 13
       
      Good grief! I'm glad the state government is now stepping in to require schools to allow teacher collaboration. The only problem is the state's requirements are vastly lower than what should be and needs to be provided to teachers so that real collaboration on student progress and course development can happen.
  • The opening paragraph does not capture the audience’s attention because it does not clearly state what the speech is about. However, the opening sentence of the second paragraph states your position with an effective contrast. What can you do to improve or strengthen your opening paragraph?
    • Mike Todd
      Mike Todd on 03 Feb 13
       
      I have often focussed on putting feedback on writing, similar to the last question, but have failed to include the preceding sentence - I agree that both are important.
  • Effective formative assessment involves collecting evidence about how student learning is progressing during the course of instruction so that necessary instructional adjustments can be made to close the gap between students’ current understanding and the desired goals.
    • Pam Rust
      Pam Rust on 04 Feb 13
       
      This says it all. How many times do teachers check for understanding along the way and then just keep rolling through the lesson, ignoring the fact that some kids are missing something. Does no good to check for understanding as you go if you do nothing when the data says not everyone gets it yet.
    • Jodi Leimkuehler
      Jodi Leimkuehler on 04 Feb 13
       
      Why do so many teachers assign a grade to formative assessments when, according to this, it is to collect evidence on how student learning is progressing towards the desired goal?
    • Andrea Compton
      Andrea Compton on 12 Feb 13
       
      I have no idea Jodi, but I support a number of schools that firmly believe if they do not give something a grade then there is no use in doing it with the students. This statement is so perfect as to the purpose of formative assessment yet I would say the majority of teachers in the schools I come in contact with give a quiz, complain that the kids don't get it - as though it's all the kid's fault, and move right on with the content. It's frustrating!!
    • Dan Jones
      Dan Jones on 05 Feb 14
       
      On the student side of Jodi's argument, many students do not see the importance of something if they are not getting a grade. Just yesterday, a couple of my students were complaining about something they had to do and they, "weren't even getting a grade on it so why bother". I agree with the statement that we need to see where they are, a lot of teachers just keep plowing through even though the infromation they get back indicates that a lot of students aren't getting it. It isn't helping the kid's perspective if they fail quizzes along the way and then fail a test.
  • Because the formative assessment process helps students achieve intended learning outcomes based on explicit learning progressions, teachers must first identify and then communicate the instructional goal to students.
    • Pam Rust
      Pam Rust on 04 Feb 13
       
      Over the past few years we have worked on this during our PD. Goals are written on our boards and we refer to them often.
    • Andrea Compton
      Andrea Compton on 12 Feb 13
       
      Excellent! I am so glad to hear that at least one school is following through on this!
    • Jodi Leimkuehler
      Jodi Leimkuehler on 04 Feb 13
       
      Love all the acronyms in the opening three paragraphs :)
    • Andrea Compton
      Andrea Compton on 12 Feb 13
       
      Education is truly becoming an "alphabet soup"!
  • a process rather than a particular kind of assessment
    • Jodi Leimkuehler
      Jodi Leimkuehler on 04 Feb 13
       
      I know a few teachers that automatically equate formative assessment with quiz or test.
  • language readily understood by students
    • Jodi Leimkuehler
      Jodi Leimkuehler on 05 Feb 13
       
      "I can" statements
    • Andrea Compton
      Andrea Compton on 12 Feb 13
       
      Yes! It's a waste of time if students do not understand the learning goal!
  • ormative assessment
    • Holly Palmersheim
      Holly Palmersheim on 08 Feb 13
       
      It seems that there has been all this buzz about formative assessment like it is a new thing. For ever teachers have been using formative assessment to guide instruction on a daily basis. I appreciate that is has gotten attention so that teachers can collaborate to build assessments together and analyze data.
    • Andrea Compton
      Andrea Compton on 12 Feb 13
       
      Holly, I am an AEA Literacy Consultant and you have no idea the number of times over the past 6 -8 years that I have found teachers who have absolutely no idea what the difference is between formative and summative assessments or how to conduct them in the classroom. In fact, the majority of teachers, even after training, want to be able to attach a grade to all formative assessment. They do not understand that this type of assessment can be accomplished in ways that do not involve a piece of paper, a homework assignment, or a pop quiz. It is truly an ongoing battle in a number of schools.
  • Formative assessment is not an adjunct to teaching but, rather, integrated into instruction and learning with teachers and students receiving frequent feedback.
    • Holly Palmersheim
      Holly Palmersheim on 08 Feb 13
       
      Helping educators integrate the formative assessment process is key to helping them be successful. They can't see it as one more thing to do.
    • Andrea Compton
      Andrea Compton on 12 Feb 13
       
      I agree completely, if only I could get teachers to understand this fact! They see it as "one more thing I "gotta" do" rather than a way to see if their students are really understanding the material.
    • Sally Rigeman
      Sally Rigeman on 04 Feb 14
       
      Feedback to the student in terms of what they need to do differently is the most frequently ignored part of the process.
  • evidence-based feedback
    • Holly Palmersheim
      Holly Palmersheim on 08 Feb 13
       
      The Iowa Core aides the process of giving feedback as it provides specific student targets.
  • timely feedback should be based on the learning goal and criteria for success.
  • the reason the steps were incorrect.
    • Andrea Compton
      Andrea Compton on 12 Feb 13
       
      This is not a process that happens quickly. It takes lots and lots of good modeling by the instructor to create an environment safe enough for students to feel comfortable receiving as well as accepting good feedback.
  • students and their peers are involved there are many more opportunities to share and receive feedback
    • Sally Rigeman
      Sally Rigeman on 04 Feb 14
       
      This type of feedback is especially useful in improving project-based or performance tasks.
  • may be accompanied by realistic examples of those that meet and do not meet the criteria
    • kellie kendrick
      kellie kendrick on 05 Feb 14
       
      I used to be hesitant about showing my students examples because I didn't want to limit their creativity. Once I started showing them, however, I saw that more students understood how to demonstrate their knowledge of the goals set out, and the end products were much more high quality. I first only did this with big projects, but have slowly begun showing students more high and low quality examples for smaller projects too.
  • In addition, students can be encouraged to be self-reflective by thinking about their own work based on what they learned from giving feedback to others
    • kellie kendrick
      kellie kendrick on 05 Feb 14
       
      Self and peer reflection is something that I still struggle with. I have my students in Spanish III and IV often perform peer reflections with the writings that they do, but they still do not always take it seriously. I have tried to tell them that they should work hard to improve someone else's paper because they want their peers to help improve their own papers. As for self reflection, I am still working with my students to see the value in their own thinking.
  • Sharing learning goals and criteria for success with student
  • Instead, there are a number of formative assessment strategies that can be implemented during classroom instruction.
    • Dan Jones
      Dan Jones on 05 Feb 14
       
      This is where teachers get to use their covert,'sneaky' skills. They have to figure out how to get the information necessary to assess where the students are while appearing to go about their usual daily business. You have to be able to track that info too, which can be hard if you are collecting data on the sly.
  • students must be actively involved
    • Jamie Van Horn
      Jamie Van Horn on 09 Feb 14
       
      This can be a big challenge for teachers when parents are not involved in their students' learning and/or students do not put forth the effort. Sadly, this is very common.
  • “just right gap”
    • Jamie Van Horn
      Jamie Van Horn on 09 Feb 14
       
      The problem here is that the students in one class are not all at the same growth point and with growing class sizes, it can be difficult for the teachers to adjust to all students at the same time. Usually the advanced students will push themselves, but what about the lower students that need more time? With so much required of the teachers, they feel the pressure to move on so they can cover all of their units even when some students have not achieved the short term goals. This can lead to even bigger problems down the road.
  • allow the student an opportunity to identify ways to move learning forward
    • Jamie Van Horn
      Jamie Van Horn on 09 Feb 14
       
      So important to allow the student to identify the ways to move forward instead of just telling them what to do. This is where true learning takes place.
  • FAST SCASS and FA Advisory Group
Joanne Cram

ollie_4-fall14: Article: Attributes from Effective Formative Assessment (CCSSO) - 1 views

moodlesw.aeapdonline.org/...view.php

shared by Joanne Cram on 24 Sep 14 - No Cached
  • Learning progressions describe how concepts and skills build in a domain, and show the trajectory of learning along which students are expected to progress. From a learning progression teachers have the big picture of what students need to learn, as well as sufficient detail for planning instruction to meet short-term goals. They are able to connect formative assessment opportunities to the short-term goals to keep track of how well their students’ learning is moving forward.
    • scampie1
      scampie1 on 24 Sep 14
       
      This is so critical and demands deep understanding of the content domain and skill domain of a subject. Please can we have subject experts teach from grade 1?
    • joycevermeer
      joycevermeer on 26 Sep 14
       
      This is all about scaffolding children's (or adult's) learning. We need children to be in the zone of proximal development to get optimal learning.
    • Bev Berns
      Bev Berns on 27 Sep 14
       
      Sometimes assessment of learning is an afterthought to planning and guiding instruction.
  • Descriptive feedback should be about the particular qualities of student learning with discussion or suggestions about what the student can do to improve. It should avoid comparisons with other pupils. Specific, timely feedback should be based on the learning goal and criteria for success. It should help the student answer three basic questions: Where am I going? Where am I now? How can I close the gap?
    • scampie1
      scampie1 on 24 Sep 14
       
      Since my area is math, here is an excellent brief on these ideas with examples in math: http://www.nctm.org/news/content.aspx?id=11474
    • Deb Vail
      Deb Vail on 28 Sep 14
       
      I love these questions; they make perfect sense. I don't know that I ever formalized this reflective process with students but no doubt I should have. When time was short (which it frequently was) I cut the reflection. Even when I cut it, I knew this wasn't a good practice. 
  • However, for students to be actively and successfully involved in their own learning, they must feel that they are bona fide partners in the learning process. This feeling is dependent on a classroom culture characterized by a sense of trust between and among students and their teachers; by norms of respect, transparency, and appreciation of differences; and by a non-threatening environment. Creating such a culture requires teachers to model these behaviors during interactions with students, to actively teach the classroom norms, and to build the students’ skills in constructive self- and peer-assessment. In this type of classroom culture, students will more likely feel they are collaborators with their teacher and peers in the learning process.
    • scampie1
      scampie1 on 24 Sep 14
       
      This is critical when teaching adults. I feel this course has been a good example of this also.
    • Joanne Cram
      Joanne Cram on 02 Oct 14
       
      I had the same a-ha with this statement. When a student feels comfortable within the learning environment, they are allowed to respond and work more freely.
  • ...31 more annotations...
  • In peer-assessment, students analyze each others’ work using guidelines or rubrics and provide descriptive feedback that supports continued improvement.
    • scampie1
      scampie1 on 24 Sep 14
       
      Paige Keeley offers many strategies for formative assessment in her books. I wish she wrote one for use online, but some of her ideas could be adapted. Partner Speaks could change to Partner writes and have feedback to whole group be based on what partner's work or strategy was.
    • Kristina Dvorak
      Kristina Dvorak on 28 Sep 14
       
      These are some of my favorite techniques for student assessment and engagement.  The critique is a major part of art education and the more I do it, the more I enjoy it...I think the students tend to feel the same way.  
    • Joanne Cram
      Joanne Cram on 02 Oct 14
       
      This is where rubric perfection is key. The better, more fine-tuned a rubric, the more sensitive it can be to student assessment.
  • Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.
    • bgeanaea11
      bgeanaea11 on 24 Sep 14
       
      It's very important for everyone to get on th esame page with this definition and truly understand the intended use of formative assessments- to adjust teaching!
    • Nicole Wood
      Nicole Wood on 26 Sep 14
       
      I agree. I also think teachers need to be reminded at times that formative assessments provide "feedback to adjust ongoing teaching and learning." I think sometimes teachers administer what they would call formative assessments, but don't use the information to drive instruction.
    • Lynn Helmke
      Lynn Helmke on 27 Sep 14
       
      And when educators do not use the information to drive instruction, it is not formative assessments.
    • Deb Vail
      Deb Vail on 28 Sep 14
       
      Formative assessment is hugely important to guide teachers' instruction. 
    • Kristina Dvorak
      Kristina Dvorak on 28 Sep 14
       
      I think it is also important to remember that it isn't just for teachers...the learner needs to be involved in the process and more than just as a resource for gathering data.  The learner and teacher go hand in hand as a part of this process. 
    • Adrian Evans
      Adrian Evans on 30 Sep 14
       
      There are, unfortunately, too many who see formative assessment as a data collection tool only, as opposed to an instructional resource. This, of course, needs to be changed.
  • is to provide evidence that is used by teachers and students to inform instruction and learning during the teaching/learning process
    • bgeanaea11
      bgeanaea11 on 24 Sep 14
       
      YES!
    • joycevermeer
      joycevermeer on 26 Sep 14
       
      And really, if you are not going to use assessment for this purpose, why would you do it?
    • criley55
      criley55 on 01 Oct 14
       
      Great reminder that it is for the STUDENTS and not just the teacher!
    • Joanne Cram
      Joanne Cram on 02 Oct 14
       
      The fact that there are so many definitions of formative assessment can be frustrating. In all of my training, Rick Stiggins in the author who's opinion on assessment most closely matches my own beliefs.
  • One key feature of this definition is its requirement that formative assessment be regarded as a process rather than a particular kind of assessment.
    • bgeanaea11
      bgeanaea11 on 24 Sep 14
       
      The process is the assessment:)
    • Deb Vail
      Deb Vail on 28 Sep 14
       
      I think the word process is key here. There should be several formative assessments along the way in each unit to inform teachers and enable incremental changes along the way. 
    • Diane Jackson
      Diane Jackson on 28 Sep 14
       
      I think that is the key too. "A process of strategies that the teacher can implement during instruction" to "elicit evidence of student learning to inform and adjust instruction." So important to adjust instruction for best learning outcome for student.
  • A second important part of the definition is its unequivocal requirement that the formative assessment process involve both teachers and students.
    • bgeanaea11
      bgeanaea11 on 24 Sep 14
       
      I see so many who forget to involve the student in the process and it results in low student engagement because they feel it's "not about them" and there is nothing they can do to change the outcomes.
    • Kathleen Goslinga
      Kathleen Goslinga on 26 Sep 14
       
      I've seen this as well while working within different classrooms. Students need to be included in the process and be given more responsibility for their learning.
  • Descriptive Feedback: Students should be provided with evidence-based feedback that is linked to the intended instructional outcomes and criteria for success.
    • bgeanaea11
      bgeanaea11 on 24 Sep 14
       
      To me, this is key and all too often missing.
    • Lynn Helmke
      Lynn Helmke on 27 Sep 14
       
      Descriptive feedback is very important.  How often have teachers just written standard phrases such as "well done", "way to go"..... But, to do descriptive feedback takes quite a bit of time.
  • 5. Collaboration: A classroom culture in which teachers and students are partners in learning should be established.
    • bgeanaea11
      bgeanaea11 on 24 Sep 14
       
      I truly wish everyone could see that everyhting is built upon this foundation:) I think this should be #1 of the 5!
    • Kathleen Goslinga
      Kathleen Goslinga on 26 Sep 14
       
      I agree. The more we work together the better the outcomes and desire for students to be actively involved with their own learning.
    • Lynn Helmke
      Lynn Helmke on 27 Sep 14
       
      I think that Number 5 sums it all up. Collaboration between students and teacher makes it all happen if everything else is in place: instructional outcomes and criteria for success.
  • These range from informal observations and conversations to purposefully planned instructionally embedded techniques designed to elicit evidence of student learning to inform and adjust instruction.
    • jbdecker
      jbdecker on 24 Sep 14
       
      In teaching an online course are formative assessments much more likely to be of the purposefully planned embedded technique variety?  It seems that the format lends itself to much less opportunity for informal observations.
    • Bev Berns
      Bev Berns on 27 Sep 14
       
      True! And, the survey, journal and forum activites could support formative assessment in the online space through student reflection of learning.
  • share learning goals with students and provide opportunities for students to monitor their ongoing progress.
    • jbdecker
      jbdecker on 24 Sep 14
       
      One would think, online learning through LMSs could be set up in a way that would help enable students be able to effectively monitor their progress in improving their learning.
    • Nicole Wood
      Nicole Wood on 26 Sep 14
       
      Wow, I never really sat down to think about it, but I agree that LMSs should have a component that allows students to monitor their progress more than just through the grade-book. It would be neat to see a type of "student data binder" as a component to online learning. It is critical for students to know their goals and take ownership in their learning.
    • ajbeyer
      ajbeyer on 02 Oct 14
       
      So many times the teacher forgets to share the learning goal with students and then the student doesn't know what he/she should be working towards. It's important for the teacher to make clear what the goal is and for the student to have a plan to be sucessful.
  • Using the evidence elicited from such tasks connected to the goals of the progression, a teacher could identify the “just right gap” – a growth point in learning that involves a step that is neither too large nor too small – and make adjustments to instruction accordingly.
    • jbdecker
      jbdecker on 24 Sep 14
       
      This sounds easier said than done.  As we know it is important to keep in mind that all of our learners learn in different ways and what might be the "just right gap" for one students may be a crack in the sidewalk for one and the grand canyon for another.  I'm sure finding this balance will always be a work in progress but having these progressions built in and being able to monitor along the way could be very beneficial in supporting all students to reach the desired learning objective.
    • Lynn Helmke
      Lynn Helmke on 27 Sep 14
       
      This attribute reminds me of a well-written and well implemented IEP.  When educators were working with legislators in 70's on 94-142, the concepts of formative and summative assessments were being applied.
    • Kristina Dvorak
      Kristina Dvorak on 28 Sep 14
       
      I agree with you, Lynn.  This idea seems very overwhelming when applying it to multiple classrooms of 25 students.  The idea of learning progressions is a good idea, I think that most teachers do this without thinking about it in these terms. 
    • Joanne Cram
      Joanne Cram on 02 Oct 14
       
      With all of the new legislation coming at us with Chapter 62, this is going to impact us greatly as educators. This achievement gap has got to be figured out- how do we quickly, and effectively move students through that gap towards mastery?
  • teachers must provide the criteria by which learning will be assessed so that students will know whether they are successfully progressing toward the goal. This information should be communicated using language readily understood by students, and may be accompanied by realistic examples of those that meet and do not meet the criteria.
    • jbdecker
      jbdecker on 24 Sep 14
       
      This sounds really familiar!
    • Kathleen Goslinga
      Kathleen Goslinga on 26 Sep 14
       
      This reinforces our group work from week two and the importance of creating an assessment rubric whereby students know from the beginning what is expected. We need to provide students with the criteria being assessed and what is consider exemplary, proficient or may need more work.
    • Lynn Helmke
      Lynn Helmke on 27 Sep 14
       
      I agree, Kathleen. Students need to know what is expected/criteria with clear examples.
  • A teacher needs to have modeled good feedback with students and talked about what acceptable and unacceptable comments look like in order to have created a safe learning environment.
    • jbdecker
      jbdecker on 24 Sep 14
       
      I've used peer assessment in the past and found that this modeling is a very important step prior to starting the peer assessment process. It is always a good idea to go back over the expectations each time the students are involved in peer assessment as the year or term progresses.  
    • Diane Jackson
      Diane Jackson on 28 Sep 14
       
      I agree that teacher modeling is important when having students peer assess. Students need guidelines and need to be able to give feedback.
  • necessary instructional adjustments can be made
    • Nicole Wood
      Nicole Wood on 26 Sep 14
       
      As I mentioned earlier, the key to formative assessments is that adjustments to instruction are made as a result of formative assessments.
    • Adrian Evans
      Adrian Evans on 30 Sep 14
       
      Sometimes formative assessment can be done during class time, as a simple, "does everyone understand this?", or a "fist to five" or even thumbs up/thumbs down.
  • integrated
    • Nicole Wood
      Nicole Wood on 26 Sep 14
       
      I really like the word integrated. Formative assessments should be woven into instruction and learning and not necessarily viewed as something separate.
    • Kathleen Goslinga
      Kathleen Goslinga on 26 Sep 14
       
      I agree with you Nicole. If we are truly assessing how the student is performing and the goal is to close the achievement gap the assessment process needs to be integrated throughout an instructional unit.
    • Kristina Dvorak
      Kristina Dvorak on 28 Sep 14
       
      I agree with this statement.  It should just be a part of what we do, but it is important not to forget why we are doing it.  
  • teachers must first identify and then communicate the instructional goal
    • Nicole Wood
      Nicole Wood on 26 Sep 14
       
      Students certainly need to be knowledgeable about their goals so they know what to focus on and work toward. I also think it is important for them to know why their goal important when possible.
    • Bev Berns
      Bev Berns on 27 Sep 14
       
      In sharing goals for learning with students, it should be more than a list of standards to meet or a rubric to an end product. There should be a progressive look at a student's growth that are not tied to formal grading, but to identifying what a student can and cannot do.
    • Kristina Dvorak
      Kristina Dvorak on 28 Sep 14
       
      Yes, learning goals help the students know what is expected of them.  I agree, it should be more than a list of standards.  These learning goals should be written in the students language.  That is why I really like "I can" statements, even at the secondary level. 
    • criley55
      criley55 on 01 Oct 14
       
      It is so important for students to know exactly what their expectations are so they aren't guessing at what it is the teacher wants them to learn.
    • Joanne Cram
      Joanne Cram on 02 Oct 14
       
      With many schools moving towards standards based grading, this is essential when moving students through education and assessment.
  • To support both self- and peer-assessment, the teacher must provide structure and support so students learn to be reflective of their own work and that of their peers, allowing them to provide meaningful and constructive feedback.
    • Nicole Wood
      Nicole Wood on 26 Sep 14
       
      Teaching students to be reflective and provide meaningful and constructive feedback is certainly a skill that needs to be taught. It is important that this structure and support is in place in order for it to be effective. I can defnitely see where modeling and coaching students through this process is necessary.
    • joycevermeer
      joycevermeer on 26 Sep 14
       
      I agree, being reflective needs to be taught. Students need to be reflective of their work and teachers need to be reflective of their work. Not only do they need to reflect, but they must also think of ways that reflection can inform instruction.
    • criley55
      criley55 on 01 Oct 14
       
      Feedback won't be as effective if it is not taught and modeled by the teacher.
  • receiving frequent feedback
    • Kathleen Goslinga
      Kathleen Goslinga on 26 Sep 14
       
      Providing "frequent feedback" gives the student an opportunity to make adjustments as they progress instead of waiting until the assignment has been finished. Frequent assessments can result in the redirection of student(s) work especially if the assignment was misunderstood.
  • “two stars and a wish,”
    • Kathleen Goslinga
      Kathleen Goslinga on 26 Sep 14
       
      What a great way for students to provide feedback. I've heard this stated a little differently but with the same general idea/outcome. All to often the focus is on the negatives and students become discouraged and lose interest. If we can focus on a couple of positives and then share what may need to be improved the students overall approach and attitude might be better.
    • jbdecker
      jbdecker on 26 Sep 14
       
      I really liked this approach as well.  We should be looking for more ways to encourage the repetition of positive behavior then always pointing out what is wrong. 
    • Kristina Dvorak
      Kristina Dvorak on 28 Sep 14
       
      This is a good approach for peer assessment.  It give enough encouragement to balance the items that need work. 
    • Diane Jackson
      Diane Jackson on 28 Sep 14
       
      I like this idea. Using "two stars and a wish" students need to look for positive things as well as one thing that needs improvement. This focuses on the positive.
  • The students must be actively involved in the systematic process intended to improve their learning.
  • The way these attributes are implemented depends on the particular instructional context, the individual teacher, and—perhaps most importantly—the individual students.
    • Diane Jackson
      Diane Jackson on 28 Sep 14
       
      The common theme in all five attributes is the teacher and student working together in the learning. Or as attribute 5 says "partners in learning".
  • However, student- and peer-assessment should not be used in the formal grading process.
    • Lynn Helmke
      Lynn Helmke on 27 Sep 14
       
      I think that this sentence is important and should not be missed.  Interesting that the thought is that self-assessment should not be part of the formal grade. 
    • ajbeyer
      ajbeyer on 02 Oct 14
       
      I agree that peer and self assessment should not be used in the formal grading process. Peer and self assessment should help guide the student and help him/her think about their thinking, but not be an actual part of their grade. That would put too much pressure on them.
  • close the gap between students’ current understanding and the desired goals.
    • Travis Wilkins
      Travis Wilkins on 27 Sep 14
       
      Closing the gap between students' current understanding the desired goals is a great way to explicitly state the purpose of formative assessment.  It keeps the focus on the students, but also impacts the reflective teacher on how to proceed next to truly differentiate instruction to meet the needs of all learners.
  • keep track of how well their students’ learning is moving forward.
  • Learning progressions
    • Travis Wilkins
      Travis Wilkins on 27 Sep 14
       
      I think another important piece to the learning progression is to involve the student in the tracking of this process and progress.   In the elementary classroom I found it common place for teachers to use good formative assessment, but the results and process were almost hidden from the students.  I found that by involving them in the process it had a greater impact on their understanding and sense of responsibility in the learning process.
    • Diane Jackson
      Diane Jackson on 28 Sep 14
       
      I agree with you. I think involving students in the process of their own learning will give them more of a buy in as well as more motivation.
  • Self- and Peer-Assessment:
    • Travis Wilkins
      Travis Wilkins on 27 Sep 14
       
      I see this as being a component of online learning that could be implemented and beneficial to the students.  I think that building the relationships in the class prior to peer assessment would be key to insuring the success in the online environment.
    • Deb Vail
      Deb Vail on 28 Sep 14
       
      I did not have great luck with peer assessment in elementary school. It was very time consuming and rarely provided the results I had hoped. Each time I refined how I set it up, how I modeled it, etc. with about the same results. 
  • involving students in decisions about how to move learning forward
    • Travis Wilkins
      Travis Wilkins on 27 Sep 14
       
      I think this is vital to the success and achievement of our students.  I struggle with what this looks like in the online environment.
    • Adrian Evans
      Adrian Evans on 30 Sep 14
       
      I think that this is a slippery slope, some students will look to take the road of less resistance, ie no homework, but if the teacher prepares work thoughtfully, then the students may be allowed to choose which homework assignment best suits them and be possibly allowed to change or tweak a topic in order to suit one of their interests which would then increase student buy-in.
  • Formative assessment is a process that directly engages both teachers and students
    • Bev Berns
      Bev Berns on 27 Sep 14
       
      The conversation between the teacher and student regarding learning is the most powerful part of formative assessment!
  • Students can use a rubric to provide feedback to a peer
    • Deb Vail
      Deb Vail on 28 Sep 14
       
      I love the idea of having students use a rubric to assess peers. I frequently had students self-assess using a rubric, but I never had peers use it to assess. To be honest, I'm not sure why I never thought of that myself. Love it!
  • when students and their peers are involved there are many more opportunities to share and receive feedback.
    • Adrian Evans
      Adrian Evans on 30 Sep 14
       
      Students are sometimes more comfortable in failing in front of a peer, in a one on one scenario than they are in meeting with their teacher. Getting to know your students will help the teacher figure out which strategy to use.
    • criley55
      criley55 on 01 Oct 14
       
      This is something I hadn't thought a lot about - but students would get a lot more feedback if it was given from peers and not just teachers.
  • Specific, timely feedback should be based on the learning goal and criteria for success
    • ajbeyer
      ajbeyer on 02 Oct 14
       
      Specific and timely feedback should be given to all students in order for them to be successful. If students are not given feedback in a timely manner, then the feedback will do nothing to promote their learning.
  • Both self- and peer-assessment are important for providing students an opportunity to think meta-cognitively about their learning.
    • ajbeyer
      ajbeyer on 02 Oct 14
       
      Self assessment and peer assessment are important in order for students to think about their thinking and their learning. Peer assessment isn't always means to helping, but self assessment should always be a part of the assessment process.
kylejclark

iowaonlinelearning - Teaching Standards - 3 views

iowaonlinelearning.wikispaces.com/Teaching+Standards

shared by kylejclark on 08 Jul 15 - No Cached
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (
    • cjterry64
      cjterry64 on 08 Jul 15
       
      This is so important. If students aren't getting a concept, repeating it over and over....or slower...isn't the answer. We must find a different way to approach them. This is true of all types of learning - traditional and online. 
    • cjterry64
      cjterry64 on 08 Jul 15
       
      This is so important for all type of instruction, whether it be online or face-to-face. If a student isn't getting the concept, repeating my instruction over and over....or slower...isn't going to help. Time to try a different approach. 
  • Designs the structure of the course and the presentation of the content to best enhance student learning, including using unit/lesson overviews and reviews, using patterns in lesson sequencing, and using appropriate visual web design techniques
    • cjterry64
      cjterry64 on 08 Jul 15
       
      This gets me to thinking about layout of an online course and ease of navigation. If things aren't clearly laid out or easy to navigate, it makes the learning more difficult. My daughter is taking a summer class and I'm seeing first hand how course layout has affected her. The lessons are presented in Soft Chalk with the assignment directions on the assessment page. They don't take the assessments shown there, rather the ones the instructor posts in the modules. The assignment directions are not easy to return to, The pages load slowly and there is no sliding bar to just take you to the last page. The assignment directions are not shown on the assignment page where students actually submit their work. This has been a source of frustration for my daughter. Layout and ease of navigation, along with directions on the actual assignment page are extremely important for online learners. Especially students who aren't as patient as adult learners. 
  • Tailors instruction to meet the different needs of students,
    • cjterry64
      cjterry64 on 08 Jul 15
       
      This is something I strive to do in my classroom. Face-to-face interactions make this easier. This would be more challenging in on-line learning. 
    • cjterry64
      cjterry64 on 08 Jul 15
       
      This is something I strive to do in my classroom. Online learning presents challenges in this area. Great care and planning would be involved. I can see the importance of having a student coach. 
    • milemieux
      milemieux on 16 Jul 15
       
      Accommadating for students with special needs would be a tough in the online setting. With the use of some technologies such as text to speech I think that some of those challenges could be addressed. I agree though, if it is a full online class, then a student coach would be ideal.
  • ...16 more annotations...
  • Understands and uses data from assessments to guide instruction
    • cjterry64
      cjterry64 on 08 Jul 15
       
      This ties in with the first item I highlighted.
    • cjterry64
      cjterry64 on 08 Jul 15
       
      This ties to the first item I highlighted. Assessment data, whether it be formative or summative, must guide what we do as teachers. How many times over the years have I given an assessment and didn't do anything with it? I continually strive to do better with this. 
    • milemieux
      milemieux on 16 Jul 15
       
      I like this one as well. It is so hard to be a learner when you do not understand something, and the teacher continues to plow forward.
  • Creates a learning community
    • cjterry64
      cjterry64 on 08 Jul 15
       
      A sense of community is what makes a classroom such a great place to learn. The challenge would be to create such a learning community with online learners. 
    • cjterry64
      cjterry64 on 08 Jul 15
       
      A sense of community is so important for learning. This seems so much easier to me with face-to-face learning. Definitely a learning curve for educators as we head towards more online learning. 
    • klsgwin
      klsgwin on 17 Jul 15
       
      Agreed! The connections in face-to-face learning environments are more naturally occurring but in an online environment where a large component to understanding lies in the ability to effectively communicate the material, an educator must facilitate an open and safe place to do so.
  • Communicates with students effectively and consistently
    • cjterry64
      cjterry64 on 08 Jul 15
       
      Finding how to effectively communicate and monitor students consistently in an online course seems extremely important to me.  Adult learners are more likely to be independent and push on when things aren't clear. Not the case with children or teenagers. They are more likely to just "shut down" and blow the course off if they weren't able to communicate with their coach and/or instructor. 
    • cjterry64
      cjterry64 on 08 Jul 15
       
      Finding out how to effectively communicate with online learners seems critical. Again, the importance of a student coach surfaces. Adult learners tend to push on and problem solve more. Student learners, not so much. Feedback, help with assignment, tech help, etc. must be given consistently and as quickly as possible. Finding the balance between being available and being on 24/7 would be challenging. Letting students know when you are available, when to expect a reply to message, when things will be graded must be communicated up front. And communicate if changes occur. I know even my 5th graders appreciated updates if something was taking longer to grade than anticipated or if I needed to help them a little later. 
  • Your thoughts?
  • encourages collaboration
    • elgehrke
      elgehrke on 14 Jul 15
       
      I feel like maybe last year I was so focused on classroom management that I didn't really take many risks in the collaboration department. I know how important that collaboration is... I just have to figure out how to make sure my students stay actively engaged with our learning during these group work or partner work times.
    • Beth Moss
      Beth Moss on 16 Jul 15
       
      I could see how with younger students this could be... "risky." AS adults, and professionals, we self regulate and censure ourselves well. Especially with topics that are not controversial.  I wonder if canvas has a way that kids can post, and you can moderate before it is shared?
  • appropriate use of the internet
    • milemieux
      milemieux on 16 Jul 15
       
      Using techniques to engage the students will push them to do more than the minimum. If they become engaged and are enjoying it they could take their learning to another level. In this class, I feel I have learned about a lot of new resources that will help engage my students in their learning.
  • Knows the content of the subject to be taught and understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a)
    • milemieux
      milemieux on 16 Jul 15
       
      This seems silly to highlight this, but students need to have an instructor that is trained in the subject matter and has the technology skills to help students as well. It brings validity to the material when presented by someone that has learned about it, experienced it and has taught the material. I would be horrible at teaching an online course about Language Arts because that is not my strength area and have limited skills providing online learning. In my opinion, if you want something to be successful you need to be fully invested and not cut corners.
  • Selects and uses technologies appropriate to the content that enhance learning (SREB M.3, Varvel IV.D, ITS 3.e, ITS 4.f)
    • milemieux
      milemieux on 16 Jul 15
       
      Technology is great but sometimes technolgy does not always fit every learning situation. Choosing the right format or multiple options, can make or break instruction. I found it very easy to follow along with the videos provided to sign up for diigo, where I probably would have struggled to more if I had to read directions and figure it out on my own. Visually seeing it put me more at ease.
  • Understands student motivation and uses techniques to engage students
    • milemieux
      milemieux on 16 Jul 15
       
      Being able to motivate and engage students helps to push them to do more than just the minimum. Hopefully, they will take more ownership of the learning and take it to another level.
  • Demonstrates ethical conduct as defined by state law and local policies or procedures (ITS 8.a, ITS 8.b)
    • Beth Moss
      Beth Moss on 16 Jul 15
       
      This is potentially hard to do. There is so much copyrighted material that floats around the internet, namely on youtube and on google image search. Its tempting to just use all the resources you can easily find, and those are two HUGE sources of information. I hear the AEA website has an copyright OK picture library for school use, and I know there where some learning licensed video sights listed on the resource wiki we looked at. Anyone know some more specifics on these? #ollie_iowa
    • klsgwin
      klsgwin on 17 Jul 15
       
      When you are using Canvas and posting information on your class page, you can click an icon above the text box that has a list of video resources available. I would be able to tell you more however, I am new to it as well. It is the little blue V in the center of the bar above the text box.
  • Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core (Varvel I.A, ITS 1.f, ITS 3.a)
    • Beth Moss
      Beth Moss on 16 Jul 15
       
      This is no different than any other course in real life, but it speaks to the rigor thats expected no matter what the delivery method. 
  • Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
    • klsgwin
      klsgwin on 17 Jul 15
       
      This seems like a no-brainer but the two are distinctly different.
  • Has experienced online learning from the perspective of a student
    • klsgwin
      klsgwin on 17 Jul 15
       
      This is integral to a student's success. I have always held fast to the belief that if you don't understand the context of a student, you are missing out on teaching opportunities.
  • Aligns assessment with course objectives (SREB I.3, Varvel VI.C, ITS 5.a) • Communicates assessment criteria and standards to students, including rubrics for student performances and participation (Varvel VI.D, ITS 5.b)
    • klsgwin
      klsgwin on 17 Jul 15
       
      Not any different from the Learning Targets we create for our Priority Standards for our face to face classes.
    • kylejclark
      kylejclark on 20 Jul 15
       
      This is critical with an online course.  Not only do your criteria and standards need to be clear, but you also must have an efficient way for students to seek clarification and ask questions, just like they would in a normal classroom.
  • 8. Adheres to, models, and guides ethical behavior, including technological use (ITS 8)
    • kylejclark
      kylejclark on 20 Jul 15
       
      This standard as a whole is my weak point.  My knowledge about copyright laws is minimal at best.
juliefulton

Adaptive Learning System Articles - 2 views

moodlesw.aeapdonline.org/...view.php

shared by juliefulton on 17 Jul 15 - No Cached
  • Don’t be content to merely argue that you can’t be replaced by a machine. That’s a losing strategy. The winning strategy is to prove it.
    • lisa noe
      lisa noe on 17 Jul 15
       
      I don't believe that a machine will every take the place of a teacher.  Building relationships with students is crucial to their success.  No significant amount of learning occurs, when a student's needs are not met.  Student-teacher relationships are fundamental to a student's academic success.
    • kburrington
      kburrington on 17 Jul 15
       
      I don't mean to disagree with you Lisa but I think good programs can replace poor teachers. I agree the programs can't replace a good teacher. A good teacher will learn how to use it as a supplement and teaching tool.
    • ahawthorne
      ahawthorne on 19 Jul 15
       
      Good programs are very valuable but I don't think teachers need to worry about being replaced. Students can get instruction but still need the interaction with others.
    • juliefulton
      juliefulton on 22 Jul 15
       
      Students that struggle academically will not be motivated to learn with out without adaptive technologies. A great relationship with a teacher can engage the student to learn and adaptive technologies are a great resource to aid that teacher!
  • Many students in the United States fail to complete school. 7% of high school students drop out before graduation and nearly half of the students who start college don’t finish within six years. Many of those students who don’t make it to graduation day are the kind of non-traditional students attracted to online learning.
    • lisa noe
      lisa noe on 17 Jul 15
       
      Many of my students have indicated that they prefer online learning over the traditional classroom.  Sometimes I worry they aren't getting the same education but at the same time I am thankful they have the opportunity to learn.  I imagine that many of them would have dropped out, if this option was not available.
    • bakersusan
      bakersusan on 18 Jul 15
       
      I agree with you Lisa that for some students, online learning is an option that has helped keep them in high school. I think it is important to talk to students who are thinking of dropping out to find out why. The issue may not be school but life. Though having an online program is often a way to help them return if they have left school.
    • kaberding
      kaberding on 19 Jul 15
       
      From my experience working with at risk students at the high school level, along with the intermediate level, most all of them prefer some online learning.  They thrive at the opportunity to use technology.  The only thing I hope we don't do is deface the value of making a connection with the at risk student.  These students not only like non-traditional, they also thrive with making a connection with teachers/adults who show interest in their well-being.  I love the technology, but also love the interaction and connections I make with students.  
    • ahawthorne
      ahawthorne on 19 Jul 15
       
      I agree, online learning has definitely kept some of my students in school. 
    • sheilig
      sheilig on 19 Jul 15
       
      I agree that the kids need to have a connection with a teacher, too. Our online credit recovery students are encouraged to work in the library on their classes. They know that the library staff will help them. They also have gone to the content teachers for help if they don't understand the explanation online. In addition to the facilitator of our credit recovery program, they have other staff members who are looking out for them and helping them succeed.
  • Adaptive learning tech will let them know when they need to slow down a bit and pay closer attention to the material.
    • madonna63
      madonna63 on 17 Jul 15
       
      When we work on our own, we're able to rush thru, maybe not doing the best work we can. AL won't let the student go too fast without letting them be aware of it. It's great that it calls attention to this. This way, the student can either slow down, or decide to do it later, when he/she is able to pay more attention.
  • ...23 more annotations...
  • Teachers don’t want to waste time on the stuff students already know, when what they need is specific help with this one thing that they just can’t figure out. &nbsp;The data produced by adaptive learning tech allows faculty to steer those conversations in the directions most important to helping the student succeed.
    • madonna63
      madonna63 on 17 Jul 15
       
      Typically teachers cover all areas in lessons that they think students might need to know, which takes up a good chunk of classes. With AL, teachers can help students only if the student can't figure something out, thereby eliminating reteaching something they already know. A huge timesaver, plus it gets right to the problem, leaving no time for boredom.
    • kburrington
      kburrington on 17 Jul 15
       
      I really enjoy it in my U.S. History class because it gives me the time to expand on what they already know. Normally they would only get the basic information, now I have the time to ask why or what are going to be the consequence's? (Ken)
    • bakersusan
      bakersusan on 18 Jul 15
       
      What a wonderful way to personalize learning for each student.
  • A student using a physics program answers quiz questions about angular momentum incorrectly, so the program offers supplemental materials and more practice problems on that topic. A history student answers questions about the War of the Roses correctly the first time, so the program waits an interval of time and then requizzes the student to make sure that she is able to remember the information. A math student makes a mistake with the specific step of factoring polynomials while attempting to solve a polynomial equation, so the program provides the student with extra hints and supplemental practice problems on that step. An ESL writing student provides incorrect subject/verb agreement in several places within her essay, so the program provides a lesson on that topic and asks the student to find and correct her mistakes.
    • madonna63
      madonna63 on 17 Jul 15
       
      These are lessons that are particularly tailored to each student. Most teachers aren't able to do this for each student. These are done instantly, also, which a classroom teacher is also not able to do. Or, maybe the teacher is busy with other students the whole class time and isn't able to get to the student that day. He/she would have to wait or try to figure it out on their own.
    • kburrington
      kburrington on 17 Jul 15
       
      I agree with you. This can especially be helpful when you are working with larger size classes. Sometimes it's just impossible to get around and help everybody. You also have those who won't ask for help. The program is going to help them whether they want it or not. (Ken)
    • bakersusan
      bakersusan on 18 Jul 15
       
      If these programs truly do what is listed here, that is great. I know that when I was in the classroom, there were days I wasn't able to get around to all of my students and there were only 30 at most. In most districts that is climbing. I am concerned that the software in these programs doesn't really do what it says it can and therefore, students are the ones left out.
    • ahawthorne
      ahawthorne on 19 Jul 15
       
      I agree if these programs can really do what this says that would be wonderful. Always in need of additional resources to help students learn different concepts.
  • Adaptive technology can follow a student’s progress as they work and recognize which concepts they’ve mastered and in which areas they need further instruction.
    • kburrington
      kburrington on 17 Jul 15
       
      At the end of a chapter we sit with the student in what we call teaching moments. During these teaching moments we cover material that they did poorly on. It's nice that the program identifies these because time is not wasted on what they already have mastery of. (Ken)
  • If one student’s acing everything they do, the teacher know don’t need any intervention.
    • kburrington
      kburrington on 17 Jul 15
       
      This addresses I situation I often run into. That stigma that Alternative Ed. students aren't as smart. Several of my students are highly intelligent and are extremely bored in traditional classrooms. The adaptive learning programs allow them to move at their own pace and not waste time on stuff they already know or wait while the teacher helps those students who struggle. (Ken)
  • how much you trust the software to do what it claims it can do. These are your students, and you are turning them over to the care of a tutor. Do you trust the tutor to teach the right concepts and, perhaps more importantly, not to give false or misleading guidance?
  • it is critical to develop a clear and well-articulated position on which teaching functions the software can fulfill and which it can’t in order to defend the value of a real college education and the faculty who deliver it.
    • madonna63
      madonna63 on 17 Jul 15
       
      All of these positions need to be considered when deciding on what software to purchase. It would, also, be helpful to communicate with another school which uses it. They could tell you where there are strengths and weaknesses. You would need to know as much as you can about what you are specifically wanting from the program. It would be nice to have a trial period to see if it works with what you're needing before you have to purchase it.
  • Furthermore, the study also found that the OLI students took 50% less time to learn all of the content and perform the same or better relative to the traditional students
  • "Let's say you want to teach engineers how to build a bridge," he said. "Do you want them to read something, watch something and then answer a multiple choice quiz, or do you want them to build a bridge with a simulator that gives them specific feedback and specific activity based on that?"
    • kburrington
      kburrington on 17 Jul 15
       
      When looking at different programs this was one of the main things I looked for. One of the main reasons we decided to go with the program we went with was because it contained several interactive experiments in it's science programs. We acknowledged that the students were missing out not being in a traditional classroom doing the hands-on work.
    • juliefulton
      juliefulton on 22 Jul 15
       
      Students deperately want to be challenged to their individual level and technology has their attention. Utilizing technology with innovative opportunities to learn are win-win for students and teachers.
  • A big part of what appeals to students about the possibility of online learning is being able to approach the material on their own time, at their own pace.
    • lisa noe
      lisa noe on 17 Jul 15
       
      As much as this sounds good, students must have the self-discipline to do their work in a timely manner.  Unfortunately, many do not.  
    • sheilig
      sheilig on 19 Jul 15
       
      I have seen this, too. Most of our credit recovery students need someone to make sure their "own pace" doesn't drag out too long - or wait until the week before school is out. 
  • Important to note, of course, is that in-person instruction does not fall out of the picture in most cases; in fact, it many strengthen instruction as faculty take on a more supporting, coaching role, with less time devoted to delivery of content, which students may or may not already have mastered, and more time focused on one-to-one student engagement and self-paced guidance through a curriculum.
    • lisa noe
      lisa noe on 17 Jul 15
       
      I like the idea of being more of a guide on the side than a sage on the stage.  That is the role I prefer to have with my students.  I think it is definitely an important component in a PLE. 
    • sheilig
      sheilig on 19 Jul 15
       
      The students really need that guide still. In addition to learning the content, they are learning how to manage their time and meet deadlines independently. A lot of the students need help with this.
    • ahawthorne
      ahawthorne on 19 Jul 15
       
      If we want students to become lifelong learners we need them to be able to access information and use that knowledge. As teachers the guide on the side should always be our role, in my opinion. 
  • adaptive learning models as one approach along a spectrum that enables personalization."
  • The CogBooks platform also supports an adaptive approach that takes the student on a pre-programmed path in response to his or her input or pre-test results. The system also incorporates consideration of the best learning sequences, based on a student's responses, knowledge profile, learning-style preferences and even context
  • The root of the problem is not the adaptive technology itself so much as the belief that a “good” education is entirely quantifiable and therefore manageable by computer.
  • You should assess the number of remedial students served yearly, the successes of existing initiatives, the unique challenges faced by the many types of students that can fall within this population, and how successful your institutions is on the whole in serving these students
    • kainley
      kainley on 19 Jul 15
       
      I think it is important to look at your data. Tier 2 students may need something in addition to their Tier 1 instruction. Maybe the Tier 1 instruction can benefit from using the technology, but it will all be based on the data. This will determine what kind of technology the school will need to provide.
  • we wonder whether some confusion persists about the role of this technology and how drastically it may impact traditional instruction
    • kainley
      kainley on 19 Jul 15
       
      I wonder this as well as I take the course. If what we are currently doing is showing progress, I would want the technology to show me ways to improve the progress, not just do what we are already doing.
  • offer additional lessons on a subject until the student gains mastery
    • kainley
      kainley on 19 Jul 15
       
      I love this idea. The idea that a student will be able to come back to it time and time again and gain mastery of a standard is wonderful. When teaching a large group of 20-30 students, we move on when 80% have mastered the standard. I created small group time in my classroom to reach the students who have not mastered it. Using adaptive technology would be a great alternative to that.
  • Adaptive learning technology can help recognize the challenge they’re having and provide additional resources to help them work through it on their own, especially at times when a professor isn’t available to give help.
    • kainley
      kainley on 19 Jul 15
       
      Having addition resources is key to success. If a student is experiencing a challenging subject for them, it is nice to teach it to them in a different way.
  • Students can also get a clearer idea of when they’re ready to move on. If they’re rushing to complete their work, it can be easy for students to assume they’ve understood what’s in a chapter and jump ahead ­– unless they have to take a quick quiz that shows what information they’ve retained
    • kaberding
      kaberding on 19 Jul 15
       
      I really like the tracking.  I can see who might be having trouble where and I especially like to use it to see if I have a group of students that are not understanding a particular concept.  I can pull not only individuals, but also pull a small group of students to reteach the concept.  
    • juliefulton
      juliefulton on 22 Jul 15
       
      Students tend to work on their academics very late in the evening - whether it is due to extra-curricular activities, a job, or procrastination! With this technology, students can get assistance regardless of the time of day/night, when they are in the mood to learn.
  • "I'm a big believer that we should not take the teacher away from the teaching process," he says. "We should build the technology around the teachers to empower them and put them at the center of the story. We want them to be able to leverage the technology, rather than being replaced by it."
    • kaberding
      kaberding on 19 Jul 15
       
      I love this!  The teacher needs to be the center of the learning with many tools and resources available to help students learn in their particular way.  We need access to as many tools and resources we can get, however these programs are costly.  Also, once a teacher gains familiarity with a program, there is risk that it will not be endorsed by the school the following year.  We are experiencing this for the upcoming school year; a program we have used and are very familiar with was just cancelled with no replacement.  That's upsetting.  
  • Adaptive learning technology tracks what and how each student is doing so that teachers can keep up with each student’s progress.
  • There is a cultural temptation, fed somewhat by eager vendors and a press that tends toward an excess of techno-optimism, to believe that adaptive learning platforms are the future of education and can be full replacements for teacher-facilitated classes.
    • sheilig
      sheilig on 19 Jul 15
       
      So true. The students need teachers who care how they do and hold them accountable.
  • "The technology is now cheap enough and powerful enough for this kind of approach to be applied effectively and widely," Martin said.
    • sheilig
      sheilig on 19 Jul 15
       
      Our students have become frustrated with some of the adaptive systems we have tried because there was a lot of down time with the systems. Hopefully as it's use increases the bugs will be fixed. After losing class time to technology issues, I had students tell me to "just give me a worksheet!" 
  • "One of the benefits of adaptive learning is that it frees up faculty members to spend more time with students, to work with them in small groups and individually, essentially flipping the classroom," Johnson said. "We see this [approach] as part of a much bigger pedagogical picture. The technology is a tool that gets us to our goal of rehumanizing our large classes."
    • juliefulton
      juliefulton on 22 Jul 15
       
      If Adaptive Technologies can free up a teacher to work in small groups and individually, allowing for personalized learning, then I believe that it benefits the entire educational system. This statement gives me hope that PL is possible given our climate on educational funding.
tmolitor

Adaptive Learning System Articles - 1 views

moodlesw.aealearningonline.org/...view.php

shared by tmolitor on 03 Apr 19 - No Cached
  • The phrase “adaptive learning” is an umbrella term that applies to an incredibly broad range of technologies and techniques with very different educational applications. The common thread is that they all involve software that observes some aspect of student performance and adjusts what it presents to each student based on those observations. In other words, all adaptive software tries to mimic some aspect of what a good teacher does, given that every student has individual needs.
    • k_gibson
      k_gibson on 03 Apr 19
       
      So is this basically differentiation but always with technology?
    • taylormunson
      taylormunson on 07 Apr 19
       
      I am wondering the same thing. I initially interpreted this as differentiation using technology, however it seems to be a combination of technology and teacher differentiation.
  • A math student makes a mistake with the specific step of factoring polynomials while attempting to solve a polynomial equation, so the program provides the student with extra hints and supplemental practice problems on that step.
    • k_gibson
      k_gibson on 03 Apr 19
       
      We have a program similar at my school for math. I just never knew the educational term for it as, "adaptive learning." I learned something new. Cool!
  • 5 Benefits of Using Adaptive Tech in Online Learning
    • k_gibson
      k_gibson on 03 Apr 19
       
      All 5 of these benefits are amazing! When our district purchased our current math program used at the elementary level, EveryDay Mathematics (EDM), they also purchased the online/tech package. This allows for teachers to do most of the things this section is talking about. I didn't realize this tech stuff was known as adaptive learning, but it's cool that we are already doing it. It makes me feel like we are helping our students well!
  • ...29 more annotations...
  • but rather, drives learning from start to finish by incorporating the right mix of online and face-to-face instruction where suitable.
    • k_gibson
      k_gibson on 03 Apr 19
       
      I like this point! You hear people joke about teachers becoming extinct with the progression of technology. First, I don't think that is true, and second, I don't think it's wise. No matter the amount of technology we have, present and future, teachers can never be replaced. We need human-to-human contact so we learn lessons from someone with real-world experience, not a robot.
    • k_gibson
      k_gibson on 03 Apr 19
       
      The blend of human teachers and tech is a nice sweet spot, I think.
    • jennham
      jennham on 07 Apr 19
       
      I agree with you absolutely. All of these wonderful programs are just that...programs. The teacher is still the essential component. The programs can aid the teacher in teaching and the student in learning, but should not be considered a replacement.
  • A history student answers questions about the War of the Roses correctly the first time, so the program waits an interval of time and then requizzes the student to make sure that she is able to remember the information.
    • cmanring
      cmanring on 04 Apr 19
       
      As a social studies teacher this is something that interests me. At times while grading a test important information will be missed. This would allow a check before the assessment.
    • mgast40diigo
      mgast40diigo on 05 Apr 19
       
      The continuous learning piece. Awhile back I was creating my own units and lessons. The hard part was the timing of quizzing on past concepts. Very cool that it is built in to the program.
    • anonymous
      anonymous on 07 Apr 19
       
      I like this built-in technology/piece. I do something similar with my vocabulary with students (which is much easier to include)- every week they review/are quizzed on review words as well as new ones.
    • tommuller4
      tommuller4 on 17 Apr 19
       
      I like the idea of retesting about past information on every new test. It will help the students retain the information for more than just one test day.
  • For example, most teachers probably don’t know the details of how frequently and at what intervals humans should be retested on a memorized fact in order to ensure that fact gets into long-term memory.
    • cmanring
      cmanring on 04 Apr 19
       
      Once again as a social studies teacher I deal with a lot of facts. Memorization is not a bad thing and at times is the most efficient way to gather information. My main objective though is to ensure that the information is retained.
    • tommuller4
      tommuller4 on 17 Apr 19
       
      As a social studies teacher I used to test over lots of facts, dates, figures. But that didn't test over whether or not a student understood the concept or big picture of what was really going on. I know test over very few facts/dates and more on big ideas and concepts.
  • Adaptive learning technologies are potentially transformative in that they may be able to change the economics of tutoring.
    • cmanring
      cmanring on 04 Apr 19
       
      I am in a rural school with over 50% free and reduced lunch. Being able to have something that could help students, and on a more individual level really has my interest. Just being introduced to this technology it seems to me that it would be a tremendous help in reviewing for a test.
  • Do you trust the tutor to teach the right concepts and, perhaps more importantly, not to give false or misleading guidance?
    • cmanring
      cmanring on 04 Apr 19
       
      This would be my concern as some interpretations of History do not coincide with what is commonly accepted as fact/the truth. A simple trial run by the teacher should validate the quality of the product and it's usefulness.
    • tmolitor
      tmolitor on 25 Apr 19
       
      I think you're exactly right. The teacher would have to first check it over to see if it was good or not.
  • Imagine if every student in your class could have a private tutor, available to them at any time for as long as they need
    • mgast40diigo
      mgast40diigo on 05 Apr 19
       
      It sounds great. However, what if the student doesn't understand what the tutor is trying to teach. Would it have the ability to adapt to meet the student's need so he/she can understand it.
    • anonymous
      anonymous on 07 Apr 19
       
      I think that depends on the system/program. Some will have multiple alternatives in case the student continues to make errors. If not, that's where the teacher's guidance/assessment still comes in.
    • mistermohr
      mistermohr on 17 Apr 19
       
      Ultimately, it is the students choice if they want to dig into corrective of suggested help pathways
    • tommuller4
      tommuller4 on 17 Apr 19
       
      If every kid has a tutor that would make our job so much easier. We wouldn't have to use class time reteaching material or go over something multiple times to teach it to the kids who are absent for whatever reasons.
  • They can free up faculty to spend more time doing what they do best in the classroom—work that is not replicable by a machine
    • mgast40diigo
      mgast40diigo on 05 Apr 19
       
      It would give teachers more time to build relationships and make connections.
    • tmolitor
      tmolitor on 25 Apr 19
       
      It would be awesome to have more time in the classroom to talk to students about their interests and everyday lives.
  • Adaptive learning products track how each student is doing and provide teachers with class reports.
    • mgast40diigo
      mgast40diigo on 05 Apr 19
       
      I love how some of the programs (kahoot, quizizz, google forms) give me immediate feedback on how the students scored and a breakdown of the accuracy of each question. It saves me hours and hours of extra work.
    • taylormunson
      taylormunson on 07 Apr 19
       
      It has been very interesting reading about adaptive learning and coming to the realization that I utlitze some of these tools in my own classroom already. For example, I use Google Forms with my students quite often. I love the immediate responses that I am able to see and also the ability to provide constructive and timely feedback to them as well. I actually use this tool to track my writing and reading conferring notes.
  • Journal of Interactive Media in Higher education found no significant difference in exam scores for students enrolled in Open Learning Initiative’s introductory statistics course (which contains adaptive learning) compared to the traditional course. Furthermore, the study also found that the OLI students took 50% less time to learn all of the content and perform the same or better relative to the traditional students
    • mgast40diigo
      mgast40diigo on 05 Apr 19
       
      What a crazy statistic! 50% less time to learn the content and scored the same. It would free up a lot of time. What would we do with that time?
    • anonymous
      anonymous on 07 Apr 19
       
      When I started reading this, I was like oh- what is the point, if they're getting similar scores? Don't we want this to be an improvement? But the time needed to learn is pretty huge. In a personalized learning environment, that means they can move on to the next topic to master or explore on their own. It also gives struggling students a chance to approach more content.
    • mistermohr
      mistermohr on 17 Apr 19
       
      I agree, mgast, this is a crazy stat!! Hopefully, we would use it to do things machines can't do. Intensive intervention, one-on-one assistance, etc.
  • "Many of the so-called ‘adaptive learning' platforms are really more like content recommendation systems -- like Amazon or Netflix," he said. "I don't see where the learning is adaptive. The content is not changing in response to the students."
    • mgast40diigo
      mgast40diigo on 05 Apr 19
       
      Sounds more differentiated than personalized.
    • kmolitor
      kmolitor on 17 Apr 19
       
      Excellent point, Matt! We want students to have more say in what they are learning than just giving them recommendations, however, some students might need the recommendations...at least at first.
  • this technology might be most useful, which is often in remedial education
    • mrsmeganmorgan
      mrsmeganmorgan on 06 Apr 19
       
      I wonder if this technology is good only for skills based content. I wonder if it may also be useful for students who need a challenge in the classroom.
    • mistermohr
      mistermohr on 17 Apr 19
       
      Megan, Does it change the idea of advanced students altogether? In my mind, everyone would be learning in their zone of proximal development regardless of where they are supposed to be learning based on grade level.
  • Adding the tech makes it possible to personalize at scale.
    • mrsmeganmorgan
      mrsmeganmorgan on 06 Apr 19
       
      We have been personalizing education since the beginning of time, but until recently we have not been doing at the scale tech will allow.
    • kmolitor
      kmolitor on 17 Apr 19
       
      I completely agree Megan! We have the ability at our fingertips to do this yet we have been using our 1:1 environment predominately as through substitution.
  • , nonlinear approach
    • mrsmeganmorgan
      mrsmeganmorgan on 06 Apr 19
       
      don't see any non-linear approaches to the adaptive technology in my district.
  • $12,000,000 in what would have been lost tuition
    • mrsmeganmorgan
      mrsmeganmorgan on 06 Apr 19
       
      I wonder what the long term benefits for students who completed learning this way.
  • redesign a developmental math program
    • mrsmeganmorgan
      mrsmeganmorgan on 06 Apr 19
       
      I am glad they picked this area of focus. I know that this is the gatekeeper to post secondary education.
  • Tutors, in the American usage of the word, provide supplemental instruction and coaching to students on a one-on-one basis.
    • taylormunson
      taylormunson on 07 Apr 19
       
      When I heard adaptive learning described as a "tutor" I automatically thought of Khan Academy. This resource is a tutor designed to help students of all ages in math. The content based resource helps ensure students get an overview of concepts as well as opportunities to practice skills and this can be altered based on student performance.
    • tommuller4
      tommuller4 on 17 Apr 19
       
      Tutoring today is a great tool. It used to be just sitting down with someone to teach it to you but now you can watch videos, use the internet, or teachers can video themselves and make it available for students.
  • Don’t be content to merely argue that you can’t be replaced by a machine. That’s a losing strategy. The winning strategy is to prove it.
    • taylormunson
      taylormunson on 07 Apr 19
       
      It is discouraging to realize that there are people out there who feel "machines are replacing" teachers, teaching or basic jobs. As a teacher, I feel it is my job to expose my students to tools that will benefit them and their education. In the 21st century, this means they are using adaptive learning tools to help them do things that otherwise couldn't be done or couldn't be done as efficiently. I think this last statement was the most powerful. We can not sit back and expect that telling people these tools are beneficial will work.. we must continue to find the best uses for them and prove that they do.
  • And above all, they help each student to figure out exactly where she is doing well and where she still needs help.
    • jennham
      jennham on 07 Apr 19
       
      This idea in adaptive learning is new to me. I previously thought the AL programs scaled the difficulty up or down, depending on the student's performance. I did not know they could also offer help and reteaching.
    • tmolitor
      tmolitor on 25 Apr 19
       
      I think it is amazing what all these programs can do for kids. It still involves the student to have to want to learn, but everything is at their level!
  • Getting them to understand when to trust a grammar checker and when not to trust it is a lot harder.
    • jennham
      jennham on 07 Apr 19
       
      This is so true and can be difficult to teach. I can (usually) tell when to use and when to ignore my grammar hints, but there is no way all of my 4th-graders would be able to decide when it is right and when it is wrong. At least, not every time. The teaching and learning of the skills is still a necessary foundation.
    • tmolitor
      tmolitor on 25 Apr 19
       
      I just had a teacher come up to me today, and say that she was reading a students story and the student had misspelled lots of words. The computer didn't catch it because technically the words were spelled correctly just not the words she was trying to use. Instead of proof reading the student just assumed the spell checker would catch everything.
  • Adaptive learning is a uniquely innovative, albeit expensive,
    • jennham
      jennham on 07 Apr 19
       
      Herein lies the problem. With adaptive learning programs being able to give teachers data on how their students are learning AND instant feedback to each student, how do districts afford to have multiple programs for every student?
  • "The technology is now cheap enough and powerful enough for this kind of approach to be applied effectively and widely," Martin said.
    • jennham
      jennham on 07 Apr 19
       
      I am very curious as to what he considers to be "cheaply"?
    • kmolitor
      kmolitor on 17 Apr 19
       
      Do you think it's in reference to the fact that computers or tech is so much cheaper than it was orginially? I remember (dating myself here) when the Apple IIE first came out and our kids were young and I told my husband we had to get one...well it was a 4,000 big toy. There wasn't internet then and all they kids did was play Oregon Trail:-)
  • They are tools that should be understood and employed appropriately by skilled educational practitioners.
    • anonymous
      anonymous on 07 Apr 19
       
      I think it's important to remember a lot of these are still just products, and a company trying to sell a product. They have limitations, and educators/individuals interested in using them need to understand those limitations (and potential!) to use them appropriately and get the most out of them.
  • Students can also get a clearer idea of when they’re ready to move on.
    • anonymous
      anonymous on 07 Apr 19
       
      This is potentially great for both teachers and students- as grading/providing feedback can consume a lot of an educator's time. Having instantenous response AND additional resources/reteaching is invaluable.
  • tutors
    • mistermohr
      mistermohr on 17 Apr 19
       
      I think of adaptive learning as the first level of differentiation that a teacher would do if they were able to work in small enough classes.
    • tmolitor
      tmolitor on 25 Apr 19
       
      I think you really make a great point when you say teachers would do it if the class sizes were small enough. It seems like class sizes keep getting larger which makes some of this impossible without technology.
  • unstuck on a particular step that he hasn’t quite understood
    • mistermohr
      mistermohr on 17 Apr 19
       
      I think this immediate feedback, corrective and actionable steps to improve knowledge are key in long term student success.
  • on-demand data
    • mistermohr
      mistermohr on 17 Apr 19
       
      I think it is essential that this isn't an additional step for teachers. The data has to be accessible while the assessment is occurring. Then trends can be monitored.
  • their own time, at their own pace
    • mistermohr
      mistermohr on 17 Apr 19
       
      We know how important this is in personalizing learning
  • At the time of that launch, the ASU program had helped the university to hold onto
    • mistermohr
      mistermohr on 17 Apr 19
       
      This is the motivation that k12 education does not have. Adaptive Learning makes sense, but its creation and adoption in k12 education isn't really incentivized.
  • The company describes it as "a behavioral-analytics-based teaching and learning platform designed to deliver personalized pathways in education."
    • mistermohr
      mistermohr on 17 Apr 19
       
      This sounds awesome! I wonder what the learning curve looks like...
    • kmolitor
      kmolitor on 17 Apr 19
       
      I agree! I do wonder how willing most people in the US are to changing education...this is how it was when they went to school and it should stay this way...I find to be the mentality of many.
rhoadsb_

ollie-afe-2019: Article: Attributes from Effective Formative Assessment (CCSSO) - 0 views

moodlesw.aealearningonline.org/...view.php

shared by rhoadsb_ on 10 Apr 19 - No Cached
  • Because the formative assessment process helps students achieve intended learning outcomes based on explicit learning progressions, teachers must first identify and then communicate the instructional goal to students.
    • alisauter
      alisauter on 10 Apr 19
       
      The reason Learning Targets are so important to establish and communicate.
    • kmolitor
      kmolitor on 12 Apr 19
       
      Articulating goals in student friendly language is important so students know what the target is.
    • barbkfoster
      barbkfoster on 13 Apr 19
       
      As our district moves forward to standards-based learning/grading, we need to change our mindset. Students need to see learning as more important that "getting a good grade'. We can help this process by sharing the learning targets with them.
    • jennham
      jennham on 13 Apr 19
       
      In order for the students to see that the learning is more important than the grade, educators also need to make that shift in thinking. As my son starts applying to colleges, it seems to be ALL about his grades. I know many of my sons' teachers also feel that getting a good grade is the end result. I think students as a whole would be more receptive to how much they have learned if their teachers modeled that as well.
    • annott
      annott on 16 Apr 19
       
      This is where the rubric comes into play. Students need to know or see what they will be evaluated on for the final product. I really like the idea of having students create their own rubric.
  • Effective formative assessment involves collecting evidence about how student learning is progressing during the course of instruction so that necessary instructional adjustments can be made to close the gap between students’ current understanding and the desired goals. Formative assessment is not an adjunct to teaching but, rather, integrated into instruction and learning with teachers and students receiving frequent feedback.
    • alisauter
      alisauter on 10 Apr 19
       
      People think this can be "scripted" but it really can't. Formative assessment CHANGES the teaching and learning processes to meet the needs of the learners. It is fluid.
    • mistermohr
      mistermohr on 13 Apr 19
       
      and I think it is difficult to say that formative assessment can close the gap. Imagine if classrooms waited for everyone to get something before moving on. Formative assessment is more beneficial, in my opinion, in small groups. If 90% of kids get an exit ticket correct, the class will likely move on. Even though we know that 10% don't get it.
    • jennham
      jennham on 13 Apr 19
       
      In an ideal situation you would move on, but the 10% would receive additional instruction in order to learn and understand what they didn't before. The trick is to find the time to do that. Every time we find time in order to make this happen it seems to get snatched up by something else that we need to do.
    • mschutjer
      mschutjer on 26 Apr 19
       
      This is something we can been discussing a great deal and whether we should include it in our grade books...with or without points and we do not give credit for formative assessments.
  • In self-assessment, students reflect on and monitor their learning using clearly explicated criteria for success.
    • alisauter
      alisauter on 10 Apr 19
       
      I think this is harder for some kids to do than others.
    • kmolitor
      kmolitor on 12 Apr 19
       
      I agree but if we did it more and across the curriculum we could help them all become better at it.
    • Wendy Arch
      Wendy Arch on 14 Apr 19
       
      I find that kids are often more critical of themselves than I would be. Maybe it's false modesty, but when I've had students do a post-writing reflection or log, most of the time they think their writing is crap and they struggled more than I say in class. That is often eye opening since we think we know what happens in our classrooms, but it shouldn't be a surprise that students - like teachers - are experts at hiding their struggles.
  • ...51 more annotations...
  • Creating such a culture requires teachers to model these behaviors during interactions with students, to actively teach the classroom norms, and to build the students’ skills in constructive self- and peer-assessment. In this type of classroom culture, students will more likely feel they are collaborators with their teacher and peers in the learning process.
    • alisauter
      alisauter on 10 Apr 19
       
      This reminds me of the routines you have to build with elementary students each fall for things like centers, bell ringers, daily 5, etc. Even blended and flipped learning needs routines visited and revisited at the beginning.
    • mgast40diigo
      mgast40diigo on 11 Apr 19
       
      This is why I love the math curriculum I am using. The main focus is collaboration. Everyday students are expected to come up and share their work on how they solved the problem. Students enjoy learning from their classmates.
    • mrsmeganmorgan
      mrsmeganmorgan on 15 Apr 19
       
      It's interesting to me that in elementary we spend the time to create a culture, but many teachers ignore this in the secondary classroom.
  • Increasing numbers of educators regard formative assessment as a way not only to improve student learning, but also to increase student scores on significant achievement examinations.
    • robertsreads
      robertsreads on 10 Apr 19
       
      It is worrisome to me that the focus seems to be more on increasing student standardized test scores than increasing student learning/understanding. Which is better for the student in the long run?
    • chriskyhl
      chriskyhl on 17 Apr 19
       
      an agreed concern.....so much focus on standardized scores has changed focus to results instead of learning
    • rhoadsb_
      rhoadsb_ on 30 Apr 19
       
      Do standardized tests provide value to our students, really? Cant say they do. Formative assessment is for guiding the teacher and student to learn, not take a test.
  • From a learning progression teachers have the big picture of what students need to learn, as well as sufficient detail for planning instruction to meet short-term goals.
    • robertsreads
      robertsreads on 10 Apr 19
       
      This is why it is important to begin each assignment with the end in mind. What do we want students to learn, how will we measure that learning, and how to we get there?
    • mistermohr
      mistermohr on 13 Apr 19
       
      Agreed. From a person interested in the content and the learning of their students this makes sense. From a practical perspective, I think a large portion of students would not find any value in this. I would guess over 50% would not read it and would not use it. Now, as a teacher, I can say you should have read this to know how to improve, that isn't a practical solution though. I think that has to come from application and purposeful relevancy.
    • tmolitor
      tmolitor on 14 Apr 19
       
      I also agree. As a teacher you need to know the end goal, and work backwards
    • mschutjer
      mschutjer on 26 Apr 19
       
      This is a great idea. I would love to get some of these set up. A great tool to use with students.
  • Descriptive feedback should be about the particular qualities of student learning with discussion or suggestions about what the student can do to improve. It should avoid comparisons with other pupils. Specific, timely feedback should be based on the learning goal and criteria for success. It should help the student answer three basic questions: Where am I going? Where am I now? How can I close the gap?
    • robertsreads
      robertsreads on 10 Apr 19
       
      It is of the utmost importance to make sure that students are only comparing their work to their prior efforts, as opposed to comparing their work to that of other students.
    • mgast40diigo
      mgast40diigo on 11 Apr 19
       
      I like the last 3 questions of the paragraph. Great questions for me to ask. It would be a nice way to have the students reflect after a test as well.
    • kmolitor
      kmolitor on 12 Apr 19
       
      I agree Matt, these questions can help students reflect on their learning, and it would be great to have all teachers use them so it becomes second nature to students.
    • barbkfoster
      barbkfoster on 13 Apr 19
       
      I notice the word "timely". This is SO important but also so hard to do with teachers' workloads. Does anyone have something that works for both the teacher and student?
    • mrsmeganmorgan
      mrsmeganmorgan on 15 Apr 19
       
      I love this idea from Caitlin Tucker: https://catlintucker.com/2019/02/ask-yourself-why-am-i-grading-this/ So much of what we grade does not require a grade. Maybe if we make this adjustment, our work load would decrease.
    • annott
      annott on 16 Apr 19
       
      This is something that I have to continue to improve.
  • Alternatively, feedback could be given using a format such as “two stars and a wish,” which provides a structure for a student to identify two aspects of the work that are particularly strong (stars) and one aspect the peer might improve (a wish).
    • robertsreads
      robertsreads on 10 Apr 19
       
      I really like this idea, as it focuses on what students are doing well. It is much easier to take constructive criticism when it is couched with praise.
    • jennham
      jennham on 13 Apr 19
       
      I really like this idea as well! Phrasing it as "a wish" will be easier for the creator of the project to hear, but will also be easier for the evaluator to give. I know I have students who constantly say,"You don't need to change anything," not because they think that is true, but because they do not want to bruise anyone's feelings.
  • Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.
    • sjensen21
      sjensen21 on 10 Apr 19
       
      Notice the definition does not say that formative assessments can't be graded. I am a proponent of grading formative assessments, but I have heard others say it should not be.
    • mpercy
      mpercy on 12 Apr 19
       
      I think Evan mentioned this in one of his video chats. He talked about the value of not grading the formative assessment but using it to enhance classroom discussion. Would this work in a math classroom?
    • cathy84
      cathy84 on 12 Apr 19
       
      This is an excellent point. My first reaction was No! Don't grade it! But then I thought about the chapter reading quizzes I would give. In some ways these were formative because I wanted to see if students understood the chapter in the novel. In others, it was summative in that I wanted to hold students accountable for the reading. I did grade them. Hmmm...Interesting
    • tmolitor
      tmolitor on 14 Apr 19
       
      I think it is so interesting to consider not grading formative assessments. I feel like every time I give an assignment to students the first question they ask is "Will this go on my grade?"
    • annott
      annott on 16 Apr 19
       
      I think many times we ask students during a lesson, to give a number of fingers as to whether you understand what we just shared. And I had done that for many years, but never knew it was called formative assessment until a few years ago.
    • chriskyhl
      chriskyhl on 17 Apr 19
       
      I really enjoy that formative assessment can be done in so many different ways (verbally, a quiz, practice problems, exit tickets, review games, etc.....) I do get where Trevor is coming from though......very much a grade centric focus instead of a learning focus
    • rhoadsb_
      rhoadsb_ on 30 Apr 19
       
      Exactly we need to get away from grading everything as we may not have taught the content in way that ll can learn. Use FA to guide instruction and improve student learning.
  • five attributes
    • sjensen21
      sjensen21 on 10 Apr 19
       
      1. Learning Progressions 2. Learning Goals 3. Descriptive Feedback 4. Self- and Peer-Assessment 5. Collaboration
  • Descriptive Feedback:
    • sjensen21
      sjensen21 on 10 Apr 19
       
      This is by far the most important part of formative assessment for students. Teachers need to provide timely, informative feedback, so that students can learn from their mistakes.
    • tmolitor
      tmolitor on 14 Apr 19
       
      Agreed! The feedback piece is the most important by far, and you mentioned how important it is to have it in a timely manner!
  • Self- and Peer-Assessment
    • sjensen21
      sjensen21 on 10 Apr 19
       
      Peer assessment is the most difficult for all parties involved. It is difficult for students to critique each other's work appropriately and it is difficult for students to receive feedback from peers. It is also difficult for teachers to model appropriate behaviors for peer assessment.
    • tmolitor
      tmolitor on 14 Apr 19
       
      I agree. It is always hard to get students to do this the right way. The idea behind it is awesome though, if you could somehow get students to appropriately evaluate their classmates work.
  • The students must be actively involved in the systematic process intended to improve their learning. The process requires the teacher to share learning goals with students and provide opportunities for students to monitor their ongoing progress.
    • mgast40diigo
      mgast40diigo on 10 Apr 19
       
      I like this idea about students having an active process. This would be very valuable for both the student and teacher. If the student has more of an active process by setting goals and monitoring them I feel they would have sense of ownership in the process. Very powerful when they feel this way.
    • Deborah Cleveland
      Deborah Cleveland on 12 Apr 19
       
      I agree. I think it would increase student ownership of the learning process.
    • chriskyhl
      chriskyhl on 17 Apr 19
       
      Totally agree! Student choice and voice is an important piece that I think we miss out on frequently in education
    • rhoadsb_
      rhoadsb_ on 30 Apr 19
       
      If students are not involved in the process they will see it as a check box.
  • To support both self- and peer-assessment, the teacher must provide structure and support so students learn to be reflective of their own work and that of their peers, allowing them to provide meaningful and constructive feedback.
    • mgast40diigo
      mgast40diigo on 11 Apr 19
       
      This is something that I need to do a better job of. I've thought about using math journals where students could reflect on on their own work and that of their peers when peer evaluating. The lack of time is the excuse.
    • cathy84
      cathy84 on 12 Apr 19
       
      It's not an excuse; it's a reality. When you have over 100 students, it's impossible to give them as much attention as you would like.
  • This will provide students with a reasonably clear idea of the analytic skills they are to develop and also provide them with the tools required to assess their own written analyses.
    • zackkaz
      zackkaz on 11 Apr 19
       
      Hopefully being careful that students are not just regurgitating information. Sometimes I think we get wrapped up in getting content and skills across we don't notice ourselves spoon feeding.
  • This involves moving from the early stages of reasoning based on simple observation to the more complex stages based on indirect observation and the synthesis of multiple sources of information.
    • zackkaz
      zackkaz on 11 Apr 19
       
      Which happens at different times for different students. Some may have already accomplished it while others need more scaffolding to achieve it.
    • kimgrissom
      kimgrissom on 12 Apr 19
       
      True! I think these kinds of complex skills are exactly the ones that might be worth the time for formal formative feedback so students and teachers see who has it and who doesn't.
  • A classroom culture in which teachers and students are partners in learning should be established.
    • zackkaz
      zackkaz on 11 Apr 19
       
      Honestly, I forget this part the most of the 5 categories. I am not the CEO, but more a manager.
    • mistermohr
      mistermohr on 13 Apr 19
       
      I like this one the most. It is all about relationships!!!
    • tmolitor
      tmolitor on 14 Apr 19
       
      I agree! However that quote goes "Students don't care how much you know, until they know how much you care."
    • annott
      annott on 16 Apr 19
       
      This may be the most important attribute.
    • tommuller4
      tommuller4 on 16 Apr 19
       
      I think this might be most important attribute of all. Culture and climate are so important. Kids will work hard for you even if they don't want to do the project if you have a good relationship with them.
  • without dissent:
    • zackkaz
      zackkaz on 11 Apr 19
       
      Amazing to me that no one disagreed. Worries me about groupthink occurring at that meeting. I'm not saying I disagree with the definition, but that really amazes me there was no dissent.
    • Wendy Arch
      Wendy Arch on 12 Apr 19
       
      I imagine if people were at a meeting about formative assessment, they would all be on the same page to begin with. I imagine this was merely a wordsmithing session and less of deliberate one.
  • is to provide evidence that is used by teachers
    • Wendy Arch
      Wendy Arch on 12 Apr 19
       
      depending on what I'm looking for, formative assessment can sometimes be more effective for just me. Often my students don't really know (or care) where they are in the grand scheme of things, but I need to know so I can determine our course.
    • cathy84
      cathy84 on 12 Apr 19
       
      I did have students use their comprehension quizzes as a formative assessment. If they did not get 8/10, I had them write a note on the quiz as to why. Did they just not do the reading? Did the read it while multi-tasking? Did they read it but just not get it? I was hoping to make them aware of their learning and why it was not where it should be when considering reading comprehension of a novel. But then, maybe I should not have graded it??
  • a process rather than a particular kind of assessment.
    • Wendy Arch
      Wendy Arch on 12 Apr 19
       
      This is where it gets difficult for me sometimes. The recursive aspect is difficult when dealing with a common course that is supposed to stay on track with other sections led by other teachers. Having the ability to be flexible with instruction is essential, but when "aligned" with other teachers, that flexibility can be constrained.
  • informal observations and conversations to purposefully planned instructionally embedded techniques designed to elicit evidence of student learning
    • kimgrissom
      kimgrissom on 12 Apr 19
       
      Many teachers do a lot of formative assessment in the way of observation, listening, even questioning. In an online setting, this is the part that harder. But as standards move more to skills and concepts rather than just knowledge, those "embedded techniques" might be a piece that's missing. Many times when students "miss the mark" on the test, it's because there was a disconnect in what they thought they were supposed to know or lack of feedback on what they were supposed to do.
  • offers enough substantive information to allow the student an opportunity to identify ways to move learning forward.
    • kimgrissom
      kimgrissom on 12 Apr 19
       
      The use of models here is the key though. Sometimes this info isn't enough if they have seen or heard many speeches that do this (and most kids haven't).
    • cathy84
      cathy84 on 12 Apr 19
       
      As a former writing teacher, I never doubted the power of the feedback. The problem was finding the time. I could not read 100+ papers twice: once formative and second summative. It was a struggle to provide the feedback they needed and survive the job.
    • tmolitor
      tmolitor on 14 Apr 19
       
      I teach Math so I can't imagine what it is like trying to provide timely feedback for writing assignments. I think it's hard enough to do it with math homework when the student is missing a piece of the equation or something.
  • they can take an active role in planning, monitoring, and evaluating their own progress.
    • kimgrissom
      kimgrissom on 12 Apr 19
       
      I've always felt that one of the biggest benefits of peer-assessment has nothing to do with the feedback--it has to do with perspective. When a student sees how another student approached a writing prompt or a problem or a process, it allows them to look differently at their own work. If the only thing students ever see is the the teacher's thinking and their own, it can limit their understanding.
  • supporting students as they monitor and take responsibility for their own learning
    • kimgrissom
      kimgrissom on 12 Apr 19
       
      This is something almost all teachers would like more of, but it's hard for students to do that if we don't give them the success criteria, vocabulary, and feedback to help them be more independent in reaching our expectations.
  • a formative tes
    • Deborah Cleveland
      Deborah Cleveland on 12 Apr 19
       
      I always wonder about this when I hear teachers saying that they are using plc time to develop "common formative assessments".
    • annott
      annott on 16 Apr 19
       
      You have a valid point Deborah. Should we have common formative assessments or not? According to this article it's an ongoing process throughout a lesson and should be adaptive to each teacher.
    • mschutjer
      mschutjer on 26 Apr 19
       
      I think it is one more item in education we do not have time to create...common formative assessments.
  • teachers and students
    • Deborah Cleveland
      Deborah Cleveland on 12 Apr 19
       
      Shouldn't all teaching and learning involve educators and students? lol.
    • barbkfoster
      barbkfoster on 13 Apr 19
       
      I feel that all too often teachers think of weekly quizzes as formative assessment. Unfortunately, those weekly quizzes are often not used to adjust teaching. This definition says it is a PROCESS. I don't think many teachers think of it that way.
    • annott
      annott on 16 Apr 19
       
      I agree Barb, I know I don't think of it as a process. I need to work on that.
  • meta-cognitively
    • Deborah Cleveland
      Deborah Cleveland on 12 Apr 19
       
      Asking students to think metacognatively about learning will hopefully make them more efficient learners in the future.
  • Learning Goals and Criteria for Success: Learning goals and criteria for success should be clearly identified and communicated to students.
    • Deborah Cleveland
      Deborah Cleveland on 12 Apr 19
       
      While I am not in classrooms very often, almost all of them do this. I feel like this is something that teachers have made a real effort to do.
    • mistermohr
      mistermohr on 13 Apr 19
       
      Agreed. However, in my experience, most students don't care. It is kind of like showing them standards. Even in kid friendly language, they largely don't care. I think this article brings up lots of good information, but the reality of practice is much different than the reality of the folks coming up with these things.
    • nealjulie
      nealjulie on 12 Apr 19
       
      Formative assessments gives teachers the checkpoints of learning with their students. It informs their instruction of what to do next.
    • nealjulie
      nealjulie on 12 Apr 19
       
      I like how this clarifies that there are many different types of formative assessments.
  • and show the trajectory of learning along which students are expected to progress
    • annott
      annott on 16 Apr 19
       
      As I learn more about scaffolding, I think that is a good way to cover learning progression.
    • nealjulie
      nealjulie on 12 Apr 19
       
      Progressions give teachers and students a pathway of learning.
  • evidence-based feedback
    • mistermohr
      mistermohr on 13 Apr 19
       
      ha ha ha...again a reality of practice. You can't reliably do this for 150 kids and every formative assessment. What about the informal formative assessments? Technology can help with this, but again it has to be setup to do so.
    • mrsmeganmorgan
      mrsmeganmorgan on 14 Apr 19
       
      I think you bring up a valid point. We really need to spend the time giving feedback, but I am wondering what is the difference between informal vs formal feedback. I have seen teachers use an "autopsy" after certain assignments so major issues are address large group. Often students tend to make similar mistakes.
    • tommuller4
      tommuller4 on 16 Apr 19
       
      Giving feed back to every student is all most impossible to do in a timely matter if you 100+ students. I like the idea of addressing major mistakes as a large group because like Megan said most times multiple students make the same mistake or have the same problem.
    • nealjulie
      nealjulie on 12 Apr 19
       
      Students should also be given descriptive feedback.
  • involving students in decisions about how to move learning forward are illustrations of students and teachers working together in the teaching and learning process.
    • nealjulie
      nealjulie on 12 Apr 19
       
      I like this idea of student feedback. This is a very powerful tool.
  • teachers and students
    • mpercy
      mpercy on 12 Apr 19
       
      It is really important to get students to take ownership of their learning.
  • In addition to communicating the nature of the instructional goal, teachers must provide the criteria by which learning will be assessed so that students will know whether they are successfully progressing toward the goal. This information should be communicated using language readily understood by students, and may be accompanied by realistic examples of those that meet and do not meet the criteria.
    • mpercy
      mpercy on 12 Apr 19
       
      How is this best accomplished? Does using an "I can" statement at the start of a math lesson accomplish this goal? I tend to think my students are not really interested in these statements. This also seems to feel like a time consuming requirement for a teacher. I feel a time crunch with just getting the lesson taught and giving kids a little work time in class.
    • cathy84
      cathy84 on 12 Apr 19
       
      And I am wondering, does this apply to adult learners in a PD setting?
    • rhoadsb_
      rhoadsb_ on 30 Apr 19
       
      We are going down this road in more detail in our district now with SBG and rubrics are essential to learning and the communication to students.
  • Helping students think meta-cognitively about their own learning fosters the idea that learning is their responsibility
    • mpercy
      mpercy on 12 Apr 19
       
      I need to include more opportunities for this as I think it is really important for students to take ownership of their learning.
    • barbkfoster
      barbkfoster on 13 Apr 19
       
      I've always tried to do this as I teach high school math. I love that math has a right answer but there are multiple ways to get it. I always tell students that we are filling their "toolbox" as we learn strategies to solving problems. Ultimately, though, it is up to them to make sense of what "tool" works best for them.
  • However, for students to be actively and successfully involved in their own learning, they must feel that they are bona fide partners in the learning process.
    • mpercy
      mpercy on 12 Apr 19
       
      I think this sounds right but is it attainable with all students? Or more importantly how is it attainable. Several of my students come to mind that really don't express a desire to learn Algebra or Geometry and I have not been successful in changing that attitude!
    • cathy84
      cathy84 on 12 Apr 19
       
      This is very doable, I think, when working with adult learners in a PD environment.
    • jennham
      jennham on 13 Apr 19
       
      I feel that is is doable, but I also feel it will be an uphill battle all the way with some students. It is very hard to overcome, in one week or month or year, the baggage some kids bring with them. However, this isn't a new struggle to us or to them. Anything and everything that helps them to succeed is what we will do!
    • mrsmeganmorgan
      mrsmeganmorgan on 15 Apr 19
       
      Jen, YES! It takes time for our students to trust us to build a partnership. We need to realize that trust is built one small moment at a time.
    • cathy84
      cathy84 on 12 Apr 19
       
      Interesting...I have never heard of this group nor heard of this initiative. Education is a complex world
  • short-term goals to keep track of how well their students’ learning is moving forward.
    • kmolitor
      kmolitor on 12 Apr 19
       
      Learning progressions are a great way to scaffold and have those checkpoints to see where students are at and help identify where students need assistance.
    • whsfieldbio
      whsfieldbio on 17 Apr 19
       
      I agree that checkpoints or formative assessments during a learning progression are extremely important. Without, a student could easily go through the motions and when it came to the summative assessment they would completely fail.
  • inform instruction and learning
    • mistermohr
      mistermohr on 13 Apr 19
       
      I think there are constant examples of assessment informing instruction in classrooms. I find it interesting the formal formative assessment argument seems to hold water but informal or on the fly decisions in a classroom are not typically seen as quality modifications due to formative assessment since they are not done with hard data, but rather subjective data.
  • A teacher needs to have modeled good feedback with students and talked about what acceptable and unacceptable comments look like in order to have created a safe learning environment.
    • Wendy Arch
      Wendy Arch on 14 Apr 19
       
      Modeling is, of course, always the most effective, but how do we move students beyond just copying the model? I find most of my upper level, grade-grubbing, high-achieving students will stop taking intellectual risks the more I model. They don't want to be "wrong" so they play it safe.
  • Sharing learning goals and criteria for success with students
    • mrsmeganmorgan
      mrsmeganmorgan on 15 Apr 19
       
      We need to spend more time sharing goals with our students.
  • The teacher might first offer students a paraphrased version of that goal such as, “You will be able to judge the strengths and weaknesses of arguments in the editorials you find in our daily newspapers.” The teacher would discuss the criteria for evaluating arguments and then provide several examples of critiques of political essays
    • tommuller4
      tommuller4 on 16 Apr 19
       
      I think its a good idea to show students some sort of example of what you are expecting from them. Especially if its the first time you try something in your class.
  • Both self- and peer-assessment are important
    • tommuller4
      tommuller4 on 16 Apr 19
       
      I think both self and peer assessment are a great idea. It's always good for student to self reflect on their work but its also good for them to hear feedback from classmates instead of just the teacher all the time.
    • chriskyhl
      chriskyhl on 17 Apr 19
       
      Peer reflection and peer learning to me is almost as valuable as teacher reflection. I think students learn better from peers than teachers in lots of situations because students can explain in their own language
  • inform and adjust instruction
    • whsfieldbio
      whsfieldbio on 17 Apr 19
       
      I see a disconnect in utilization of formative assessment data to adjust instruction in elementary compared to secondary classrooms. K-5 teachers seem to be more knowledgable and willing to change instruction where secondary teachers struggle. Perhaps it's the number of students or race against the curriculum map, but I have observed that formative assessment data may come back showing poor understanding, but teachers keep moving forward.
  • The success criterion that the teacher gives them is, “Include any properties or rules that may apply in your explanation.”
    • whsfieldbio
      whsfieldbio on 17 Apr 19
       
      As I read this example I think about how this activity could be put online. You could easily to a screencast or Flipgrid "think-a-loud" to explain thinking and meet the criteria of the teacher. This could be done individually or in a small group.
  • Students then need time to reflect on the feedback they have received to make changes or improvements.
    • whsfieldbio
      whsfieldbio on 17 Apr 19
       
      I think this is a missed opportunity in classes. It is important to build in time to reflect, becuase students may not review this on their own. I thinking it's equally important to model what self reflection looks like and how it can be used to improve outcomes. It's just another layer of scaffolding.
  • investigate the past from a range of sources of information,
    • kylelehman
      kylelehman on 18 Apr 19
       
      This is how I get my students excited about inquiries. They get to play detective and have fun with the information that they are diving into.
  • in increasingly sophisticated ways
    • kylelehman
      kylelehman on 18 Apr 19
       
      This is where I allow my students to work on their own and really challenge themselves. This idea that a student can progress on their own gives them a sense of ownership and ability to make their own path.
  • provide an explanation
    • kylelehman
      kylelehman on 18 Apr 19
       
      I love this! I do something similar when it comes to quick writes in my class. The first quick write that we do, I take a great, a good, and a needs work. I post all three of them (without names) and then go over why we think as a class each got the score they did. Great way to build skills.
  • self-reflective b
    • kylelehman
      kylelehman on 18 Apr 19
       
      Self-reflection is huge! Now that we are moving towards SBG, I have tried working in more and more self-reflection into my rubrics. I want them thinking about what they did. On all my essays, they go through the rubric first and determine their score and add comments as to why they think they should get that score and then I go in after and grade and we can sort of compare.
nickol11

ollie1 (Peterman): Iowa Online Teaching Standards - 2 views

moodlesw.aeapdonline.org/...view.php

shared by nickol11 on 30 Apr 17 - No Cached
  • Understands the differences between teaching online and teaching face-to-face
    • bbraack
      bbraack on 30 Apr 17
       
      Not all instruction is appropriate for completely online. The teacher will have to decide when or what parts of the lesson can be delivered online (video, recording, etc.) and when it should be delivered F2F. Sometimes activites and discussions are better suited for F2F. While videos, quizzes, forums, etc., can be all delivered online.
  • Understands and uses data from assessments to guide instruction
    • bbraack
      bbraack on 30 Apr 17
       
      Formative and summative assessments are important to see if students understand the material. If the assessments show students aren't understanding, then adjustments, such as reteaching, can be made to help students to understand.
    • leighbellville
      leighbellville on 01 May 17
       
      This particular point is important in that instructors should include formative checks for understanding along the way. There is certainly a need for this in an online course.
    • jbuerman
      jbuerman on 06 May 17
       
      This is definitely needed to help guide students and teachers with their learning.  Especially in online learning when teachers do not see their students each day.  Quality formative assessments help check to see if students are learning what they need to learn.
  • Utilizes a course evaluation and student feedback data to improve the course
    • pnbolton
      pnbolton on 01 May 17
       
      I think getting feedback from my students will be very important. When I finally teach a fully online course, I know I will make mistakes and hearing from my students what work and what doesn't will be very important!
    • leighbellville
      leighbellville on 01 May 17
       
      Yes, course evaluations are helpful to determine new approaches and reflect on what is working well and what needs improvement.
    • trgriffin1
      trgriffin1 on 04 May 17
       
      You also have to create a culture in which the feedback is constructive so that you can improve instead of just "the link doesn't work" or "this is dumb".
  • ...27 more annotations...
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation
    • pnbolton
      pnbolton on 01 May 17
       
      I believe a strong intro or syllabus is very important in an online learning environment. The thing I like about online is that students can work at their own pace, and keeping deadlines or guidelines is helpful in helping students succeed.
    • leighbellville
      leighbellville on 01 May 17
       
      Yes, clear expectations are essential when designing a course. Learners should not immediately what the learning outcomes will be and the expectations for the work they are completing.
    • Catherine Hines
      Catherine Hines on 09 May 17
       
      Absolutely! Planning and organization are keys to learning in any classroom, but becomes even more crucial in the online environment. A student must have clear expectations and timely feedback (so he/she knows work is being done correctly) if he/she wishes to be successful in an online environment.
  • Selects and uses technologies appropriate to the content that enhance learning (SREB M.3, Varvel IV.D, ITS 3.e, ITS 4.f)
    • leighbellville
      leighbellville on 01 May 17
       
      Selecting technology that is appropriate for the task is essential. Technology should be tested as a learner and chosen to assist participants in accessing content and demonstrating their understanding in meaningful ways. Quality of tools over quantity and allowing participants an opportunity to learn how to navigate those tools is an important consideration.
    • sjadamsbrennan
      sjadamsbrennan on 04 May 17
       
      Agreed. It is also important that the instructor has a good understanding of the tool and how to use it. I feel there are times when instrutors will choose tools that are popular, but don't understand all of the functions.
    • whitvere
      whitvere on 06 May 17
       
      I always preach, "Don't use technology for technology's sake." I also call it in my classroom or when teaching peers, "Over-tooling." I believe that technology loses its effectiveness when not used sparingly and looking for the right tool for the purpose.
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere (SREB C.3, Varvel VII.A)
    • leighbellville
      leighbellville on 01 May 17
       
      Online learning can seem distant and impersonal, or it can be a valuable and meaningful experience for the instructor and students. I read previously that if a student's first experience in an online course is positive, it is far more likely that he or she will continue online courses in the future. Learners should feel safe to ask questions and feel supported during their courses. If an instructor is mindful of reaching out to students frequently, checking on their progress, and answers questions quickly, then the overall impact will be positive.
    • sjadamsbrennan
      sjadamsbrennan on 04 May 17
       
      Your point about the instructor being mindful is so important. So much of the online learning experience is a direct result of what the instructor chooses to do with the course.
  • Has experienced online learning from the perspective of a student (SREB F.1, Varvel II.E)
    • sjadamsbrennan
      sjadamsbrennan on 04 May 17
       
      I have had the experience of being an on-line learner with various instructors. Some courses were great and others were frustrating. I think it's very important to have had the student experience before being an instructor.
    • sjadamsbrennan
      sjadamsbrennan on 04 May 17
       
      One key component of on-line instruction is to facilitate student to student and instructor- student interactions. It is the responsibilty of the instructor to structure the course in a way that will engage everyone. Setting up the expectation for on-going discussion beyond single posts is critical.
    • jbuerman
      jbuerman on 06 May 17
       
      I think it is extremely important for all teachers to have experienced being an online student.  More schools have an LMS and are required to place things online.  I think experiencing the online environment as a student enhances a teachers ability to be able to disseminate appropriate information to their students.
    • Vicki Zylstra
      Vicki Zylstra on 07 May 17
       
      It's amazing but the teacher-student interaction is every bit as important, if not more important, in the online environment.
  • Provides substantive, timely, and constructive feedback to students (SREB D.8, Varvel VI.F, ITS 5.e)
  • student
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a)
  • Knows the content of the subject to be taught and understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a)
    • sjadamsbrennan
      sjadamsbrennan on 04 May 17
       
      An instructor must have a solid understanding of the content that is being taught in order to determine the best methods of presenting the material online. Some content lends itself better to individual work while group work/discussion may be more appropriate in other cases. When providing content instruction, the instrutor must also be able to determine good online sources and tools from those that aren't great. Old online material or videos can often confuse students more than help them.
  • uses data to evaluate
    • trgriffin1
      trgriffin1 on 04 May 17
       
      This is going to be key for me because I am creating a course. I will need to establish some consistent measures to show that the blended format is effective. I am not sure how to compare the blended delivery to the traditional classes besides a common assessment - but a common assessment will limit the power of PBL and personalization, which is a key element of the course offering.
  • ability to enhance academic performance
    • trgriffin1
      trgriffin1 on 04 May 17
       
      This is, of course, the goal for all teachers. However, I feel that in trying something different I really need to show that the blended course that is being offered will enhance academic performance to the same extent (or more than) the traditional offering.
  • Engages in professional growth (ITS 7)
    • trgriffin1
      trgriffin1 on 04 May 17
       
      Continual PD and reflection will be key as tools change and research continues to show what is effective and what isn't.
    • hagartyc
      hagartyc on 05 May 17
       
      By communicating and providing information with your team/co-workers shows that you are putting in the effort to learn and share your knowledge.
  • student motivation and uses techniques to engage students
    • Catherine Hines
      Catherine Hines on 09 May 17
       
      I think this is a challenge to online learning. Students often take an online course with the misconception that it is easier than traditional learning. And as they work, the just think "blah blah blah let me jump through hoops and get this done". This is not a good approach for true long term learning.
    • hagartyc
      hagartyc on 05 May 17
       
      Student motivation and appropriate techniques is very important to help engage your student. The more interested your student is about the topic at hand the more willing they are to participate which equals learning!
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
    • whitvere
      whitvere on 06 May 17
       
      Technology changes so quickly which is another reason why continual PD is an important standard. I try to remember that if I think that I will become an expert in technology I will never make that goal. I must instead strive to stay current and try and learn new things.
    • Vicki Zylstra
      Vicki Zylstra on 07 May 17
       
      This is so true and proven by the list of Cool Tools we looked at in Topic 1.
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment (SREB C.1, SREB G.6, Varvel V.C, ITS 3.d, ITS 4.b)
    • jbuerman
      jbuerman on 06 May 17
       
      Instructional strategies are mentioned many times in this document.  Different strategies need to be considered when providing online education.  All strategies (online & traditional) need to encourage higher order thinking skills for students.  Instructional strategies have been a major focus of our work in our district this year and I hope it continues to challenge teachers to think about how they are providing instructions and change to increase the thinking necessary to challenge students.
  • including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc
    • Vicki Zylstra
      Vicki Zylstra on 07 May 17
       
      This is very important for me to learn and do! The first online course I taught was in 1997, and most of these tools weren't even available. I have added some of them through the years but not enough. I need to step up my game in this area.
    • Catherine Hines
      Catherine Hines on 09 May 17
       
      It's hard to keep up with online tools because they come and go so quickly! But it's not going to change so your right; we all need to keep our game sharp if we are going to work in an online environment.
  • Demonstrates techniques for dealing with issues arising from inappropriate student technological use
    • Catherine Hines
      Catherine Hines on 09 May 17
       
      Yes, this is what I was thinking when I highlighted and commented on "creates a safe environment" but also when it comes to respecting copyright as well.
  • Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners (SREB C.7, Varvel V.H, ITS 4.c)
    • bdowney
      bdowney on 07 May 17
       
      Each student has a unique background set of knowledge and skills. We need to individualize to each learner whenever possible.
  • Sets and models clear expectations for appropriate behavior and proper interaction (SREB D.6, ITS 6.b
    • bdowney
      bdowney on 07 May 17
       
      Setting high expectations encourages each student to be challenged, but not frustrated. Teachers walk a fine line at times.
  • content knowledge
    • Catherine Hines
      Catherine Hines on 09 May 17
       
      I think content knowledge is very important and sometimes overlooked. Some become to concerned with the bells and whistles of the technology and try to create an innovative way to use the tech. However, if it is not rooted in an important knowledge base to the content the person is teaching, the technology is meaningless. As an instructor and as I coach, I first consider what content is important.
  • Has knowledge of learning theory appropriate to online learning
    • Catherine Hines
      Catherine Hines on 09 May 17
       
      I am a BIG fan of TPACK learning theory and use it in my practice as a teacher and a coach. Knowing why we do what we do in the classroom, and knowing how it is supported by research and theory, is very important for quality online learning (IMHO).
  • Creates a safe environment, managing conflict
    • Catherine Hines
      Catherine Hines on 09 May 17
       
      To be honest, I had not considered this factor because my online work has been in an adult learning environment and I have never noticed any troubles in this area. However, I can see the need to work on this if teaching high school kids; they often make some poor decisions when typing online!
  • such as with the Iowa Core (Varvel I.A, IT
    • lisamsuya
      lisamsuya on 10 May 17
       
      It is important to awknowledge that online instruction is to be aligned with Iowa Core standards. That is a good reminder not to use technology for technology's sake, but for a greater purpose.
  • which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory (
    • lisamsuya
      lisamsuya on 10 May 17
       
      Because the learning theories are specifically mentioned in the standards, one should review or increase their knowledge of these theories. It seems like these theories could be information that is added to the Ollie online courses.
  • Has knowledge of and informs student of their rights to privacy and the conditions under which their work may be shared with others (SREB E.8, Varvel I.D)
    • nickol11
      nickol11 on 11 May 17
       
      This is a huge component to any classroom whether it is a traditional, flipped for fully online learning environment. Students need to be aware of what they are doing online, what others can do with that information and how to interact with others in this environment in a safe way.
  • including rubrics for student performances
    • nickol11
      nickol11 on 11 May 17
       
      In teaching art, rubrics are an essential grading tool in summative assessments. It is very helpful to have this information available to students before they start their learning. That way they know the direct route they are going, can reflect on modifications they may need to make to reach mastery, etc.
  • bdowney on 07 May 17
     
    The student/teacher relationship has traditionally been crucial in the learning process. I continue to believe that instructors need to reach out to their students in ways that promote learning and the relationship with the class.
Evan Abbey

ollie-afe-2020: Educational Leadership: The Quest for Quality--article - 7 views

moodlesw.aealearningonline.org/...view.php

shared by Evan Abbey on 30 Mar 20 - No Cached
  • The assessor must begin with a clear picture of why he or she is conducting the assessment.
    • bhauswirth
      bhauswirth on 30 Mar 20
       
      I feel like sometimes we get caught up on we have to assess our students on all topics. One nice thing about mastery in certain topics is with math, math concepts keep coming up in chapter 1 then in chapter 3.
  • The assessor needs to have a clear picture of what achievement he or she intends to measure.
    • bhauswirth
      bhauswirth on 30 Mar 20
       
      This also goes with the why am I assessing on this.
    • jnewmanfd
      jnewmanfd on 02 Apr 20
       
      I'm not sure that this works for science classes. In these classes, students are to be figuring out. They are not supposed to know what they are learning about until they have discovered it. I thinking that making the assessment clear at the beginning would ruin this. Now I will say that you could be clear on how students will be assessed. For example, you will have to support your claims using reasoning and evidence.
    • jessed44
      jessed44 on 07 Apr 20
       
      I often wonder where this argument fits with discovery learning, and other forms of self-directed methods. Are we constraining ourselves too much here?
  • "I can make good inferences.
  • ...51 more annotations...
  • "I can make good inferences.
    • bhauswirth
      bhauswirth on 30 Mar 20
       
      Student-friendly language has been a huge part of our school district. Especially when dealing with many ELL and Sp.Ed students. Also, referring to the learning target multiple times throughout the lesson. One thing I could do in my class is to put the learning target on my quizzes.
    • nkrager
      nkrager on 30 Mar 20
       
      I could also do this more/better. It does get challenging when you teach multiple classes if you want them posted on your board etc.
    • kshadlow
      kshadlow on 01 Apr 20
       
      I agree. I started adding hyperlinks to vocabulary.com for any words I thought they might struggle with.
  • identify struggling students and the areas in which they struggle.
    • bhauswirth
      bhauswirth on 30 Mar 20
       
      This is a huge part for me in my teaching. I use our three question quizzes to allow myself to better understand misconceptions that I have over seen and to see what I need to do to better my students.
    • ravelinga
      ravelinga on 01 Apr 20
       
      Agree! In my economics class I do periodic checkpoint quizzes. These formative assessments have two purposes. One to check how well my students are understanding the content. And secondly, how well am I teaching the material. Sometimes the students are not getting the content, because my teaching was ineffective.
  • As a "big picture" beginning point in planning for the use of multiple measures, assessors need to consider each assessment level in light of four key questions, along with their formative and summative applications1 :
    • bhauswirth
      bhauswirth on 30 Mar 20
       
      These four points are things that we do everyday. Understanding what I need to do for students, understanding what the information will tell me and where do I go next.
  • But NCLB has exposed students to an unprecedented overflow of testing.
    • Val Rosenthal
      Val Rosenthal on 30 Mar 20
       
      too many tests; students get anxiety when taking a test
    • Evan Abbey
      Evan Abbey on 01 Apr 20
       
      I agree! Testing not only causes anxiety, but it can give students the wrong impression of their abilities.
    • parkerv
      parkerv on 03 Apr 20
       
      Unfortunately over testing takes away from quality instructional time and student learning. What's really sad but all too true is that we are seeing over testing being pushed down on even our youngest learners, our 3 and 4 year old preschoolers.
    • tkofoot
      tkofoot on 05 Apr 20
       
      The concern of all my Special Ed students is testing. I teach them test-taking strategies, but they get to a test and can't use them.
    • jessed44
      jessed44 on 07 Apr 20
       
      I don't think the act of retrieving information is bad, in fact, research says it is good. It is the importance and finality that is often attached to it that can be detrimental.
  • the use of multiple measures does not, by itself, translate into high-quality evidence.
    • Val Rosenthal
      Val Rosenthal on 30 Mar 20
       
      more tests doesn't necessarily produce good results
  • Students learn best when they monitor and take responsibility for their own learning.
    • Val Rosenthal
      Val Rosenthal on 30 Mar 20
       
      Education has to make this happen more. I'd like to find a good way for them to monitor their learning.
    • nkrager
      nkrager on 30 Mar 20
       
      Yes, agreed! We know that this true but we need to help build this in our students. The internal motivation is hard to build!
    • leipoldc
      leipoldc on 07 Apr 20
       
      Taking responsibility is the key to learning. The best years to help students understand and take responsibility is middle school. They want to be in charge and they need support to do it well.
  • assessment-literate teachers
    • Val Rosenthal
      Val Rosenthal on 30 Mar 20
       
      I really don't seem to have a good background on assessment and would like to be assessment-literate.
  • Clear Purpose
    • nkrager
      nkrager on 30 Mar 20
       
      The purpose is so important! I feel like sometimes we test just to test...and then send the results off to someone else. The kids need to understand the purpose as internal motivation is not always there.
    • kshadlow
      kshadlow on 01 Apr 20
       
      So important! I think about myself and the hoops we need to jump through in our lives without understanding the purpose. That purpose definitely leads to motivation.
    • jhatcher
      jhatcher on 03 Apr 20
       
      The purpose has to be tied to helping the students discover information about himself. How to improve? What has been learned? Then move forward.
  • Teachers have choices in the assessment methods they use, including selected-response formats, extended written response, performance assessment, and personal communication. Selecting an assessment method that is incapable of reflecting the intended learning will compromise the accuracy of the results.
    • nkrager
      nkrager on 30 Mar 20
       
      All teachers know that they have choice in the types of assessments to give students but I wonder if we all really think through what type we are giving every time. Do we just give what we did last year? Do we give what is easiest? The fastest to grade? Things to think about...
  • This key relates directly back to the purpose of the assessment.
    • nkrager
      nkrager on 30 Mar 20
       
      Feedback can be challenging as we all know. I tend to get frustrated when I have taken the time to provide detailed feedback and the students could care less about it, they just want to know a grade and move on.
    • kshadlow
      kshadlow on 01 Apr 20
       
      so true...
  • From a formative point of view, decision makers at the classroom assessment level need evidence of where students are on the learning continuum toward each standard,
    • nkrager
      nkrager on 30 Mar 20
       
      This would go along with students taking ownership for their own learning....we would WANT them to want to know where they are at for individual purposes!
    • ravelinga
      ravelinga on 01 Apr 20
       
      Most of my formative assessments have been multiple choice or short answer quizzes. After learning more about rubrics, I would like to start using rubrics in two ways for formative assessments. One the students will do a self assessment on where they feel they are at. Then a teacher to student-conference with the rubric to see where they are at. With the end goal of making the assessment portion less stressful for my students, because they know where they are at.
    • nkrager
      nkrager on 02 Apr 20
       
      ^^^ Love this idea! I hope I can get there also with some projects!
    • jhatcher
      jhatcher on 03 Apr 20
       
      I was thinking the same thing about rubrics that you wrote here. Students would hopefully see themselves moving on the rubric as they improve their skills /learn. This should be motivating and students would know exactly what is expected.
  • not only are they limited in key formative uses, but they also cannot measure more complex learning targets at the heart of instruction.
    • nkrager
      nkrager on 30 Mar 20
       
      which leads to frustration...
  • Given the rise in testing, especially in light of a heightened focus on using multiple measures
    • lwinter14
      lwinter14 on 31 Mar 20
       
      Although I would say this is definitely still true in the courses we teach (we still emphasize bigger, summative assessments), I think we have changed how we view student progress. Our summative assessments aren't all tests, some of them are projects or performance assessments. Those assessments are also no longer considered "one-and-done" opportunities. Students can retake assessments or make corrections, etc. to show progress in their learning even if they didn't get it right the first time. It's less focused on the final grade and instead, assessing what students have learned.
    • jessed44
      jessed44 on 07 Apr 20
       
      This is great. However, when juxtaposed with having 200 students like I do, it is not always feasible to have numerous projects and reassessments. How do we change the change the way that teachers spend their day so this is possible?
  • the assessment formatively—as practice or to inform students about their own progress
    • lwinter14
      lwinter14 on 31 Mar 20
       
      I find this distinction between summative and formative assessment interesting. In our freshman group of teachers, we have a category for both formative and summative assessment. Formative is weighted at 20% and summative is weighted at 80%. So although in my courses we were taught not to grade formatives, we still assign a score to it and put it into the gradebook. Also, if formatives weren't graded, I wonder how much of them would actually be completed by students?
    • ravelinga
      ravelinga on 01 Apr 20
       
      This has been a goal of mine this year, to use formative assessments to help make instructional decisions in my class. It has been a work in progress, but I have seen some success. I use the information from the formative assessment to decide is it a small group that needs reteaching or is it an entire class that needs reteaching. I don't normally grade my formative assessments, but I go give them completion points. For the most part if a student sees they are not getting something, they appreciate the reteaching opportunity.
    • parkerv
      parkerv on 03 Apr 20
       
      Too often I see teachers not fully use the formative assessment data they have to intentionally inform instruction. If done properly formative assessment is very powerful. I also like the idea of giving participation points for formative assessments.
    • tkofoot
      tkofoot on 05 Apr 20
       
      Some teachers give 0% for formative assessments at my school. The Science department has figured out a way to have labs count as a way to assess a standard. I think practice is important and should have some weight.
  • it's important to know the learning targets represented in the written curriculum.
    • lwinter14
      lwinter14 on 31 Mar 20
       
      My school has increased its emphasis on learning targets this year. We are all using a 5D+ template to write unit plans and the learning targets are similarly broken down into knowledge targets, academic targets (transferable skills), and performance targets. I think that writing unit plans and sitting down and thinking about the individual types of targets has really strengthened the types of instruction teachers are carrying out in their classrooms. They are more familiar with the targets they want students to meet, and in turn, students are also more familiar with what's expected of them.
    • kshadlow
      kshadlow on 01 Apr 20
       
      I like the specific targets here. I guess I have been generalizing them for awhile. My plans would be better defined for myself and students if I focused on them more.
    • jnewmanfd
      jnewmanfd on 04 Apr 20
       
      Our middle school is beginning this work as well. We are trying to get a system wide learning plan template developed and going. Our goal is to help all teachers fully understand their learning targets and how they relate to student understanding. I know that all teachers look at them, but I'm not sure how many break them down to fully understand them and what students outcomes should be.
  • highlight crucial words (for instance, most, least, except, not).
    • lwinter14
      lwinter14 on 31 Mar 20
       
      I also do this on other assessment types such as short answer. I've gotten into the habit of bolding things that I want to make sure students don't forget to do. For example, they may be required to answer a question but then they need to follow that with explanation or justification. I often bold the second half so that they don't forget to include the explanation, which often highlights their thinking, which can be more important than the first half of the answer.
    • jhatcher
      jhatcher on 03 Apr 20
       
      I do this too. I find this is very helpful for kids. Sometimes in rubrics when going through them, I'll have kids underline or circle key words instead just to force their attention a bit. It does help.
  • it is not capable of informing the student about the next steps in learning.
    • lwinter14
      lwinter14 on 31 Mar 20
       
      It is SO important that our feedback is more than a score or letter grade if we want to emphasize progress and the ability to improve for our students.
    • emilysjohnson
      emilysjohnson on 03 Apr 20
       
      Agreed! And if the targets are clear and communicated to students, they should know what steps they need to take to grow! It shouldn't be a mystery!
    • maryhumke
      maryhumke on 14 Apr 20
       
      "Do the results provide clear direction for what to do next?"
  • The purpose is to inform others—policymakers, program planners, supervisors, teachers, parents, and the students themselves—about the overall level of students' performance.
    • kshadlow
      kshadlow on 01 Apr 20
       
      Wouldn't that be interesting if the "we" mentioned here were all actually on the same page, wanting and assessing the same things. A common purpose. Nothing like focusing on the negative here, but all of these people are being informed in different ways and gathering different data for a different endpoint.
    • benrobison
      benrobison on 04 Apr 20
       
      The piece of policymakers is the most frustrating to me (and most likely all educators). I have always struggled with the notion that the people making the majority of decisions are not the ones in the trenches, nor do they have the background to make those. I have been pleased with the direction PLC work has gone as of late; I think this gives more valid work to inform decision making on part of the teachers.
  • Do the results provide clear direction for what to do next?
    • kshadlow
      kshadlow on 01 Apr 20
       
      Sometimes an assessment is just an end. Information is used in the next unit, but the assessment doesn't always tell the student they are ready for what is coming next.
    • Michelle Murray
      Michelle Murray on 03 Apr 20
       
      Yes, and it makes me wonder why so many of us provide copious amounts of feedback on summative assessments when students do not have the opportunity to do anything with the learning and provide less feedback on formative assessments along the way when students could actually do something with that feedback.
    • benrobison
      benrobison on 04 Apr 20
       
      In the SBG system we use, which seems to evolve constantly, we don't really every get to a summative assessment. Kids are (supposed to be) constantly re-learning and re-assessing. Their results on assessment give the kids, and the teacher for that matter, a path on how to proceed.
    • leipoldc
      leipoldc on 07 Apr 20
       
      Our students are allowed to re-take summative assessments, so notes and conversations can assist in their learning (I guess they are not really summative then are they?)
  • Using data from these assessments, schools now make decisions about individual students, groups of students, instructional programs, resource allocation, and more.
    • kshadlow
      kshadlow on 01 Apr 20
       
      How much money and time was spent in areas unnecessarily? Data is no good if it is tainted. I am glad we have moved farther away from the traditional state testing.
  • better instructional decisions and improved high-stakes test scores.
    • aripperger
      aripperger on 01 Apr 20
       
      I see some teachers more hopeful that ISASP, with its better alignment to state standards, will be a truer indicator of success. Other teachers, however, are still so jaded toward standardized testing.
    • jhatcher
      jhatcher on 03 Apr 20
       
      Good point! ISASP should be a better indicator of student achievement.Some of the best indicators are teacher formative and summative tests. These are still the most useful for teachers.
  • four categories of learning targets
    • aripperger
      aripperger on 01 Apr 20
       
      This is a helpful breakdown of learning targets for me. In a core discipline area like history, it's easy to forget about performance skill and product targets. But there are definitely areas where these type of learning targets are present, and knowing those areas can help me decide how best to assess.
  • erode accurate results
    • aripperger
      aripperger on 01 Apr 20
       
      Easy to forget about bias! So many other things take our time and attention when we write tests, that it's easy to forget about spelling, formatting mistakes, and other unintentional things that give students a clue as to the right answer in ways that don't truly test mastery of content.
  • Annual state and local district standardized tests serve annual accountability purposes, provide comparable data, and serve functions related to student placement and selection, guidance, progress monitoring, and program evaluation
    • aripperger
      aripperger on 01 Apr 20
       
      One of our school's frustrations with the new ISASP format is that no itemization or further guidance is provided at the building/district level as to how our students performed on specific components of the test. Perhaps this will change, or maybe we're missing it, but it's difficult to program evaluate without this breakdown.
  • will be capable of informing sound decisions.
    • jnewmanfd
      jnewmanfd on 02 Apr 20
       
      I think this is an important thing to think about. How often do we really use assessments to make changes in our instruction. When I was a student I was thankful for tests. I could cram the material into my head and once the test was over, I could forget it and move on; clearing the way for new information. As a teacher, I realize that isn't the intent, but I wonder how often we still get caught up the type of thinking. Are we assessing so we feel better about moving on or are we assessing so we can make course corrections to support student learning and understanding?
  • Teachers should design the assessment so students can use the results to self-assess and set goals.
    • Michelle Murray
      Michelle Murray on 03 Apr 20
       
      This reminds me of self-reported grading. Hattie says self-reported grading has an effect size of 1.33 but it seems that it is rare for teachers to actually use it.
  • all available assessment methods
    • Michelle Murray
      Michelle Murray on 03 Apr 20
       
      This article focused solely on formal assessment, but I also think it is important to discuss the role and value of informal assessment opportunities and how powerful immediate feedback based on informal assessment can be in a F2F setting.
  • enable them to immediately take action
    • Michelle Murray
      Michelle Murray on 03 Apr 20
       
      One of the easiest ways to ensure that students respond to feedback is to design opportunities that require them to engage with the feedback and do something with the feedback, but this is frequently dismissed due to the quantity of standards and learning required of students at each grade level. Many teachers feel like they need to prioritize "covering" all the standards over students truly engaging in their learning.
  • Are results communicated in time to inform the intended decisions
    • jhatcher
      jhatcher on 03 Apr 20
       
      I have 140 students so it can take a while to get results back to them. I know the quicker I can get the results back in their hands, the more they care about their score and the assessment. They are more likely to want to fix mistakes and learn from it. If I take too long it has a negative impact on motivation. We have to correct quickly but correctly.
  • affect individuals and groups of students on the basis of a single measure is part of our past and current practice.
    • mkanost
      mkanost on 03 Apr 20
       
      This is detrimental to English Learners-Kanost
  • assessments
    • mkanost
      mkanost on 03 Apr 20
       
      Using data from multiple assessments can help determine where exactly a student is at in their learning. Kanost
  • cultural insensitivity.
    • mkanost
      mkanost on 03 Apr 20
       
      This can really hurt our students with that lack background knowledge obtained in white, christian, middle class society. Kanost
  • clear and understandable to everyone, including students
    • emilysjohnson
      emilysjohnson on 03 Apr 20
       
      It is especially important that students know what the intended learning is! Unfortunately, too many students think grades are given to them by their teacher instead of earned by their work. When they don't know what is being assessed, this adds to that narrative.
    • tkofoot
      tkofoot on 05 Apr 20
       
      This is where it is important to have a clear rubric with student language. Students, even learning adults, need to have guidance on why they are learning so they can be assessed accurately.
  • Reasoning targets
    • emilysjohnson
      emilysjohnson on 03 Apr 20
       
      This is an area I feel like we don't capture as much as we should as teachers. It's the process over product idea!
  • appropriate balance of points in relation to the importance of each target
    • emilysjohnson
      emilysjohnson on 03 Apr 20
       
      I'm glad to see a number of items for each target instead of just one or two in order to get a better understanding of the learning.
  • Figure 2 clarifies which assessment methods are most likely to produce accurate results for different learning targets.
    • parkerv
      parkerv on 03 Apr 20
       
      This chart is really helpful, I will refer back to it often. I like that it gives some of the rationale for saying it is a good match or not.
  • Specific, descriptive feedback
    • parkerv
      parkerv on 03 Apr 20
       
      This is so important. Feedback that is too general, not clear and/or not descriptive enough to lead to concrete actions on the students part limit their effectiveness as an instructional tool.
    • leipoldc
      leipoldc on 07 Apr 20
       
      I agree. Providing complete and clear feedback in language the student can comprehend is key to helping them move forward.
  • Inherent in its design is the need for all assessors and users of assessment results to be assessment literate—to know what constitutes appropriate and inappropriate uses of assessment results—thereby reducing the risk of applying data to decisions for which they aren't suited.
    • parkerv
      parkerv on 03 Apr 20
       
      The term assessment literate is a great term. Often is seems teachers don't get all the information they could from an assessment because they haven't sufficiently thought through this question. And then sometimes they are used to make decisions in inappropriate ways.
  • For each assessment, regardless of purpose, the assessor should organize the learning targets represented in the assessment into a written test plan that matches the learning targets represented in the curriculum.
    • jnewmanfd
      jnewmanfd on 04 Apr 20
       
      This is something that I have been improving on and is not something I knew about when I first started teaching. I actually used to think that a good test was a simple repeat of information that I told the students during the unit. I wrote tests over the "facts" that I taught them. Wow, have I learned a lot. Now in my PLC we take the time to organize the learning targets and make sure that our assessments match the learning targets in our curriculum.
  • The classroom is also a practical location to give students multiple opportunities to demonstrate what they know and can do, adding to the accuracy of the information available from that level of assessment.
    • jnewmanfd
      jnewmanfd on 04 Apr 20
       
      My administrator and I were just talking about something similar. We are trying to work on grading practices in our building. We both agree that students need multiple opportunities to show what they know and that assessments shouldn't be viewed as a one a done item that is checked off. We even got into the idea if a student is assessed once and gets a 58%, a second time and gets a 78% and third time and gets a 98% do you average all those scores, or do you think to yourself, "It took them three times but they finally go it, let's celebrate, here's your A"?
  • If we don't begin with clear statements of the intended learning
    • benrobison
      benrobison on 04 Apr 20
       
      In our district, there has been a major focus on writing clear, concise learning targets as "I CAN" statements to introduce learning. These are posted throughout the lesson, and are written out on the assessment for our kids. In my own teaching, it has really focused my attention to the task at hand, and I've eliminated a lot of the fluff I had in there previously. I'm only assessing the things I want them to learn/do...not the extra stuff that just kind of happened.
  • Performance skill targets, which ask students to use knowledge to perform or demonstrate a specific skill
    • benrobison
      benrobison on 04 Apr 20
       
      This is 75% of grading in PhysEd (well, at least our PhysEd program). We have gone away from sport-ed, and moved to almost completely fitness-based education. We grade on heart rate data, specifically time spent in the Target Heart Rate Zone. Our goal is to make competent movers to enhance health beyond the school setting.
  • they involve where and how teachers can improve instruction—next year
    • benrobison
      benrobison on 04 Apr 20
       
      This has been tough to do when results from assessments don't come back to us in a timely matter. Side note: Not that PhysEd is targeted area, but I'm so glad Iowa isn't a high-stakes testing state. I cannot imagine having that pressure on top of balancing all of the other things asked of us. I cannot imagine teacher morale being high.
    • leipoldc
      leipoldc on 07 Apr 20
       
      I agree - it is so tough to improve instruction - next time when the data arrives after instruction has begun. This makes the need for multiple types of assessment an vital part of the educational setting.
  • quality and balance
    • tkofoot
      tkofoot on 05 Apr 20
       
      What does quality and balance look like compared to the instruction?
  • through the use of clear curriculum maps for each standard
    • leipoldc
      leipoldc on 07 Apr 20
       
      The curriculum map needs to ensure standards are addressed at multiple grades levels. If standards are missed at a level, this needs to be communicated so we dont create gaps in our kids' learning. Gaps make for students who are insecure in their understanding and hesitant to try new ideas. :(
  • The assessor must begin with a clear picture of why he or she is conducting the assessment.
    • jessed44
      jessed44 on 07 Apr 20
       
      Teachers and students are both culpable in this 'teaching to the test' mode. My students will often ask if something is on the test, and if not, they show less attentiveness. And I think there may be some implicit pressure on teachers to emphasize the assessments we are to give. It really is sad.
  • e assessor must begin with a clear picture of why he or she is conducting the assessment. Who will use the results to inform what decisions? The assessor might use the assessment formatively
    • maryhumke
      maryhumke on 14 Apr 20
       
      In a data driven world, which I totally agree with, the data is only valid if the reason for the data is clear and understood.
  • Do the results provide clear direction for what to do next?
    • maryhumke
      maryhumke on 14 Apr 20
       
      This must be the purpose for data. What direction will come from the results? Otherwise, it becomes busy work.
  • At the level of annual state/district standardized assessments, they involve where and how teachers can improve instruction—next year.
    • maryhumke
      maryhumke on 14 Apr 20
       
      Intersting it is not the same the same sampling of students.
  • Inherent in its design is the need for all assessors and users of assessment results to be assessment literate—to know what constitutes appropriate and inappropriate uses of assessment results—thereby reducing the risk of applying data to decisions for which they aren't suited.
    • maryhumke
      maryhumke on 14 Apr 20
       
      I think too often we are told what data to take but do not know why and don't have a genuine investment in the collection. How many teachers have been involved in taking data from an IEP goal and have no idea what the actual goal says.
  • No Child Left Behind (NCLB)
dsunderman

ollie-afe-2020summer: Article: Attributes from Effective Formative Assessment (CCSSO) - 3 views

moodlesw.aealearningonline.org/...view.php

shared by dsunderman on 11 Aug 20 - No Cached
  • Formative assessment is not an adjunct to teaching but, rather, integrated into instruction and learning with teachers and students receiving frequent feedback.
    • dsunderman
      dsunderman on 11 Aug 20
       
      Formative assessment is such an important part of instruction. I struggle more with being consistent with it when teaching reading.
  • informal observations and conversations
    • dsunderman
      dsunderman on 11 Aug 20
       
      These are crucial means of formative assessment for me and would be so hard in an online environment.
  • The process requires the teacher to share learning goals with students and provide opportunities for students to monitor their ongoing progress.
    • dsunderman
      dsunderman on 11 Aug 20
       
      I struggle with how to consistently do this. I talk about our learning target during lessons but how do I get that in the hands of students. Being online where you could post it might make this part easier. Well written rubrics would also help.
  • ...16 more annotations...
  • Learning Progressions: Learning progressions should clearly articulate the sub-goals of the ultimate learning goal.
    • dsunderman
      dsunderman on 11 Aug 20
       
      How do you find the time to write a learning progression for every unit of study?
  • To support both self- and peer-assessment, the teacher must provide structure and support so students learn to be reflective of their own work and that of their peers, allowing them to provide meaningful and constructive feedback.
    • dsunderman
      dsunderman on 11 Aug 20
       
      I would love to see how some effectively teaching this. Every year this is a struggle, so much so that I just want to pull my hair out and give up!
    • susanbrown87
      susanbrown87 on 21 Aug 20
       
      I find it difficult to teach students to accept the assessment/constructive feedback given from peers and not take it personally. Some students hold back feedback to protect peers who are not open to help in this manner. It is definitely important to practice and provide lots of guidance for peer feedback.
  • Descriptive Feedback: Students should be provided with evidence-based feedback that is linked to the intended instructional outcomes and criteria for success.
    • bushb13
      bushb13 on 17 Aug 20
       
      I know it is VERY important to provide descriptive and timely feedback. How do we do this when we have 150 (or more) students?
    • susanbrown87
      susanbrown87 on 21 Aug 20
       
      It is hard to give purposeful, descriptive feedback for all assignments students engage in. Online may make it easier to reach all depending on the time constraints or the number of students you have in classes.
  • Creating such a culture requires teachers to model these behaviors during interactions with students, to actively teach the classroom norms, and to build the students’ skills in constructive self- and peer-assessment.
    • bushb13
      bushb13 on 17 Aug 20
       
      It can be challenging to build a positive classroom culture when you are able to work with students face-to-face. I wonder what strategies virtual or online teachers use to facilitate this process...
  • They are able to connect formative assessment opportunities to the short-term goals to keep track of how well their students’ learning is moving forward.
    • bushb13
      bushb13 on 17 Aug 20
       
      I love the idea of aligning the formative assessments with my identified sub-goals or sub-skills for an overall unit. I may not plan a formal learning progression for each big idea or concept, but I think this is a strategy I can implement in my lesson planning.
  • teachers must first identify and then communicate the instructional goal to students
    • bushb13
      bushb13 on 17 Aug 20
       
      I think this helps teachers and students. When you have to identify the learning targets or instructional goals of a lesson to the students, it requires you to take the time to determine the purpose or goal for each lesson, task, activity, etc. This helps you to determine if the lesson is really addressing the necessary learning targets.
    • susanbrown87
      susanbrown87 on 21 Aug 20
       
      I think this is needed but not always done by teachers. There is much lost when students do not know upfront what the goal of a lesson or unit is. Teachers need to inform students of the why every time they teach so they know the purpose of learning.
  • Increasing numbers of educators regard formative assessment as a way not only to improve student learning, but also to increase student scores on significant achievement examinations
    • jbuerman
      jbuerman on 20 Aug 20
       
      Formative assessment helps ensure that each student is doing the learning for themselves rather than relying on students around them to help with everything.
  • Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.
    • jbuerman
      jbuerman on 20 Aug 20
       
      Formative assessment definitely helps personalize learning - students that have not mastered the subject are more apt to ask for help to understand the material.
    • susanbrown87
      susanbrown87 on 21 Aug 20
       
      Formative assessment is essential for teachers to improve learning and fill in the gaps of students.
  • a process
    • jbuerman
      jbuerman on 20 Aug 20
       
      This is definitely a process to help students understand that the results should be informative to them and the teacher.
  • students will know whether they are successfully progressing
    • jbuerman
      jbuerman on 20 Aug 20
       
      Students take more ownership of their learning when they understand what the final goal is rather than just doing what the teacher says to do.
  • partners in learning
    • jbuerman
      jbuerman on 20 Aug 20
       
      This is great! Students can make huge progress in their learning when they understand that teachers are trying to help them learn!
  • These range from informal observations and conversations to purposefully planned instructionally embedded techniques designed to elicit evidence of student learning to inform and adjust instruction.
    • dsunderman
      dsunderman on 22 Aug 20
       
      At the 4th grade level I feel informal observation is by far one of the most effective forms of formative assessment. We spend so much time with our students and have the opportunity to real get to know them as a learner and a person.
  • From a learning progression teachers have the big picture of what students need to learn, as well as sufficient detail for planning instruction to meet short-term goals
    • dsunderman
      dsunderman on 22 Aug 20
       
      This is a very valid point but when do you find the time to write a progression for every unit?
  • Specific, timely feedback should be based on the learning goal and criteria for success.
    • dsunderman
      dsunderman on 22 Aug 20
       
      I find specific and timely feedback especially when it comes to writing instruction very challenging. One of my goals this year to work with my grade level team to improve our rubrics for writing.
  • To support both self- and peer-assessment, the teacher must provide structure and support so students learn to be reflective of their own work and that of their peers, allowing them to provide meaningful and constructive feedback.
    • dsunderman
      dsunderman on 22 Aug 20
       
      I really struggle with teaching students how to give good peer feedback. I would love to find a well laid out plan for teaching this concept.
  • 5. Collaboration: A classroom culture in which teachers and students are partners in learning should be established.
    • dsunderman
      dsunderman on 22 Aug 20
       
      I feel this should be step 1. Without this best laid plans can mean nothing.
erichillman

Article(s): Self- and Peer-Assessment Online - 1 views

moodlesw.aeapdonline.org/...view.php

shared by erichillman on 31 May 16 - No Cached
  • One way to make sure students understand this type of evaluation is to give students a practice session with it. The instructor provides a sample writing or speaking assignment. As a group, students determine what should be assessed and how criteria for successful completion of the communication task should be defined. Then the instructor gives students a sample completed assignment. Students assess this using the criteria they have developed, and determine how to convey feedback clearly to the fictitious student.
    • Elizabeth Fritz
      Elizabeth Fritz on 31 May 16
       
      This example was modeled in our current OLLIE course AFE. I learn best with modeling and I am sure this also reflects best practice with my students.
  • Goal setting is essential because students can evaluate their progress more clearly when they have targets against which to measure their performance. In addition, students' motivation to learn increases when they have self-defined, and therefore relevant, learning goals.
    • Elizabeth Fritz
      Elizabeth Fritz on 01 Jun 16
       
      I have used goal setting in my own music classroom, but not in my online teaching. Evaluating progress could be more student-centered if they were creating their own goals.
  • Students do not learn to monitor or assess their learning on their own; they need to be taught strategies for self monitoring and self assessment.
    • Elizabeth Fritz
      Elizabeth Fritz on 01 Jun 16
       
      As instructors, we need to teach assessment as part of our instructional strategies.
  • ...21 more annotations...
  • It also informs the teacher about students' thoughts on their progress, and gives the teacher feedback about course content and instruction.
    • Elizabeth Fritz
      Elizabeth Fritz on 01 Jun 16
       
      This is thought provoking to me. I often specifically gather student feedback on my courses. I have not combined student created assessments to assessment of my own teaching. I will reflect more on how to incorporate this into my own teaching.
  • the learner will benefit far more by completing a self evaluation (that is well crafted to include focused self reflection questions) that forces him or her, to examine how he or she contributed [or did not] to the group process. The tool also encourages the student to consider actions that he or she demonstrated to support the team and to estimate what percentage of the work he or she contributed to the project
    • Elizabeth Fritz
      Elizabeth Fritz on 01 Jun 16
       
      Based on coursework done during the OllIE courses, I feel this approach will be the best place to start to incorporate into my own courses. It combines 2 separate types of evaluation. The important element to include is teaching students how to accomplish the assessment by modeling the activity.
    • Barbara Day
      Barbara Day on 01 Jun 16
       
      I totally agree with this.  The goal should be to help students to self assess and grow.  The idea of peer evaluations could get ugly if not carefully handled.  
  • the primary method for assessment
    • parsonsbrandi
      parsonsbrandi on 01 Jun 16
       
      It would have been better to have multiple forms of assessment so that it wasn't only peers giving it.
  • 4) When learners are mature, self-directed and motivated
    • parsonsbrandi
      parsonsbrandi on 01 Jun 16
       
      This tends to be a key for all learners, but the tricky part is getting the reluctant learners to this point.
  • Our views on online learning couldn’t be more dissimilar, yet I appreciate Professor Rees’ perspective and enjoy reading his posts
    • parsonsbrandi
      parsonsbrandi on 01 Jun 16
       
      Having both the good and bad on peer-grading will help make a more informed decision about using it in the virtual classroom.
  • The concept of peer review, which leaves for the most part the instructor out of the equation, aligns with the social constructivist learning orientation. There is strong support in constructivist theories for the peer review which is grounded in student-centered learning where students learn as much from the review process itself as from the final grade on an assignment.
    • parsonsbrandi
      parsonsbrandi on 01 Jun 16
       
      This helps get away from the "sage-on-the-stage" programming on classrooms and allows more student to student interaction since learning is a social process.
  • It can also be very effective in small, closed online classes where students are at similar skill level and receive instruction and guidance in how to grade within the process
    • parsonsbrandi
      parsonsbrandi on 01 Jun 16
       
      Teaching the process is just as important as actually having peer-assessment.
  • For peer evaluation to work effectively, the learning environment in the classroom must be supportive. Students must feel comfortable and trust one another in order to provide honest and constructive feedback.
    • Barbara Day
      Barbara Day on 01 Jun 16
       
      This key no matter what the age of the student.  If it's not a safe environment, no one will take the risk to put themselves out there.  It is important that honesty, kindness and respect are the standard.
  • One way to begin the process of introducing students to self-assessment is to create student-teacher contracts. Contracts are written agreements between students and instructors, which commonly involve determining the number and type of assignments that are required for particular grades.
    • Barbara Day
      Barbara Day on 01 Jun 16
       
      This has to be done with care. It can a great way to clarify expectations, and establish goals, but you must be careful that a student doesn't use it to limit their effort.  In other words, in order to do just enough to get the grade, but not to grow.
  • Portfolios are purposeful, organized, systematic collections of student work that tell the story of a student's efforts, progress, and achievement in specific areas. The student participates in the selection of portfolio content, the development of guidelines for selection, and the definition of criteria for judging merit. Portfolio assessment is a joint process for instructor and student. Portfolio assessment emphasizes evaluation of students' progress, processes, and performance over time. There are two basic types of portfolios:
    • Barbara Day
      Barbara Day on 01 Jun 16
       
      The advantage of a portfolio is that creates a bigger picture of how the student is doing, since it is work collected over time.  It's a great way to prompt dialogue and feedback between the student, teacher, and fellow students it may be shared with.
  • Preparing students for self or peer assessment
  • It is helpful to introduce students to the concepts and elements of assessment against specified criteria in the first weeks of class when you explain the unit of study outline. This requires taking time at the outset of the group activity or unit of study to discuss what is required, and to provide guidance on how to judge their own and others’ contributions. Students will need to be assisted to develop criteria that match the learning outcomes with regards to the output and process of the group work. If assessment criteria for each element are set up and clearly communicated, your role will also change to one of facilitator.
    • Barbara Day
      Barbara Day on 01 Jun 16
       
      Not only does it need to be modeled, but students need multiple opportunities to practice the self and peer assessment beginning early and throughout the class. 
  • The break down in peer grading&nbsp;occurs when the learning environment cannot provide the conditions as mentioned above. Also, there are other factors that can sabotage its effectiveness, including an assignment that requires a high level of critical thinking skills, or when there are students in the mix that are non-participative, or have intentions that don’t align with the course.
    • Barbara Day
      Barbara Day on 01 Jun 16
       
      To be honest, I'm a little hesitant when it comes to peer grading.  It must be carefully implemented so as to avoid any type of bullying situations, and to avoid anyone feeling that they are the outsider.  It must be a safe environment.
  • students are looking at their work and judging the degree to which it reflects the goals of the assignment and the assessment criteria the teacher will be using
  • Students in this sample reported that their attitudes toward self-assessment became more positive as their experiences with the process accumulated.
    • Barbara Day
      Barbara Day on 01 Jun 16
       
      Practice makes perfect.
  • As this work illustrates, self-assessment need not necessarily be about self-grading. There are ways of framing and then using self-assessment that can help students develop that all-important ability of looking objectively at their work and then making changes that improve its quality.
    • Barbara Day
      Barbara Day on 01 Jun 16
       
      In fact, it works better if it is not about self-grading.  Then perhaps they will not feel as conflicted and concerned about the teacher expectations.
  • Self evaluation and team grade.
    • erichillman
      erichillman on 02 Jun 16
       
      I think this approach is what I will be using going forward.  A well designed participation rubric will be essential.
    • erichillman
      erichillman on 02 Jun 16
       
      My experience has been similar- and it is why I hated group work.  I always ended up doing all the work so I got a decent grade and the others were just dragged along for the ride.  I try very hard to avoid this in my teaching, but am working on implementing more of it using the best practices I learn here!
    • erichillman
      erichillman on 02 Jun 16
       
      The purpose for assessment is so important.  It is why I preach and practice backwards design, so I know where I'm headed when I am teaching.  I think back to my larger college classes where I could snooze through lectures, download the powerpoints, and ace the multiple choice exams...would some form of peer assessment/group accountability been more effective?
  • well written rubric not only helps the facilitator score the assignment but it and can greatly increase the quality and effort put into assignments by giving students a clear expectations with knowledge that must be demonstrated
    • erichillman
      erichillman on 02 Jun 16
       
      Another point in favor of well-designed rubrics.  Students can self-monitor and assess each other's work when they have clear expectations!
  • I do&nbsp;not&nbsp;recommend including an option on the peer evaluation for team members to make comments about their peers. Should team members have negative comments to make about peers, this tool is not a constructive venue.
    • erichillman
      erichillman on 02 Jun 16
       
      I often help my ex-wife with her group projects (she's a full time adjunct).  She uses this method and provides spaces for people to make comments.  My experience is that the only time people make comments is when they have something negative to say.  This often turns into "flaming" versus constructive criticism.  
Joan Fredrickson

ollie1 (Peterman): Iowa Online Teaching Standards - 0 views

moodlesw.aeapdonline.org/...view.php

moodle_iowa

shared by Joan Fredrickson on 12 Sep 12 - No Cached
  • Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core (Varvel I.A, ITS 1.f, ITS 3.a)
    • Jake Bartels
      Jake Bartels on 12 Sep 12
       
      alignment with iowa core has to be extremely important
  • Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners (SREB C.7, Varvel V.H, ITS 4.c)
    • Jake Bartels
      Jake Bartels on 12 Sep 12
       
      Probably one of the most powerful standards. Allowing students to have instruction tailored to them is great
    • Tiffany Oppelt
      Tiffany Oppelt on 13 Sep 12
       
      I think that's what makes this form of learning so powerful. It allows to not only to provide extra support to those who need it, but also extension and enrichment for students who are ready to step it up. This naturally lends itself to differentiation.
  • Has experienced online learning from the perspective of a student (SREB F.1, Varvel II.E)
    • Jake Bartels
      Jake Bartels on 12 Sep 12
       
      For myself this is also very important. I know what it is like to take an online course and this can help guide me in making decisions about content and tools used.
    • Anne Opgenorth
      Anne Opgenorth on 18 Sep 12
       
      I am pleased to be experiencing the online course myself before implementing it in my class. It is certainly important to know what works and doesn't.
    • Heather Martens
      Heather Martens on 18 Sep 12
       
      Taking a course like this has been good for me in that it reminds me what it is like to be the student, and how difficult learning new things can be.
  • ...16 more annotations...
  • Networks with others involved in online education for the purpose of professional growth
    • Tiffany Oppelt
      Tiffany Oppelt on 15 Sep 12
       
      This struck me because I think that it is essential for us to network with each other to enhance instruction. With the tools and resources that are available to us, it is very easy to collaborate for professional growth.
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere
    • Tiffany Oppelt
      Tiffany Oppelt on 15 Sep 12
       
      I can see this as being a challenge, because of how easy it is to be misunderstood online. It is essential to make sure that you are approachable and positive, but making sure you come through that way can be tough.
    • Heather Martens
      Heather Martens on 18 Sep 12
       
      Because of the lack of face-to-face interaction, an online teacher would have to get used to constantly answering questions and troubleshooting through email and forums. This could be difficult at first.
  • Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F)
    • Brad Bjorkgren
      Brad Bjorkgren on 15 Sep 12
       
      It is very helpful to do an end of the class evaluation.  Students will always be honest with things they liked and disliked about the class.
    • Anne Opgenorth
      Anne Opgenorth on 18 Sep 12
       
      I agree. I find that an evaluation at the end of a course can be very helpful. Teachers can always benefit from honest feedback.
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a)
    • Brad Bjorkgren
      Brad Bjorkgren on 16 Sep 12
       
      Creating a learning environment where students can learn from each other is very helpful to students for an online course.
  • Understands the differences between teaching online and teaching face-to-face
    • Mary Blaisdell
      Mary Blaisdell on 16 Sep 12
       
      Many similarities between the two but a real trick to accomplish in the online world. And the instructor needs to be aware of how to "read" people in the online participant world.
  • Designs the structure of the course and the presentation of the content to best enhance student learning, including using unit/lesson overviews and reviews, using patterns in lesson sequencing, and using appropriate visual web design techniques
    • Mary Blaisdell
      Mary Blaisdell on 16 Sep 12
       
      This will be important to assist learners in their progress through the course. Without good structure/content/techniques, the online instruction will likely be boring, inadequate and inaccesible.
  • • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
    • Brandon Frohwein
      Brandon Frohwein on 17 Sep 12
       
      We have designed our science tests to be organized by learning targets from the Iowa Core and use our PLC teams to evaluate the scores on each target to modify instruction. Online instruction can also be set up by learning targets and the learning of those targets can be assessed and modify instruction.
  • • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
  • • Understands student motivation and uses techniques to engage students (Varvel V.D, ITS 4.d)
    • Brandon Frohwein
      Brandon Frohwein on 17 Sep 12
       
      As educators we usually love our content because it is our chosen field. We have to continue to find ways to get students engaged in the topic. The same holds true for online education.
  • • Assists students with technology used in the course (Varvel III.C)
    • Anne Opgenorth
      Anne Opgenorth on 18 Sep 12
       
      it is important for the instructor to be competant in the technology used in the course in case the students have questions.
    • Joan Fredrickson
      Joan Fredrickson on 18 Sep 12
       
      I think this is what keeps teachers from using the technology. They are afraid the student will know more than they do. Which at times may be the case, but that only shows that we never stop learning. With that said, I do agree that instructors need to be competant in order to have a positive teaching experience.
  • Knows the content of the subject to be taught and understands how to teach the content to students
    • Joel Conn
      Joel Conn on 19 Sep 12
       
      Today's students are very adept at searching for and obtaining volumes of information. What separates a good course from the wealth of online content IS a teacher that knows how to teach students. Without knowledgeable and qualified teachers behind the online course, it probably won't be worth the effort, money or time of the student.
  • Communicates with students effectively and consistently
    • Joel Conn
      Joel Conn on 19 Sep 12
       
      Good communication is ALWAYS important be it in the classroom or online.
  • Designs the structure of the course and the presentation of the content to best enhance student learning, including using unit/lesson overviews and reviews, using patterns in lesson sequencing, and using appropriate visual web design techniques
    • Beth Lillskau
      Beth Lillskau on 23 Sep 12
       
      I think that designing on-line learning is so much more difficult than live teaching. I know what I am doing in the classroom and I scaffold and plan, but on-line seems to require planning. Sometimes I am simply too abstract-random for this to work for me.
    • Cathy DeValk
      Cathy DeValk on 24 Sep 12
       
      I agree, Beth--it seems more difficult to embrace the "teachable moment"--might not be in the lesson plan, yet could be a valuable lesson nonetheless.
  • Has experienced online learning from the perspective of a student
    • Beth Lillskau
      Beth Lillskau on 23 Sep 12
       
      I don't know how anyone could try and teach on-line if they hadn't experienced it themselves. I have learned so much about providing information on-line to students simply by being in classes. In fact, I took the moodle class because the last class I took used it and it was so much easier than a web-site.
    • Joan Fredrickson
      Joan Fredrickson on 25 Sep 12
       
      I agree, it is so important to experience the online learning from the perspective of a student. I have found that many online tools may be easy to implement but can have a bit of a learning curve when it comes to using it as a student. Its good to get some of the "kinks" worked out or at least be prepared for possible problems to eliminate the frustration if something doesn't go quite right.
  • Aligns assessment with course objectives
    • Cathy DeValk
      Cathy DeValk on 24 Sep 12
       
      Even more important to keep the course objectives clear and concise in the online relationship.
  • Brandon Frohwein on 17 Sep 12
     
    We have started giving tests with each section being a learning target based on the Iowa Core. We score each section separately then we use the data to see which targets the students struggle with and discuss new instructional strategies with our PLC team.
  • Cathy DeValk on 24 Sep 12
     
    Never thought of this--all teachers have been students, but not all online educators have been online students.
Dennis OConnor

E-Learning and Online Teaching Magazine | Scoop.it - 11 views

www.scoop.it/...e-learning-and-online-teaching

online teaching e-learning 'distance education' teaching e-learning jobs

shared by Dennis OConnor on 23 Nov 11 - No Cached
  • Dennis OConnor on 23 Nov 11
     
    Hi impact, curated magazine of articles and professional resources for those interested in e-learning and online teaching. Published by Dennis O'Connor, Program Advisor for the University of Wisconsin Stout E-Learning and Online Teaching Graduate Certificate Program.
Nancy Peterman

Iowa Online Teaching Standards - 5 views

moodlesw.aeapdonline.org/...view.php

shared by Nancy Peterman on 24 Jan 15 - No Cached
  • Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
    • jrich12417
      jrich12417 on 24 Jan 15
       
      I would guess that this is the area where many teachers would feel the most challenged.
    • roberts73
      roberts73 on 24 Jan 15
       
      Without seeing their faces, it could be tough to gauge for comprehension. 
    • Cindy Herren
      Cindy Herren on 26 Jan 15
       
      This is crucial to have an instructor who understands the differences in delivery of content, facilitating student-student interactions and effective online pedogogies.
    • karenstock
      karenstock on 27 Jan 15
       
      Every instructor should have a good tutorial or basic course in how to teach online. It's amazing how much the f2f teacher assumes the student knows or expects them to ask. With online, the directions and expectations have to be explicit so there is no miscommunication or misunderstanding, down to the number of words the instructor wants a post to be!
  • Assists students with technology used in the course
    • jrich12417
      jrich12417 on 24 Jan 15
       
      If students can't use they technology they can't access the content.The technology can be frustrating!
    • roberts73
      roberts73 on 24 Jan 15
       
      It needs to intuitive for students access and use.
    • Cindy Herren
      Cindy Herren on 25 Jan 15
       
      I'm curious how often students of online courses need technical assistance beyond understanding the basic tools and LMS, for instance perhaps browsers are not updated, missing necessary plug-ins, error messages, etc.  Is it the responsibility of the instructor or student to troubleshoot this?
    • karenstock
      karenstock on 27 Jan 15
       
      Yah for sure! For those students who are not familiar with the online classroom, it is a two-pronged course: they are learning the content and also learning the system and technology. In my experience with teaching online, I feel the instructor should only be relied on for a little bit of tech help! Despite the fact that I teach online classes, I am not very good with troubleshooting technology issues...I just teach the content.
    • roberts73
      roberts73 on 24 Jan 15
       
      It is important to have interaction between students and the instructor to build a community and not feel so isolated during the class.
    • karenstock
      karenstock on 27 Jan 15
       
      I would have to say that it is also important to establish a kind of "netiquette" or online etiquette so that proper communication is established as well :-)
  • ...3 more annotations...
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (
  • Networks with others involved in online education for the purpose of professional growth
    • roberts73
      roberts73 on 24 Jan 15
       
      This is true for not only people who teach online but also support people in a building such as IT staff, guidance, and tech integrationist and administration.
  • Has experienced online learning from the perspective of a student
    • Cindy Herren
      Cindy Herren on 25 Jan 15
       
      I feel that this is one of the most powerful experiences in understanding online learning.  Having the experience as a student gives the instructor valuable perspective that will help when creating and managing an online course.
Mary Overholtzer

ollie1: Iowa Online Course Standards - 2 views

moodle.aeapdonline.org/...view.php

shared by Mary Overholtzer on 17 May 11 - No Cached
  • (K-12) • Information literacy and communication skills are incorporated and taught as an integral part of the curriculum.
    • Mary Trent
      Mary Trent on 17 May 11
       
      Communication is key in online classes. I know I have been lost a time or two. I like checklists of requirements for the course.
    • anonymous
      anonymous on 19 May 11
       
      Information literacy becomes even more important as more resources are available for our students. They need the tools to be able to filter through all the information out there and search out what is best. Middle school kids seem very willing to believe it if they saw it on the internet.
    • mhauser
      mhauser on 22 May 11
       
      I'm 57 years old. My dad, who had an eighth grade education and would be in his 90s were he still alive used to tell us, "Don't believe everything you hear." He would also say, "Don't believe everything you read." My dad was wise. We need to be skeptics. Everyone needs to ask the questions, Who is sharing this information? Why should I believe them? What is their purpose? How old is this information? Can I understand the context in which it's offered? I'm a teacher librarian. I've been working on this for 16 years and love that information literacy is in these standards.
    • Mary Overholtzer
      Mary Overholtzer on 12 Jun 11
       
      Communication is the hardest thing I do as a wife, mother, teacher, and friend. When I think I am communicating well, it's obvious that others are not!!!! HA! The hardest job I will every do is communicating.
  • • The course design provides opportunities for appropriate instructor-student interaction, including timely and frequent feedback about student progress based on the learning targets.
    • Mary Trent
      Mary Trent on 17 May 11
       
      It's important to encourage students to feel comfortable to ask questions especially when they are lost. Quick, easy, multiple ways to contact the instructor are important.
    • Julia Schreckengast
      Julia Schreckengast on 18 May 11
       
      I would agree so many students are too afraid to ask questions in front of a class. They are just satisfied with not knowing rather than risking embarassment.
    • Laura Eklund
      Laura Eklund on 18 May 11
       
      I am involved in a grant program that is about blending the online teaching with face-to-face teaching, which will make the instructor-student interaction easier.
    • Bob Pauk
      Bob Pauk on 19 May 11
       
      Obviously this is important, but also challenging when you see as many as 150 students per day. It makes things like clickers and online communicaiton that much more important.
    • Nancy Peterman
      Nancy Peterman on 19 May 11
       
      Technology has made instructor-student interaction easier, while also making it difficult for students to not become involved. Students quickly see that they are accountable and instructors can track their participation.
    • Kevin Kemp
      Kevin Kemp on 22 May 11
       
      Students and instructors both need feedback in order to achieve.  Progress can only be achieved with an ongoing, positive conversation
  • All resources and materials used in the course are appropriately cited and obey copyright and fair use.
    • crjessen44
      crjessen44 on 18 May 11
       
      This is something I would like to know more about in the on-line world. I'm not sure on certain issues relating to this and would like to be more clear on my understanding.
    • Ashley Weaver
      Ashley Weaver on 18 May 11
       
      I would also like information, especially about fair use!
    • Deborah Ausborn
      Deborah Ausborn on 19 May 11
       
      This is one of the greatest concerns I have in planning an online course. I did find a section in the orientation materials for this course that addressed it. It is called "Copyright BriefNotes" and is available from the AEA. I can't tell you exactly where I found it; explored way too many links to be able to retrace my steps and the printout doesn't have a web address. It was a pdf file on a link.
    • Kathy Hageman
      Kathy Hageman on 20 May 11
       
      It is critical that we model appropriate citing, observance of copyright, and fair use for our students. My middle schoolers have difficulty grasping both the significance and the proper methods of these concepts.
    • Jessica White
      Jessica White on 23 May 11
       
      This is one of the most important details! Yes, middle school students struggle with citing. It is only going to be more important as more and more online resources are available.
    • Deb Ritchie
      Deb Ritchie on 23 May 11
       
      I'm pretty clear on rights for print materials, but less sure when the item in question is a graphic, picture, etc. Does it make a difference that our course is only available to students in our classroom and not going out to the world wide web?
  • ...27 more annotations...
  • Sufficient learning resources and materials to increase student success are available to students
    • crjessen44
      crjessen44 on 18 May 11
       
      This is where I think Moodle or other similar tools will have an advantage. I like that I will be able to group all relevant resources together for students. I have a lot of resources right now but they are all scattered..
    • Nancy Peterman
      Nancy Peterman on 19 May 11
       
      I definitely agree with you about these online tools making resources more available. Like you, I have many resources in many locations. I am gradually moving the resources to my Moodle course pages and plan to expand this to include Diigo. Grouping the resources will provide students with a consistent location while working and provide me with a better method for keeping web pages current.
  • Ongoing and frequent assessments
    • Ashley Weaver
      Ashley Weaver on 18 May 11
       
      Formative assessments?
    • anonymous
      anonymous on 19 May 11
       
      Good question - Would this be a good spot for using some of the online quiz tools that we saw on the Cool Tools website? Is it easier or harder to complete formative assessments in an online setting?
  • Instructions to students on how to meet the learning objectives are adequate and stated clearly.
    • rcordes1961
      rcordes1961 on 18 May 11
       
      AS Stiggens said many years ago, students need to know the target before attempting to hit the target. Trying to hit a moving target is frustrating and difficult for everyone!
    • Deborah Ausborn
      Deborah Ausborn on 19 May 11
       
      How true! It is important that the students clearly know what is expected of them.
    • Kathy Hageman
      Kathy Hageman on 20 May 11
       
      My nine-year old even undertands this! He recently commented, "This assignment would be so much easier if (the teacher) had given us a rubric."
    • Kevin Kemp
      Kevin Kemp on 22 May 11
       
      If our students don't know what to expect, what are we doing?  Students need and deserve to know what they are responsible to know.
    • mhauser
      mhauser on 22 May 11
       
      I need to get better about making clear daily objectives. That's new to me, but my faculties have their learning goals posted on their walls each day. It's great for everybody. Kathy, I love what your son said. Kevin, you are right on the money!
    • Victoria Guilliatt
      Victoria Guilliatt on 26 May 11
       
      I put my lesson objectives on the board when I teach my elementary library classes, it makes it easier for the students to know what I expect.
    • Mary Overholtzer
      Mary Overholtzer on 12 Jun 11
       
      What's amazing to me is when I have a student say, "Give me a rubric, and I can easily get an A with less effort." This scares me....to me it's a way of putting forth mediocre work by "beating" the system. Tha'ts why every rubric I build has a perception component of quality when comparing project/discussions/etc with peers.
  • Assessment strategies and tools, such as "self-check" or practice assignments, make the student continuously aware of his/her progress in class and mastery of the content beyond letter grades.
    • Julia Schreckengast
      Julia Schreckengast on 18 May 11
       
      I am going to try to use next year with my CoPi blended classroom.
    • Amy Kemp
      Amy Kemp on 22 May 11
       
      I hope to create some practice problems or a quiz using Softchalk.  I have never created anything myself for them to do online.
  • The course instruction includes activities that engage students in active learning
    • Laura Eklund
      Laura Eklund on 18 May 11
       
      This is a great place for the cool tools for school, but there are so many out there I don't know where to begin. Also, it seems like everytime I find a tool that engages students a new and better tool comes out and I have relearn everything about that tool.
  • The course instruction includes activities that engage students in active learning
    • Bob Pauk
      Bob Pauk on 19 May 11
       
      Students today live in a different world than the one most of us in this class experienced when we were young. Sitting for 45 minutes with nothing more than an overhead projector or chalkboard to look at and nothing more than a teachers voice to hear is just completely out of touch with the way students experience things outside of the classroom. As educators we need to keep that in mind or we really will have kids bored to death.
    • Joleen Louwsma
      Joleen Louwsma on 19 May 11
       
      Students are multitaskers and grow bored when not challenged. Active and interactive learning is one way to keep them engaged. I also feel that as teachers we need to change our " tools" and raise the bar for learning.
    • mhauser
      mhauser on 22 May 11
       
      In most classes, I think we have about 10 minutes to direct students toward the learning that we hope will happen that day. Then we have to let them get started on their learning and coach them as needed for the rest of the class. If there is confusion or a common thread shows up during the class time, the coach/facilitator/teacher might stop the student work to explain, or to have a student explain the issue, but otherwise, the focus is definitely not on the teacher. It's not about us. ;-)
  • • Academic integrity and netiquette (Internet etiquette) expectations regarding lesson activities, discussions, e-mail communications and plagiarism are clearly stated
    • Matt Tracy
      Matt Tracy on 19 May 11
       
      This, I believe, is more and more important because our students really struggle with understanding that once something is on the web, it's out there for good. They also struggle with understanding just the basics of appropriateness.
    • Kathy Hageman
      Kathy Hageman on 21 May 11
       
      Do you think that in many cases students do know what is appropriate and what is not? I think that students sometimes push the limits to see if the instructor cares enough to hold them accountable.
  • The course goals and objectives are measurable and clearly state what the participants will know or be able to do at the end of the course
    • Bob Pauk
      Bob Pauk on 19 May 11
       
      This one is so simple, yet doing this effectively is probably on of the most important things an instructor can do to avoid problems down the road.
    • rcordes1961
      rcordes1961 on 19 May 11
       
      I agree, Bob. I think sometimes we believe students are suppose to be mind readers when it comes to what they will learn or be able to do.
    • Jason Gomez
      Jason Gomez on 07 Jun 11
       
      My school went to putting the learning target on the board everyday. I think it was good, but should be incorporated with a "ticket out the door" activity.
  • Instruction provides students with multiple learning paths to master the content, addressing individual student needs, learning styles and preferences
    • Deborah Ausborn
      Deborah Ausborn on 19 May 11
       
      I really love the idea that we can tailor courses to meet the needs of individual students. I would like to explore ways to have various paths leading to mastery. Once a student has mastered a concept, he or she can move on to the next concept. A student who needs more practice could be redirected to more learning activities on the same concept. One size does not fit all.
    • Kathy Hageman
      Kathy Hageman on 20 May 11
       
      As I learn more about online learning and using Moodle, I am excited about the possibilities for differentiation. I see this as one of the greatest strengths of the format.
    • Bev Berns
      Bev Berns on 20 May 11
       
      I love the idea of giving students ownership in their learning!
  • Technologies are chosen that are accessible to students
    • rcordes1961
      rcordes1961 on 19 May 11
       
      We need to keep in mind not all students have internet access at home. Online learning cannot be another way of separating the haves from the have nots.
    • Tresa Zaragoza
      Tresa Zaragoza on 20 May 11
       
      This is the one that worries me the most. Between having enough computers and having them work when we need them.
  • A clear, complete course overview and syllabus are included in the course
    • Joleen Louwsma
      Joleen Louwsma on 19 May 11
       
      This is an important factor in making a successful class. What I think is clear and concise may be confusing to my students. Writing the syllabus, the course overview, expectations, and lesson instructions will be an ongoing process.
  • Instructions make clear how to get started and where to find various course components
    • Kathy Hageman
      Kathy Hageman on 20 May 11
       
      As students in this course, many of us understand that it may be easy to be overwhelmed when starting out in online learning. We help our students with simple and clear guidance.
    • Mary Overholtzer
      Mary Overholtzer on 12 Jun 11
       
      As time goes on, what we consider to be so difficult, becomes easier as time goes on. We must note that while we teach online learners---and naturally, while they teach us too.
  • The requirements for student work, including student interaction, are clearly articulated.
    • Kathy Hageman
      Kathy Hageman on 20 May 11
       
      Limited experiences teaching online have taught me that the quality of student interaction rises significantly when there are rubrics that spell out expectations for student posts. Otherwise, students easily slip into the language and style of non-academic online social interactions.
  • The course provider offers the course teacher, school coordinator assistance with technical support and course management. .
    • April Tidwell
      April Tidwell on 21 May 11
       
      I feel this is so important. One of my biggest concerns about going 1:1 next year is the lack of tech support. I haven't seen any plan to increase the tech department, and I often have to wait days to get answers currently from the help desk. Students get extremely frustrated when technology doesn't work especially if there is no one there to help them.
  • The course provides opportunities for appropriate student interaction with the content to foster mastery and application of the material.
    • Heather Gould
      Heather Gould on 21 May 11
       
      Rigor and Relevance is the Characteristic of Effective Instruction that comes to mind as I read this. Good instruction is good instruction, regardless of the teaching modality. In a student-centered environment, as this suggests, students are encouraged to collaborate with others as they take their new knowledge and apply it.
    • Steven Petersen
      Steven Petersen on 21 May 11
       
      This is critical. Without face-to-face interaction there has to be a method put in place for frequent contact by the teacher. Students always have questions and an inability to address those questions will lead to frustration.
  • The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules
    • Steven Petersen
      Steven Petersen on 21 May 11
       
      Why should this matter. Unless it is a blended class the confines of the school schedule should be immaterial.
  • The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material and a plan for monitoring that interaction.
    • hollysoby
      hollysoby on 22 May 11
       
      This is one I'm excited about - I'm hoping by mixing online with face to face learning I can have more interaction with quiet students - though I know from taking online classes it can be easy to just do enough to get by if there aren't a lot of opportunities to interact.
    • Tim Hadley
      Tim Hadley on 22 May 11
       
      I am hoping that is portion of the "face to face" is built in to help accomodate learning for students who are having trouble mastering the content. My worse fear of online learning is making the material move too quickly for students to keep up, making them frustrated and not positive learners.
  • The course structure includes a wide variety of assessment procedures to assess students’ mastery of content.
    • hollysoby
      hollysoby on 22 May 11
       
      This is something I feel like I need to be careful about - I think it's easy to get so excited about new ideas I throw a lot of projects at students at once - I need to think really hard about what I want to assess them on.
    • Tim Hadley
      Tim Hadley on 22 May 11
       
      Glad it isn't just me, I find that I also get pumped about something, throw it out to the students to "try" and then I realize at the end that I had no way to measure whether it was really effective or not.
  • • Grading policy and practices are easy to understand.
  • 21st century skills in the course, including: using 21st century skills in the core subjects, 21st century content, learning and thinking skills, ICT literacy, self-directed learning, global awareness
    • Tim Hadley
      Tim Hadley on 22 May 11
       
      Courses being online in and of themselves are 21st Century learning skills. However, I believe, online instruction should include more than just being posted on the internet. It should push students to be self-directed and global learners. Fulfilling this standard will take work, but I believe it is one of the most important goals of learning.
  • Hardware, web browser and software requirements, as well as prerequisite technology skills are specified.
    • Tim Hadley
      Tim Hadley on 22 May 11
       
      This is something I hadn't really thought about, but it makes sense. If students can't access your course from the beginning it would make it hard to impossible to be able to complete it.
  • Specific and descriptive criteria, including rubrics, are provided for the evaluation of students’ work and participation.
    • Jessica White
      Jessica White on 23 May 11
       
      This is always important to me as a teacher. Students must know how they are graded before the assignment/project is started. This would be the same with online learning.
  • The course provides opportunities for students to engage in higher-order thinking, critical-reasoning activities and thinking in increasingly complex ways
    • Deb Ritchie
      Deb Ritchie on 23 May 11
       
      This is the standard that I'm most interested in. How do we make sure students are not doing the same old things only now with a computer? We need to keep the bar up there for higher-order thinking skills and critical reasoning. I'm hoing to gather ideas from class to help me do this.
  • instructional materials are aligned with the content
    • Victoria Guilliatt
      Victoria Guilliatt on 26 May 11
       
      This is very important when I teach the elementary students in the library because it is very easy for them to become lost in the lesson
  • The course content and assignments are aligned with state’s content standards or nationally accepted content standards
    • Jason Gomez
      Jason Gomez on 07 Jun 11
       
      This always worries me; is the content of my class the same as the state's content? My district has gone to content mapping which makes it very easy to know that we are following state standards
Jill Carlson

"Personalized" vs. "Personal" Learning - 3 views

moodlesw.aealearningonline.org/...view.php

shared by Jill Carlson on 30 Mar 18 - No Cached
  • all children don’t learn the same way and personalization seems to honor those differences
    • krcouch
      krcouch on 30 Mar 18
       
      we need to personalize learning for students so they can grow as learners.
    • dassom
      dassom on 04 Apr 18
       
      I like the part about honoring the differencees, When we ignore the difference in our students we are not really doing that great job of teaching. Sometimes it may be more work, but teaching the same way or in the same style everyday is also not fair to our students. Mix it up some days even if you can't fully commit to personalization.
    • carlarwall
      carlarwall on 06 Apr 18
       
      There are many things teachers can do on the daily to make learning different for students. The important thing to remember is to start small and not overwhelm yourself by trying to do too many new things at once.
  • it implies moving away from the industrialized form of education that pumps out cookie-cutter students with the same knowledge and skills.
    • krcouch
      krcouch on 30 Mar 18
       
      agreed we need to have students with different mindsets and be able to grow as learners, Not just doing the same as all other kids
    • Jen Van Fleet
      Jen Van Fleet on 05 Apr 18
       
      Right. No longer are the majority of our students needing a certain skill set which allowed them to return to the farm as soon as possible. So much discussion that our school system still operates as it did 100 years ago. We must address this.
  • “personalization,” “engagement” and “flip.
    • krcouch
      krcouch on 30 Mar 18
       
      Love the idea of all of these. I think the wave of the future is flipping the classroom and personalizing students' learning.
  • ...51 more annotations...
  • Personal learning entails working with each child to create projects of intellectual discovery that reflect his or her unique needs and interests
    • krcouch
      krcouch on 30 Mar 18
       
      love this idea
  • master a set of skills mandated by people who have never met them
    • Mike Radue
      Mike Radue on 01 Apr 18
       
      A learner profile is a fundamental element of a personalized learning system. The use of this technique is preferred over "one size fits all" approaches to learning. Many do not want things to be mandated to them and we know that relationships are an integral part of positive learning experiences.
  • but meaningful (and truly personal) learning never requires technology
    • Mike Radue
      Mike Radue on 01 Apr 18
       
      This is sage wisdom/advice that we can't forget. Some folks try to make it seem like you need the tech when in fact you don't. As public servants, we have to think carefully and choose wisely when it comes to decisions on software/hardware and the cost/benefit involved.
    • dassom
      dassom on 04 Apr 18
       
      When using anyone else's resources it's important to be skepitcal. The resource has the obvious puprose of teaching or informing the student of something or teaching tem something, but technology is not necessary to perzonalize the learning, the method or way to personalize learning my be very low-tech.
    • anonymous
      anonymous on 24 Apr 18
       
      This really moves personal learning up in Bloom's taxonomy. Allows students to analyze and create with or without technology.
  • it’s crucially more important to have the dispositions and the skills to create our own educational opportunities, not be trained to wait for opportunities that someone else has selected for delivery.
    • Mike Radue
      Mike Radue on 01 Apr 18
       
      The empowered learner can create their own educational opportunities. Not many people like to wait in lines, anywhere. Definitely not in school and without personalized learning, we put our students in positions at times where they have to wait for others to come along or for some other external factor beyond their control.
    • carlarwall
      carlarwall on 06 Apr 18
       
      It is so interesting to think about the possibilities that personalized learning could provide to so many students of all abilities.
  • We often say we want creativity and innovation
    • hansenn
      hansenn on 01 Apr 18
       
      Sometimes when I give students the freedom of choice it motivates them to learn and others students lack curiosity and need guidance to spark innovation.
    • brarykat
      brarykat on 03 Apr 18
       
      Too many choices can also make it confusing for students.  I hope this class will provide strategies to use with those unmotivated students.
  • student moving through a prescribed set of activities at his own pace. The
    • hansenn
      hansenn on 01 Apr 18
       
      Even this personal learning at your own pace would be difficult if students were interacting with other students in forum. Forums would need to be done at some set time.
    • brarykat
      brarykat on 03 Apr 18
       
      Personalized learning should have flexible pacing, within reason.  Classes should still have deadlines and set expectations providing framework for students to succeed.
    • carlarwall
      carlarwall on 06 Apr 18
       
      There is certainly a difference between personalized learning and working on a set list at your own pace.
  • Technology was strikingly absent from these conversations. I
    • hansenn
      hansenn on 01 Apr 18
       
      To me technology or blended learning would have to play some role in getting away from the one-size fits all model. Technology allows students to explore on their own and offers many resources to do so.
    • brarykat
      brarykat on 03 Apr 18
       
      Technology also allows time to be part of student choice.  The flexibility of doing online assignments provides more options with programs, research, and making .connecting world-wide.
  • standardized tests, while at the same time telling teachers to be innovative and creative within their classrooms.
    • hansenn
      hansenn on 01 Apr 18
       
      The skills needed for real life jobs and situations cannot be accessed by standardized tests. Students should be learning about how to be innovative and creative to solve real problems.
    • Jill Carlson
      Jill Carlson on 03 Jul 18
       
      Teachers feel the pressure to follow districts curriculum so closely that they are scared to get away from teaching traditionally and giving students the opportunity for personalized learning.
  • the best thing we can do for kids is empower them to make regular, important, thoughtful decisions about their own learning, what they learn and how they learn it
    • Mike Radue
      Mike Radue on 01 Apr 18
       
      I think it all starts with the empowered learner and follows with the teacher's ability to guide as necessary, the learner has to be at the center and making the majority of the decisions around the learning plan with support as needed.
  • flipping doesn’t do much for helping kids become better learners in the sense of being able to drive their own education.
    • bbraack
      bbraack on 03 Apr 18
       
      I agree flipping doesn't always help students become better learners of their own education, but I think it does help students learn the lesson since they are able to view videos and then do more deeper problem solving. But it doesn't drive their own learning, we are still telling them what they need to learn.
  • “’Personalized’ learning is something that we do to kids; ‘personal’ learning is something they do for themselves.
    • bbraack
      bbraack on 03 Apr 18
       
      When something is "Personalized" for a student, I feel we still have given the student what they need to learn what they are interested in, the technology, the resources, etc. If learning is supposed to be about what the student wants to learn, then they should be the ones to find the technology and resources they need to learn. That way, it is more personal to the student.
    • carlarwall
      carlarwall on 06 Apr 18
       
      I completely agree with this statement. Many students will still need that adult guidance and supports and then the teacher can step back and allow students to work toward their next steps.
  • personalization only comes when students have authentic choice over how to tackle a problem
    • bbraack
      bbraack on 03 Apr 18
       
      If a student doesn't have a choice or a limited number of choices in what they want to learn or how to tackle a problem, then it truly isn't Personalized. The teacher still had some say in what or how the student was to go about learning the information or problem and how to solve it. Students need complete control and/or choice in the way they go about learning their interest.
  • We often say we want creativity and innovation – personalization – but every mechanism we use to measure it is through control and compliance,
    • bbraack
      bbraack on 03 Apr 18
       
      It is true we always ask students to be creative and innovative so that they feel like they have control of what their end product is, but when we have the state and districts tell us what needs to be taught and then give standardized tests, the personalization has disappeared.
  • control and compliance.
    • brarykat
      brarykat on 03 Apr 18
       
      Standardized testing and required assessments do not jive with personalized learning.  They are ways to assess student understanding of concepts but are examples of the control and expected compliance in our current educational system.
  • truly personalized learning experience requires student choice
    • dykstras
      dykstras on 03 Apr 18
       
      Here lies the sticking point with most teachers ... giving students a choice. Finding creative ways to do this, along with meeting standards and expectations will be the challenge of today's generation of educators.
    • blockerl
      blockerl on 03 Apr 18
       
      I agree with you. It is challenging to provide choice with all of the expected standards and CFAs, etc. How do we honor all things? I love to give my students choice, but it isn't always easy. Is it only the content where they don't get much choice? Can we vary our process and product options to allow for choice there?
    • Jen Van Fleet
      Jen Van Fleet on 05 Apr 18
       
      I think it would benefit us to see lesson plan or video examples where student choice is present while still addressing the standards. I think we talk a ton about the why but then struggle when coming up with concrete steps.
  • That was flipping the curriculum, but it still wasn’t flipping the control of the learning.
    • dykstras
      dykstras on 03 Apr 18
       
      Unfortunately for me, this describes my 'flipping' experience as well. In my mind, they should be learning the material at home by reading, watching videos, and doing research and practicing, applying, and extending their learning at school. In reality what I have experienced is that only truly motivated learners want to learn this way and experience success. Forcing it on someone does not work ... and in the sense of this article is nowhere personalized learning.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 04 Apr 18
       
      Agreed Shawn. "We" the teachers are still in charge of the students learning. We haven't given over control to the student yet.
  • “delivery of instruction.”
    • dykstras
      dykstras on 03 Apr 18
       
      Interesting how the connotation with this phrase has changed over the years. One might argue in my early teaching years this was number 1 on the list of things a teacher better be good at. Today 'good teaching' is more about being a facilitator of knowledge and not the delivery boy of it.
  • The main objective is just to raise test scores
    • dykstras
      dykstras on 03 Apr 18
       
      I long for the day when this isn't even a consideration! Until then, this topic must appear in every article like this. Ironic timing...we give the Iowa Assessments tomorrow and guess what, my boss(es) aren't asking me for my personalized learning plans, but rather what tactics were recently employed to raise test scores and show growth.
  • while making sense of ideas is surely personal, it is not exclusively individual because it involves collaboration and takes place in a community
    • dykstras
      dykstras on 03 Apr 18
       
      Excellent advice to end with, personal does not equal individual
  • resource rich
    • blockerl
      blockerl on 03 Apr 18
       
      I'm interested to see what "resource rich" looks like. If students are in charge of their own learning, what are the best resources to provide them? Is it that we have a lot of options like databases for them to draw the information, or is it the teacher's job to do some of that curation?
  • “Personalized” learning is something that we do to kids; “personal” learning is something they do for themselves
    • schma3
      schma3 on 03 Apr 18
       
      We spend too much time doing things TO kids. And not giving students ownership.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 04 Apr 18
       
      This is a critical step to get our students started. This is just like swimming. We could throw them in the deep end and see what happens or we could start in the shallow end and give them the tools and skills needed to be successful. I vote for the later!
    • jwalt15
      jwalt15 on 05 Apr 18
       
      I agree with both of you. Educators do spend too much time doing things TO kids instead of guiding them to learn it for themselves. The critical step is to get them started by encouraging them to try and fail at new things. Students don't know a world without devices but they don't know how to utilize those devices as learning tools. That is the starting point in the shallow end of the pool (or as I know it - elementary school.) It is just as important to give them the skills needed to use the tools as it is to give them the tools.
  • short term.
  • If we can’t engage our kids in ideas and explorations that require no technology, then we have surely lost our way.
    • schma3
      schma3 on 03 Apr 18
       
      So true....putting technology in front of a student, does not magically make a student learn.
    • jwalt15
      jwalt15 on 05 Apr 18
       
      I agree. They need to be exposed to the skill sets needed to utilize the technology as tools for learning.
    • carlarwall
      carlarwall on 06 Apr 18
       
      The challenge some teachers see with this idea is that using the technology is the easy way to get kids engaged. There were ways to engage students in learning before schools went to the one to one concept.
  • moving ownership of learning away from the teacher and more toward the student
    • schma3
      schma3 on 03 Apr 18
       
      Who's doing the work? Flipping has become a very surface level strategy- as he said, taking care of those mundane housekeeping tasks, not really taking advantage of the possibilities!
    • jwalt15
      jwalt15 on 05 Apr 18
       
      Well said! Flipping a classroom doesn't change learning ownership. It is just a different way to do the same teacher led lecture. It is not any different then creating or scanning a worksheet to do on the computer.
    • schma3
      schma3 on 05 Apr 18
       
      That's a great way to think about that...who own's the learning? We haven't changed instruction or how the instruction is given.
  • for
  • A term like “mass customized learning,”
    • schma3
      schma3 on 03 Apr 18
       
      Wow...someone really thought this phrase was a good idea??
  • kids spend much of their time learning with and from one another.
    • schma3
      schma3 on 03 Apr 18
       
      Thinking about how adults learn best- isn't that how we learn? Collaboratively with others? Rarely do I learn in isolation.
  • tandardized way
    • dassom
      dassom on 04 Apr 18
       
      It's important that you have a standardize way of addressing the personalization. You need to know the end goal and the different pathways they can get there. If you jump into this without proper preparation you could loose some kids along the way.
  • Our systems and assessments assume that neither content nor access to teachers is widely available, and that we must deliver a proscribed, fairly narrow curriculum to each child because if they don’t have it in their heads when they need it, they will fail at the task
    • schma3
      schma3 on 05 Apr 18
       
      I think about how much I have learned outside of a classroom or a course. In education we have to get over ourselves thinking that once a student leaves our high schools they know everything they need to know and will never learn again (outside of school). Unfortunately- our assessments drive this. If a student is proficient, they are "good". :-)
  • huge disruption
    • dassom
      dassom on 07 Apr 18
       
      I forgot about this phrase from our previous learning. Maybe it was in our Blended Book? I think it's a important phrase to keep in mind. If you are being true to updating your classroom/curriculum to match modern students it MUST be a disruptive environment.
  • skeptical
  • flipped classrooms, flipped teachers, flipped texts. For the uninitiated, the flipped concept suggests that we can now use technology to offload many of the more mundane classroom tasks
    • Kim Foley-Sharp
      Kim Foley-Sharp on 04 Apr 18
       
      This is such a large issue. People use technology and say they have flipped their classroom when in essence all they did was digitize their paper documents.
  • It requires the presence of a caring teacher who knows each child well.
    • blockerl
      blockerl on 04 Apr 18
       
      It is important for me to know and understand my students. I think sometimes, after having new students year in and year out, we forget to do the little things that helps us to really know our students. I always appreciate the reminder.
  • “monitor students’ progress,” we should immediately ask, “What do you mean by progress?” That word, like achievement, often refers to nothing more than results on dreadful tests.
    • blockerl
      blockerl on 04 Apr 18
       
      Umm, I can't help but think about the CFAs we are creating in our teacher teams. Are we doing things wrong?
  • You want to really engage kids? Give them opportunities to learn personally, to create their own texts and courses of study, and to pursue that learning with others in and out of the classroom who share a passion.
    • jwalt15
      jwalt15 on 05 Apr 18
       
      I think this is a very powerful statement. Every learner, whether they are young or old, will be more engaged in their learning if they are given the opportunity to decide their own courses of study with others who share their passion.
  • A suffix can change everything. When you attach -ality to sentiment, for example, you end up with what Wallace Stevens called a failure of feeling.
    • Jen Van Fleet
      Jen Van Fleet on 05 Apr 18
       
      This is part of the discussion as to why the new ISTE standards reflect roles rather than actions. For example, instead of "digital citizenship" the standard now describes a "digital citizen", and I think this makes all the difference.
  • Will Richardson
    • Jen Van Fleet
      Jen Van Fleet on 05 Apr 18
       
      I wonder if we asked our students what skills they thought they should acquire via school if they would be anything remotely resembling our state standards...
  • synthesize and analyze information into original productions.
    • carlarwall
      carlarwall on 06 Apr 18
       
      This type of personalization also adds the higher order skills from Bloom's Taxonomy and is more rigorous for students.
  • nothing to do with the person sitting in front of you
    • emmeyer
      emmeyer on 21 Apr 18
       
      PERSONalized learning is all about the person sitting in front of you, not what is easy for the teacher.
  • allows students to work at their own pace and level, meets the individual needs of students
    • emmeyer
      emmeyer on 21 Apr 18
       
      When students are able to work at their own pace and level, they thrive. They are able to complete and correctly practice the skills that are being taught to them.
  • But as is so often the case in education, I’m not sure we as a community are spending enough time digging to parse what those words really mean, especially in the context of what deep learning now requires in a connected world.
    • emmeyer
      emmeyer on 21 Apr 18
       
      This is sad, but true. Often in education, we jump in without fully understanding what makes something truly effective. Or we put our own spin on it to make it easier/ "more effective."
  • And while they come from the same root, those two words are vastly different
    • emmeyer
      emmeyer on 21 Apr 18
       
      This is a very important distinction. Personal learning teachers students to become lifelong learners!
  • personalized environment gives students the freedom
    • anonymous
      anonymous on 24 Apr 18
       
      Students would love to have "freedom" in a classroom.
  • with access to the sum of human knowledge in our pockets
    • anonymous
      anonymous on 24 Apr 18
       
      Who needs to learn any more when we can "Google" the answer? I've heard this comment time and time again. So now we need to set a new standard in how students learn.
  • promote and give opportunities
    • anonymous
      anonymous on 24 Apr 18
       
      Yes, give the students opportunities for personalized learning. Students can choose their opportunity, it's not owned by the teacher.
  • bits of information, not the construction of meaning.
  • word
  • only choice
    • Jill Carlson
      Jill Carlson on 03 Jul 18
       
      When students are given choice, learning is more meaningful to them.
  • eave&nbsp;little room for the kind of authentic, whole-child personalization many teachers dream of offering
  • many school district leaders require public school educators to teach a specific curriculum
    • Jill Carlson
      Jill Carlson on 03 Jul 18
       
      Teachers want to provide personalized learning but are not always allowed the freedom they need. Teachers feel the pressure of 25+ students in one classroom meeting the standards they need to meet.
  • She cautions educators who may be excited about the progressive educational implications for “personalized learning” to make sure everyone they work with is on the same page about what that phrase means.
    • Jill Carlson
      Jill Carlson on 03 Jul 18
       
      Each school district will need to have a conversation about what personalized learning is to be on the same page.
hansenn

ollie-afe-2018: Building a Better Mousetrap - 3 views

moodlesw.aealearningonline.org/...view.php

shared by hansenn on 30 Jan 18 - No Cached
  • we ought to illicit student input when constructing rubrics
    • leighbellville
      leighbellville on 30 Jan 18
       
      Student input when creating rubrics would assist them in fully understanding the expectations set forth. It would be interesting to see examples of rubrics constructed with student input.
    • bbraack
      bbraack on 30 Jan 18
       
      Having students illicit input in making of the rubric gives the students ownership and feel like they have a say in what should be assessed.
    • dykstras
      dykstras on 01 Feb 18
       
      This would be tough for me to do in an ALgebra class as a majority of what i am teaching is brand new to them.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 01 Feb 18
       
      I love this idea! I think there would be the initial learning curve of how to design a rubric, but a teacher could explain some of the main features/expectations of the projects and then let the students have some say in what excellent would look like etc.
    • carlarwall
      carlarwall on 03 Feb 18
       
      Building autonomy in our students and promoting learner agency! What a novel idea.
    • brarykat
      brarykat on 04 Feb 18
       
      Great idea but realistically when would any teacher have time to gather input?  Could it be through exit tickets?  I could see Google Forms be used as a way to collect input. It still would mean dedicated time to review input.   
    • staudtt
      staudtt on 04 Feb 18
       
      I have had mixed feelings with this. For those that have done it do students really help design to further learning? I have had conversations with educators that say in some cases students create simple rubrics to make the expectations easy to attain. Just wondering what experiences were.
    • Jen Van Fleet
      Jen Van Fleet on 06 Feb 18
       
      As far as the time committment, I don't think it would have to be student created all day every day. I think allowing them to contribute when possible AND pulling out previous rubrics which students contributed on in the past shows the students that the teacher listens to student voice on a regular basis. Not necessarily 24/7. :)
  • dehumanize the act of writing
  • At the beginning of the process, you could ask a student to select to select which aspect she values the most in her writing and weight that aspect when you assess her paper.
    • leighbellville
      leighbellville on 30 Jan 18
       
      The idea of asking a student to choose which aspect "she values most" to determine the piece that will be weighted more heavily is an interesting one. I think it lends itself to creating personalized goals with students. Similar to when we ask teachers if there is a specific area they would like to focus on to receive a rating and feedback during an AIW scoring, it could create opportunities for growth and discussion between the teacher and the student.
  • ...67 more annotations...
  • rubrics can help the student with self-assessment; what is most important here is not the final product the students produce, but the habits of mind practiced in the act of self-assessment.
    • bbraack
      bbraack on 30 Jan 18
       
      Though the end product is important, I agree that it is important for the student to think about what or how they are going to go about constructing the end product.
    • jhazelton11
      jhazelton11 on 30 Jan 18
       
      True. If students could accurately self-assess, their end-products ultimately become stronger.
    • stephlindmark
      stephlindmark on 30 Jan 18
       
      This is when the true spirit of education come through when there is self reflection and self assessment occurs.
    • carlarwall
      carlarwall on 03 Feb 18
       
      The best way to get students to use self-reflection and self assessment is for teachers to also model this same practice.
    • dassom
      dassom on 04 Feb 18
       
      I often forget about the benefit of students being able to self assess. It would not be as useful in probably a math class since it's usually a yes or a no. However in a writing assignment it could help the students see how much work they need to do to get to the next level.
    • blockerl
      blockerl on 06 Feb 18
       
      I agree that it is important to encourage self-assessment. I also like to show students things I have written so they can grade me on the rubric. They enjoy critiquing their teacher. :)
  • produced less interesting essays when they followed the rules [as outlined in a rubric]
    • bbraack
      bbraack on 30 Jan 18
       
      I can see where students would be too concerned with following the rubric in writing, instead of just writing for the fun of it or pleasure of adding things to their writing that they might not when using a rubric.
    • krcouch
      krcouch on 02 Feb 18
       
      I love when they write for fun but they still need to know the basics of grammar and sentence structure etc. and even writing and then going back and doing a self evaluation would be helpful to see if they got all the required items.
    • staudtt
      staudtt on 04 Feb 18
       
      My biggest fear in creating a rubric is just this. How do I write it to encourage going the extra mile and encourage not squash creativity?
  • The second step is deciding who your audience is going to be. If the rubric is primarily used for instruction and will be shared with your students, then it should be non-judgemental, free of educational jargon, and reflect the critical vocabulary that you use in your classroom
    • leighbellville
      leighbellville on 30 Jan 18
       
      Purpose and audience are two important considerations when developing a rubric. The point of including "critical vocabulary that you use in your classroom" and ensuring that it is "non-judgemental" are pieces that can be overlooked by educators.
    • stephlindmark
      stephlindmark on 03 Feb 18
       
      I really like that this emphasizes that the rubric be free from educational jargon.
    • carlarwall
      carlarwall on 03 Feb 18
       
      Student friendly language is key if we want the student self reflection to happen.
    • Mike Radue
      Mike Radue on 04 Feb 18
       
      I think it's helpful to consider / reflect on the notion of the students as our audience in terms of assessment and feedback. Remaining non-judgemental is important to remember in the assessment mode.
  • an analytical rubric, however, will yield more detailed information about student performance and, therefore, will provide the student with more specific feedback.
    • bbraack
      bbraack on 30 Jan 18
       
      I like the idea of having two or more separate scales (analytical rubric). Some parts of an assignment or test might have the student do more and so it should have a different scale. Specific feedback for students is always important so they can understand how they did and what they might need to improve on.
  • Can different scorers consistently apply the rubric?
    • brarykat
      brarykat on 04 Feb 18
       
      I hadn't considered this being an issue until our small group assignment this week.  I've only used rubrics in isolation.  Interesting thought for teachers in department (i.e. Social Studies) using same rubric.
    • leighbellville
      leighbellville on 08 Feb 18
       
      Inter-rater reliability is essential. The goal is promoting creativity and creating clear expectations. However, by including too many details, we run the risk of formulaic writing. It is important to ensure students understand the expectations, but also stretch themselves and do not do the minimum required to reach proficiency. On the other hand, when enough detail is not included, then we can run the risk of a rubric that becomes too subjective and then two scorers can review the same piece of writing and score it differently based on their own expectations.
  • stultifying and others see as empowering.
    • Heather Whitman
      Heather Whitman on 30 Jan 18
       
      First of all, I had not seen the word stultifying before! In order for a rubric or other type of assessments to be empowering, students must understand how to use them and have examples that help guide the conversation. Students need to know the expectations and what is considered and exceeds and just beginning. We must put more ownership on the kids' ends to self-assess well before the final due date. We want kids to improve it. I have come to love checklists to help guide this.
    • stephlindmark
      stephlindmark on 30 Jan 18
       
      I just commented about how students need to see the rubric before hand so they know what is expected of them. I love the idea of using checklists more to help guide the learning.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 01 Feb 18
       
      Agreed. What good is a rubric if we don't let the students see it ahead of time? Are we setting students up for failure?
    • emmeyer
      emmeyer on 03 Feb 18
       
      Sadly, it is so easy to get wrapped up in all that we have to do in the short amount of time and not show the students the rubric, even when we know that it is more meaningful to show the rubric ahead of time.
    • blockerl
      blockerl on 06 Feb 18
       
      I feel both ways about rubrics. Rubrics certainly help the students and teachers know what is expected out of an assignment, but they can sometimes restrict a student's creativity. I feel like we saw that when we applied our rubric to some of the assignments this week.
    • trgriffin1
      trgriffin1 on 06 Feb 18
       
      I think this is a major problem for a lot of PLCs I work with. Some don't even want students to see exemplars for fear of limiting creativity.
  • post-secondary educators in all disciplines
    • Heather Whitman
      Heather Whitman on 30 Jan 18
       
      I have had quite a bit of training on assessment and rubrics and still feel it is almost impossible to write a good one. Are our post-secondary educators, many of whom don't necessarily have a teaching background, feel comfortable developing rubrics? Who is in charge of this huge task that can be career ending or career beginning for some?
    • nickol11
      nickol11 on 31 Jan 18
       
      I couldn't agree more with your thoughts here! And depending on who is assessing your rubric the feedback, grows and glows you receive will also be different. OR what one person is taught as never to include in a rubric another person is taught to always do that.
    • dykstras
      dykstras on 01 Feb 18
       
      Heather, I am with you. Right now I am torn because I am supposed to be assessing my Algebra classes by standards with rubrics created for me at the district level, but everything I read indicates that these should be teacher created. i'm not sure who is more (or less) qualified to be doing this type of work, the individual teachers or the district level decision makers?
  • current goals of solving real problems and using statistical reasoning.
    • Heather Whitman
      Heather Whitman on 30 Jan 18
       
      This perplexes me...As Mike pointed out the need to focus more on the process, do we focus too much on the final product? Can't we have separate rubrics that assess along the way to help with this? It would improve learning but and help teachers truly give a grade with multiple indicators that assess work ethic, collaboration, final product, and the process. I am glad to hear that our focus isn't always on the right answer but creating students who can reason and problem solve.
    • lisamsuya
      lisamsuya on 05 Feb 18
       
      That idea resonates with me. Rubrics to help students with the process makes sense. Maybe the learning progressions would be helpful for teachers to create rubrics for "along the way."
  • The issue of weighting may be another area in which you can enlist the help of students
    • Heather Whitman
      Heather Whitman on 30 Jan 18
       
      This perplexes me...As Mike pointed out the need to focus more on the process, do we focus too much on the final product? Can't we have separate rubrics that assess along the way to help with this? It would improve learning but and help teachers truly give a grade with multiple indicators that assess work ethic, collaboration, final product, and the process. I am glad to hear that our focus isn't always on the right answer but creating students who can reason and problem solve.
  • “Meaningfully” here means both consistently and accurately—accurately measuring the specific entity the instructor intends to measure consistently student after student.
    • jhazelton11
      jhazelton11 on 30 Jan 18
       
      As a psychology major, this was a big deal in making sure you had sound products you were using. I'm wondering how much we are testing ours today. I know some PLC's that practice scoring examples with rubrics, then discuss, to ensure they are on the same page.
    • brarykat
      brarykat on 04 Feb 18
       
      I see how beneficial rubrics can be in "meaningful" assessment.  It provides clear expectations for both teachers and students, keeps the student focused, and hopefully created to meet standards or other meaningful benchmark.  
    • trgriffin1
      trgriffin1 on 06 Feb 18
       
      I think sometimes the rubric is a tool for the teacher to score and not as much a tool for feedback and encouraging learning (from earlier in the article). When teachers common score, are they using that discussion to shape their instruction and feedback to students? I don't mean to imply they aren't, I don't currently work with a PLC willing to common score. They simply use the same rubric.
  • (whether they are rubrics or more nebulous modes of evaluation) from students is not only unfair and makes self-assessment more difficult, it maintains the traditional gap between what the teacher knows and what the student knows
    • jhazelton11
      jhazelton11 on 30 Jan 18
       
      We are running into this right now with our LMS... the new assessment piece doesn't allow us to upload the rubric. So, kids will have to do tasks without seeing the rubric. This is not okay with teachers, so hoping the tech people will build the rubric options in....
    • stephlindmark
      stephlindmark on 03 Feb 18
       
      Agreed that withholding assessment tools does a disservice to the education for the students and is can give some teachers a power trip. I am glad to hear the tech at your school are working on this piece and that the LMS has a feature to upload rubric into the system.
  • one rubric can be used to assess all of the different papers assigned in a freshman composition course.
    • jhazelton11
      jhazelton11 on 30 Jan 18
       
      We use a common rubric when assessing special education students with writing goals (although some students have modified or specific rubrics addressing the specifics of their goal).
    • krcouch
      krcouch on 02 Feb 18
       
      I love the idea of common rubrics so that the goals are spelled out. especiallywhen one teacher likes it this way and another likes it this way can be so confusing.
    • emmeyer
      emmeyer on 03 Feb 18
       
      I agree, it is nice to have the common rubric that makes all expectations the same.
  • Does the rubric relate to the outcome(s) being measured?
    • jhazelton11
      jhazelton11 on 30 Jan 18
       
      In paper-writing, sometimes we get really caught up in measuring outcomes like mechanics (capitalization, punctuation), and not content. Often we get so caught up in assessing those things, we lose sight of the higher order thinking that we are really trying to measure.
  • non-judgmental:
    • jhazelton11
      jhazelton11 on 30 Jan 18
       
      rubrics are certainly less judgemental when they are used formatively along the way during the process... it's not an end-all "gotcha"
  • system designed to measure the key qualities
    • stephlindmark
      stephlindmark on 30 Jan 18
       
      The system of a rubric can be very abstract and not concrete if being teacher made. This has pros and cons, one pro if the teacher lets the students see it ahead of time, is that the students know what is expected of their performance.
    • srankin11
      srankin11 on 05 Feb 18
       
      Agree! This can be challenging for a new teacher or one that is new to teaching that unit/class. The rubric also allows for standards to be measured in multiple assessments.
  • actually learned rather than what they have been taught
    • stephlindmark
      stephlindmark on 30 Jan 18
       
      This reiterates to me the difference we are learning between assessing and grading. It is our job as teachers to make sure all students our learning and we aren't just going through the motions of going from chapter to chapter in a textbook.
    • dassom
      dassom on 04 Feb 18
       
      Teaching is a personal profession and when a student doesn't perform well on an exam it can be a shot to the teachers ego. If we can get teachers to think of rubrics as a way to see if the students have learned it yet instead of just a summative yes or not they got it, it might become less personal and we can start focusing on how to get the students to actually learn in.
  • help instructors in all disciplines
    • stephlindmark
      stephlindmark on 30 Jan 18
       
      A beauty about Rubrics is they can be utilized in all content areas for all educators.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 01 Feb 18
       
      and they can be tailored for the specific assignment or project. I love that rubrics are not content specific and can be designed for individualized, specific things.
  • traditional gap between what the teacher knows and what the student knows
    • stephlindmark
      stephlindmark on 30 Jan 18
       
      This makes me emotional and the emotion I feel is anger. That there are teachers that are still out there that try to one up the student and have a power trip. As an educator and mother of three students myself I see this and have to play the politically nice card and try to listen instead of get mad during conversations with teachers. This class is giving me knowledge on the importance of assessments and different types.
  • Well-designed rubrics
    • stephlindmark
      stephlindmark on 30 Jan 18
       
      As stated in one of the videos teachers are not taught in pre-teaching programs how to ask good questions, nor do I think we were taught how to prepare well written rubrics. If rubric are well designed they should not be "formulaic" in their outcomes.
  • But she did it without saying anything coherent
    • stephlindmark
      stephlindmark on 30 Jan 18
       
      I would say this student was not given a well written rubric.
    • staudtt
      staudtt on 04 Feb 18
       
      Agreed. The rubric apparently wasn't written so that it focused on an outcome the required something coherent.
    • Jen Van Fleet
      Jen Van Fleet on 06 Feb 18
       
      Leave it to kids to take your words literally in order to drive you figuratively insane. This just goes to show that a rubric shouldn't be driving students to one right answer but rather guiding them towards quality and learning.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 06 Feb 18
       
      Absolutely. Kids will pick out one or two words and take them out of context. Is that what the intent of the rubric was? most likely no, but we need to teach the students that the rubric is a guide for expanding their learning with a few checks throughout the process.
  • mitagate both teacher bias and the perception of teacher bias
    • stephlindmark
      stephlindmark on 30 Jan 18
       
      Anything to mitigate teacher bias is an improvement for many teacher assessments and evaluations of student learning.
    • emmeyer
      emmeyer on 03 Feb 18
       
      So true, removing teacher bias is difficult, and when we can do it, it is a good thing.
    • dassom
      dassom on 04 Feb 18
       
      I love the term real-life learning. Most professions don't have a good and bad type of employee. There are different levels of employees, and there's usually room for improvement.
    • brarykat
      brarykat on 04 Feb 18
       
      In this respect, rubrics protect both the student and teacher. This document removes any possible bias perceived by students and/or parents.
    • blockerl
      blockerl on 06 Feb 18
       
      The problem, which I don't know that it is really a problem, is that grading writing is biased. What I find creative or thoughtful might not be what another teacher thinks. The rubric can assess the prescriptive things like thesis, intro., conclusion, etc.
  • achiev[ing a] new vision of statistics education.
    • nickol11
      nickol11 on 31 Jan 18
       
      This is also true for the review systems for many companies. As I talk more and more with my friends outside of education, they talk of the rubrics that are used for their evaluation processes. I think that it is important as we teach students that they are able to relate their learning to rubrics as someday they will have to transfer that knowledge and understanding to their someday job/career.
  • a clear understanding of how rubrics operate
    • nickol11
      nickol11 on 31 Jan 18
       
      I really feel like many times when teachers are lost building rubrics they really need to zero in on the criteria needed to meet each indicator level. That said, they also need to model and communicate these items with their students.
    • emmeyer
      emmeyer on 03 Feb 18
       
      I agree with both of your points here. The indicator level makes the rubric clear and effective or not so much. Also, it is key for students to know what is expected of them. We, as adults, want to know what is expected of us, but we often think that students don't...which doesn't make sense.
  • wrote poorly when writing, as we might say, to the rubric
    • nickol11
      nickol11 on 31 Jan 18
       
      Have we considered to present the assignment to the students with the criteria THEN midway through the creative process bringing in the rubric so that students can assess their own work but still not lose their individuality?
  • Do the students find the rubric helpful?
    • nickol11
      nickol11 on 31 Jan 18
       
      I always find it helpful that in designing my rubrics (especially now when our school is building learning targets, assessment plans and more rubrics) that I test them out in my classrooms. They not only provide me feedback to student learning but I also have students provide me feedback as to how they are written, what I can change or add to make them work better for them. It also gives them even further buy-in to what you are doing in the class, as well and shows that you respect that there may be changes in learning but you are there for the student.
  • shared with students prior to the completion of any given assignment
    • hansenn
      hansenn on 01 Feb 18
       
      I think rubrics should always shared with students when they start the assignment. so for me it is not an "IF:
    • dykstras
      dykstras on 01 Feb 18
       
      I agree Noel! Mine are posted along side my standards and learning targets in my room, and constantly referred to.
    • krcouch
      krcouch on 02 Feb 18
       
      I agree completely. I think the kids should know ahead of time what the expectation is.
  • reports that extensive use of rubrics can help minimize students’ educational disparities and bring fairness into assessment on numerous levels:
    • hansenn
      hansenn on 08 Feb 18
       
      As long as the rubrics are well constructed and use I believe they do help lead to more equality and consistency in assessment. Teachers that give the same assessments, also need to review the rubrics together for consistency across schools and district.
  • students to simply make sure their essays have those features
    • hansenn
      hansenn on 08 Feb 18
       
      Many students will just complete the assessment to meet the requirements in the rubric, but students are then meeting the expectations you wrote in the rubric. If you want them to do more change the rubric. What would happen if you did not share the rubric some might do more than expected and many would not because they have no idea what is expected.
  • Look at some actual examples of student work to see if you have omitted any important dimensions.
    • lisamsuya
      lisamsuya on 05 Feb 18
       
      Looking at actual examples of student work ahead of time is a good idea. When we created the rubric for the Assess This assignment, we only had one example of student work. Then when we were given more pieces to assess, we quickly learned that the rubric would not work for all of the types of pieces that needed assessed.
    • hansenn
      hansenn on 08 Feb 18
       
      Sometimes after using a new assessment an rubric, I reflect and notice the mistakes I made when creating the rubric and revise it. When you have students examples it makes it easier to evaluate your own rubric.
  • given their association with standardized assessment
    • dykstras
      dykstras on 01 Feb 18
       
      Last I checked, the iowa Assessments were not scored by a rubric. This is something I continuously struggle with. if students, teachers, buildings, and districts are measured by standardized test scores, why do we push for standards based assessments and rubrics? This will be the first year I have never taught specific focus lessons geared to higher achievement on the iowa Assessments. My district wanted me to pilot standards based assessment so I am going all out! Can't wait to compare and contrast previous years' scores to this year. Stay tuned!
  • formulaic writing
    • dykstras
      dykstras on 01 Feb 18
       
      Sounds more like a checklist approach. Who hasn't been guilty in their life of following a rubric like a checklist? Almost human nature.
  • “checksheets.”
    • dykstras
      dykstras on 01 Feb 18
       
      There's my checklist comment! Should have kept reading :-) When I think of this in math though, I must admit it's a struggle to NOT say these skills are level 1, these are level 2, and so on.
    • Jen Van Fleet
      Jen Van Fleet on 06 Feb 18
       
      I do see the checklists especially in math as a benefit when collaborative teacher teams are discussing what exactly the foundational skills of a priority standard look like and what dots to connect if a student is far away from achieving proficiency. I don't think that kind of learning progression would translate for a student who would see it as a checklist.
    • trgriffin1
      trgriffin1 on 06 Feb 18
       
      I think the checklist and deep learning piece are not necessarily mutually exclusive. The checklist may require certain content (based on the unit of study or course topic) but the rest of the rubric can be skill focused and framed in a growth model.
  • there has been “notable increases in the use of open-response questions, creative/critical thinking questions, problem-solving activities, […] writing assignments, and inquiry/investigation.”
    • dykstras
      dykstras on 01 Feb 18
       
      This ties in directly with a comment I made earlier, "How does this help increase student achievement scores of high stakes standardized assessments like the Iowa Assessments.
  • Focus, Support, Organization, Conventions.
    • dykstras
      dykstras on 01 Feb 18
       
      Good for us Group 1! We pretty much came up with these same criteria for our rubric :-)
  • Weighting
    • dykstras
      dykstras on 01 Feb 18
       
      I have to admit as a math teacher this peaks my interest the most. Would love to work with teachers who establish their own grading criteria for rubrics but want help 'converting' that into a conventional grade for reporting purposes i.e. report cards.
  • Modify accordingly
    • dykstras
      dykstras on 01 Feb 18
       
      As should be the case with anything we do as professional educators.
    • jwalt15
      jwalt15 on 06 Feb 18
       
      I agree with you Shawn. Professional educators are constantly modifying and adapting their instruction to the meet the needs of their students and the curriculum. Change means growth and learning are taking place for both the student and the teacher.
  • that rubrics provide students with clear and specific qualities to strive for in those assignments that “are open-ended, aligned more closely to real-life learning situations and the nature of learning”
    • krcouch
      krcouch on 02 Feb 18
       
      I agree that it helps the students know what they need to strive for instead of just open ended questions and then you get back your grade and you did not do well because it wasn't what the teacher wanted. I struggled with this in my undergrad classes.
    • stephlindmark
      stephlindmark on 03 Feb 18
       
      I agree with this too that it provides students with the clear and specific qualities of the academic piece of material they are working on to be assessed. I have never thought about it being related closely to real-life learning situations though which is an imperative connection that should be made.
  • ‘some rubrics are dumb.’” He recounts,
    • stephlindmark
      stephlindmark on 03 Feb 18
       
      I would say to that, it was a poorly written rubric is it is "dumb".
  • Usually a numerical value is assigned to each point on a scale
    • stephlindmark
      stephlindmark on 03 Feb 18
       
      This has been my experience with rubric to be very specific in the world of special ed. especially when using them for IEP goal writing.
  • vital to the process and/or product of a given assignment,
    • carlarwall
      carlarwall on 03 Feb 18
       
      When I see the word vital in this statement, it reminds me that we should only be assessing the qualities that are truly important. We need to be so careful when we are creating and assessing student work to not over assess or under assess our students.
    • staudtt
      staudtt on 04 Feb 18
       
      I think this is true. Sometimes as teachers we feel the need to give a grade to everything. And while we are constantly assessing, we need to focus on the the things that are vital for the student to know.
    • jwalt15
      jwalt15 on 06 Feb 18
       
      I agree with both of your statements. The word "vital" does remind the teacher to assess only what is truly important. It is very easy for teachers to loose focus on the important skills being taught and turn their attention to mundane details that are easier to define like writing mechanics or content presentation.
  • rubrics to both assess and encourage student learning.
    • carlarwall
      carlarwall on 03 Feb 18
       
      This statement stands out to me because we should use rubrics for many purposes. Many times teachers just want to use the rubric to grade. We need to think about the feedback that we give students on a rubric as a way to encourage them to continue to push themselves in their learning and set goals for themselves.
    • dassom
      dassom on 04 Feb 18
       
      I really like the word encourage here. I do not really show the kids the rubric I am grading them on (although I should). I don't know if my students are mentally there to "want" to move to the next progression. Currently I am doing a lot of forcing to learn. I think that encourage puts the wanting to learn on the students shoulders.
    • trgriffin1
      trgriffin1 on 06 Feb 18
       
      I like this concept - assess and encourage, not just evaluate and move on to the next assignment. In my opinion, this is where the learning on assessment and feedback is so important for teachers and students.
  • When instructors plan on grading student thinking and not just student knowledge, they should articulate the vital features that they are looking for and make these features known to the student.
    • carlarwall
      carlarwall on 03 Feb 18
       
      Students should not have to play a guessing game with instructors. We as teachers need to be transparent with our students about what they need to know and should be able to demonstrate.
  • rubrics should be used in conjunction with other strategies
    • carlarwall
      carlarwall on 03 Feb 18
       
      So important to remember that rubrics are not the only way to provide feedback to students.
    • srankin11
      srankin11 on 05 Feb 18
       
      True! I would hope by the time that the students complete a project to get graded on by a rubric, that they have received feedback from formative assessments along the way.
  • some educators see
    • dassom
      dassom on 04 Feb 18
       
      I think it's important to understand both sides of why teachers may or may not be in favor of rubic. In a math class it seemed unresonable and unnecessary to use a rubric until we started talking about standard based grading. It still a hard concept I am wrapping my head around but I am getting there. I have had WAY more instruction than other math teachers in building and district so I know it will be a huge struggle for them to see the value.
  • become wooden
    • dassom
      dassom on 04 Feb 18
       
      This reminds me of readings we did that talked about rubics killing the creativity of the writings. It is definately a con, but for some students might help them get started in the writing process.
  • With your colleagues
    • dassom
      dassom on 04 Feb 18
       
      This is important. If you are going to go into rubric style grading you want input from like content people. I teach 8th grade math, and would want input from 7th and 9th teachers when developing rubrics.
  • different levels of that “deep learning”
    • brarykat
      brarykat on 04 Feb 18
       
      The examples of why rubrics haven't been appreciated mainly boil down to poor design.  I like this statement because it shows the flexibility of rubrics.  The creator can decide how in-depth the learning can go or encourage the student to expand beyond with skinny columns.
  • different
  • A rubric that tells students, as a typical example, that they will get an A for writing a 1000 word essay that “cites x number of sources and supports its thesis with at least three arguments” will lead students to perceive writing as a kind of “paint-by-number” endeavor (Mathews).
    • Mike Radue
      Mike Radue on 04 Feb 18
       
      When I see a rubric performance descriptions include a certain number of something, I can't help but think about this.
    • srankin11
      srankin11 on 05 Feb 18
       
      In this case, a teacher could use a checklist instead of a rubric. Trying to reach a specific number seems like it would cut down on the quality of some student work and only produce quantity.
    • tifinif
      tifinif on 06 Feb 18
       
      I understand this type of rubric but have also wondered what # of words/ correct words/spelling etc. constitutes an A/B/C...grade. What an A means to mean might not be the same to another person.
  • I once gave extra credit to a student who realized that without providing a shred of meaningful content she could meet all the requirements of a state writing rubric he posted in his classroom. As required she used the word “persuade” and two synonyms, composed a clear topic sentence and closing sentence, and made no spelling or grammatical errors.
    • Mike Radue
      Mike Radue on 04 Feb 18
       
      Even a well-intentioned rubric can leave something to be desired. This sounds more like a checklist but begs the argument around having a criteria for coherence.
  • Similarly, Heidi Andrade, in her study, “The Effects of Rubrics on Learning to Write,” has found that, while rubrics increased her students’ knowledge of the grading criteria and helped most of her students (especially the young male students) do well on the state writing test, many of the young female students, who had been more expressive in previous writing assignments
    • Mike Radue
      Mike Radue on 04 Feb 18
       
      I find this interesting. The formal, structured writing is favored and the in this particular task, the expressive abilities of a writer are not assessed and reported on and/or flexibility to consider creative structures is not in place. We should look at a student's overall writing abilities in a variety of settings.
  • problem-solving, inquiry-based, student-centered pedagogy replacing the traditional lecture-based, teacher-centered approach in tertiary education
    • staudtt
      staudtt on 04 Feb 18
       
      This to me is important. I try to use rubrics to assess the more inquiry/student centered work I do. There is still a place for teacher centered as there are skills that must be conveyed to all students for foundational learning. Finding that balance between teacher and student based is what can be challenging.
    • srankin11
      srankin11 on 05 Feb 18
       
      I agree that there needs to be a balance and that balance can be challenging. I believe this is important as it helps to reach all learning styles.
  • weight dimensions differently
    • staudtt
      staudtt on 04 Feb 18
       
      I need to figure out a way to do this within our standards based grading system.
  • increases the likelihood of a quality product
    • srankin11
      srankin11 on 05 Feb 18
       
      It can be challenging and time consuming to create a quality product. In my opinion, teachers that can work in teams to develop rubrics have a bonus. Several minds working together may help to produce a better rubric. A quality rubric is important so students do not have to guess what teachers want as they work on a project.
    • trgriffin1
      trgriffin1 on 06 Feb 18
       
      Also, I think the teachers having that discussion is powerful - it can help develop their ideas or challenge misconceptions. I know some teachers fear students looking at an exemplar or rubric and all students creating basically the same thing. I think that is an error of instruction/feedback/design and not a student error. I think teachers having that discussion can prevent that type of problem.
  • description of the work rather than judgments about the work.
    • lisamsuya
      lisamsuya on 05 Feb 18
       
      Descriptive vs evaluative is another way to think about this. It is difficult to keep evaluate words from our feedback and from rubric descriptions but descriptive feedback is more beneficial than evaluative feedback for students learning.
  • we need a rubric to judge our performance—
  • However, for the student to successfully use a rubric this way, the criteria must be made clear to them and the jargon used must not only be understandable to the student but also be linked specifically to classroom instruction.
    • jwalt15
      jwalt15 on 06 Feb 18
       
      This is a powerful statement because it doesn't do any good to share rubrics with students if they don't understand the expectations or the way the teacher is using the rubric. Older students should have a better understanding of rubrics because they should have more experience with them. I think that younger students would benefit from initial exposures to rubrics especially since more and more teachers and employers are using them.
  • “Perhaps the greatest potential value of classroom assessment is realized when we open the assessment process up and welcome students into that process as full partners”
    • tifinif
      tifinif on 06 Feb 18
       
      I think that this would be interesting to see what students consider valuable in the assessment. What is it that they want to gain from their input?
    • tifinif
      tifinif on 06 Feb 18
       
      Totally agree. This goes back to the days when you study for a test, take the test and then do poorly because nothing you studied for was included on the test. If students have input or are able to know the expectations the results will hopefully reflect actual student learning.
  • teacher
  • explicit performance criteria, along with supporting models of work, make it possible for students to use the attributes of exemplary work to monitor their own performance
  • The result is many students struggle blindly, especially non-traditional, unsuccessful, or under-prepared students, who tend to miss many of the implied expectations of a college instructor, expectations that better prepared, traditional students readily internaliz
    • tifinif
      tifinif on 06 Feb 18
       
      I think that having students of all ages know the expectations or knowledge of what is required for grades is crucial. As an adult it is important that we are clear with what we are assessing. Time is valuable at any age but certainly as an adult learner I don't want to spend hours working on a project only to find out that what I present or do was not relevant.
  • Can students and parents understand the rubric?
    • jwalt15
      jwalt15 on 06 Feb 18
       
      It is important that students and parents understand the rubric because usually the project grade is the product or reflection of the rubric. If the students or parents don't understand the components of the rubric, then they will question the validity of the grade that was given.
  • to assess our rubric
    • blockerl
      blockerl on 06 Feb 18
       
      I agree. When we make these rubrics, we do need to discover its effectiveness.
  • “red” or “reddish,
    • trgriffin1
      trgriffin1 on 06 Feb 18
       
      Sometimes this looks like teachers' favorite parts - marking up the sheet in every possible way. I personally don't even have red pens! I think it sends the wrong message.
  • to a hit or miss endeavor
    • trgriffin1
      trgriffin1 on 06 Feb 18
       
      This is why students see school as a game and only want to talk about how to get more points.
  • static
    • trgriffin1
      trgriffin1 on 06 Feb 18
       
      I think the classic example of this is something like "3-5 spelling errors" as a criterion. Some rubrics are bad because they focus on delimiting every possible error instead of being growth or learning focused.
Wendy Arch

"Personalized" vs. "Personal" Learning - 2 views

moodlesw.aealearningonline.org/...view.php

shared by Wendy Arch on 16 Feb 20 - No Cached
  • The tasks have been personalized for kids, not created by them.
    • jnewmanfd
      jnewmanfd on 16 Feb 20
       
      At this point in the article, I have many thoughts floating around. One major thought comes to mind. Can we ever fully personalize our classrooms? I get the points given here, but as a functioning society don't we have to conform a little bit? As parents, I think we do this to our children more than most of us would like to admit and certainly our schools follow suit. Also this first line here, isn't this what state standards do? Provide some sort of standardized leaning? Or is it simply saying that kids should be able to design how they will progress through a certain standard? A student chooses his or her own path to the end. However, if is a standard of no interest to me and you make me do it anyway is that truly personal learning? I'm starting to feel like flip flopping politician.
  • folly of believing that everything can and should be reduced to numbers.[7
    • jnewmanfd
      jnewmanfd on 16 Feb 20
       
      This seems to go against our current reality in my school. We're told that everything has to be data driven or evidence based. On the surface that makes sense, but my issue has always been that we are dealing with people not things. We work in a system filled with a multitude of variables and I would agree that there is a folly in believing that everything can be reduced to numbers. The more I read this article, the more I am thinking that we might be looking at turning the traditional school upside down on it's head.
  • Our kids (and we ourselves) are suddenly walking around with access to the sum of human knowledge in our pockets and connections to literally millions of potential teachers. It’s a dramatic shift that requires new literacies to navigate all that access and, importantly, new dispositions to take advantage of it for learning.
    • jnewmanfd
      jnewmanfd on 16 Feb 20
       
      Yes, our kids today are walking around with infinite knowledge at their finger tips. Yes, they don't know how to use it and when they are provided the opportunity, they don't seem to use it. I'm not saying that they can't or won't. I'm saying that from my experiences, they are trained not to do so. So many students do not realize their own potential for learning. They want to wait for the teacher to tell them what to do, what the correct answer is, or how to go about a particular task. Maybe we trained them too well. I 500% agree that we need to teach this skill. I also know that I have struggled to do this myself. If asked, I would have say, no I don't how to teach these new literacy skills. It's talked about, but I haven't seen any real professional development on the subject. If you know of any, please share.
    • lwinter14
      lwinter14 on 17 Feb 20
       
      I couldn't agree more with your ideas about students not knowing how to use the knowledge. Sometimes they ask me the simplest question and are offended that I don't have the answer for them. To which I ask, how could you find the answer? I feel as though they only take advantage of having that knowledge at their fingertips when it's a direct benefit to them and seems simpler than relying on someone else for the information. I encourage so many of my students to think through investigations for themselves and to try and come up with possible answers first. So many of them want to sit and wait for me to tell them everything and haven't realized how much more power there is in learning it if they put in the cognitive effort first. Coming from the same district, I also don't know how we teach them how to persevere through that when they just want to take the easy route, but there have to be some strategies out there that help to break down that "instant gratification mindset."
  • ...19 more annotations...
  • Personalization is often used in the ed-tech community to describe a student moving through a prescribed set of activities at his own pace. The only choice a student gets is what box to check on the screen and how quickly to move through the exercises.
    • jnewmanfd
      jnewmanfd on 16 Feb 20
       
      Yikes and ouch. Time for some personal reflection. I would say that I have done exactly this. I'm also fairly sure that personalized learning is what I would have called it. Letting students move at their own pace and not be anchored down by others in the classroom. I agree with most of this article. In fact it sounds like an utopia classroom. Students working on problems in their own way, connecting their own dots, learning new skills so they self progress along their chosen path.... At the end of reading though, I'm right back to my roadblock. How do I even begin to manage this or set it up in the first place? Thinking from the science view, we use a lot of materials and supplies, having to have these items available gives me enough anxiety alone.
  • but every mechanism we use to measure it is through control and compliance.’
    • lwinter14
      lwinter14 on 17 Feb 20
       
      I often wrestle with these different questions/thoughts from a high school perspective. Personalization seems like a great way to reach each individual students' interests and needs, but the logistics of measuring progress always surface. How do we ensure students are still meeting all of the state standards and critera so that they can earn a credit that is satisfactory for graduation? How do we make sure that things are coded appropriately so that those courses are recognized by post-secondary institutions? How do we allow personalization but don't limit it because of the need to be compliant for some things?
    • mpercy
      mpercy on 21 Feb 20
       
      I really think to implement a system which uses a personalized approach, the whole system by which we operate would need to be changed. High school graduation requirements would need to be adjusted as well as college entrance requirements.
  • A personalized environment gives students the freedom to follow a meaningful line of inquiry, while building the skills to connect, synthesize and analyze information into original productions.
    • lwinter14
      lwinter14 on 17 Feb 20
       
      This sounds like a great opportunity for a lot of my students, but I'm not sure it will also fit every student's needs. The more flexible schedule and choice inherent within it worries me about some of my students who really struggle with staying on task and making progress. I wonder how much structure would need to be embedded for these students and would it alter it to the point that it wouldn't be considered personalized?
    • mpercy
      mpercy on 21 Feb 20
       
      In theory, giving students a choice in what and how they learn would eliminate the need to keep them focused and on track. However, we have students in our classrooms today we know would struggle with this! As with any method of teaching, there would be students that would love it and thrive while others would struggle and need more intervention. Not every individual could learn this way.
  • She cautions educators who may be excited about the progressive educational implications for “personalized learning” to make sure everyone they work with is on the same page about what that phrase means.
    • lwinter14
      lwinter14 on 17 Feb 20
       
      There are certainly some changes that need to happen on a macro level if we want to reach our students in the optimal way. State assessments would need to change, the way that colleges rate students may need to be different and even the way college is taught could have implications. What happens if we are teaching these high schoolers in innovative ways that are truly personalized, but then a students ends up in a freshmen lecture hall with 300 students and is put back into that cookie-cutter scenario? Will they be prepared with the skills to handle that?
    • tkofoot
      tkofoot on 23 Feb 20
       
      I agree with you. We find ourselves teaching for the standardized tests. We need to find out what the expectations are in college to ensure kids are learning skills that allow them to succeed in all classroom settings.
  • However, in order to navigate the system of accountability in the U.S. educational system, many school district leaders require public school educators to teach a specific curriculum that will be evaluated on standardized tests
    • mpercy
      mpercy on 21 Feb 20
       
      This is a big hurdle to overcome if we are to adopt a personalized learning environment. How can we make sure that students know the curriculum they will be evaluated on before going on to college or other programs after high school. Can they still demonstrate success on these tests?
    • jhatcher
      jhatcher on 21 Feb 20
       
      My school as adopted EL Reading LA curriculum. It is very scripted and all kids read 4 books through the year. Choice in reading has really taken the backseat. No room for personalized learning here.
  • Technology was strikingly absent from these conversations.
    • mpercy
      mpercy on 21 Feb 20
       
      This surprises me as it has been a focus for many districts to become 1:1 with technology. I would think that to become more personalized technology would need to be implemented.
  • After decades of this approach, it is clear that all children don’t learn the same way and personalization seems to honor those differences.
    • jhatcher
      jhatcher on 21 Feb 20
       
      Educators know this and have for a long time. We know our students have changed. I'm so glad to be in this class but I do not feel my administrators will support this because it is not going to fit into their mold- I can statements, success criteria, evaluation. Personalized learing is different!
  • because of the larger preoccupation with data data data data data
    • kimgrissom
      kimgrissom on 22 Feb 20
       
      I love Alfie Kohn but this is a scathing assessment of the data-based movement. I get that not all things can and should be reduced to numbers and I tend to agree with his assessment of the dangers of these things being our focus. However, there has to be some way to see if we're making progress other than just individual feelings.
  • One final caveat: in the best student-centered, project-based education, kids spend much of their time learning with and from one another. Thus, while making sense of ideas is surely personal, it is not exclusively individual because it involves collaboration and takes place in a community.
    • kimgrissom
      kimgrissom on 22 Feb 20
       
      I think this is a very important point as I think about personalized learning and what it might look like. My understanding of personalized doesn't exclude collaboration, but there are models that have the potential to be isolating.
  • We don’t need personalization as much as we need to promote and give opportunities for our kids to do personal learning. And while they come from the same root, those two words are vastly different. “Personalized” learning is something that we do to kids; “personal” learning is something they do for themselves.
    • kimgrissom
      kimgrissom on 22 Feb 20
       
      To me, this is the most important point in all three of these articles. But this is such a complex issue in schools today. The pressure of all that students must learn and be prepared for has led us to a place where there is far less personal learning in schools. And at the same time, it would probably be more efficient (time-wise) to let project-based, personal learning meet the standards BUT we've also gotten to a place where funding cuts mean it's almost impossible to move away from the industrial model because the more personal project-based model requires more and different human resources. In other words, at the same time that there is more to learn and more concern about students having the engagement and perseverance to get there, we have less money to rebuild a system that currently gets us by with high student to teacher ratio.
  • If we can’t engage our kids in ideas and explorations that require no technology, then we have surely lost our way. Big questions, passion, personal interest are what should drive our use of technology, not the other way around.
    • kimgrissom
      kimgrissom on 22 Feb 20
       
      Yes. This. So much of this. To me, this is what I love about the Blend/Flip cohort and AIW. Both of these concepts start with the kids and the content and how to engage them in the real ideas at the heart of the matter and then look at the best way of getting students to that goal with or without technology.
  • describe a student moving through a prescribed set of activities at his own pace. The only choice a student gets is what box to check on the screen and how quickly to move through the exercises.
    • tkofoot
      tkofoot on 23 Feb 20
       
      This reminds me of the online courses I have observed students complete over the past few years.
  • When that happens, the structures around the classroom&nbsp;leave&nbsp;little room for the kind of authentic, whole-child personalization many teachers dream of offering.
    • tkofoot
      tkofoot on 23 Feb 20
       
      I know it is hard for me to give up structure with my Special Education students. This may be easier in personalized learning with students that have learned the skills to self-regulate and stay on task.
  • truly personalized learning experience requires student choice, is individualized, meaningful and resource rich.
    • tkofoot
      tkofoot on 23 Feb 20
       
      I think we have students that will be successful with this learning. Some students may not be prepared. How do we determine which students can be successful?
  • It’s as if engaging them in learning without technology has become this impossible task.
    • tkofoot
      tkofoot on 23 Feb 20
       
      I do not believe in just the Google classroom. I believe in engaging students with the community, books, and conversation.
  • animates “competency-based progression,” “mastery learning,” and programs that tweak the “delivery of instruction.”
    • Wendy Arch
      Wendy Arch on 23 Feb 20
       
      Could this also be at the center of the difference between credit recovery online/personalized learning and more robust project-based/personalized learning? If a program's goal is to get students the bare minimum of credits for a basic diploma (ala GED), then this style might make sense. If we're thinking of a broader, system-wide approach, then this attitude it definitely at the heart of a lot of fears about the automatization of education.
  • Simpler strategies, such as having kids choose, read, and discuss real books from the library may be more effective
    • Wendy Arch
      Wendy Arch on 23 Feb 20
       
      This is what lives at the core of my department's belief in individual reading. Every Friday, students in English 9, English 10, English 11/12, and American Literature read a book of their choice. There are no assignments attached. This "simpler strategy" is based on Kelly Gallahger's work in Readicide.
  • By assigning the lecture at home, we’re still in charge of delivering the curriculum, just at a different time.
    • Wendy Arch
      Wendy Arch on 23 Feb 20
       
      THIS!!!! THIS 1000% times over! It takes twice if not three times as long to prepare a flipped lesson than a live lecture. This is a point most people don't want to talk about. We're still putting in the time and effort -- it just changes to outside of class time -- which puts the onus on us. Instead of completing the majority of my work during the school day, I'm completing the majority of it outside of school in the evenings and weekends.
  • The assumption here is that curriculum can be broken into little pieces, that skills are acquired sequentially and can be assessed with discrete, contrived tests and reductive rubrics.
    • Wendy Arch
      Wendy Arch on 23 Feb 20
       
      Is this not what Standards Based/Referenced Grading believes? I am not at a SRG school, so I haven't gone through the process. My experience comes with a testing/data collection software our school is piloting called Performance Matters. All questions are tied to standards and wrapped up nicely-packaged in pretty color-coded data to allow teachers to quickly assess and regroup students based on ability or skill-demonstration. This sounds great - an easy to push students who already know the material and help students who don't - but it is testing actual growth or just test taking ability?
dsnydersvjags

ol101-f2020: Iowa Online Teaching Standards - 1 views

moodlesw.aealearningonline.org/...view.php

shared by dsnydersvjags on 17 Sep 20 - No Cached
  • Knows the content of the subject
    • Janet Wills
      Janet Wills on 17 Sep 20
       
      I like to keep in mind that content is king- any technology used has to be useful to help students understand the content or learn skills
    • erinlullmann
      erinlullmann on 20 Sep 20
       
      This is definitely something that has been on my mind throughout remote learning and as my school moves toward 1:1 devices. We can't simply use technology for the sake of using technology. How can the technology enrich the learning of the content?
  • Demonstrates competence in planning, designing, and incorporating instructional strategie
    • Janet Wills
      Janet Wills on 17 Sep 20
       
      need to have a knowledge of tools available and a way to curate them
  • Networks with others involved in online education for the purpose of professional growth
    • Janet Wills
      Janet Wills on 17 Sep 20
       
      important to know who in your district you can bounce ideas off of and be able to help colleagues
  • ...19 more annotations...
  • appropriate for online education
    • arbonneannie1
      arbonneannie1 on 18 Sep 20
       
      This goes hand in hand with a few others; however, I felt it was noteworthy as a reminder that online instruction is different from face-to-face instruction and effective practices will likely look different in each place. Make sure to plan with that purpose in mind.
    • erinlullmann
      erinlullmann on 20 Sep 20
       
      I completely agree! This is where I think many teachers are struggling right now with remote teaching - we are trying to do what we do in the face-to-face classroom and transfer it to online. This is not necessarily the fault of the teacher as we haven't been trained on quality online instruction. This is my goal for the current school year - to develop a PD plan for our teachers on how to instruct online.
    • travisnuss
      travisnuss on 20 Sep 20
       
      I've been trying to create a blending learning environment this year that both my students who are "hybrid" and face to face can utilize. I think if I was creating curriculum as well as a separate online course, I'm looking at burning out pretty fast. I've already noticed the amount of extra time it is taking to get my five different preps to be appropriate for both.
  • including rubrics for student performances and participation
    • arbonneannie1
      arbonneannie1 on 18 Sep 20
       
      Communication is key in any learning environment; however, it seems to have a larger role in the online world. I appreciate the reminder of including rubrics as they serve as a great communication tool on expectations and assessment.
  • Tailors instruction to meet the different needs of students
    • arbonneannie1
      arbonneannie1 on 18 Sep 20
       
      This is an area I need to continue to learn more about. It seems that the online environment lends itself well to differentiation.
    • erinlullmann
      erinlullmann on 20 Sep 20
       
      This is an area that also presents challenges in my mind. What does that differentiation look like for online environments?
  • Creates a learning community that encourages collaboration
    • arbonneannie1
      arbonneannie1 on 18 Sep 20
       
      This is one of many reasons why I enrolled in the 101 course. Collaboration looks different in the online classroom and I want to continue to develop tools to provide the optimum collaborative environment.
  • Utilizes a course evaluation and student feedback data to improve the course
    • erinlullmann
      erinlullmann on 20 Sep 20
       
      This is something that is not included in the Iowa Teaching Standards. I like the idea of this, but I think as the teacher of the course it can be a little scary to ask students for their feedback. It should be a part of every course both face to face as well as online after students are at an age in which they can effectively offer feedback. I think there are ways that questions can be asked to get quality feedback instead of just "I didn't like this course." I also appreciate that the emphasis of this standard is on improving the course based on the feedback. The continuous process of improvement is so important for all teachers.
  • Proposed Online Teaching Standards
    • erinlullmann
      erinlullmann on 20 Sep 20
       
      My professional learning goal for the current school year is to create a professional development plan for our elementary teachers as we begin to implement 1:1 devices. I think it would be important / helpful for me to incorporate these standards while I create the plan.
  • Communicates with students effectively and consistently
    • travisnuss
      travisnuss on 20 Sep 20
       
      This is one I am struggling with right now with my hybrid students. Unless they communicate with me on the days they aren't in school, I haven't done the best reaching out those students to see what their needs are. Fortunately, the days they are in class, I do try and touch base with them to see where they are at, if they need help and if they can get that help during the day while they are in school.
  • Aligns assessment with course objectives
    • brippentrop-nuss
      brippentrop-nuss on 22 Sep 20
       
      Key in any assessments. Important to include formative assessments to make sure students are on track to meet course objectives
  • Has experienced online learning from the perspective of a student
    • brippentrop-nuss
      brippentrop-nuss on 22 Sep 20
       
      Although helpful to understand some of what the students are experiencing. It could be a struggle if you are a frequent online student and are "use" to the structure on online course it's easy to forget what it feels like to be a new online learner. Also, adults sometimes learn different than students.
  • student feedback data to improve the course (Varvel VI.F)
    • cjd203
      cjd203 on 24 Sep 20
       
      I think that using feedback is a great tool to get a feel for how students feel about a course. what kinds of things could be added or removed to improve the overall experience for the learner.
  • student feedback data to improve the course (Varvel VI.F)
  • synchronous/asynchronous
    • cjd203
      cjd203 on 24 Sep 20
       
      The use of synchronous and asynchronous instruction in online teaching, jumped out at me. It has been an area of focus and discussion in some of the other B/F classes I have enrolled in. I wasn't aware of the difference between the two models before taking such classes.
  • ailors instruction to meet the different needs of students, including different learning styles,
    • cjd203
      cjd203 on 24 Sep 20
       
      I think the concept of differentiation is well understood by most educators but often poorly implemented. A great way to meet the needs of a diverse group of learners is to use an intelligence inventory at the beginning of the year to identify different learning styles. Allowing for choice and autonomy in the classroom supports differentiation as well.
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation
    • cjd203
      cjd203 on 24 Sep 20
       
      I feel like most teachers/educators do this when they go through their syllabi at the beginning of a course. I try to do it with each unit that we do as well to make sure learners are aware of learning targets. I have seen some teachers write objectives on the board daily to keep students on track (this is great practice).
  • Demonstrates ability to enhance academic performance and support for the agency's student achievement goals
  • • Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.) (SREB B.3, Varvel III.B)
    • dsnydersvjags
      dsnydersvjags on 28 Sep 20
       
      Whew! Not yet - but I am working on it. I am fairly tech savvy, but sometimes the amount of computer work needed is overwhelming and I just get tired of sitting. I love being able to interact with my students - I learn more about them from the face to face, and it is tougher to get to know them when we are online.
    • dsnydersvjags
      dsnydersvjags on 28 Sep 20
       
      Whew! Not yet - but I am working on it. I am fairly tech savvy, but sometimes the amount of computer work needed is overwhelming and I just get tired of sitting. I love being able to interact with my students - I learn more about them from the face to face, and it is tougher to get to know them when we are online.
  • • Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F)
    • dsnydersvjags
      dsnydersvjags on 28 Sep 20
       
      This is always good for me - especially in my ICCC classes. I want to know how effective I have been. I want that student feedback - even if it is 'bad' - that way I know what I need to improve and/or work on for the next time I teach that course.
    • dsnydersvjags
      dsnydersvjags on 28 Sep 20
       
      This is always good for me - especially in my ICCC classes. I want to know how effective I have been. I want that student feedback - even if it is 'bad' - that way I know what I need to improve and/or work on for the next time I teach that course.
  • • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a)
    • dsnydersvjags
      dsnydersvjags on 28 Sep 20
       
      This is a huge challenge - especially for asynchronous learning. In my ICCC class, it is a little easier, but we sometimes still struggle due to lag time or people's wifi accessibility issues.
    • dsnydersvjags
      dsnydersvjags on 28 Sep 20
       
      This is a huge challenge - especially for asynchronous learning. In my ICCC class, it is a little easier, but we sometimes still struggle due to lag time or people's wifi accessibility issues.
  • • Has experienced online learning from the perspective of a student (SREB F.1, Varvel II.E)
    • dsnydersvjags
      dsnydersvjags on 28 Sep 20
       
      I think this is really important - if you don't know what it feels like from the other side of the screen, you won't know what issues you should be worrying about.
    • dsnydersvjags
      dsnydersvjags on 28 Sep 20
       
      I think this is really important - if you don't know what it feels like from the other side of the screen, you won't know what issues you should be worrying about.
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