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Adaptive Learning System Articles - 1 views

  • adaptive learning products in their current state is as tutors
    • brarykat
       
      Interesting comparison that adaptive learning products are like tutors.  Comprehensive programming guides the student depending on correct/incorrect answers to questions on specific topics.  Teachers might not catch that a student would benefit from reteach or additional practice as quickly as a comprehensive program.  Thus freeing the teacher to monitor, facilitate, and assist students as needed while the program leads students through the lesson based on their understanding of the concept.  
  • adaptive learning systems are not magic.
    • brarykat
       
      Important statement to remember adaptive learning systems are not end all - beat all.  They won't solve every problem but choosing best fit for school's needs can improve teaching efficiency and increase learning if implemented with integrity.
  • risk damaging the credibility of faculty while denying students support that could improve their chances of success
    • brarykat
       
      Ahhh.. if we could get over ourselves and do what is best for students.  Each student should receive what is needed to help them succeed.  Personal health issues for me have cemented this more than ever.  I can't study, read, or complete work like I did before.  I choose to keep trying but without changing lighting on my screen or turning blue light off I wouldn't be able to read this article.  How much do our students struggle that have not been identified and receive adaptive technology?  
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  • on-demand data aggregating that information.
    • brarykat
       
      Isn't this what we have been talking about for at least a decade?  Let's get that data in the most efficient way so we can help students… work smarter not harder (that's said for students and staff).
    • Jen Van Fleet
       
      I once did a demo of GoFormative's ability to gauge students' progress toward or beyond mastery of learning targets, and a teacher in the room nearly hugged me in response to the potential of recouping some time going forward.
  • Students can also get a clearer idea of when they’re ready to move on.
    • brarykat
       
      This is important to students but also to parents/guardians.  I had parents in my office yesterday with real, valid concerns about their child's grades.  Real-time response keeps everyone involved apprised of the learning or lack of it.
  • only communication they may have with students is via email and Skype
    • brarykat
       
      I have benefited from synchronized meetings in classes during this program.  I can only imagine how much more students and teacher benefits from adaptive learning especially online.
  • they’ll be able to focus on the right work.
    • brarykat
       
      This comment strongly resinates with me.  I cringe thinking of years I probably didn't have students working on right work because I didn't know better. Students that showed mastery early that should have been challenged with deeper level learning or some real-world application of the skill.  Big sigh… at least we know better now.
    • anonymous
       
      I noticed this when I made the transition from my personal lessons to EverFi. They focused on what the students' needs were.
  • you should plan today for success with tomorrow’s technology.
    • brarykat
       
      That sure hits it on the nail head.  Tech is changing and advancing every minute of every day.  We still work on computers considered dinosaurs, desktops that do not allow for being portable learners or flexible learning groups.  Funding is a major issue and willingness to plan for future tech could be difficult for change makers.  At least there are trailblazers out there leading the way.
  • Adding the tech makes it possible to personalize at scale
    • brarykat
       
      That is a great statement.  I hadn't thought of it that way. Of course we, as teachers are/should be providing ways for individual students to succeed.  But adding tech and the ability to efficiently personalize needs (time, data-driven) in large numbers shows greater impact.
  • "We should build the technology around the teachers to empower them and put them at the center of the story.
    • brarykat
       
      I personally have worked hard for my degrees.  I think Ben-Naim has a valid point in keeping the teacher center to learning.  Maybe the teacher needs to be intuitive enough to recognize when to be center, when to pull back, and when to facilitate.
    • tifinif
       
      I think for more teachers to be on board with PLE we need to emphasize that the teacher is still key to the learning. Tech can be a great assistant in helping to suppliment what needs to be learned or give opportunities for enrichment.
  • 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.
    • Mike Radue
       
      As with other issues in our culture, there is a tendency to take things to the extremes when what is truly needed is a balance somewhere towards the middle. The best education is leveraged with technology and teachers working in concert.
    • Jen Van Fleet
       
      Agreed. Not to mention that if as educators we put all our stock into an adaptive program and thus ourselves in auto pilot, we've teched ourselves right out of relevance. Teacher knowledge of students and the ability to craft an educational experience that could and should include but not be limited to adaptive technology is the key.
  • Adaptive learning technology helps online students make sure they use their learning time as efficiently and productively as possible.
    • Mike Radue
       
      I think this comment speaks to one of the biggest benefits of adaptive learning which is maximizing learner's and teacher's time. Adaptive learning helps both parties zone in on what gaps need to be filled and what concepts expanded for example.
    • tifinif
       
      Exactly! This keeps kids moving forward and engaged.
    • jwalt15
       
      I agree with both of you. Adaptive learning zeros in on what the student knows and doesn't know about a concept. The data helps the teacher focus instruction on what the student needs.
  • To be clear, when we say “adaptive learning” we are referring to it as both a concept and a tool.
    • Mike Radue
       
      This is a good way to describe adaptive learning. The concepts have been the subject of much discussion/research for years but as we know technology improves at a much faster rate. Our technical capabilities are expanding faster than we can apply concepts effectively one could argue. The proliferation of options, platforms, systems has given rise to a robust industry/economy related to adaptive learning.
  • "Our partners are the experts in their target market," noted David Kuntz, vice president of research and adaptive learning at Knewton. "They create the application and pass us the data. We process that data and make a set of actionable inferences about the students, and then pass those back to the application, and the partner decides how and when to render those for the student."
    • Mike Radue
       
      I find this business model very interesting. Experts focused on a specific aspect of a project all contributing to supporting the success of learners. I marvel at the programmer's ability to write algorithms to make decisions and create learning pathways adapted to the learner's needs.
  • The better approach, from both educational and labor perspectives, is to examine each tool on a case-by-case basis with an open mind, insist on demystifying explanations of how it works, embrace the tools that make educational sense, and think hard about how having them could empower you to be a better teacher and provide your students with richer educational experiences.
    • Jen Van Fleet
       
      Definitely. It doesn't have to be an us vs them mentality. Allowing technology to automate some of the work that bogs us down on the daily allows us to use our face to face time with students in the best way possible.
  • especially at times when a professor isn’t available to give help.
    • Jen Van Fleet
       
      I love that our students/teachers with obligations after school can use adaptive tech to continue a shared mission despite schedules.
  • who is doing well, who is struggling on which concepts, and what areas are most difficult for the class as a whole.
    • tifinif
       
      For this reason, I like that lessons can be adaptive. Think about the kid who has mastered the lesson who should be able to move on but can't because the teacher has to help those who don't understand. The kid that "has it" will become bored. This is a great way to challenge kids as well has help give help to those who need it.
  • tive tech can help them get past those hurdles with a little extra help, or can alert the teacher in time to step in, so those students are more likely to receive their diplomas.
    • tifinif
       
      What adaptive technolies are offered at the college level? Are they free to students or do they pay? I can see this as being beneficial for those students who work jobs, go to school and even have a family to take care of.
  • Teachers won’t have to work individually with students for hours to assess which skills each student needs help with,
    • jwalt15
       
      This is definitely a pro argument for adaptive learning because teachers can view student reports to learn what concepts in whichj students are struggling. Then they can target their small group instruction to those students and concepts.
  • The data produced by adaptive learning tech allows faculty to steer those conversations in the directions most important to helping the student succeed.
    • jwalt15
       
      In online learning, this can be a real time benefit to both the teacher and the student. Questions and conversations can be focused on what is most important.
  • Personalization in teaching and learning happens best when content delivery, assessment, and mastery are “adapted” to meet students’ unique needs and abilities.
    • jwalt15
       
      This statement does a good job of connecting personalized and adaptive learning. Content delivery, assessment, and mastery can be adapted and personalized to meet the needs of the student.
  • Imagine if every student in your class could have a private tutor, available to them at any time for as long as they need.
    • hansenn
       
      Yes, adaptive learning products will act as private tutors for some of the students, but I don't think it will the same for all students. Some students would need that personal touch from a real person to get motivated. I think it would be more inportant for younger students to have interaction with a real person.
  • Do you trust the tutor to teach the right
    • hansenn
       
      You would have to spend a while testing out the products to see, which one would work the best for your students and your class. Especially when some of them are so costly. Who would you have test out the products? I would think it would be teachers who have taught the material before.
  • 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.
    • hansenn
       
      The quick feedback would help the student to understand what they know and what they do not know. Teachers cannot provide feedback as fast and then change the instruction as the adaptive technologies. With larger class sizes it would be nearly impossible to provide quick feedback without the help of Tech.
  • Institutions around the world are engaged in serious explorations of the potential of an approach to instruction and remediation that uses technology
    • hansenn
       
      I would think all kinds of companies would be interested in adaptive technologies to help educate their employees. If you added in some VR the adaptive learning tech could add in some real world learning like simulators.
  • Help teachers adapt lessons.
    • anonymous
       
      I found this to be true with EverFi / Ignition. It serves as a supplement to my lessons.
  • next generation solution many institutions would benefit greatly from adopting
    • anonymous
       
      It may be difficult for my generation to comprehend this. It's our students who will be the ones with the next uniquely better innovation.
  • adaptive learning is that it frees up faculty members to spend more time with students, to work with them in small groups and individually
    • anonymous
       
      I can relate with this. Students who aren't afraid to fail will get the furthest with the least amount of teacher help. They work very well independently. Others who may have the "fear of failing" may need more teacher assistance. Adaptive learning frees me up to help those in need.
karolynzeller

ollie1 (Peterman): Iowa Online Teaching Standards - 8 views

  • • 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)
    • joanmax
       
      Not all teachers know their course content well but are required to teach it anyway
    • lundgrensc
       
      I would also add that there are many that know their content but don't know how to effectively teach it.
  • Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F)
    • joanmax
       
      Student feedback is not always reliable.
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  • Understands the differences between teaching online and teaching face-to-face
    • reppdi
       
      I think it's very important to realize the difference.  I'm an intelligent person but get very lost in online courses.
    • karolynzeller
       
      I feel the same way. It made me wonder how often I'd have adult students new to online learning that would have a really steep learning curve just to navigate the course and would feel frustrated. 
  • Communicates assessment criteria and standards to students, including rubrics for student performances and participation
    • reppdi
       
      Important that students are able to easily access the information as well.
  • Has experienced online learning from the perspective of a student (SREB F.1, Varvel II.E)
    • lundgrensc
       
      Experiencing as I go. 
    • annoleary
       
      Yes! I'll be teaching an online course soon, and have noticed MANY things that I have appreciated and want to be sure to provide for my students. Even though I have taken online classes before, it has been several years and I didn't focus as much on what the instructor does in order to support learning--and help keep frustration at bay!
  • • Tailors instruction to meet the different needs of students, including different learning styles
    • tjetman1
       
      And just how is this done?  One would guess through video, audio, reading?
    • dschaeferia
       
      I think one of the hurdles we need to jump is tailoring the needs of students. Finding the best fitting material for each learner can be a challenging.  How many different learning styles need to be address for each lesson?   Will address many learning styles per unit cause "too much information"?
    • annoleary
       
      People have different learning styles, and some do better online. For me, it depends on the course. I did my Masters Degree in Teaching Elementary Reading completely online and LOVED it. However, I am struggling with this course more than I expected. I have discovered that I learn better through reading and hacing written, step-by-step material to refer back to. Rewatching videos several times to complete a seemingly simple task is frustrating. I don't like printing when it's not necessary, but it helps me to print out the information. That realization is just one example of how we all learn in different ways, and teachers need to provide information through as many mediums as possible to help all students.
  • Demonstrates ethical conduct as defined by state law and local policies or procedures
    • tjetman1
       
      Is there a list of these?  So many things to think about.
  • Assists students with technology used in the course
    • tjetman1
       
      This seems like it would be a very important part of online learning. If the instructor is lacking in the ability or willingness to troubleshoot students tech issues, it could make for a very long class
    • dschaeferia
       
      There is no such thing as clear technical support!  I say that tongue in cheek from years of tech support experience.  The tech support needed for each participate varies, just as it does for their learning styles.  There a so many issues that could be the problem, I think if the support needs to be spread out.  This is also frustrating for students who are having problems and have to jump from tech to tech to get answers.  The instructor needs to have a team of help in their back pocket to quickly address student issues.  That may not always be available!
  • Assists students with technology used in the course (Varvel III.C)
    • dschaeferia
       
      There is no such thing as clear technical support!  I say that tongue in cheek from years of tech support experience.  The tech support needed for each participate varies, just as it does for their learning styles.  There a so many issues that could be the problem, I think if the support needs to be spread out.  This is also frustrating for students who are having problems and have to jump from tech to tech to get answers.  The instructor needs to have a team of help in their back pocket to quickly address student issues.  That may not always be available!
  • • Tailors instruction to meet the different needs of students, including different learning styles
    • dschaeferia
       
      I think one of the hurdles we need to jump is tailoring the needs of students. Finding the best fitting material for each learner can be a challenging.  How many different learning styles need to be address for each lesson?   Will address many learning styles per unit cause "too much information"?
  • Assists students with technology used in the course (Varvel III.C)
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment (S
    • accondon
       
      Teaching a course or content online is very different than teaching in the classroom.  It is a skill that needs to be mastered for effective instruction.  I think this one is important because the deliver of the content is crucially important for the success of an online course.
  • • Provides opportunities that enable student self-assessment and pre-assessment within courses
    • accondon
       
      Because a lot of online learning is self-paced, self-assessment is so important for individual growth.  If a person can self-assess and monitor their learning as they go, they are less likely to get "lost" in an online course.  The instructor may not always be available for immediate feedback which is why online learning requires a lot of responsibility on the part of the learner.  Formative self-assessment is crucial to successful learning in an online course.
  • Communicates with students effectively and consistently
    • annoleary
       
      I think feedback is important in any course, but it is even more important when the course is online. Without face-to-face contact, it is difficult to know if I am meeting the criteria of an assignment. It is also less convenient to ask my classmates about their work. The feedback helps me to know if I'm on the right track!
  • Understands and uses data from assessments to guide instruction
    • annoleary
       
      Yes! I think the purpose of assessments is to show what your students have learned. If many of them have difficulty, the teacher should take the time to reteach the lesson, ideally in a different format to reach different learning styles. If many students don't understand the lesson, the teacher hasn't taught it properly for that particular group. Maybe she used techniques that have worked well for other groups, but the assessment tells you if that particular group understands what you are attempting to teach; if they don't understand the lesson, you haven't truly "taught" it.
  • Understands student motivation and uses techniques to engage students
    • karolynzeller
       
      This is something I'll be interested to dig into and see how the things I use in class would apply online to peak student's interest and engagement.
  • reates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content
    • karolynzeller
       
      This was probably the most surprising part of current online classes to me, how social and collaborative they have become. It's actually harder to hold back on participation (if someone was inclined to) online than it is in a face to face class.
marydermit

PLE Articles - 2 views

  • PLEs place a large amount of responsibility on students and thus requires a high level of self-management and awareness. Not every student is ready for this responsibility, so teachers need to have strategies in place to guide and support these learners.
    • moodyh
       
      This is the part that I get stuck on.  Many students are either not mature enough for this yet or have been so put off by school that they think there is no educational topic that interests them.  In a more one-on-one environment, like my alt school, I can usually find something to interest them and get them going.  However, in a traditional school setting, where I see students only for an hour each day for only 60 days, and so many of them, it's hard to work with each student one-on-one to get them motivated.  I think all the comments that the whole school would have to shift (rather than just one classroom) makes sense because the students would have to learn how to deal with this new level of responsibility.  60 hours with one teacher just won't get that accomplished, no matter how phenomenal the teacher is.
    • alissahansen
       
      I definitely agree with you on this. Since I teach freshmen, I feel like a lot of time is teaching them just how to be good citizens (at school, at home, in the community, and in the world)! I only see them for 45 minutes each day, but I do see them all year. I would really like to implement a more personalized learning environment for them, but I know it's going to be an up-hill climb all of the way!
    • alissahansen
       
      Last comment by Alissa Hansen.
    • edamisch
       
      This would be a challenge for me as well, since I only have my 6th graders for 9 weeks per school year, and my 7th and 8th graders for 7 weeks per school year! 
    • Lisa Hackman
       
      Being a teacher in an alternative program, most of my students just want to be done with school as quick as possible. They are so tired of playing the game of school. I must admit, unfortunately, that I may feed that "get-done-with-school-as-soon-as-possible" mentality by pushing students to stay on track or get ahead of the game. However, if the student becomes the driver in their own learning then maybe they will be more motivated. As educators, we need to tap into the "What's in if for me?" mindset that many students have. Find an interest of the students and build their learning environment around that interest. Much easier said than done.
    • dwefel
       
      I agree with this. I also think that parents need to be aware of what teachers are doing as well. A high school teacher at my former school put everything on Twitter and one parent did not want her 15 year old daughter to have a Twitter account. Something to always think about and be ready to have alternative ways to do assignments or simply make it a requirement.
  • professionalism is far more about the effective manipulation– access, evaluation, & applicatio
    • moodyh
       
      This seems to be a recurring theme as well.  Getting students ready for the "real world" isn't so much about making sure they know lots of details about every subject area, but making sure they could find and understand any detail in any subject area that they will need.  The goal of education seems less about passing on information as teaching students how to organize and understand the over-abundance of it.  How then do we balance this with the extreme focus on core-curriculum?  Finding a balance is the challenge.
    • lisalillian311
       
      Yes, it seems there needs to be instruction on how to gather/organize the information and reliable sources, and then instruction on using it.  While the end result is positive, it will take time to jump start students in their own PLE.
  • Symbaloo has created a version of the platform specifically for educators
    • moodyh
       
      We got introduced to Symbaloo at school this year, although I might check into the EDU version.  I got logged in and played for a few minutes, but never had the time to develop something usable because as a district we were on to something different.  I like that our district provides us with many topics and learning opportunities, but I wish that I had more time to focus on one thing.  I think this is probably what it's like for students.  They get exposed to so much, but they need help organizing it and time to explore.  
    • lisalillian311
       
      Yes, Symballoo seems like more than one day of PD.  I haven't started my own yet, but I think it will take time to get a handle on the lingo as well as using the tools within the website.
    • Alison Ruebel
       
      I agree as teachers we would need to be taught or have time to explore this site and learn how to exactly model it appropriately to our grade level. I would love to see how other teachers use this and model it in their classrooms too. 
    • edamisch
       
      I can relate to this feeling, whenever I attend a conference, I learn so much that I need a day or two afterwards to just process and create the new games and activities that I've found, but it is always straight back to teaching. 
    • moodyh
       
      Some teacher as my school went to a conference this year and actually talked administration into another professional development day where they could just process all of their information.  It was pretty cool.
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  • Some instructors empower students to use their own mobile devices such as tablets and smartphones as a means to create PLEs.
    • lisalillian311
       
      We have 1-on-1 technology in our district, which is ideal for PLEs.  However, when the student forgets the laptop or has no power left in the battery, the smartphone comes in handy.  It is tougher to monitor the smartphone.
    • lisalillian311
       
      Autonomy is a great concern for me.  With collaboration being stressed in CCS, will students be able to conquer this skill without the use of technology?  At some point, some issues have to be discussed face-to-face, and there is a separate skill set for that environment.
    • lisalillian311
       
      I like the idea of Symballoo--kind of like a favorites list and bookmarks in my Google account.  What will take time for me is learning all the lingo attached to Symballoo!
    • lisalillian311
       
      What is aggregator?
    • alissahansen
       
      I have always been a support of helpful tech resources that students are interested in, which is why I am always trying to learn more about different Apps and tools and explore them myself. Once I play around a bit, I usually introduce it to my students. Sometimes the resources are new, sometimes not, but there are so many wonderful tools out there. I visit Richard Byrne's site once a day! Currently, our language arts department has Chromebook carts for each classroom and the district is allocating more and more to different departments. They are wonderful to have, but students will get bored very quickly if they are only being used for tech sake. I LOVE the idea of having students create a Symbaloo. In fact, my plan is to have them begin one at the start of the school year and then they can add to it as we move through different units. This would have been particularly helpful during our research unit.  I also like the idea of "empower"ing students to use their phones and other mobile devices, but we do have a pretty strict policy on phone usage at our school. Sometimes students' phones work much more efficiently than the Chromebooks. (Alissa Hansen)
    • spfantz
       
      I think my students would love deciding which medium to use. I also have a lot of artistic students who would chose to create a paper/pencil project similar in format to a prezi presentation or blog with pictures.
    • edamisch
       
      Choice can be such a motivator for students, we all have our strengths and weaknesses! 
    • emilyzelenovich
       
      This is something I also worry about with the students I teach. While I appreciate their willingness to use technology and the creativity it lends itself to, I worry about their ability to solve problems and communicate effectively face to face. How do you ensure they are learning these essential skills as well when things are so individualized? 
    • Jessica Athen
       
      This made me think about how difficult it is to have a PLE in a traditional classroom setting. We have 1:1 technology in our district, but students are extremely limited in what websites and programs they can use (You Tube, all social media, etc is blocked for students.) We also do not allow students to use tablets or smartphones in the classroom, with some teachers wanting to enact a school wide ban on smart phones and tablets so that they are not allowed in school at all. I am so excited to be learning about all of the opportunities PLEs offer students, but I also think there are many changes that will have to be made before we can start moving in this direction.
  • The vast array of options and sense of autonomy that lies at the very heart of personal learning environments can also be a huge inhibitor.
    • alissahansen
       
      I also worry about autonomy, as I teach freshmen English and 14 and 15 year olds do not have a "high level of self-management and awareness," at least not many. Like any classroom, however, guidelines need to be firmly in place and I think autonomy would need to be frontloaded before jumping into a PLE. I do think students would do very well in this type of environment. In fact, I often have students telling me about different resources they go to on a daily basis...whether it's to get advice, read a review, write a review, or even write a short story! The possibilities are endless, but I do think structure needs to be in place. At least to begin with. I start the year with my freshmen discussing and reading/watching material regarding civility, we made a code of civility in each class, and then we blog about our practicing of it throughout the year. I would like to implement a PLE in much the same manner. (Alissa Hansen)
  • The idea of having one site to log into daily and then a pre-constructed  dashboard of all the learning tools and spaces available to us seemed appealing to the 7th period students
    • alissahansen
       
      I do think that using a Symbaloo is a great idea to manage resources, and it looks like something my students would enjoy working with. However, my school has really moved towards using Google Classroom and teachers having Google sites, which I spend a lot of time and energy on with both. I think too many tech items can be a cognitive overload for students and teachers alike. I think if I am to use something like Symbaloo, I would need to eliminate at least Classroom or Sites and maybe even some of the other many sites that I have students use (Newsela, NoRedInk, Kahoot, etc.). It's just hard for me, especially with the site that I have created because I have spent so much time on it over the past three years. I just don't think students would benefit from having to click around to a lot of different resources, especially if they are teacher-created. (Alissa Hansen)
    • ascallon
       
      I like the idea of a daily log in for updates.  I think this would work in the Green Belt classroom for relaying information as students don't attend the same schedule each day.
  • Teachers are challenged to provide the appropriate balance between structured lessons and learner autonomy in order to facilitate self-directed learning.
    • alissahansen
       
      Great quote on the benefits of PLE, but getting students who are not "ready" or mature enough to handle this type of self-direction will struggle. A challenge for teachers indeed! I think the classroom (physical environment) setup is the first thing that needs to be changed in order to prepare students for this type of autonomy. What do the rest of you think? (Alissa Hansen)
    • alissahansen
       
      I guess I should also state that I do not think students are getting enough opportunities to be autonomous, which is why they struggle and fear it when they are given the opportunity. (Alissa Hansen)
  • A personal learning environment (PLE) with personal knowledge management (PKM) tools An eportfolio A collection of resources related to a problem-based learning challenge Study group resources
    • alissahansen
       
      I am really looking forward to starting this with students. It's like a one-stop shop for their individual needs. One of the biggest setbacks I have faced in recent years was trying out a multitude of tech resources and although some were helpful, clicking around all over the place was overwhelming! (Alissa Hansen)
    • spfantz
       
      I was devistated when google removed igoogle, and I think this could definitely take its place. I agree that students will appreciate the convenience of this site.
    • Lisa Hackman
       
      Alissa, I get overwhelmed with the amount of resources and tools available. I often don't know where to start, so I opt not to. Thankfully, I'm taking this class and I have the opportunity to investigate and use some PLE tools like Diigo and Symbaloo, things I've never heard of until now!
  • method students use to organize their self-directed online learning
    • spfantz
       
      I think this would be very powerful and I would love to create something like this, personally. I think my accellerated students would thrive, but worry that my lower level students would struggle due to a lack of confidence in themselves and lack of self-awareness. I wonder if there are certain organizational PLE templates that would work better for certain learning styles? Or perhaps a template would defeat the pourpose.....
  • attend to supporting students in developing their skills and motivations for becoming themselves networked and sophisticated online learners
    • spfantz
       
      I love the idea of supporting students individually, I just struggle to envision being able to support all my students adequately within my classroom. I feel like it would be easy to digress with a student over their PLE, but feel it could be difficult to find the time.
    • jroffman
       
      I sooo agree!!!! I would love to watch how an expert teacher teaches in a PLE classroom! I love the concept and the idea I am just struggling to make it work in the classroom.
    • Kristina Dvorak
       
      I like this concept, I think it is easier to do in a classroom that is content specific.  I can see where it would be more difficult if a teacher was responsible for teaching multiple content areas.  At the same time, that teacher doesn't have to be the the information source for all the students, time is just the factor.  
    • moodyh
       
      That's interesting.  I think PLEs would be easier to manage in multiple content areas because they would have to be working on their own thing.  The environment is really suited for it.
  • subscribe to news feeds and blogs, discern the value of social bookmarks, and set up the aggregator to manage all the Internet resources.
    • spfantz
       
      Subscribing to news feeds and blogs would be a great technique to compare and contrast views related to the students' topics of interest. This could be difficult for the teacher to monitor, digo might be a great way to track this!
    • jroffman
       
      This is what I am trying to develop in my preschool class room where the students are in charge of their own learning, and I am more of a resource. What I struggle with is classroom management, I feel like all of the students are demanding my attention and I can't help everyone. 
    • edamisch
       
      Sometimes it is hard to fathom the classroom management of a PLE of 12-22 students, which is what I currently have, let alone 30+ like many districts have.  
    • nwhipple
       
      Having your students be more independent is wonderful.  This past year I did less large group instruction and more small groups.  I taught my kindergarten students "Ask 3 before me".  They had to ask 3 people for help or what we were doing before coming to me.  When they came to me, especially when i was working with my small group, I asked them "did you ask 3 before me?".  If they didn't, they would just turn around and go find something.  This is a start for having your students become more independent.  BY creating a PLE for young students, they feel more in control of their learning too.  If you, the teacher, set it up and give them access to a variety of things to do, they will enjoy what they are doing and feel they are making "their own choices".  
  • Personal learning environments are beneficial because they support learning anywhere and allow learners to connect the diverse environments of school, home and play. Students can extend their learning into questions to parents, email conversations, Facebook posts or even twitter hashtags.
    • jroffman
       
      I don't want to sound negative in my post here because I really am all for personalized learning. I wonder how we can get administration on board with us. I struggle with old school administration who tell me as a teacher that I can not use my phone during the day, that I can not use facebook, and about passed out when they realized that parents text me, questions and changes in their child's schedule. I did have a secret facebook page and it was wonderful I would use it to include parents with our studies. 
    • Alison Ruebel
       
      Good point. I agree with your post. It is hard to get some administrators going along with this new idea of personalized learning. Even at my other school I taught at Facebook and some other social networking sites were blocked. I like the idea of having a Facebook page with parents and students to keep parents informed with stuff going on at school, and also a way for students to post and communicate with parents and classmates. I think these social websites are necessary in schools, but the big question is how do we get teachers and administration to go for it? 
    • Kristina Dvorak
       
      Our District has blocked a lot of the social sites as well, it comes from the upper levels of administration and not our building admin.  I think they tend to be out of touch with the possibilities and fear the unknown.   It would be great to use Facebook for connecting with parents and students.  The alternative given to us is Canvas in which parents have access to teachers.  But it isn't as easy or convenient as Facebook.  That is certainly one site I wish we could use at work.   I do like the idea of personalized learning environments, especially the concept of students seeking knowledge that is useful for them!  This appears to be the best way to create life-long learners!
    • edamisch
       
      Facebook is blocked at my school as well, which is a shame since it'd be a way to create an immersion like setting in my Spanish classroom.  If I see something cool on the site that related to class, such as photos from a friend's time in Panama with the Peace Corps, I turn the wifi off on my phone so that Facebook will work, and just walk around the class showing kids, which is risky, I know.  I'm sure there is a cord that I could connect from my phone to SmartBoard to make this more feasible.  I should probably get a separate teacher facebook page for things like this.  Some of the articles that pop up in my feed from magazines like Women's Health are not school appropriate!  
  • Students engaging in networked learning have to learn to be more self-directed than in the typical classroom… they are required to take a more active role in the learning process
    • jroffman
       
      by teaching students how to be self learners and how to be active in the learning process I think that as kids and adults these students will want to be life long learners and not someone who only does it because they have to. Or worse yet lets everyone else do it for them. I love the independence PLE classrooms create
    • Jessica Athen
       
      I see so many students who do not understand how to play an active role in their learning because they have been conditioned to rely on the teacher. Many students get very anxious and really don't know what to do when they are asked to complete self-directed activities. I think PLE will provide students with the opportunity to take responsibility for their own learning, which will help them throughout their lives.
  • Personal Learning Environments (PLE) are not to be confused with Learning Management Systems (LMS) that are implemented and maintained by institutions.
    • Alison Ruebel
       
      This is very important! I see the (LMS) approach in our school and in many other schools. I feel like it wouldn't be hard to confuse (LMS and PLE) these different approaches, because they seem so different. The chart gave a good outline of how different they are compared to each other. 
    • Kristina Dvorak
       
      The chart is helpful in understanding the differences.  The LMS could also be a tool in a student's PLE.  
    • edamisch
       
      Agreed, charts and lists make learning so much easier than paragraphs, at least for me. 
  • continue to collect feedback from students on how this learning tool is working for them and how they are using it for themselves as well as within their groups–I’m excited to see what will happen.  I may also informally introduce Symbaloo to some of last year’s Media 21 students and get their feedback on how they think Symbaloo compares to Netvibes and what their preferences are as students.   In the meantime, I’ve created
    • Alison Ruebel
       
      I like the idea of getting student feedback on technology and the use of different resources. You can really learn student interest and their honest opinions through surveys or different forms of feedback. 
  • It’s easy to use A learner can pull information that’s personally useful to him/her Learners can personalize tiles to make them easy to spot Learners can add to, and draw from, a community of webmixes Interactivity + personalization = fun
    • Alison Ruebel
       
      These look like awesome reasons why Symbaloo is a great learning tool for students. I can definitely see this resource being used in grades k-12. Although, for example, I teach 1st grade and I can see my students loving this, but they will need lots of guidance and modeling of how to set it up and use it to help them become independent with it. I can see once it's set up it would be awesome for students to have all of their favorite resources and sites all in one place! 
    • ascallon
       
      I like the idea of having research available at one spot.  So many times when I ask a student where he/she found the information, it cannot be located.  I want to see projects with more detail.  
    • ascallon
       
      I have a concern about distractions.  Students tend to use their phones and computers more for entertainment and chatting with friends over research and presentation.  
    • edamisch
       
      Agreed, a high school I taught at did not have locks on lockers, meaning kids brought their phones to class so that they wouldn't be stolen. Preventing snapchatting was difficult for me!  
    • marydermit
       
      I have experienced the same issues with my high schools students.  I may take a different approach based on one of the side articles that stated, "students are still learning while they are wasting time because they will see consequences are for late work."
  • “learning by doing” and “student as worker,”
    • ascallon
       
      I would like to have some strategies to help students having an understanding of the shift in learning for them to become more involved in their learning.  How do I motivate them to go beyond bookwork to exploring topics?
    • moodyh
       
      When you find the answer, please fill me in too!
    • nwhipple
       
      I feel this is a big struggle right now in our district.  Teachers are wanting their students to dig deep into a topic or their work.  Students are given choices but still only surface the top of the water, doing the bare minimum, when we want them to dive in and go to the bottom.  In my classroom, my students have a writing journal.  We write in this "special" journal once a week.  At the beginning of the year, I give them ideas to write about.  Some write while others will simply draw a picture because they don't know how to write.  By the middle of the year, every is writing something, whether it is a complete sentences or a few words.  I will give them a few choices to choose from or they can write about something they want to.  BY the end of the year, they know to take out their journals and write about anything they want.  I want my students to take control of their own learning and reflect back on their work over the year so by having this year long journal, they can see their progression and how they took control over their writing.  
  • Many students in the first class that tried Symbaloo today commented that they liked the clean, visual interface of Symbaloo and the ease of adding content; they also liked that they could customize the “tiles” they were adding and that their webmixes loaded quickly.
    • Kristina Dvorak
       
      With my limited experience with Symbaloo, I agree with the fact that it does seem easy add and customize content.  I think my students would find this to be a helpful tool.  I also like the idea of encouraging students to use it for tracking both personal and school related information.  
  • learning toward facilitation of students’ “active role in the learning process” and teachers’ provision of the right balance between structured lessons and autonomy; let’s never forget it is an ongoing balancing act.
    • Kristina Dvorak
       
      This is a good reminder.  Students need to take on a more active role, but there is always a good balance.  It probably shouldn't be all one way or all another way.  
    • principalchris
       
      How true!  It will be difficult for some students to lead their own learning.  They have been passive for so long it will be a shock to their systems.
  • a number of tiles to get you started,
    • edamisch
       
      So like the apps that come with an iphone. 
    • principalchris
       
      Just set up my account and can't wait to see what else I can add.  This is a great time saver.
  • teachers must pursue training and be knowledgeable of how to utilize PLEs to enhance learning and ensure that students are using this e-learning tool in a meaningful way.
    • Lisa Hackman
       
      I believe this is where the transformation must start, with good, consistent professional development. The key here is ensuring students are using the technology, whether that be a tablet, laptop, or smartphone, appropriately for learning.
    • marydermit
       
      I very much agree the process must start with PD.  PD needs to be personalized. From a baby boomer perspective we need mini PD sessions for technology applications.  Otherwise I think there will be resistance from this age group because of limited tech skills. 
  • I could stand to be more savvy in my own organizing of online learning and networking: I’ve been slow to use tools and develop skills for managing online resource
    • Lisa Hackman
       
      I can so relate to this comment. Finding time to explore and become comfortable with the vast array of tools avaiable is my biggest challenge. I get so caught up in the day-to-day management of 10+ students attending the alternative program (I am the only adult in the room with the students), I don't often have time to explore what's out there. Even when my admin and tech people pass along a list of resources, it is overwhelming to me. Much of my time is spent tracking down students, following up with parents, and documenting the events of the day.
    • Jessica Athen
       
      I also feel overwhelmed by all of the technology that I "should" be learning about and using with my students. We spend a lot of PD time on technology and incorporating it into our classrooms, but I feel like we just get a quick overview of whatever program they want us to use at that time, and then we never really get time to explore it and develop ways to incorporate it into our teaching.
    • jenniferlb
       
      I'm with you! There are so many cool resources and tech tools I want to learn and use...but actually finding the time to explore and implement is another story!
  • Teachers, she explains, are no longer the primary or even the best source of information available to students
    • Lisa Hackman
       
      As a teacher in a one-room alternative program, I KNOW this to be true. I feel like the jack-of-all trades, master of none on many days. I see myself more as a manager and facilitator of their learning than the direct source.
    • dwefel
       
      I always think this after I watch the history channel. I learn so much from the history channel and it is so much more interesting than listening to a lecture.
    • moodyh
       
      I am in a one-teacher room as well, and while I try to keep up, there is now way to know it all.  Even in the traditional classroom where I teach personal finance, I feel unable to keep up with it all.  But it is hard to let go of the reigns when you have taught that way and everyone else around you teaches that way.
  • I encouraged students to use their accounts as an information dashboard for “professional” or school interests as well as personal passions.
    • Jessica Athen
       
      I really like the idea of showing students how to use this technology and their learning for both "professional and personal use." I think when you tell students that it is "ok" for them to use technology this way, they learn more because they aren't compartmentalizing their usage of this technology as only for school, which means that they are more likely to use the program and play around with it, which will increase their learning opportunities.
  • This encourages students to apply their learning in different venues which creates a culture of lifelong learning.
    • dwefel
       
      This is exactly what educators are going for, to create life long learners. Using PLEs will create that. I am so excited to incorporate this in my classroom and help others do the same.
    • jillnovotny
       
      I completely agree with you that we want students to become life-long learners! When students leave school, we want students to be able to do seek out their own research, contacts, and resources to solve everyday problems. If students are never presented with opportunities to direct and manage their own learning, they will not be as successful. Giving students permission to learn about and engage with things they are passionate about can only lead to positive educational outcomes (with appropriate supports of course)!
  • For example, you can create tiles that link to challenges, quiz questions, polls, discussion forums, chat pages, and other types of content and media that will facilitate more student involvement and creativity.
    • dwefel
       
      This sounds fun. I am looking forward to set up an account. I think kids would really like this. It is nice to have one place for everything.
  • students still needed some kind of information dashboard to manage all of their information streams for the upcoming project.
    • jillnovotny
       
      I think it is a great idea to have a place for students to "store" the information they need to research and interact with their content. My students have used symbaloo in computer class and it has taken away a lot of the management concerns. Students know where to go to find the tools they need to keep progressing with their learning!
    • principalchris
       
      What a great idea!  When that notebook with all the notes is missing, it could be stored and used during class instead of searching or pretending to search.  Maybe we could teach them responsibility again!
  • PLEs give learners a high degree of control over their work by allowing them to customize the learning experience and connect to others, including experts in the field
    • jillnovotny
       
      This is exactly what we want - students to have a high degree of control over their work! By allowing them to customize the learning experience and connect with others, including experts, students are getting real-life experience that will help them solve the problems they face in their everyday lives. A PLE can help students organize this self-directed learning. Students will likely know what they want to learn but organizing that learning is often what students need support in. PLEs are helpful in providing students with tools they need to gather information, conduct research, and present their findings!
  • personalized learning that allows students to direct and manage their own learning experience while pursuing educational goals
    • jillnovotny
       
      In my opinion, this is exactly what we want students to be able to do! By supporting students in their academic endeavors, students learn to view teachers as guides or facilitators rather than "the one who knows all." In thinking about what we want students to be able to do when they leave school, we want students to be able to do seek out their own research, contacts, and resources to solve everyday problems. If students are never presented with opportunities to direct and manage their own learning, they will not be as successful!
    • marydermit
       
      You are right!  If students do not get to practice this skills by doing then they will struggle when they enter the workforce. 
  • The development of PLEs represents a shift in focus from teacher centered classrooms to more learner centered classrooms. As such, teachers must learn to effectively incorporate these social media based initiatives into their lessons.
    • jenniferlb
       
      This sounds absolutely ideal. The challenge we as educators face with students using their own technology during instruction and competing for their attention has steadily increased over recent years. How cool would it be if it were used to enhance their learning rather than get in the way of it!
    • katie50009
       
      I do have some concerns that a lot of the PLE is based on on-line learning. Students use technology constantly, but I have also seen them get frustrated with technology and on-line learning when it seems hard to navigate or they are not receiving adequate feedback.
  • The Symbaloo interface looks a bit like a high-tech Scrabble board with movable “tiles” on it. These tiles give you access to Web pages or other webmixes.
    • jenniferlb
       
      As someone completely new to this type of program, I really like the looks of it.  It appears friendly and seems to lend itself to some really great things.
  • What I do like about Symbaloo is that if I make any updates to this webmix, students receive the updates as well!
    • nwhipple
       
      This is really handy for parents as well.  I send them the link and they can access my web mix at home.  When I make an update, I alert parents via my shutterfly site.  Parents can go to my web mix and have their child show them games we are playing that reinforces our learning goals.  It is also nice because parents don't have to download anything or search for hours on something educational for their child to do because it is already done for them.
  • Because Symbaloo is web-based, you can access your favorite webmixes from different computers.
    • nwhipple
       
      This is so great because I can share this with parents and their child can access my game page at home.  If parents allow screen time at home, I feel that by providing this web mix to them to access will only benefit their child and help them learn and reinforce our learning in the classroom.  
  • The concept of PLE is not a way to replace classroom learning, but to enhance it.
    • principalchris
       
      This is the comment many teachers were hoping to read.  I understand the hesitation to give students control of the learning environment, but is it working by controlling them?
    • marydermit
       
      PLE research shows there are less behavior issues because kids get to learn based on their interests promoting intrinsic motivation to learn.  I think it would be great to teach in a PLE.  
  • Personal learning environments (PLE) are a new approach to personalized learning that allows students to direct and manage their own learning experience while pursuing educational goals. The idea for PLEs was born from the emergence of Web 2.0 tools and the ubiquity of technology in today’s society. Students now have access to desktop computers, smartphones, tablets, smart TVs and game systems that connect them to free online tools that are always available. These tools provide a medium for students to create their own learning space that is more natural and unique to their interests and learning styles.
    • katie50009
       
      One of the key phrases here is "learning goals." I think we have to also explore how to help students define and establish learning goals for themselves. I am not sure they are always able to do this--at least in a way that is pushing and challenging what they already know or are able to do.
  • The social media platform that supports PLEs creates a perfect space for peer collaboration and sharing information.
    • katie50009
       
      I must remember that baby steps can get use to PLE for more students. It is overwhelming to think about changing the traditional model of education so many are used to until I read this line and take a deep breath. The sharing and conducting of "research" students are doing in individual leassons or units is a stgep in the right direction.
  • o horribly wrong if teachers fail to prepare students and set usage parameters.
    • katie50009
       
      I feel so much better reading this. I experienced this first hand. I thought my students were ready for the responsibility I was handing over; I thought I had set the "right" parameters, but, alas, the learning was not as rich as it could have been. In many cases, it turned out to be a huge waste of time. I still feel guilty about it. I guess the positive is that I am still trying to learn more about implementing PLE's effectively.
    • marydermit
       
      Yes, it is a positive because you learned from the experience.  Now you know what worked and what needs to be revised.  
juliefulton

"Personalized" vs. "Personal" Learning - 36 views

  • Tocqueville’s observations
  • A suffix can change everything
    • lisalillian311
       
      Harsh adverb.  Not all students analyze "ideas from the inside out".  I think that is something that personalized learning can teach them.
  • ‘We often say we want creativity and innovation – personalization – but every mechanism we use to measure it is through control and compliance.’
    • principalchris
       
      This is a topic that has been discussed for years - But how do I grade the project??  I am glad I do not receive a grade for being the principal!
  • ...75 more annotations...
  • If we can’t engage our kids in ideas and explorations that require no technology, then we have surely lost our way.
  • 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. Even proponents of personal learning may sometimes forget that fact, but it’s a fact that was never learned by supporters of personalized learning.
    • principalchris
       
      I like the fact that Alfie Kohn makes the reader think.  He is a word smith and must love kids!
  • 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.
    • madonna63
       
      Educational Admin. needs to work with schools to come up with other forms of assessment that meet up with individualized forms of learning. 
    • marydermit
       
      Yes, new forms of assessment will be needed with PL.  I think this maybe a challenge because standardized tests are tied to funding.  I am afraid standardized tests are here to stay until funding changes are made at the state /federal level.
    • ahawthorne
       
      This is always an issue. Making sure everyone is on the same page.
    • lisalillian311
       
      I think my original comment about change being difficult for veteran teachers was deleted (accidentally by me).  Part of my statement mentioned the need for PD on PL.
    • nwhipple
       
      I agree that everyone needs to be on the same page.  Too many times we get bombarded in PD sessions and walk away with mixed emotions and different understandings about what we learned about.  PL needs to be a clear, cut definition amongst everyone in the building.  It wouldn't be a bad idea to have PD on PL.  Veteran teachers absolutely need to be up to date on reaching all learners and stepping themselves out of their comfort zones to help reach every student's needs individually, not in a whole group setting.  
    • dwefel
       
      This will be a big challenge getting everyone on board.
    • kainley
       
      I agree that it would be a challenge to get everyone on the same page. I like the idea of PD, but how do we get our administrators to "buy in"? Then after that, how do you get people who are set in their way, especially if it is improving test scores, to change their thinking so we are focused on the whole child?
    • kburrington
       
      I guess I would like to go back a step and look at how college educational departments are teaching Personal Learning. I would say most teachers are teaching the way they were taught. Maybe the change needs to start there also.
    • katie50009
       
      As a district we tried to define creativity during PD incorporating the 4C's. It was no easy task. It is even more difficult to measure!
    • juliefulton
       
      It seems as though we need a multi-phase approach at infusing PL in our educational systems. I agree with needing PD for our current teachers and that colleges need to be modeling PL for our new teachers. We also need to inspire our students to be individual thinkers rather than the 'check mark the box' learners that our system currently promotes.
  • best thing we can do for kids is empower them
  • he demands of the system — and education leaders’ desire to excel within it — lend themselves well to the computerized, modular and often very standardized system of “personalization” many ed-tech companies are offering.
    • marydermit
       
      This sounds like more of the same unless PL stakeholders and teachers are involved in the R&D.
    • katie50009
       
      When thinking about the constraints of our current system--Common Core, standards assessments, pacing guides, etc.--I wonder if PL will become anything more than a dream or a small scale implementation.
  • Personalized learning entails adjusting the difficulty level of prefabricated
  • Big questions, passion, personal interest are what should drive our use of technology, not the other way around.
  • “Personalized” learning is something that we do to kids; “personal” learning is something they do for themselves. 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.
    • madonna63
       
      Educators will need to be informed on what it will look like for students to take these opportunities which won't be directed by us or possibly by curriculum. They will need to learn how to help students on this path and not hinder them.
    • marydermit
       
      PD is vital for teachers.  If left out it will not be good for anyone most of all the students.  
    • spfantz
       
      This definition is vague, I too would like to look at specific curriculum pathways and opportunities. Seeing personalized learning in action, and the role of the teacher would be interesting.
    • Alison Ruebel
       
      I now understand more the difference between "personalized" and "personal" learning, but I do agree that staff and administrators need to be more informed and given specific examples or experiences to help us learn more about implementing it and what our role is as a teacher. It would be nice to be given examples of this in action. It seems so confusing once you think about how teachers do this in the classroom, but I think it can make a big difference in schools and student learning in the future. 
    • Jessica Athen
       
      This quote really helped me to understand more of what we are learning about. 
    • alissahansen
       
      Agreed, this is a very helpful statement, but I think I would also agree that I would like to see what PL looks like. (Alissa Hansen)
    • bakersusan
       
      This is a very helpful statement, PD with time to implement is important for success. In addition to teachers being educated about PL, parents will also need to be educated. In my district as we have tried to incorporate more technology, unless the parents are in agreement, the changes have not been successful.
    • kaberding
       
      I have a better understanding of personalized learning vs. personal learning.  I like how the author states the difference; it makes it very easy to differentiate between the two terms.  In regards to the rest of the statement, I think that professional development is a vital key in getting teachers "on board" with this concept.  I have cotaught with many general education teachers, and it is difficult for some to see how this will work and what this can look like.  A bank of teachers "in action" would be great for all teachers to access to get ideas!  
    • kburrington
       
      I totally agree that there are a lot of people who would have to get on board. I now realize that I'm just providing personalized learning with my Odysseyware, not personal learning by any means.
  • moving ownership of learning away from the teacher and more toward the student.
    • madonna63
       
      Our current way of teaching is somewhat like a 'helicopter mother'. We aren't letting students try and fail on their own, without us being there to catch them. We need to be more of a teacher/resource person to instruct and /or guide when needed. Also, like a grandmother-giving positive feedback.
    • marydermit
       
      We do not teach students that failure is part of learning or the importance of what we can learn from a failed attempt. Sticky notes are a perfect example.
    • spfantz
       
      Some of the online programs such as Khan Academy and E2020 are the epitomy of nonpersonalized learning, yet we are enrolling more and more students each year.
    • Kristina Dvorak
       
      This is where students could/should be encouraged to seek out resources that fit their individual interests.  It is a step in the right direction, but needs to be applied in a way that will help students become stronger learners. 
    • ahawthorne
       
      I agree the online programs are just classroom lectures put on the computer and are more of the same. 
    • jroffman
       
      I think it is a great idea to have students be responsible or the "owner" of their own learning, we need to get parents and administration on board with this, I feel that way too often it is the teachers fault or the schools fault when kids are not learning. 
    • dwefel
       
      I have to admit, I am that 'helicopter mother' teacher sometimes. I agree, teachers need to find individual interests in students and figure out how they want to learn and step away and allow students to figure out how they learn best, even if they do fail at first.
  • It requires the presence of a caring teacher who knows each child well.
    • madonna63
       
      The idea of each student having a teacher(s) know her/him well is vital. We don't want students just being set free and only "check in" as they go along. They will feel very disconnected and alone. They need to be known, cared for. Teachers might have times during the year when she gets her students together to do activities to get to know each other, celebrate holidays, etc.
    • marydermit
       
      I like your idea of getting students together for a celebration It could be a celebration of learning to highlight student work / projects.  This fits into the PL model of "learn to learn, learn to do, learn to be." 
    • lisalillian311
       
      I wonder in an ideal PL environment what the student/teacher ratio should be?  Large classes are tough to get to know students in the way that PL suggests
    • nwhipple
       
      "Ah Ha".. every teacher who is there for their students should know their students well.  Not only how they learn, but about their family life and themselves personally.  Building a relationship with each child is huge.  I couldn't imagine walking into my room every morning and not wanting to connect with each student, individually and personally, daily.  If teachers aren't going to be caring and willing to get to know each of their students, then they shouldn't be allowed to have their minds to mold.  
    • jroffman
       
      Part of the requirement of the Voluntary 4 year old preschool program is that I go to each home before school starts and do a home visit. I love it, I think it is the best idea ever and I really think all elementary teachers should do it. I really think that I make a strong connection with all of my students by having them meet me in their home where they are in the most control. Even though I know each child very well I just feel like there is not enough of me to go around, there are always those one or two students that require more time and energy while the rest are kind of on their own.
    • alissahansen
       
      I think home visits are wonderful, although I am not sure my high school students would want Mrs. Hansen coming to their house! ha ha. I do make it a priority to keep the lines of communication open with families, in fact, I send out emails weekly (personal), make calls (5 a day, positive and negative), and even send out personal welcome letters at the start of the year. It makes quite the difference in how my students work for me! (Alissa Hansen)
  • echnology was strikingly absent from these conversations. Instead, the common view of personalization focused on giving agency for learning to the student and valuing each individual in a classroom.
    • spfantz
       
      The definitions we have read about personalized learning incorporate technology as an important piece of the personalized learning experience, so this surprises me.
    • Alison Ruebel
       
      Yes this surprised me too! A lot of my kids learn best through using technology since they are surrounded by it today within this generation, and engages them more so to me it makes sense to have technology be a big part of personalized learning. 
    • Lisa Hackman
       
      I agree! How can technology not be part of the personal learning environment? There are so many opportunities for students to use technology to reach out to others all over the world for collaboration. Technology doesn't have to be relegated only to ed-tech programs.
    • alissahansen
       
      I guess the idea behind the technology is to use it so students have the freedom to gather authentic and meaningful information to help them towards mastery, instead of using technology just for technology sake. A lot of us do, but I have definitely encountered classrooms that like the idea of having technology in the classroom, but it does nothing to further learning in students. (Alissa Hansen)
    • bakersusan
       
      I think with this statement, the author is trying to remind us that personalized learning is more than technology. You don't have to use technology to truly personalize learning for students but that it can be one of the "tools" in the teacher's toolbox to help students learn.
    • lisa noe
       
      I think that the author is implying that technology itself shouldn't be the teacher but more like a partner in learning. I personally think that too many times technology impedes learning.  Students don't have to think or try to figure something out, they can just Google the answer.  If all the answers in the universe can be found in Google what is the point of learning?  We need students to think of things that aren't out there yet.  To discover the unknown.  
  • specific curriculum that will be evaluated on standardized tests, while at the same time telling teachers to be innovative and creative within their classrooms
    • spfantz
       
      This sentence does appear to be a contradiction. Requiring teachers to teach a specific curriculum while infusing innovation and creativity is a challenge.
    • nwhipple
       
      I absolutely agree with you!  It is VERY hard to teach the specific standards for the test while wanting to be creative.  More projects take time and time is inevitable.  We need more time to make learning "fun" and "meet all the standards".  I find kindergarten to be a challenge to balance the standards and crafts/fun.  I know I tried hard this year to let the kids "play" at their tables during math and reading with manipulative instead of constantly doing pages from our math/reading books.  
    • emilyzelenovich
       
      Curiosity is something I really see lacking in some students today (at least high school students).  Many have a really hard time thinking of things they want to know or learn about or believe they can just get the answer to a question by looking online.  I have many students, who when given the chance to research a topic of their choice, believe they aren't interested in anything. This would be a challenge with peronalized learning. 
    • lisalillian311
       
      I agree: curiosity has to have motivation.  I allow students to choose their research topic, and once they delve into it, they start asking me questions, which, in turn, I help them find internet info that might send them in the right direction.  Then, they fly!
    • alissahansen
       
      Sadly, I too have seen more and more lack of innovation and creativity with students and the issue is on the rise it seems. I know with my own experiences as a high school English teacher that students really struggle coming up with their own original ideas, and even with lots of guidance and modeling beforehand. It's as if they do not trust themselves to make a good decision and this is so sad! I try to be very eclectic with how I teach the curriculum and my students will tell you that they do have a lot of choice and voice in my class, but they still need to meet standards and achieve mastery at some levels. I just don't know what it is that seems to be holding students back anymore. I do think PL can help this issue, but I do think that students will have difficulty (as with any chance) getting into such a different system if they already struggle being authentic, generating original ideas, and being creative. (Alissa Hansen)
    • Alison Ruebel
       
      This is very true in many schools. I can relate to this, since our school has been focused on following our new school's reading curriculum this year and focusing on test scores each week. It isn't allowing us to be creative in our classrooms. How do we change the views of administrators to help them allow us to have more personalized learning in our classrooms?
    • kainley
       
      I worry about adding personalized learning to our environment too. We have seen 20% growth in reading scores on Iowa Assessments as we switched our Tier One instruction to a new curriculum. I think our curriculum and the way that teachers are constantly looking at data and working together to create better ways to meet student needs (small group instruction, mixing up classes, intensive guided groups, etc.) has been successful. I wonder how personalized learning lends it self to standardized tests...although the voice of reason in the back of my mind keeps reminding me that one test on one day is no way to measure what a student knows...or for that matter who they are!
    • alissahansen
       
      We have seen a lot of growth with Iowa Assessments too, and it is a result of the amazing teachers in our building and the data teams. I do wonder what assessments look like in a PL environment. There has been a sharp focus on reading and math scores, and scores equate to funding, so I have a feeling that this would be a hard sell...sadly. How can the bureaucracy of the educational world come to terms with what learners truly need/want? I guess this is always up for debate, and once you add in the giving "students the freedom to follow a meaningful line of inquiry, while building the skills to connect, synthesize and analyze information into original productions," it tends to scare people.
    • alissahansen
       
      (last comment was from Alissa Hansen)
    • jenniferlb
       
      This is a true concern, as we have pre and post assessments for each unit to gauge their mastery of the standards.  While I find that information valuable, it is a struggle (and great concern) for many of my colleagues regarding the "freedom" to be creative in how they approach the standards.  I hope to better understand how the idea of innovation and creativity can coexist with necessary curriculum through PL.  Sharing that with concerned colleagues will be a great boost to morale, for sure!
  • The larger point is this: This moment of huge disruption requires us to think deeply about our goals and practices as educators, and it requires us to think deeply about the language we use. Words matter. More importantly, our thinking about what we want our kids to learn and our changed roles in that process matters. I’m suggesting that right now, because of the Web and the plethora of new technologies, 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.
    • Jessica Athen
       
      I had the pleasure of listening to Will Richardson speak at our school two years ago. I learned so much from his presentation and I was so excited about all of the ideas he provided for our district. I was saddened by how many teachers in our district were really turned off by Will, and felt that the presentation was a waste of their time. Unfortunately, because of this pervasive attitude, we never really proceeded with his ideas for our district.
    • Kristina Dvorak
       
      These ideas require teachers to thinking beyond the traditional model, which is difficult for most to do or think about.  His example about flipping is a good example, it could be used to really create students who know how to learn, but most don't use it in a way that encourages personal learning. 
    • dwefel
       
      I love this section. It really talks about students taking charge of their learning. I think it is so important for kids to make goals and to really understand where they are and where they need to be. It is neat when students can see where they started and where they end and realize that working towards goals really pays off. (Dana Wefel)
    • alissahansen
       
      Yes, students will only learn that metacognition and how it works by making their own goals and plans of action. I try to have my freshmen do this at the start of each school year and we revisit the list through the year. It is hard for them to create goals, even with modeling, however, so this is something that needs a lot of work (both the teaching of the concept and creating the goals). 14 and 15 year olds have a hard time seeing past the right now, and most struggle even more with articulating what they struggle with and what they are good at. I want to really help my students with this aspect as that will really help us get close to a PL environment. (Alissa Hansen)
  • That was flipping the curriculum, but it still wasn’t flipping the control of the learning.
    • Jessica Athen
       
      I have never really understood how flipping a classroom is supposed to be the future of education like so many educators are saying it is. 
    • bakersusan
       
      I totally agree. If I use the definition of flipping explain by this article, I've been flipping my classroom for most of my career.
  • Dozens of teachers agreed that a truly personalized learning experience requires student choice, is individualized, meaningful and resource rich. This kind of learning allows students to work at their own pace and level, meets the individual needs of students, and perhaps most importantly, is not a one-size fits all model. T
    • Jessica Athen
       
      This statement does a great job of summarizing the goals of personalized learning, but I find myself wondering how we can move in this direction? There are so many changes that need to be made at every level of education and government that it seems almost impossible that we will actually ever be able to provide this type of environment to our students.
    • Kristina Dvorak
       
      Doesn't it also mean a lower student-to-teacher ratio? I also think it seems nearly impossible to implement on a wide scale basis. 
    • ahawthorne
       
      I agree the system needs to change from top to bottom. If we aren't able to see change in the levels of education we will continue to struggle to see significant change.
    • Lisa Hackman
       
      I agree whole-heartedly Jessica! Transitioning from a more traditional model to a personal learning model would be a HUGE undertaking. We aren't just talking about PreK-12 education, but post-secondary as well. Teacher preparation programs would need to be overhauled as well. How does everyone get on the same page in terms of what Personal Learning means and what it involves? There is much work to be done at all levels of the educational system as well as the government that funds the public educational system. I can't really wrap my head around this monumental task.
    • ascallon
       
      I agree students need to make their own choices.  How does the teacher motivate the student to choose more than the basics to get by.  Many students I see want to do the bare minimum and nothing more.
    • alissahansen
       
      I agree that change is going to be difficult and that the entire educational system would need to be revamped, and that would also mean students would need to be trained for this type of learning environment because they have been born into this "one size fits all" system. I am curious what that training would look like. I am also thinking that communities that are homes to these schools would also need to be educated on personalized learning, or I fear major problems. (Alissa Hansen)
    • nwhipple
       
      I changed up my teaching this year and did less large group time and more centers and small group instruction time.  I found that my time with a small group worked really well because it was individualized by what their needs were.  However, I am still tweaking my centers and how the kids motivate themselves.  I have things for them to do, but to get them to do "more" is the hard part, unless you are scaffolding it, constantly.  (Natalie Whipple)
    • moodyh
       
      In my traditional high school classes, I am trying to work towards a more personalized classroom experience, (although I realize in taking this class that it's actually more of a differentiation approach.) I think someone has to initiate the change and make it successful and more people will try it.  
    • alissahansen
       
      I am curious what you are doing to make your high school classroom more personalized. I am trying to do the same thing, but is very tough as I have classes of over 25 and see over 100 students everyday. I want this as my goal, but it seems like quite the mountain to climb. I like doing small groups, but my biggest issue is that I only see students for 45 minutes. I am not sure that is enough time to create a truly "meaningful line of inquiry, while building the skills to connect, synthesize, and analyze information into original products." (Alissa Hansen)
    • edamisch
       
      What if a student's pace is excruciatingly slow?  How will a teacher ever get through everything? 
  • Certain forms of technology can be used to support progressive education, but meaningful (and truly personal) learning never requires technology.
    • ahawthorne
       
      Some of my students are so sick of technology - and good for them. We need to remember it doesn't solve everything. 
    • lisa noe
       
      I agree with this statement.  Learning is a process of discovery, the acquisition or knowledge and sklls, and although you can learn many things by googling information, true learning goes beyond that.  You must know how and when to use this information.
    • bakersusan
       
      I too agree with this statement. Technology is a tool and shouldn't be expected to solve "problems" within education. I work in a 1:1 school, and as staff have come to a better understanding of technology and what it can and can't do, I see more true learning taking place. Once still has to remember that the most important component of learning are the people, not computers, iPads, etc...
    • alissahansen
       
       Agreed! I have students who cannot even tell time on a clock that is not digital or read a map...this is where things are going if we use technology for technology sake. (Alissa Hansen)
  • 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, while at the same time telling teachers to be innovative and creative within their classrooms. When that happens, the structures around the classroom leave little room for the kind of authentic, whole-child personalization many teachers dream of offering. The demands of the system — and education leaders’ desire to excel within it — lend themselves well to the computerized, modular and often very standardized system of “personalization” many ed-tech companies are offering.
    • Jessica Athen
       
      This statement really resonated with me. I feel like as a teacher, we are supposed to "do it all." We are supposed to meet the individual needs of each student while also providing a mandated one size fits all curriculum with the goal of better test scores, and if we can't do all of this, then we are told that we have failed as teachers.
    • Lisa Hackman
       
      Standardized testing is not consistent with personal learning. So how would schools be evaluated for progress? I don't see standardized testing going away anytime soon, but then again, it will take a long time to implement personal learning in a school, let alone the entire state and country.
    • Alison Ruebel
       
      Interesting and good point! I think this is important for all educators to realize and know that personal learning should never require technology. We need to use it to support our student's on going learning.
  • ‘We often say we want creativity and innovation – personalization – but every mechanism we use to measure it is through control and compliance.’
    • Kristina Dvorak
       
      Maybe the idea of grading needs to be evaluated.  Even standards based grading does the same thing.  
    • ahawthorne
       
      This is always a difficult. How do we address this?
    • lisalillian311
       
      We use common rubrics that we design as a staff and use CCS as our guide.  It is difficult to set up at first, but it becomes second nature after a while.  On standardized writing, we set a baseline on three different student submissions so we are all on the same page while grading with the rubric, and we all understand what "proficient" and "approaching" clearly mean.  I have done this in two different districts--perhaps it is the same all over?
    • kainley
       
      We also use common rubrics that we designed. We are constantly changing them as we learn more about the standards. I love your idea of bringing submissions to a PLC and discussing what is truly proficient. I do wonder, how did you get your team to be brave enough to share?
  • not about giving students what they want, it’s about a
    • ahawthorne
       
      This is always a fear of mine. So difficult to not do for them what we really need them to do!
  • recommended learning path just for them.
  • Personalization is often used in the ed-tech community to describe a student moving through a prescribed set of activities at his own pace.
    • Lisa Hackman
       
      As a user of a couple ed-tech products, they are really no different than what happens in the traditional classroom. Students are receiving the same content but in a different way. This is still not a personal learning opportunity but an individualized learning opportunity. All of the students are still meeting the same objectives and completing the same work. There is really nothing personal about it. In a weak defense of these products, I have had students do quite well using ed-tech programs. They were at least showing up to school on a more consistent basis and completing work. That doesn't necessarily mean that it was the best way for them to learn but it was a slight improvement over their previuos experience in the traditional high school setting.
    • ascallon
       
      I don't think using a program like Edgenuity is personalizing for students.  All students use the same program.  I think it's more differentiation and individualization.
    • bleza66
       
      I agree with you that programs like Edgenuity are more about differentiation or individualization and not personalization but I think we can get there with programs like this if we can get the publishers to adapt them for more personalized choices. It can be built into the programming and if there is enough market f  or it they will create it. Education is a  slow moving train but with time and a push from educators this can and I believe will happen in the future.
  • because of the larger preoccupation with data data data data data.
    • ascallon
       
      A comment from a recent high school grad--standardized tests don't show individuality yet schools are funded by test scores. 
  • Tracking kids’ “progress” with digital profiles
    • ascallon
       
      I don't think it's fair that one test has so much value for a student.  Iowa Assessment scores are used for PSEO criteria, class placement.  If the student tests poorly due to illness, classroom environment, or just a bad day--it can have quite an effect on his/her future classes.
  • their choices are limited to when — or maybe, if they’re lucky, how – they’ll master a set of skills mandated by people who have never met them.
    • lisalillian311
       
      I worry about students who have gotten all the way to high school with a lack of intrinsic motivation.  So many are off track to graduate, so I guess I wonder how PL will help these kids if they already lack motivation.  Often, their goals are to be in a trade, which is fine, but they may see their parent making this work look easy.  For PL, I feel cautious around motivating the hard-to-motivate.
    • emilyzelenovich
       
      This is one of my greatest concerns as well. I have so many students who struggle to find anything to write about, read about, talk about that matters or is thought provoking to them. How would they handle the flexibility and independence that comes with PL? 
  • If we can’t engage our kids in ideas and explorations that require no technology, then we have surely lost our way.
    • lisalillian311
       
      Not every subject lends itself to technology, such as science, which requires hands-on lab work.
    • moodyh
       
      Another image comes to mind. https://s-media-cache-ak0.pinimg.com/736x/1d/eb/5c/1deb5c1cf49a5dbb7689131f3cc8b9a9.jpg I am all for technology as an OPTION, not as a requirement.
    • jenniferlb
       
      I totally agree! It is a seemingly impossible task to get students to put aside their technology for the sake of real world interaction.  I use technology, and invite them to use technology when appropriate and, ahem, innovative ;) but to get them interested in a novel is becoming increasingly difficult.  I feel that I share my passion for what we're learning, but it is a constant struggle to keep them interested without a screen.
    • kburrington
       
      I think of my favorite teachers and the classes I felt I learn the most in and I never remember there being a computer there. Technology is a tool not a substitute for teaching. KB
  • artificially personalized
  • 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.”
    • sheilig
       
      Is this where Skoolbo, Moby Max, Scootpad, and other sites like these fit? 
  • Simpler strategies, such as having kids choose, read, and discuss real books from the library may be more effective
    • sheilig
       
      YES! I don't see kids free reading enough. It's an inexpensive, easy, and effective strategy. It can be done when the internet is down, too! (I'm saying this because there have been times when we have lost power or internet and kids feel we should cancel school!)
    • alissahansen
       
      hahaha. I have heard that from so many of our students, and believe me, a little too often than not because our school is moving closer to 1-to-1 and it has done a number to the stability of the Internet, so of course as the district was increasing our bandwidth, there were a number of hours we lost power. But of course, I have students read independent reading novels each semester and create a project/presentation over what they choose, this gave them time to read in class! Most students really enjoyed reading a book, but I did have students look at me like I was crazy, "What, a book that is 100 pages or more?!"  (Alissa Hansen)
  • 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.
    • sheilig
       
      There is so much information out there that talks about "personalized learning." So, yes, I agree that everyone in the district needs to be on the same page about the definition and ways to implement it.
  • We often say we want creativity and innovation – personalization – but every mechanism we use to measure it is through control and compliance
    • kainley
       
      This is exactly why I think that PL will be a hard sell to my district. We ARE seeing growth on the test...does that mean that we are taking into account the whole child...no. However, this is how we measure growth and I'd like to know how we can even change that?
  • ‘We often say we wan
  • don’t lear
  • it is clear that all children don’t learn the same way and personalization seems to honor those differences.
    • nwhipple
       
      I agree that not all students learn the same way, especially at age 5.  I honor their learning differences daily but I am often challenged by grouping them based on their ability  and fitting in time to have them reach the standard for the day on their own.  The common core wants all kids proficient by the end of their school year in all their standards.  It gets tricky to personalize every child's learning and have them do it at their own pace when some may take 4-5 weeks to accomplish 1 standard.  This is where I worry about not having enough hours in the day and days in the school year.  
    • jroffman
       
      I agree too! Not all students learn the same way I also think that is why now in the preschool classroom I am having to teach students how to play. I think that even at a very young age kids are taught to wait and be told what to do. I always think back to my youngest brother who struggled in school, and how he was told he would never make it. He went into farming and now at the age of 26 bought his first farm and milks over 100 cows, I would say he is successful even though he didn't make all of the common core goals. 
    • jenniferlb
       
      When I think of the work I do with high school students, this is clearly something we deal with every day.  I present information in a variety of ways to attempt to meet the needs of different learning styles and I really try to "keep it moving" to avoid losing the attention of very "short-attention-spanned" kids! I think we can all relate to this, and I certainly agree that personalization will help adjust traditional learning to meet the needs of all students a little better. (Jennifer Betz)
  • 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.
    • kainley
       
      I love that students get choice. I love that they are connecting, synthesizing and analyzing. I love that they are creating something original. I guess I am wonder what a personalized environment would be for PL. In my class we follow the Daily 5 and with that, we have a comfortable reading space, cushions that can be brought to anywhere in the room, soft lamp light, tables for 4-6 students to work together, buddy areas.."home-looking." I mean is that what this is, or am I way off base?
    • jroffman
       
      I struggle with creating a personalized classroom because of space, when students start projects one day they have to be put away at the end of play time otherwise we won't have space for large group or table activities. I also struggle with enough adults in the classroom, students are not comfortable with that much freedom and want a teacher next to them for guidance, but one teacher to 18 kids just doesn't work most of the time. My other issue is a personal issue I am an all or nothing type of person and I get frustrated when it doesn't look like I think it should. In reality I am probally doing an okay job with personalized learning, but I have LOTS of improvements to make. 
  • the industrialized form of education that pumps out cookie-cutter students with the same knowledge and skills.
    • lisa noe
       
      I agree that many students have difficultly thinking outside of the box.  I believe that is because we have quashed individuality.  We ask everyone to conform to our standards.  Our society has a habit of criticizing those that go against the norm.  We expect all students to follow the same path and to want the same things.  Students don't want to be embarrassed for thinking or looking differently.  I see this happen frequently during group work.  There always seems to be a strong-minded individual who takes charge.  Many times other members' voices are never heard even though they may have equally as good of ideas, if not better.  Many students have zero confidence in themselves so they never stand up and let their voice be heard.  Hence, cookie cutters. 
    • alissahansen
       
      I am nodding my head in agreement to your every statement here Lisa. With all of the assessments and data driven curriculum we have not given students any room or confidence to be creative or innovative. And when we do ask for it, students are so reluctant out of fear and that fear is paralytic. PL has so many benefits. Don't we want our future citizens to be innovators and critical thinkers? I think we do and our current educational system seems to imprison any originality. (Alissa Hansen.
    • bleza66
       
      I agree with both of you (Lisa and Alisson) students today are afraid of being different or standing out because they are afraid of not being accepted. I also agree that society has taught us this lesson all too well. However, if we begin to initiate higher order, more individualized thinking and expression of ideas at an early age then our societal norms will eventually begin to change and persoanalized individual learning will become the expectation and eventually the new norm. We can only hope and dream for that day to come. 
  • Three words seem to be dancing around in my head of late when it comes to current thinking about education: “personalization,” “engagement” and “flip.” All three were on display on the vendor floor and in session rooms at last week’s International Society for Technology in Education conference in San Diego, one of the largest ed tech conferences in the world attended by upward of 18,000 people.
  • It meets the needs of an individual in a very standardized way, but it doesn’t take into account who that kid is.
    • moodyh
       
      This is what happened in my last school district.  The administration thought that a computer program could solve all the issues, but very few students learned well from a computer program.
    • kburrington
       
      We have been finding that technology works good for some students but not for all. Sounds familiar kind of just like direct instruction.
    • jillnovotny
       
      I think the issue is differences in the meaning of personalized learning. As we discussed in class previously, personalized learning is not the same thing as differentiation, which is supposed to meet students' needs. Personalized learning is truly about putting students in control of their learning and supporting them in developing that learning!
    • juliefulton
       
      When a student is unsuccessful in the traditional classroom we look to computer classes to fulfill the credit requirement. The focus is on successfully fulfilling the requirement rather than on learning. If schools were to turn to component recovery with a unit that allows personalized learning, the student could do both - learn and fulfill the graduation requirement.
  • 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.
    • moodyh
       
      This line makes me think of this image. https://marinarn.files.wordpress.com/2013/03/pic1.jpg I think there will have to be some re"training" for teachers and students to be able to deal with the vast sums of knowledge available to everyone.
    • alissahansen
       
      Agreed! In my own English classroom, and I know I am not alone, students have access to millions of reviews and analyses of the literature we read in our own classroom so my goal is always to have them either create a product based on their own understanding of a concept, character, plot point, etc. or I do my best to give them choices for them to navigate their own understanding. A lot of "required" literature is all found online and there is so much out there on most aspects of each piece. Technology can make this aspect very difficult as students have all of this at their fingertips, and our goal as educators is for students to gain their own sense of meaning from what they have seen, read, heard, while also building skills that lead towards mastery along the way. (Alissa Hansen)
  • 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.
    • dwefel
       
      This is a great piece in the article. It really got me thinking of how boring school is for kids. As an educator I 100% want my students to be engaged and having fun learning. It would be so great to hear old kids tell their younger siblings how much fun school is!
  • Technology and the Web has radically changed that concept.
    • alissahansen
       
      Technology has changed the way EVERYTHING is done in the classroom as students have access to EVERYTHING now. So, what can we do as educators to make sure they are having meaningful and authentic experiences in our classrooms? How do some of you deal with this issue? I know I put a lot of work into the in-class and out of class work that I have students do because many questions/answers can be found so quickly by students and this occurs anytime and anywhere. (Alissa Hansen)
  • “free to expand as a standardized individual.”[1]
    • alissahansen
       
      I think this is a great quote that truly shows just how contradictory our world is! And especially with education. (Alissa Hansen)
    • principalchris
       
      Alissa, I like this quote as well.  We are free to educate as long as everyone gets 100% on the standardized test.
  • 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.
  • 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.
  • can explore almost every interest or passion in depth on our own or with others, it’s crucially more important to have the dispositions a
  • personalization only comes when students have authentic choice over how to tackle a problem
    • jenniferlb
       
      I like how this is stated..."authentic choice." We all want to be given choice in what we do each day...personally or professionally.  I think it is imperative to give students choice, when possible, in their learning.  But, the term "authentic" is what strikes me, because when I think of the choice I'm able to give students, I question whether or not it is authentic. When I offer students their choice of six different novels to read for a unit of study, is that truly authentic?  I'm doubting so.  It is a struggle, for sure.
    • katie50009
       
      I was also struggling with the word "authentic" here. Or even "how to tackle a problem." What problem? Why is this an important problem to tackle? Why? Would the student agree that it is worth tackling much less how to tackle it?
    • juliefulton
       
      I like the use of "authentic" however I am equally curious how a teacher manages a situation when the student does not believe it is worth tackling the question, as the previous reader noted. This is a great example of a need for PD - help teachers with strategies to inspire their students to want to take chances and risks to learn.
  • personalization only comes when students have authentic choice over how to tackle a problem
  • personalization only comes when students have authentic choice over how to tackle a problem
  • the prevailing narrative seems to be that we can’t engage kids without technology, without a smartphone, tablet computer or some other multimedia device or tool.
    • edamisch
       
      Technology is great and all, but it does have it's drawbacks.   A family friend was all excited that her baby could do XYZ on an iPad at a young age to find out later that her pediatrician thought that very thing might be why her speech was so delayed.  
  • better test scores
    • edamisch
       
      I've been interviewing and the question every district seems to ask it about data, data, data.  Two and four years ago, this was not the case.  I believe this is because of the high stakes testing trend in recent years.  
  • individualism yet experience a “relentless pressure to conform.”
    • edamisch
       
      This reminds me of the "hipster" trend - "let's all be different in the same way." 
  • “It’s so much cheaper to buy a new computer than to pay a teacher’s salary year after year.”[11]
    • edamisch
       
      There are districts using Rosetta Stone as opposed to foreign language teachers out there! 
  • One final caveat: in the best student-centered, project-based education, kids spend much of their time learning with and from one another.
    • edamisch
       
      I'll admit, there is one tiny, tiny part of me that thinks, "My parents' generation turned out alright without flipped/project-based/differentiated/insert every other educational buzzword here." Honestly sometimes I do wonder if all these best practice trends aren't leading to an egocentric, narcissistic  generation.  Selfies for example.  But then there's a larger part of me that knows the factory model doesn't work in education either.  
    • lisa noe
       
      I agree!  I think of all the amazing things that have been invented in history and wonder, how in the world did they do it without technology?!  I know that our world is changing, and that to continue to grow we must change, but sometimes things are better left as is. As I type that, I realize our educational system needs to be overhauled.  It's just that every time I turn around someone is trying to "sell" us something else they claim will work, and before we even have a chance to get it up and running something new comes along. :)
  • From what I’ve seen, flipping doesn’t do much for helping kids become better learners in the sense of being able to drive their own education
    • jenniferlb
       
      I have to agree with this statement.  With high school students who are over-involved (or resistant to be involved in anything at all) homework is rarely a priority.  Perhaps for a math class or a world language class where they have actual "work" to hand in, but when it comes to students finding reading time outside of class and putting as much effort into English is a challenge, for sure.
    • emilyzelenovich
       
      This is a common discussion in the English department at my school. We struggle to figure out how to make any kind of outside reading or homework a priority. We have tried providing more time in class, but then we often run out of time or students grow tired of doing one thing for too long. Trying to help them see value and meaning in the work we assign is tricky.
  • ‘We often say we want creativity and innovation – personalization – but every mechanism we use to measure it is through control and compliance.’
  • The Web has changed or is changing just about everything when it comes to how we think about the ways in which we communicate, collaborate and create.
  • It’s as if engaging them in learning without technology has become this impossible task.
    • kaberding
       
      It is hard to compete with technology.  When I think of technology, I think of even simple things like a cd player, video (the old VHS), radio station (for current news), etc.  As educators, we have been using technology to teach since we could get our hands on it. How about a simple cassette player with the ABC song on it?  I'm sure every educator has put their hands on any technology device that can help their students gain a better understanding of what is being taught. So I tend to disagree with idea that we shouldn't have to engage students without technology.  We should have to engage them with whatever is out there; doesn't that contradict the whole idea of listening to lecture is not an effective teaching strategy?  Basically, when I think of the term technology, I think of any form of it; not just the Web.  
  • Personalization promises better student achievement and, I believe, a more effective delivery method than any one teacher with 25 or 30 students in a classroom can compete with.
    • kaberding
       
      Personalization scares me to the extent that we are not only talking about teaching the content, but being an expert in whatever they choose as personal learning.  Or at least knowing how or where they can access all the information for their personal learning.  With class sizes only growing, I am nervous to see how planning, tracking, and assessing the learning will go.  
    • jillnovotny
       
      I will admit, this is the component of personalized learning I have not yet been able to wrap my head around. In thinking about how to manage the learning of all students in the classroom when the content may be different is kind of intimidating. Teachers who have experience with personalized learning like project-based learning have shared that it is not as difficult as it might seem and that the students work harder than they do. I think it is important that people don't get the idea that it is a hands-off approach from the teacher; it is simply putting the learning in their control and supporting them with developing their learning!
  • personalization,” “engagement” and “flip
  • personalization,” “engagement” and “flip.”
  • personalization,” “engagement” and “flip.
  • personalization,” “engagement” and “flip
  • “personalization,” “engagement” and “flip
  • personalization,” “engagement” and “flip.
  • “personalization,” “engagement” and “flip.”
  • engagement
    • kaberding
       
      When I think of these terms, I think of differentiation.  To me that is what personalizing, engaging, and flipping learning can be.  Only until you add the term personal does that change and move away from differentiation.  
  • system of accountability in the U.S. educational system,
    • katie50009
       
      I struggle with the systemic changes that will need to be made to have complete personalized learning for all students while still have some accountability for what goes on in the classrooms of America. I don't want to appear negative, and I am certainly for personalized learning, but I am conflicted on how this can happen and still have accountability
    • jillnovotny
       
      I completely agree with you that there are a number of systematic changes that will need to occur before personalized learning really takes hold in the US. In my opinion, there are still many ways to keep teachers and students accountable through personalized learning (i.e. still meeting the standards but through a project-based way). It is going to take some time for policy makers and other stakeholders in education to realize the possibilities personalized learning has to offer. I think it starts with having success with it in our own classrooms and success only comes through a number of attempts! I like to think of it as "If not us, who? If not now, when?"
  • We often say we want creativity and innovation
  • whole-child personalization many teachers dream of offering.
  • Personal learning entails working with each child to create projects of intellectual discovery that reflect his or her unique needs and interests
    • jillnovotny
       
      Whether you call it personal or personalized learning, this is what it is all about! To nurture students' natural curiosity, we want students learning about things they are passionate about. By supporting students in creating projects that reflect their unique needs and interests, we are truly teaching to the child. Again, this doesn't mean teaching one student about addition using basketballs and another ballet shoes, but about getting students actively involved in their learning and putting more of the control in their hands. 
  • the industrialized form of education that pumps out cookie-cutter students with the same knowledge and skills.
    • juliefulton
       
      I wholeheartedly agree with all of the comments and agree that we need to place emphasis on the young learners to change societal norms which are incredibly strong in the high school culture.
tmolitor

Adaptive Learning System Articles - 1 views

  • 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
       
      So is this basically differentiation but always with technology?
    • taylormunson
       
      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
       
      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
       
      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
       
      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
       
      The blend of human teachers and tech is a nice sweet spot, I think.
    • jennham
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      Ultimately, it is the students choice if they want to dig into corrective of suggested help pathways
    • tommuller4
       
      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
       
      It would give teachers more time to build relationships and make connections.
    • tmolitor
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      Sounds more differentiated than personalized.
    • kmolitor
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      I wonder what the long term benefits for students who completed learning this way.
  • redesign a developmental math program
    • mrsmeganmorgan
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      I am very curious as to what he considers to be "cheaply"?
    • kmolitor
       
      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
       
      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
       
      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
       
      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
       
      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
       
      I think this immediate feedback, corrective and actionable steps to improve knowledge are key in long term student success.
  • on-demand data
    • mistermohr
       
      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
       
      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
       
      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
       
      This sounds awesome! I wonder what the learning curve looks like...
    • kmolitor
       
      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.
kathleenweyers

Adaptive Learning System Articles - 0 views

  • How much you trust your adaptive technology depends a lot on what it is supposed to do.
    • rmeyer1130
       
      Yes! I am trying to keep in mind that none of these technologies are really meant to replace a person, but if they aid in a student's learning of some areas or learning targets, the technology is a good thing.
    • kellijhall
       
      I feel like I have this discussion with parents a lot. At my school, we (unfortunately) have a lot of parents who give their students technology whenever they want. Some of these parents then try to get me to use their programs in class because they believe it is better for their student. It can be a tricky conversation to navigate..
  • Adaptive technologies can have real value and are not going away. 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.
    • rmeyer1130
       
      When I am skeptical, I need to remember this. Teachers can still be active in a child's learning, but utilizing technologies when appropriate can be a good thing.
    • kellijhall
       
      I like to utilize technology when the students aren't with me because I am working with their peers. Math stations or Literacy menu choices can be a great time for students to explore some of these resources. As a teacher, I can't meet with every student during every minute of the day so I agree that these technologies can sometimes be an alternative, but not a replacement, for the teacher at appropriate times of the day.
    • kspedersen
       
      This statement really struck me. Often times I don't utilize technology because I don't believe that it is as meaningful as it can be; but, it is better than nothing. I cannot meet with every student every single minute of the day and often times technology can be a good stand-in. However, I do find it difficult to find meaningful applications, but perhaps I need to have a more open-mind and not be so critical.
  • mportant 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.
    • rmeyer1130
       
      I like this point. Adaptive technology is not taking the place of teachers. It is finding smart ways to organize time.
    • kspedersen
       
      I agree. Adaptive technology is not in place of the instructor, rather it is an added layer of instruction. I believe that adaptive technology is a great tool and can make instruction even more meaningful by allowing students to be fully engaged more throughout the day.
  • ...14 more annotations...
  • some confusion persists about the role of this technology and how drastically it may impact traditional instruction
    • rmeyer1130
       
      I think we're all mindful of job security! At what point will technologies be perceived as the better alternative to real teachers in traditional teaching roles?
    • kellijhall
       
      Agreed! However, are we also setting up our students for future success of using technology to learn something new as adults? (Other than using YouTube videos!)
  • 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.
  • That umbrella term covers a range of approaches and models, Newman said, including competency-based learning, differentiated instruction and tutorial models, as well as adaptive learning.
  • all adaptive software tries to mimic some aspect of what a good teacher does, given that every student has individual needs.
    • arieux1
       
      Important for me to remember as I start working on the lab. Hopefully, computers will never replace teachers... but I've seen too many movies.
  • They are not expected to know everything that the instructor knows, but they are good at helping to ensure that the students get the basics right
    • arieux1
       
      In my mind, this is what I'd use OLPs for. I've studied them as part of my blended learning training. To me, they are a way to augment what is being done in the classroom in a personalized way. This statement is pretty much how I'd put it.
  • Students get real-time response to their work
    • arieux1
       
      What I like about the idea of adaptive learning tech is this. Students can work on the low level, building block skills when and where they want, as quickly as is needed for them. The tech does this automatically, taking it off the teacher's plate. Knowing this kind of stuff will help the teacher drill down to what is needed.
  • Adaptive tech can help them get past those hurdles with a little extra help
    • arieux1
       
      In Iowa, we probably don't see as much dropout as other parts of the world. But students do fall behind and don't achieve to the level they should - not just for them, but for the future they will encounter. Providing them with tools to overcome the gaps is something we should aspire to as teachers.
  • Educators, of course, have been doing this for centuries. What is new about this practice today, however, is simply the use of technology
    • arieux1
       
      So this is the thing. Teachers need to move students into the higher levels of thinking and learning to meet the needs of the future. Letting a program ensure students learn these building blocks makes it easier for the teachers to scaffold them to the higher realms of thinking.
  • Adding the tech makes it possible to personalize at scale
    • arieux1
       
      Ah, now that's cool! I like that sentence because it encourages people to use the tech to personalize more easily and practically for all students.
  • "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?"
    • arieux1
       
      This is a good question regardless of what you teach, the level you teach at, and the approach you take. I just wanted to point that out.
  • good” education is entirely quantifiable and therefore manageable by computer.
    • kathleenweyers
       
      I think this is a valid point, that adaptive tech should not be a student's entire educational experience.  Much of learning cannot be measured by a computer program!  A combination of both is best!
  • technology can help make the adaptations easier and more streamlined.
    • kathleenweyers
       
      Technology can be far more efficient in teaching kids things that are measurable, like math facts of sight words.  Other things, like analyzing the tone of a poem may be less measurable using technology.
  • incorporating the right mix of online and face-to-face instruction where suitable.
    • kathleenweyers
       
      Adaptive technology does not mean the teacher is no longer needed.  It can help students be more successful and motivated because they are learning at their own pace at their own level, but teacher intervention can and should still occur.
  • this data to evaluate student proficiencies and generates "insights" and predictions that lead to recommendations and, ultimately, an individual learning path.
    • kathleenweyers
       
      In the data driven world we live in, there are so many benefits to having immediate date.  Teachers do not have to grade a bunch of work to figure out where kids are in their learning path.  Teachers can easily see where kids struggle and step in to provide remediation much more quickly than not using the tech.
LaRae Arment

"Personalized" vs. "Personal" Learning - 0 views

  • 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
    • arieux1
       
      While I wanted to highlight this entire paragraph, I thought this was the one that stuck out the most. This was a really concise way to describe personalization and I just wanted to note how directly this section of the article addressed the entire issue of what this really is.
    • julie_carroll
       
      Yes! This mantra can guide my new PBL course in the fall; writing it down now....
    • kathleenweyers
       
      Yes, this does fit with PBL!
  • Technology was strikingly absent from these conversations
    • arieux1
       
      This was surprising to me. When I think of personalization, I tend to include technology in it. This idea makes total sense, though, because if a student doesn't view tech as necessary or it isn't part of it, it shouldn't be forced.
    • ecsexton1
       
      I always picture personalized learning with technology too, but then I think about what is the point of teachers? Parents could just home school their kids. I'm still kind of confused about the teacher's role in personalized learning.
    • kellijhall
       
      Honestly, this makes me happy to hear because a lot of educators are quick to jump to technology without evaluating what is truly needed.
    • eswartzendruber
       
      I am also surprised by this. Society now demands that students understand how to use technology, and I think as teachers we feel pressured to use the latest and greatest website/tool in our classrooms. I agree with Jared that if it isn't necessary or the student wants to use different tools for his/her work, they should be able to.
    • heidimeyer
       
      This was shocking to me. Technology seems to be a huge part in every day learning for students. It's refreshing to know that it's not necessarily the best route to go.
    • jhenning40
       
      This surprises me as well; technology is such and integral and inescapable part of our lives, especially those of our students, that I would think this would be high on the list.
    • annabrousard
       
      I, too, was very surprised about how technology was absent. I guess it does make sense because if a student does not want to use technology then they do not have to. It would be totally up to them.
  • We don’t need personalization as much as we need to promote and give opportunities for our kids to do personal learning
    • arieux1
       
      I couldn't agree with this more. I think that a lot of personalization is actually allowing students to learn at their own pace, but in order through a prescribed curriculum. It may be more valuable to allow students to do some learning of what they want how they want.
    • ecsexton1
       
      How do you envision this working for you in your classroom? How do we get kids to do personal learning?
    • nthurm
       
      I think the key words are "promote and give opportunities for our kids to DO." At all levels, kids are going to have more success from doing instead of just recreating or reenacting someone else's work/ideas. This is something I have worked on improving every year since some of my very first lessons taught.
  • ...53 more annotations...
  • having my students read the literature at home and come into class ready to discuss it
    • arieux1
       
      Haha! As a former ELA teacher, several of my colleagues and I argued this exact point a few years ago. That's funny.
    • efabscha
       
      This is still the expectation in many of our college classes!
    • rmeyer1130
       
      And in band, we have always lived with a model of teaching during small lesson groups and then assigning home practice to gain mastery of a skill. I spend valuable teaching minutes teaching home practice strategies and reflecting on those strategies at lessons. I want kids to set goals and practice the lessons on their own at home.
  • they’ll master a set of skills mandated by people who have never met them
  • skills are acquired sequentially
  • context
    • ecsexton1
       
      I'm concerned that teachers are not teaching enough deep learning in the general education classroom in grade K-4. There is so much focus on getting 120 minutes of reading but it mainly goes toward the daily 5 and not enough connected learning to the world. How do we incorporate deep learning into the daily 5?
    • kathleenweyers
       
      good question! One way might be reading multiple books/articles on the same topic. More cross-curricular including SS and SCI topics
    • kspedersen
       
      I agree! That this can be tricky. The Daily 5 is a model and teachers need to figure out how to fill the model with meaningful material that accesses the whole child. I like the idea above about integrating other subjects into the reading block and I actually think that the Daily 5 model is a good way to do that!
  • of what deep learning now requires in a connected world.
  • better test scores. And, if that’s what we value as the most important outcome of schooling,
    • ecsexton1
       
      I had terrible test scores as a child and I get test anxiety about if I have enough time to finish the test. How can educators think that test scores are the best outcome for students?
  • 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, while at the same time telling teachers to be innovative and creative within their classrooms.
    • efabscha
       
      How can we use personalization when so much pressure is put on teachers and students to meet the core standards and to do well on standardized assessments?
    • rmeyer1130
       
      Agreed. And while there are elements of PL that can be used within the current structure of our school system, I am not exactly sure I an visualize just how every student is learning and being assessed.
    • trgriffin1
       
      This is exactly what I was referring to in an earlier comment - as teachers we do what we can in the paradigm we are in. I think part of the goal of courses like this is to create within our current confines.
    • kspedersen
       
      I agree with all of the above comments. For the sake of conversation, however, I would like to question how constraining our current structure truly is? Although we do use the common core/curriculum to tell us what we need to teach students, the core does not dictate how we teach them. I wonder if we sometimes create more obstacles for ourselves because, at the end of the day, it is perhaps easier to follow along in a manual than to create 25 separate lessons that involve more personalization.
    • annabrousard
       
      I love the idea of personalization however I feel if my principal walked in and saw all of my students doing different activities she would NOT be happy. She would ask me what learning scales everyone is working on and I am not sure I would know how to respond.
  • Personalization promises better student achievement and, I believe, a more effective delivery method than any one teacher with 25 or 30 students in a classroom can compete with. It’s a no-brainer, right?
    • efabscha
       
      So what does this mean? We will have more teachers? Or we will look to the students to act as teachers at times?
    • kellijhall
       
      How do we accomplish this within current reality?
    • rmeyer1130
       
      I don't think it's as easy as a "no brainer," do you??
  • Certain forms of technology can be used to support progressive education, but meaningful (and truly personal) learning never requires technology
    • efabscha
       
      This surprises me as there is such a push for technology in the classroom today!
    • kellijhall
       
      Not to mention how you are pushed into using it over paper-pencil when your district is 1-1. I worry about what message it is sending to my students when I struggle so much with reading their handwriting!
    • julie_carroll
       
      It's a good reminder! Old-fashioned, face-to-face discussions and creative construction of meaning (i.e. brainstorming) still works!
    • kathleenweyers
       
      But technology can be a powerful tool for learning, creating, collaborating and such. Here is a simple example. Reading this article with other classmates and seeing their thinking pushes my thinking. How about connecting to an expert or author on Skype? That would create a learning opportunity far better than just reading about an author. Just saying, tech can be more powerful than the traditional methods of learning!
    • heidimeyer
       
      I agree there is power in learning with technology. However, the kids today have lost the simple art of communication in person. We need to focus on building more relationships out from behind the screens. The Skype idea is something my school implements and is an awesome learning experience we couldn't have otherwise. However, the students need to know how to have the eye contact, confidence and ability to be prepared talk to someone. This is taught and learned away from a screen.
    • katieconnolly20
       
      I babysit for many families and have seen the impact technology has on their home lives. Technology is so readily available. Children in today's society relay on technology in many ways and parents relay on it to entertain their children. With this said, I believe we will continue to see technology playing a key role in our schools. I feel that there is a time and place for technology to be used. Some people have commented that their schools are 1:1 with technology. As a kindergarten teacher and educator, I feel that technology has a time and place. However there are important skills that I strive to have my students learn without technology such as social skills and writing skills. It will be interesting to see how technology continues to be utilized in schools.
    • efabscha
       
      But most kids love technology!? I guess it doesn't have to be a requirement, but it should always be a option!
  • ed-tech community to describe a student moving through a prescribed set of activities at his own pace.
    • efabscha
       
      I like this idea, but the classroom management piece makes me a bit nervous.
    • kellijhall
       
      This is what is often explained to teachers when personalized learning is brought up.
    • anonymous
       
      If a course is truly personalized, shouldn't the student be creating the pathway and goals while the teacher guides rather than prescribing the activities?
    • kathleenweyers
       
      So this reminds me of ST Math or Reflex Math. Even though the students is self-paced, it would not be considered "PL" in the truest form because the teacher is still assigning the content.
    • anonymous
       
      I agree Kathleen! We individualize the content the student is deficient in by assigning skills but there is no student choice. Just some 'fun' in learning through the online program.
  • “We often say we want creativity and innovation – personalization – but every mechanism we use to measure it is through control and compliance,”
  • “personal” learning is something they do for themselves.
    • julie_carroll
       
      Personalized vs. Personal Learning
    • heidimeyer
       
      This was profound for me!
  • personalization only comes when students have authentic choice over how to tackle a problem.
    • anonymous
       
      Yes!! When there are authentic choices, student buy-in and motivation increases. I like how the author included the phrase 'tackle a problem.' In the workplace, our students will be expected to sovle authentic problems adn this is a great way to build those critical thinking and resilency skills.
    • heidimeyer
       
      Yes!! I agree with you 100%. Nothing can prepare our students more than allowing them the opportunity to authentically tackle problems.
    • katieconnolly20
       
      As you both said, I agree with this statement 100%. I think it is awesome to allow students to authentically chose how to handle a problem. In kindergarten, I teach the importance of problem solving. I give my students prompts that allow them to become respectful leaders. I think problem solving is a great life skill that students can benefit from no matter their grade level!
  • the prevailing narrative seems to be that we can’t engage kids without technology,
    • anonymous
       
      I've noticed with my own students, that their excitement and engagement with technology has decreased as they increase the amount of time the are using technology in their gen. ed. classrooms. Since they are using technology to use programs that place them in a prescribed path after taking a placement test, they are loosing interest because they have lost the authentic connection to the content. The technology instruction is redundent and unpersonalized. They are missing the personal interactions with the teacher, discussing ideas with group members, and the choices provided in authentic learning. Students in my classroom are now more engaged through group work or hands on learning than technology.
    • anonymous
       
      Has anyone noticed this in their own classrooms as well? I believe technology should enhance instruction, not replace it in the elementary setting.
    • eswartzendruber
       
      Yes, I could see how this would be the case. We use a program similar to what you're discussing. As a district, we're supposed to be utilizing this online tool, but how effective is the tool if the students are no longer engaged with it?
    • annabrousard
       
      I definitely see this. I have trouble keeping my student's attention if I do not have the work projected onto the Smart Board.
  • monitor students’ progress
    • anonymous
       
      This frame of thinking challenges me. As a special education teacher, we monitor progress on reading fluency weekly. We need to follow a research-based curriculum and every week my students are tested and we I evalute their graphs. This information is legally required. How can I impliment a true personalized learning experience for my students when I am required to teach a research based intervention? Has personalized learning been applied successfully in a special education setting?
    • kspedersen
       
      This is a really good question and one that I am wondering about as well. Although I teach in a general education classroom, we too have to follow certain guidelines and use research-based curriculum. I wonder if personalized learning is only feasible for students who are at or above grade level?
  • our thinking about what we want our kids to learn and our changed roles in that process matters
    • rmeyer1130
       
      I love this article and what the author seems to be struggling with is what I struggle with. For the students enrolled in beginning band, I cannot make it a totally free learning environment. I can offer choice and give kids some freedom in choosing which exercises demonstrate learning targets, but what I want kids to learn is not really the student choice. Is it enough to say that band itself is an elective and if kids chose to explore band, then that is part of a personalized learning model?
    • rmeyer1130
       
      I am all for student involvement in making some of their own choices as they learn, but maybe I can't look past the needs of my content area to imagine a change in paradigm for all learners
  • but every mechanism we use to measure it is through control and compliance.’
    • julie_carroll
       
      We do function within a system...the question is how to negotiate that system to personalize for our students.
    • trgriffin1
       
      I think this is the hardest thing for both the teachers and students - it is easy to talk about PL, but once rubber hits the road it is very complex to make it work within the traditional confines of the school day and grading structures.
    • jhenning40
       
      There seems to be a big contradiction, at least in my mind, with matching personalized learning to the need/desire to tie everything to particular standard and grade. Our current system and expectation of a grade seems to limit the true sense of personalized learning.
  • choice
    • julie_carroll
       
      Ah- now I understand that if the choice is created and given by the teacher, it might not be personalization. Our district uses E 20/20 in some extreme cases and it generally does NOT meet any student's learning needs.
    • LaRae Arment
       
      I think this is where the disconnect is, many my district will do online learning but it isn't personailzed because it is driven by the program that the district uses and students just fly though he program to get done. In the end I don't think they learned anything from their courses. If it were personalized they would take more ownership in their learning.
  • resource rich
    • julie_carroll
       
      Partnering with community businesses and community organizations.
    • jhenning40
       
      That's a good point. There are often so many other experts within our own schools and communities who could be valuable resources for our learners.
  • agency
  • changing just about everything
    • julie_carroll
       
      Makes me think of the directive "we can no longer teach what kids can simply Google." So, learning becomes more inquiry-based and connected to real-life purposes.
    • LaRae Arment
       
      I recently heard that if a student can google the answer then we are not teaching them the higher order thinking that the industries are seeking now in their future employees. Google tends to give the surface answers and not the think out of the box answers unless they take the time to really dive into resources (which most won't take that time).
  • drive their own education
    • julie_carroll
       
      For me it keeps coming back to this: who drives the learning - the teacher or the student?
    • nthurm
       
      Do they know how to identify what specifically does drive their own education? We do a lot of modeling before asking the students to do different work. I think this is going to take some brainstorming as to HOW to help kids see what helps them learn.
  • You’re “free to expand as a standardized individual.”[
    • julie_carroll
       
      Ha! We have the "individual vs. society" discussion in my class each year and many students notice the irony of trying to be an individual by doing something that conforms to someone else's norms (i.e. dying your hair blue...like millions of other teens trying to be individuals is a classic 9th grader example).
    • trgriffin1
       
      This is a great point! It is hard to fit in and stand out:) It is hard to excel in school if you risk doing something different.
    • eswartzendruber
       
      I love reading your comments, Julie! That might be a challenge with personalized learning as well. Students struggle to be their own learner and achieve their personal goals - yet at this age, so many kids are drawn to the social dynamics of groups and trying to stay close in their developing friendships. As a fourth grade teacher I see students experimenting with the individual vs. group struggle on a regular basis. This will certainly be a challenge to stay on top of!
  • caring teacher who knows each child we
    • julie_carroll
       
      Yes! The most important "method" of teaching.
    • trgriffin1
       
      I think the core of PL is this - knowing the who/what/why/how for each student, this is true even within current school structures.
    • kspedersen
       
      I agree! We need to care about our students as people, not just as learners and I think that this will create great success for not only the teacher but for our students as well.
    • nthurm
       
      While I agree, it takes MORE than caring! If caring is all it took, I'd be golden, but figuring out how to implement it for 50-100 kids is where I struggle. I hope to learn this by the end of the course.
  • not created by them
  • construction of meaning
  • learning with and from one another.
  • collaboration and takes place in a community.
    • julie_carroll
       
      I am grateful to read this...my students report each year that some of their biggest "ah-ha" moments come from their peers. I know I learn so much each year from my students; there's no way I can be the "sage on the stage" when we're all in this learning thing together!
  • 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.
  • moving ownership of learning away from the teacher and more toward the student.
  • 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,
  • we cherish our commitment to individualism yet experience a “relentless pressure to conform.” Each of us can do what he likes as long as he ends up fundamentally similar to everyone else:
  • Personal learning entails working with each child to create projects of intellectual discovery that reflect his or her unique needs and interests.
    • nthurm
       
      I'm sure this is an aim for most teachers. How to do it for EVERY student is what I hope to learn!
  • preoccupation with data data data data data.   Elsewhere, I’ve written about the folly of believing that everything can and should be reduced to numbers.[
  • For many educators that’s not the true meaning of “personalized learning.”
    • trgriffin1
       
      While I agree it isn't the true meaning, nor the widely accepted meeting, however I think it is the reality for what teachers can do in the current structure. When transcripts, grade scales, grade books and class sizes are currently where they are, this is the compromise or baby step towards the largest goal.
  • “personalized learning”
    • trgriffin1
       
      I think there is a difference between the technical definition and the operational definition. When you read about innovative schools who do all kinds of things, the easy criticism is that they can do what we can't. There is truth there, but the reality is that we need to try to do what is best for all of our students regardless of the status quo, especially when the status quo isn't working at the highest level.
  • It’s had an enormous effect on media, business, politics and journalism, and its effect on education
    • trgriffin1
       
      To his point, I think this statement is taken out of context to conflate tech and learning. Districts spend a lot of money on tech but not enough is done to change how teaching happens or tech pedagogy.
  • new dispositions to take advantage of it for learning.
    • trgriffin1
       
      I believe this is the major gap. Many taking this course are already jumping in (or did a while ago) but I think we too often ignore where others are in relation to that change. There are still teachers who refuse to integrate anything but a few substitutions for what they have always done, instead of real change.
    • eswartzendruber
       
      That's when teachers who believe in this change of learning need to use student work and proof of student motivation in order to get other teachers on board!
    • nthurm
       
      I would say, as educators, we fall into this trap when using technology. We need to look at what purpose the technology we are using is providing. Would it be more effective or simpler to understand without the newest technology? I'm not against technology, but sometimes we get so excited about what we found out on the internet that we don't keep an objective eye when choosing to implement it into our classrooms.
  • not be trained to wait for opportunities that someone else has selected for delivery
    • trgriffin1
       
      I think this connects well with the notion of dispositions - we need to create a system that supports learners who know how to learn - the whole candles to light instead of buckets to fill - but schools typically operate as bucket filling stations. A lot of students, families, and teachers need to support for this transition.
  • surely lost our way
    • trgriffin1
       
      I completely agree - I HATE hearing the word 'cool' when a learning about a new resource or tool. Things being cool doesn't lead to learning or engagement.
  • By assigning the lecture at home, we’re still in charge of delivering the curriculum, just at a different time
    • trgriffin1
       
      I think this is the current status of innovative teaching and learning for a lot of teachers. Flipped = Engagement = Innovative = Personalized etc. Really though, I think the good intentions are there, but the time, energy and resources aren't to move beyond intentions for a critical mass.
  • goals and practices
  • resemble standardized tests. When we hear a phrase such as “
    • trgriffin1
       
      This makes PL a tough sell - it isn't worth the time if it doesn't help the existing goals, but it isn't really PL if the goals are already defined.
  • reductive rubrics
    • trgriffin1
       
      I see a lot of SBG and SRG teachers explain how they can measure every discrete skill in an ELA standard with the right rubric, I feel that fits the cliche - seeing the forest through the trees. Every aspect of school can't be all or nothing - it is like the polar opposite of high stakes testing; a similar but different problem.
  • Personal learning tends to nourish kids’ curiosity and deepen their enthusiasm
    • heidimeyer
       
      That's what I strive to do but the linear curriculum can really hold the teacher and student back.
  • t is clear that all children don’t learn the same way
    • katieconnolly20
       
      How do we as teachers make sure that all students needs are met and that they are all able to gain the same amount of knowledge? I feel that there are so many different types of learners and sometimes as a teacher am overwhelmed by the different kinds of learns in my classroom. I struggle with how to meet each students needs to make sure I am doing my best as an educator.
    • jhenning40
       
      I think an important piece is to help students (and parents) understand the type of learner they are. Students who know what works best for them (auditory, visual, reading silently and hearing it read out loud, etc.) can begin to take steps towards helping their learning and success.
    • annabrousard
       
      I wonder if schools will ever start grouping students by learning type. For example, if there are 3 sections of second grade, one teacher might teach to the auditory learners, one the visual learners, and one the hands-on type.
    • LaRae Arment
       
      I like the idea of grouping students by their learning styles. It would really hit that personalized learning. However, what would happen if there was an unbalanced separation in learning styles. Do you think that schools would accommodate or would it be too expensive? I see this working really well in both special educ classrooms and regular educ rooms.
  • 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.
    • katieconnolly20
       
      I love this part of this text. As a kindergarten teacher, I believe it is important for students to have that exploration and discovery time in the classroom. They need to learn at a young age to be their own teachers. It has amazed me during our center time this past year what five and six year olds are able to discover and share with me!
    • LaRae Arment
       
      Yes! I think this can work at any level for learners. Why would we want to limit a learner to stop at a certain point and not stretch themselves in a direction that will better them as a students. I believe this is where students discover their interests and strong points with a little bit of freedom.
  • engagement”
  • industrialized form of education that pumps out cookie-cutter students
    • nthurm
       
      These words used here could easily offend someone who has been in education, those who have created good lessons with ways to reach various children: "industrialized," "pumps out," and "cookie-cutter students." Not a great idea at the beginning of an article if you wish for veteran teachers to read and learn from ideas presented about personalized learning - might seem like another buzz term because there have been a lot of them throughout the years!
  • tware
    • nthurm
       
      This is a problem in itself when there is no funding to do this!
  • “’Personalized’ learning is something that we do to kids; ‘personal’ learning is something they do for themselves.”[4]
  • “It’s so much cheaper to buy a new computer than to pay a teacher’s salary year after year.”[11]
    • nthurm
       
      This is what I fear for the future of education! Going one-to-one and seeing the push for technology in lesson planning worries me that education is not going to need the person in the future!
ksteffener

Implementation in a Secondary Classroom (Articles) - 2 views

  • At the end of the project they can choose how they will present their findings.
    • Kristina Dvorak
       
      In my classroom, this might be allowing students to choose themes or subjects for their final projects while using the techniques we are studying.  
    • alissahansen
       
      I find that the possibilities are endless in the English classroom as well. I use RAFTs often where students choose the role of themselves as the writer, their audience, the format of the writing, and the topic, and they excel with this. With English, work is not just organized around a work of literature, it's really much more about what is gained through that exposure to said literature. This really helps makes giving choices possible in this type of environment. It is hard to give much choice when students need to be able to write a research paper in MLA format, however. They do have the opportunity to choose a topic, resources (I give them some, but do not force them to use the ones I provide because they are pretty knowledgeable when it comes to tech resources). The research paper is probably the most difficult unit for students and I think it is because it is so rigid of an assignment. I would love to offer more choice with this, but I am not sure if that would be possible. Choice in my classroom relates to learner interest as well. I always make sure to offer options that appeal to all, whether it is acting out a scene, writing an alternative ending, creating a Facebook account for a character, a podcast, writing a blog, or creating a comic book storyboard. 
  • It is a messier way to teach, though it takes more organization on the teacher’s part, not less. You really have to be on top of things to allow the students choice since now there is more than one “right” way of doing something in the classroom. And Julie Ison (the team’s mathematics teacher) adds, “You have to have a principal who understands that when he walks into a roo
    • Kristina Dvorak
       
      This is very true.  As I attempt to make sense of this for my classroom, I am realizing the amount of prep work that is involved.  I realized I can continue to develop the resources that I make available to students, but I want it to be meaty to begin with.  
    • edamisch
       
      I am often overwhelmed by the amount of resources there are for Spanish since there are 20+ Spanish speaking countries.  It is often difficult to know where to start since I write my own curriculum. 
    • bleza66
       
      This is also true in the special education environment. Each student is working individually on the subject they need assistance with or on an IEP goal area. It is often difficult for people who are not familiar with what we do to see what we are working towards. 
  • The classroom is more disorganized, with one student working one way, another a different way—you get the picture.
    • Kristina Dvorak
       
      This quote really spoke to me.  This is often what an art room looks like.  To a degree it is already personalized, but it can be more personal for the students.  That is my goal. It is funny because so many times administrators assume I can do more because I 'just' give my students a project and they work on it all week, so of course I must have all kinds of time.  But really the classroom is constantly in motion, I just don't stand at the front and direct all the motion.  It really does take an understanding administrator for this to work well.  
    • Lisa Hackman
       
      This spoke to me as well. Working in an alternative education environment, I may have 10 students working on 10 different classes at any one time. Some may be working on-line while others are working out of a text book. Others may be in the hallway doing some fitness activities and still others curled up in a comfy chair reading a book. I, in the meantime, am usually traveling from student to student providing assistance. There is never a dull moment, that is for sure! And yes, an understanding and supportive administration is KEY!!
    • ksteffener
       
      What is normal to the spider is chaos to the fly. That is how I view my job! I love when administration walks in shakes their head and leave!
  • ...51 more annotations...
  • They’ll have to post a couple of responses—and post a couple of responses to responses— as part of the class. That’s going to get them trading ideas about the literature we read in class
    • Kristina Dvorak
       
      This whole quote reminds me of the importance of critique. Implementing this method of teaching really makes critique even more important.  It also allows students to learn from each other and explore ideas and techniques even deeper.   
    • bleza66
       
      I really like this idea because it allows deeper thought and more meaningful conversations to happen. I can see where this would lead to larger conversations with students and the class as a whole. 
  • Coach Debbie Camp remembers with a chuckle what most of the kids said—they loved doing it because it was a break from math!
    • lisalillian311
       
      Amazing comment from the students!  They didn't even know they were learning!
  • choices that promote feelings of control, purpose, and competence are likely to be more motivating than choices that do not.
    • lisalillian311
       
      What if a student doubts his choice to the point of frustration?  How can the student be redirected to make a confident choice that will turn into a learning experience? As the teacher, I would be afraid to over-assist a student with choices, if that student is not confident in their learning.
    • alissahansen
       
      I agree! I think students need to learn how they work best and to make choices based on that. I think this is hard for some of the students that I work with. It can be difficult when students just are not used to being given choice, then all of a sudden they are asked to choose what is best for them... I think there are some that will struggle(successfully and  otherwise) and some will be even resistant to the choices offered, but students will learn how to make choices that best suit them. It just takes time. We cannot just expect them to make the best choices right away. (Alissa Hansen)
  • “without deep and flexible understanding of content, teachers are handicapped in the critical task of helping diverse students find points of access to the school curriculum”
    • lisalillian311
       
      As teachers need more depth of knowledge in their respective subjects, I would think that universities would begin requiring more courses to "cover" everything in a given subject.
  • A sense of competence
  • sense
    • lisalillian311
       
      I especially like "competence" as a part of this formula.  Students need to feel like they know how to learn and learn how to know.
    • spfantz
       
      Teaching meta-cognition is a life-long skill they will use forever.
  • Not anymore. Now she says, “One of you needs to move. You decide.” It is less stressful to her and focuses the students on what they need to do to regain control.
    • Lisa Hackman
       
      I love using this technique when students aren't being productive when sitting together. I'm all about giving students choices and then they learn they have to deal with the consequences of their choices. I've had students ask me if they can leave early. I always tell them, "It's your choice, but be prepared to live with the consequences of not meeting attendance and progress goals."
    • marydermit
       
      I have use the you decide but I really like your answer to students about leaving early.  I am going to try it out this year.
    • bleza66
       
      I also use the "it's your choice" technique. It is important for student to take responsibility for their own actions and learn that sometimes the consequences of making that choice is not worth it. Real life learning at its best. 
    • ascallon
       
      I use this quite often also.  It puts students in control of consequences.  It's interesting to hear their reflections when graduation requirements aren't met.  Most take responsibility for not attending and getting work done.
    • ksteffener
       
      This sounds a lot like Love and Logic to me.
  • “One of the things I had to learn recently was to let go and allow the kids to experience the consequences of their choices.
    • Lisa Hackman
       
      I see this as my biggest struggle in the day-to-day happenings in my classroom. Many of my students have already failed based on the choices they have made in the past. They attend the alternative program as what some may consider a last chance. I feel like I'm not doing my job if I "let go and allow failure." I guess in my eyes, if they fail, I fail. My principal has told me numerous times over the years that there will come a time where you just have to let go.
    • katie50009
       
      Lisa--This is a struggle for me as well. The feeling of "if they fail, I fail" is something very real for educators because we care so deeply about our students. 
    • Lisa Hackman
       
      I oftentimes feel like we, as educators, care more about our students' education than the student does. It's an uphill battle I face every year...not with all of them, but there are always a few.
    • spfantz
       
      I understand allowing a student to fail, but it seems silly to allow a student to fail a core class because they were unable to problem solve or troubleshoot a technology issue. I think we need to evaluate what it is that we want students to come away with. Also, project based curriculum can often times be lengthy, so I would fear students we allow to fail could loose weeks of learning.
    • ksteffener
       
      I have heard the same thing and I really believe that because we take our job so personally- failure is not ok. I always try and focus on the success not the failure. You may have failed the class but you did this this and this right.
  • Choices like this honor divergent ways of thinking and, in doing so, help promote strong feelings of competence in students.
    • Lisa Hackman
       
      I enjoy seeing students come up with different ways to solve the same problem. For those that struggle, I try to model a few different techniques and then have them pick the technique that makes the most sense to them. Sometimes they come up with something totally different and I'm OK with that.
    • alissahansen
       
      I like the idea of having students pick a technique that makes most sense for them and that was modeled because if I see students struggle, it is usually because they just don't know where to start. Not every student will have that innate ability of taking the initiative. I know teaching freshmen that this is an area students really struggle with because they just don't trust themselves and moving forward can be paralytic because of it. (Alissa Hansen)
  • Photo Story
    • edamisch
       
      Everyone has their strengths and weaknesses - I usually let students choose how they want to present their information too.  Unless I'm trying to teach a specific skill such as how to create a strong power point presentation, where everyone would be required to create one. 
    • spfantz
       
      I would love to see the rubric aligned with standards and benchmarks to see how they reach goals through activities and through their culminating project.
  • give my students a choice:
    • edamisch
       
      For my 6th graders Spanish speaking country capital unit for example, I have four ways that they can choose from to study for the quiz - two technology based (quizlet.com and a youtube video) and two more paper based - worksheets and flashcards.  This works well in case kids don't have internet at home. 
  • d the
  • The kids can choose any one of those methods as long as they follow a rubric that I created about what I am looking for.”
    • jenniferlb
       
      I love it when I have the opportunity to allow students to choose how they will demonstrate their learning. We use one common rubric to suit multiple ways they present their information. I have found, however, that sometimes when students have freedom to choose, some are resistant to it.  Some want a specific, step-by-step set of instructions or blanks to "fill in" and having freedom to choose how they present their learning makes some uncomfortable. I find that interesting!
    • moodyh
       
      It is great when students have an opportunity to present in their own ways, but I find my students struggle with it.  I give them the opportunity to present their final financial literacy project any way they want, but most of them just wrote me a paper that covered what the rubric asked for.  I think students will need as much training as teachers to get used to individualized learning
  • Giving choice is about empowering students. It makes them feel that they are part of the process, not powerless; that’s the kind of feeling that motivates everyone.”
    • alissahansen
       
      This quote really speaks to me because it holds so much truth! It's amazing how much psychology goes into teaching! That said, choice, motivation and empowerment all go hand-in-hand. Students do so much better when they can own something (well most of the time), and when they have the opportunity to choose how they will represent their understanding to you, it also shows that you as their teacher, trust them to make that decision and I think students respond well to this. Now, sometimes students will take what they perceive as the easier approach, but they learn the consequences pretty quick. And this extends not just to those choices relating to academics, but behavior as well. I work with freshmen, who are still trying to figure out what it means to not be an eighth grader anymore, and I have found that  when it comes to discipline, giving them a choice allows them to hold themselves accountable and establishes trust. I have used, "who is going to move to a more productive place in the classroom?" often, and I have not had a situation yet where one of the students didn't make that choice. The system works for toddlers too! (Alissa Hansen)
    • marydermit
       
      Giving students choice builds a trust relationship that is so important.
    • ascallon
       
      One of my favorites is the closer to graduating, usually the closer the student sits to my desk or me.  The 1:1 time helps them get done faster.  
    • ksteffener
       
      I think getting at risk students to trust me as a teacher is the toughest thing I do. I need them to believe that I will move every obstacle I can.
  • 2. Use the technology you have.
    • jenniferlb
       
      I find this "lesson" interesting as I would think that to have a successful PLE 1:1 technology would be necessary. This allows me to think that personalized learning could become a part of traditional classrooms sooner than later!
  • ound of Kahoot
    • alissahansen
       
      This is my favorite discovery by far and students LOVE IT! It is a great way to review content with a program that has gaming qualities and offers a sense of healthy competition. Students can use phones, desktop computers or laptops to gain access to the interactive program and I will say that once you do it once, students will ask for it daily. You can even quiz students using the program and it will compile the data for you so you can enter in scores if you wanted to. I highly recommend it to all educators. It is a valuable resource, and it is free! (Alissa Hansen).
    • moodyh
       
      I love Kahoot too as a whole class assessment.  Another great (and free) resource is quizizz.  It is similar to Kahoot except that students can go through and take the quiz at their own pace instead of it being a race to see who can answer each question first.  It still compiles the data for you, but gives the students a little more privacy.
  • in a typical story unit, they can choose between just reading, and reading along as they listen to a story. They can also decide whether to annotate online or on a printed copy. They can take notes on paper or record their thoughts verbally as they analyze the story.
    • edamisch
       
      These choices are awesome!  Underlining and writing notes in the margins online is way different than on paper!  
    • katie50009
       
      I like these ideas as well. So simple and yet it gives choice to students. I like real, specific ideas to begin the implementation of PL--actually, I feel like I was not as far behind on giving PL a try because I am using strategies such as these. Feels like a postiive boost!
  • Choose the best content delivery method.
    • alissahansen
       
      I love utilizing technology (freetech4teachers.com is a site I visit often), but I sometimes struggle because there is just so much out there. I do a lot of playing around with different programs and resources before introducing them to students, but I do feel overwhelmed by it all at times and I am sure students feel the same way. I think this is a very important statement because with the wealth of information/tools out there, students should have the opportunity and be able to decide what is going to work best for them and teachers need to make decisions about the best tech tools to get them there. This is easier said than done as every summer I have about 100 new tech ideas to incorporate and feel there is no time to do it all...talk about cognitive overload! (Alissa Hansen)
  • skip forward, pause or rewind as needed until they get the lesson.
    • edamisch
       
      Great features 
    • marydermit
       
       I want try short videos with pharmacy tech students as an  choice to reinforce some of the key concepts with math applications.  Those that need to review can and those who have it can move on.
  • Kahoot,
    • edamisch
       
      This is big in my building. (middle school) 
    • marydermit
       
      I used it this past year to review drug classifications with pharmacy tech students. They loved it.  I want to add more units this year.
  • AP students would each have produced their own 10-page research paper.
    • edamisch
       
      Personally, I'm glad I had to write two 10 page papers on the topic of my choice for AP College English my senior year of high school, since papers of that length were the norm as a Spanish/Art/Education major in college.  It was good preparation.  
    • juliefulton
       
      I agree, we do not want to 'cheat' our students from learning and practicing valuable skills needed for success in college and/or their careers.
    • spfantz
       
      This would be a huge undertaking for some of my students. I wonder what types of supports and assistance is offered to students who need help.
  • use their fantasy football stats during class
    • edamisch
       
      cool idea! 
  • encourage you.
    • edamisch
       
      The above reminds me of the example "Day in the Life" assignment.  The depth of this cross curricular unit is great, but what about breadth?  Would everything be covered?  This is a concern of mine with time consuming projects.  
  • Imagine that you are a student at Tidewater High School, a fictitious comprehensive American high school that is organized into small learning communities.
    • alissahansen
       
      This a great resource for developing a personal plan and establishes a useful blueprint so one can see what a truly personalized learning environment would look like for: the student, teacher, administrator and even a parent! This is a resource I am going to use for my personalized plan. I especially like the breakdown from the student's experience, the purpose, what the structure of the class content would look like, assessment, and there is a useful checklist that once could use to assess yourself on implementation. (Alissa Hansen)
  • I feel that I am on this blended learning journey with them, and I truly believe it has made us all more engaged in our work and more focused learners.
    • jenniferlb
       
      These final sentences really sum up what I would love to be able to say about the work that I someday hope to do!
    • emilyzelenovich
       
      I agree completely. I want to know that students find value in meaning in the work we do in my class, and I want to know that I have helped prepare them for the world after high school. 
  • Students do not always need to work at their desks. For example, one teacher noticed students were getting restless during independent reading in class. They became more motivated and less fidgety when the teacher allowed them to find a comfortable place to read. Some students chose to remain at their desks, others crawled under the desks, and still others found comfortable places elsewhere. Even simple choices like this can give students a meaningful sense of control.
  • Students
    • jenniferlb
       
      Depending on the unit of study, the students in my 9th and 10th grade English classes are given regular reading days to enjoy the novels they are reading.  I love it when they ask to move around the room to get comfortable to read.  When they're given the choice of where to read, I agree that it does give them a "meaningful sense of control."
  • even in small ways, of their own education.
    • katie50009
       
      The phrase "even in small ways" really caught mu attention. Instead of focusing on what we can't do and can't change, I need to focus on baby steps of implementing change, one step and one student at a time. Over time it will become more natural for the teacher and student to change the traditional roles of schools and really become engaged in learning.
  • t is the purposeful design of instruction to combine face-to-face teaching, technology-assisted instruction and collaboration to leverage each student’s learning style and interests for deeper learning. When done right, it meets several of the ISTE Standards for Students and Teachers while leading to a more rigorous, challenging, engaging and thought-provoking curriculum.
    • katie50009
       
      I think some of the hesitation for teachers to work more fully in a PL modeled is the issue of rigor. Are students really challenging themselves? Am I giving them enough guidance and feedback to take their learning to the next level? How will I know for sure?
    • spfantz
       
      I agree, it would be difficult to gauge or measure how rigorous, challenging, and engaging each students' personalized path is for them.
  • When asked to explain the “why” behind my choices during professional learning sessions, I realized there was more to creating blended lessons than simply adding technology. Today I carefully construct my units with specific learning goals that drive the method of delivery and learning activities.
    • katie50009
       
      These statements really help me see how, as a coach, the conversations I have with teachers, and the reflections that follow, will be key to implementing PL successfully.
  • My students’ input and further pedagogical study helped me refine my lesson planning until I got it right.
    • juliefulton
       
      It is very important that we model for our students taking risks, asking for feedback, refine for improvement, and continually grow as individuals and professionals!
  • Now they have access to the full unit from the beginning, so they can gauge their own pacing and get practice in time management.
    • juliefulton
       
      Students are learning content and life skills but teacher organization of the course is important to maximize learning. If a student is confused by having access to all the course at once, they may be overwhelmed if the necessary componets are not clearly identified.
  • allowing students to pick one or two friends they would like to work with
  • Certainly, giving choice to students often means that teachers need to allow students to make their own decisions, and it can be difficult to give up this control.
    • juliefulton
       
      ...and teachers need to be open-minded to answers that are not right/wrong. Perhaps 'what-if' dialogues are right.
  • generally made every mistake you can imagine
  • “We have all these different methods of how kids can present the project,
    • ascallon
       
      My concern is how to get students to do quality projects.  Some of the things I receive are so low quality. What do I do to get the students to do more work?
  • ‘Okay. Here’s a list of choices. Choose one. As long as you follow the steps in my rubric, you’re fine.’”
    • ascallon
       
      This is how I set up projects, but get cut and paste type projects.  I would like ideas to get students to stretch their horizons.
  • technology failures
    • ascallon
       
      Technology failures get me frustrated.  The students help me so much, but I feel like a failure when I can't help them or when the technology doesn't work as planned.
    • ksteffener
       
      this is the single biggest roadblock I face. As a rural school we are without internet at least once a week
  • access on their own phones
    • ascallon
       
      Students use their own phones for research and project.  I haven't opened up to computers/tables yet.  Hopefully we will have 1:1 computers for the classroom this year.   I'm interested to see how this will change research and projects for students.  Hoping for higher level thinking skills!
  • Giving students a short list of topics with an option to create their own topic, with the teacher’s approval, often works well.
    • ascallon
       
      I do this with World History projects and end up copied text from a website or a PowerPoint with just the facts.  I would love some strategies to get students to think beyond the facts and cut and paste.
  • When activities require students to work in groups
    • ascallon
       
      A student frustration has been when the group members don't show for class.  We've tried to debate speeches and members don't show to prepare or present.  It's frustrating for the students.
    • spfantz
       
      I feel that if student interest drives the group dynamics, students won't feel socially pressured to group with their friends.
    • ksteffener
       
      This one is tough because we all have to work with different types of people and its a skill that students are lacking. I try and put groups together based on a lot of factors but knowing the students is the key to success
    • spfantz
       
      I have not heard of Photo Story or vodcasts, I'd like to learn more.
  • actionable feedback
    • spfantz
       
      I like these suggestions for quick feedback and redirection for the class.
  • t combats the dea
    • spfantz
       
      I'm not sure I'm following this statement. It seems profound but I'm not sure I understand the rationalization.
  • Okay, you’ve done this project. Show us what you’ve learned,’ and there we offer the kids choices. We might say to them, for instance, if you establish a future city on the moon, how would you prevent all these environmental problems on the moon that we have had on earth?
    • ksteffener
       
      I have found that sometimes students are overwhelmed by choices so this is where the personalization part comes into play. I want to give them choices based on what is best for them not me as the teacher.
  • he screencasts, which I create with Zaption, Screencast-o-matic and Video Ant, are better than PowerPoints because students can hear my voice instead of clicking through a silent slide deck. A
    • ksteffener
       
      This would be awesome for students with social anxiety who cannot stand in front of the room and give a presentation
  • “Your class is easy. I don’t mean simple — I mean it is easy for me to learn because I can pick assignments that let me do my best work.”
    • ksteffener
       
      this is a common misinterpretation. students feel like it is easy because they get it, not easy because its not rigourous
    • ksteffener
       
      This is the toughest part of working with at risk students. When a student isn't successful it takes a lot to motivate them and even if they are motivated they may not want to look like that to their peers.
    • ksteffener
       
      this is awesome. I would love to print this and hand it out!
Dennis OConnor

Education Week Teacher: High-Tech Teaching in a Low-Tech Classroom - 0 views

  • How can we best use limited resources to support learning and familiarize students with technology?
  • get creative with lesson structure
  • Take advantage of any time that your students have access to a computer lab with multiple computers.
  • ...10 more annotations...
  • Group Consensus Method
  • "Pass it On" Buddy Method
  • Students assist one another in creating digital products that represent or reflect their new learning. It’s a great way to spread technological skills in a one-computer classroom.
  • Relieve yourself from the pressure of knowing all the ins and outs of every tool. Instead, empower your students by challenging them to become experts who teach one another (and you!) how to use new programs.
  • Small groups of students engage in dialogue on a particular topic, then a member uses a digital tool to report on the group's consensus.
  • Rotating Scribe Method
  • Each day, one student uses technology to record the lesson for other students.
  • Whole Class Method
  • Teachers in one-computer classrooms often invite large groups of students to gather around the computer. Here are a few suggestions for making the most of these activities
  • When we are faced with limited resources, it is tempting to throw up our hands and say, "I just don't have what I need to do this!" However, do not underestimate your ability to make it work.
  •  
    Might help create a blended classroom, even when you have to share the blender.  Common sense advise for the real world of underequipped classrooms and stretched thin teachers.
rhoadsb_

https://blog.capterra.com/gym-classes-go-digital-how-tech-changes-physical-education/ - 0 views

  •  
    Gym Classes Go Digital: How Tech Changes Physical Education
bkoller86

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

  • Educators at the EduCon conference hosted by Science Leadership Academy eagerly discussed the merits and challenges of personalizing learning. Dozens of teachers agreed that a truly personalized learning experience requires student choice, is individualized, meaningful and resource rich. This kind of learning allows students to work at their own pace and level, meets the individual needs of students, and perhaps most importantly, is not a one-size fits all model. Technology was strikingly absent from these conversations. Instead, the common view of personalization focused on giving agency for learning to the student and valuing each individual in a classroom.
    • anonymous
       
      So do the students get the necessary skills first from the teacher then are able to choose what they want to learn about? How would a teacher then keep track of how they are learning?
    • djarends
       
      I wonder that. Would they use the portfolio method? I also wonder about the choice issue. How is this being accomplished? Are they given the assignment / task and have choice within the project or do they have complete choice over what they learn? 
    • kbolinger
       
      I was wondering some of these same things too. How do students get the necessary prerequisite skills needed to complete their chosen task...the teacher? a computer? If you have 25 students and they all want/need to learn about a concept in different way or they choose different projects at multiple levels of learning, how does one teacher possibly manage that? Are young students able to have as much choice as older students or does that increase as students grow and understand more about themselves as a learner?
  • 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, while at the same time telling teachers to be innovative and creative within their classrooms.
    • anonymous
       
      I would think there would be math and science teachers asking about how personalized learning would help students improve standardized test scores for those areas. Should the specific curriculum in the U.S. educational system be tweaked to allow more personalized learning? 
    • bkoller86
       
      I think there is a balance between personalized learning and standardized learning. I would like the end goal would be the same for everyone, but the road to get there would be personalized. 
  • 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.
    • anonymous
       
      I love this idea! As a Spanish teacher, I want to give them the skills for communication but then let them explore and learn what they want to learn how they want to learn - can't wait to explore that option!
    • Denise Tatoian
       
      I agree! Students need to have the skills first then explore what and how they want to learn.
    • kkoller
       
      I like this idea because it teaches students to take ownership of their learning. It might also motivate those kids who constantly encounter on a daily basis that hate school. I wonder though from an elementary perspective, how do we change how we do things to better prepare our students for this kind of education?
    • bkoller86
       
      Whenever students and apply the skills to a passion of theirs students are able to see the purpose of courses they have taken. Students who struggle in math and science learn many of those skills in my agriculture class because they are engaged in a passion of theirs. 
  • ...25 more annotations...
  • From what I’ve seen, flipping doesn’t do much for helping kids become better learners in the sense of being able to drive their own edu
  • 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.
    • anonymous
       
      Teachers need to think about goals & practices but students should also be thinking about their goals and how they learn and process information in the classroom! 
    • djarends
       
      Agree! 
    • Denise Tatoian
       
      I agree, but the skills to do so need to be there first.
  • Personalized’ learning is something that we do to kids; ‘personal’ learning is something they do for themselves.”[4]
    • anonymous
       
      This is the second reference I've seen for this quote - should we then be gearing students towards a more "personal" learning concept?  
    • kbolinger
       
      I was thinking the same thing. It looks like the actual definition of Personalized Learning is widely debated. It would be nice if there was one term that, when spoken by educators, we would all be on the same page as to what it refers to. Either way, and no matter what it is called, the outcome that we are looking for should be the same - learner-centered schools that give students complete voice and choice.
  • 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.
    • djarends
       
      I like how this is worded. Students have freedom and choice. The task / learning is meaningful. Many high school students become frustrated because they do not see a reason for doing something. They learn skills that goes beyond just memorizing materials. They have to synthesize and analyze the information. Well worded.
  • lend themselves well to the computerized, modular and often very standardized system of “personalization” many ed-tech companies are offering.
    • djarends
       
      I become frustrated when I hear about this programs or are being pushed by administrators. I know they work for some students, but even those students need some guidance. I feel learning is more than just reading and completing material on the computer. It is interacting with people. The business world wants students that graduate with people skills (communication, cooperation, collaboration, etc.). Will this happen in a ed-tech "personalization" program only? 
  • 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.
    • djarends
       
      "Ah, ha": As a person who has been teaching for a while and one who did not even know what a computer was until having to take a course at college for education, this rang true for me. It is a literacies that has to be learned by the older generation. My students are so immersed in this technology literacy. They navigate the web very quickly. They do not usually have the fear of the web which needs to be taught. Most of my students just laugh at me when I ask for help but do it willingly and are great teachers. I have learned a lot from them and appreciate their technology literacy skills.
  • “personal” learning is something they do for themselves
    • djarends
       
      I had not considered the differences before. I like that the students do it for themselves. I think they are more willing to learn when they have a purpose and the learning is much deeper. 
  • But if the point is to help kids understand ideas from the inside out and answer their own questions about the world, then what they’re doing is already personal (and varied).
    • djarends
       
      Facts are nothing without the understanding. What do the students THINK about their learning. The five Ws. Students become frustrated at me when I ask my favorite questions "How" or "Why" do you think that. It is hard to express our thinking. It is easy to spit out facts. 
  • because of the larger preoccupation with data data data data data.
    • djarends
       
      IEPs!
  • 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.
    • djarends
       
      I am glad this was added. I worry about not having students that can work well with other. 
  • Dozens of teachers agreed that a truly personalized learning experience requires student choice, is individualized, meaningful and resource rich. This kind of learning allows students to work at their own pace and level, meets the individual needs of students, and perhaps most importantly, is not a one-size fits all model.
    • Denise Tatoian
       
      When discussing the merits and challenges of personalized learning, it's alarming to me that technology was absent from the converstations when most of what I read includes the use of technology.
  • 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. When that happens, the structures around the classroom leave little room for the kind of authentic, whole-child personalization many teachers dream of offering.
    • Denise Tatoian
       
      I like that conversations are getting serious about personalized learning, but how do we get school districts on board when training, planning, technology, etc., are driven by time and funding?
  • 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.
    • Denise Tatoian
       
      Comes down to training. Not all students have the skills to create their own personal learning.
    • albertscarr
       
      I remember in 4th grade when my teacher got mad at me when I couldn't finish my math paper "on time." It would have been so much easier to go at my own pace!
  • 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.
    • albertscarr
       
      In reading these articles there does seem to be a lot of individual definitions of "personalization." However on the flip side it is personalized, so everyone is going to have their own definition.
  • Personalization promises better student achievement and, I believe, a more effective delivery method than any one teacher with 25 or 30 students in a classroom can compete with. It’s a no-brainer, right?
    • albertscarr
       
      With a class that size its hard to see any growth of any student with traditional methods. Personalization would help the teacher keep tack of each child's progress
  • The main objective is just to raise test scores
    • albertscarr
       
      Then we need to rethink the way we test!
    • bkoller86
       
      I agree test scores carry to much weight, but they aren't going away anytime soon. To many people in powerful places want to know where their money is going. 
  • it is clear that all children don’t learn the same way and personalization seems to honor those differences
    • kbolinger
       
      I agree. Personalization seems to be an almost perfect answer to addressing all of the different needs, learning styles, and achievement levels in our classrooms today. I wonder if this approach will become the norm for schools, and, if so, how long will it take for schools to completely adopt this model.
    • bkoller86
       
      I also agree. In a time we look at test score more and more it is increasingly more important to move every student forward. Not all children learn the same way; we can't expect them to show growth if we don't personalize the learning.
  • Personalization is often used in the ed-tech community to describe a student moving through a prescribed set of activities at his own pace
    • kbolinger
       
      I feel much more knowledgeable about Personalized Learning today than I did a week ago. If someone would have asked me then if an adaptive learning or a computerized program that is tailored to a student's level and progresses them at their own pace is personalized learning, I surely would have said, "Yes!" I have now come to realize that there are many Personalized Learning components that are missing with just an adaptive learning program. Where is the student choice or goal setting? What if a computer is not that student's preferred learning method?
  • The only choice a student gets is what box to check on the screen and how quickly to move through the exercises
    • kkoller
       
      Teachers often use websites that will modify lessons to the student to push them ahead of their peers. I am just as guilty of this because I will often have students who are high in math, and have no one to put them with, so I use a website to help them progress. They make progress because it is personalized to them, but it doesn't tap into their interest and learning style. 
  • For many educators that’s not the true meaning of “personalized learning.” “That has nothing to do with the person sitting in front of you,” Laufenberg said. “It meets the needs of an individual in a very standardized way, but it doesn’t take into account who that kid is.
    • kkoller
       
      I feel teachers turn to technology because that is the quick fix to getting student learning to be ore personalized. We struggle to get enough staff, and numbers keep increasing in classrooms. How are teachers suppose to be creative and innovative when they can't get help in the room? 
  • 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.
    • kkoller
       
      It is a great thing that we have such incredible access to information and others in our profession. It allows us to make connections, and reach out in education to see how other districts are getting it done. However, we as educators need to teach our students that while the access is wonderful, we need be careful of what we read. Students need to be taught the literacies of technology, and how to be critical of information found. 
  • others
  • opportunities
Brooke Maine

ollie1christensen: Iowa Online Teaching Standards - 6 views

  • 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 (SREB C.14, Varvel V.F)
    • Peggy Steinbronn
       
      The structure of the course is very important to whether or not a student succeeds in an online course environment. If the course structure is very "scattered or disorganized" students have a harder time understanding what is expected and may drop out.
    • Lorilee Hamel
       
      The same as a classroom situation. The key is having clear learning targets, structured purposeful instruction, and the strategies/tools that most effectively engage the learning/learner.
  • Understands student motivation and uses techniques to engage students (Varvel V.D, ITS 4.d)
    • Peggy Steinbronn
       
      Engaging students in the online environment is very challenging, but also a challenge that I see as an important one to meet--engaged students will learn more and have a better online experience.
    • Peggy Christensen
       
      I agree with you, Peggy. If students (even adult students) aren't engage there is very little learning going on.
    • Erik Columbus
       
      I think this one is very essential - with all the new online tools at teachers' disposal, hopefully some are not using technology just to "say" they are using technology/ online learning - motivation is key in any type of instruction.
    • William Bird
       
      In a f2f classroom or an online classroom it still comes down to building relationships with students who are not engaged in the learning process.
  • Has experienced online learning from the perspective of a student (SREB F.1, Varvel II.E)
    • anonymous
       
      I'm starting to understand why it's so important to understand this component. It's very frustrating at time when something isn't clicking right away and there isn't anyone to run to and ask a question.
    • Erik Columbus
       
      Couldn't agree with you more Bethany - to be in the "shoes" of an online student learner is very educational. I share your frustration as well......although I'm 100% certain my students are way more web/tech savvy then myself :-/
  • ...20 more annotations...
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere
    • Erin Payne-Christiansen
       
      I think an instructor of a course that was completely online could find him/herself overwhelmed with the amount of communication taking place. It takes time to navigate around, read everyone's posts on each topic, and comment, all while working to be both professional and approachable. In a face-to-face class, you can visually monitor how long it's going to take the instructor to respond to you. (How many other hands are in the air? How many people are lined up?) The instructor can also view facial expressions and body language to determine if his/her students are "getting it" and buying in. It seems like this element, in an online course, would have to be done entirely by computer interactions. I'd be completely overwhelmed if I had to teach a course completely online!
    • Peggy Christensen
       
      It is challenging at times. I've had a few of you call me, if you have a Moodle problem. I also agree that you need to be very clear when you communicate online because you don't see those facial expressions and body language. You also have to be careful about joking with people online, because again you don't see facial expressions, body language and hear tone of voice.
  • Tailors instruction to meet the different needs of students, i
    • Janet Wills
       
      This is where I think online learning can really be utilized to the benefit of every student. Online learning can be personalized for each student's need.
  • Provides substantive, timely, and constructive feedback to students
    • Janet Wills
       
      I think that Moodle is great for providing that immediate feedback. It lets students know if they are on the right track!
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content
    • Kristin Meyer
       
      I think collaboration and group work is great for students in preparing them for life after high school if done correctly. Too often I see groupwork done where one or two students do the majority of the work while other students do little or nothing. Online classes can can either help or hurt group projects depending on how they are set up and the work required by each individual student.
  • 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
    • Kristin Meyer
       
      I think more teachers would add an online component to their classes if they felt more comfortable. I was hoping my school district would choose one online platform (Moodle for example) and then train all of our staff to create pages. Some teachers have created their own websites but it would be much easier for the students if all teachers had the same online set up for their classes.
    • Brooke Maine
       
      I completely agree with having all teachers use the same website. It seems easiest, most cost-efficient, and just smart, best practice for a district to do that. Good call!
    • Lorilee Hamel
       
      I too agree--and my district is trying to move forward on the decision making path. BUT deciding which of the CMS to go with is challenging/daunting.
  • different learning styles
    • anonymous
       
      I believe this is an important element of online learning. There are so many tools that can be used to get the same point across, and if it engages the students they will be more likely to want to learn it.
  • Demonstrates techniques for dealing with issues arising from inappropriate student technological use
    • anonymous
       
      Brings up a good point. Most districts have the right to keep students off the internet if they have abused it in the past. What happens when it is required for a class?
    • Brooke Maine
       
      That is a good question Bethany! What does happen??
    • Peggy Christensen
       
      I think policies need to be developed by schools and school districts to address such issues.
  • Understands the differences between teaching online and teaching face-to-face
    • Robert Hanson
       
      This statement is interesting. I understand we would need to know the difference in delivery but at the same time we are teaching students, just like in the classroom.
    • William Bird
       
      Somethings are easier in face2face like being able to see the confussion on a students face and ask follow up questions for understanding. In the same way in the onlne classroom in discussion groups all students get the amount of "wait time" that they might need. This will give some rich responses from students who may not even talk in a f2f classroom.
  • Selects and uses technologies appropriate to the content that enhance learning
    • Jodi Leimkuehler
       
      I think this is important even in a face-to-face classroom. We need to make sure that the technology we are choosing to use enhances the learning; and we are not just using it to be using it.
    • Peggy Christensen
       
      Jodi, too often I think teachers find a "cool" tech tool and then try to figure out how to use it in their classroom. I know I used to be guilty of that.
  • online collaboration group work that is goal-oriented
    • Jodi Leimkuehler
       
      How much more real world can one get?! Talk about preparing students for the 21st Century. I think if an online environment is used correctly, students have an awesome opportunity to collaborate and learn to work together to achieve a common goal.
    • Kristin Meyer
       
      Great point! This does replicate tasks done in the "real" working world!
  • Sets and models clear expectations for appropriate behavior and proper interaction
    • Brooke Maine
       
      I think this standard is a very important one for online learning. Teachers model and monitor appropriate behavior naturally in a face-to-face class but it is a whole other world to try and teach it in an online class. The students that I have seen many times do not understand what is or is not appropriate for online classes or behavior. It needs to be explicitly taught and modeled and teachers can't just assume that students know what is or is not ok for online behaviors and interactions.
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
    • Brooke Maine
       
      This immediately made me think of last week when we looked at the various tools and discussed how important it is to select the correct tool for a purpose in the online class, and not using tools just to use them or use them in the wrong manner.
    • Kristin Meyer
       
      I agree! Some tools look "fun" to use so we try to find a place in our classrooms to use them instead of finding a tool that will best enhance the learning goals and objectives.
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
    • Erin Payne-Christiansen
       
      This seems to be a particularly relevant standard for this field in particular, perhaps more so than in any other area. Not only do "new" technologies enter the educational setting, but familiar ones are updated/upgraded. There is also such a broad range of technology available, as well as slightly different "products" to do similar tasks.
    • William Bird
       
      I agree Erin this is so important and so challenging as an educator to stay on top of the new learning that is needed to teach native tech students in todays world.
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation
    • William Bird
       
      It is so important for students to know what the target (Learning outcome) is if we want them to feel successful. Teachers who are students always want a clear picture of the expectation. We tend to be high level target shooters.
  • Demonstrates ethical conduct as defined by state law and local policies or procedures
    • William Bird
       
      While this would seem common sense, it many times is missed by staff. Our district just added a lot of addtional guidelines for staff as they have opened new portals (facebook etc) to us on district servers. Even administrators miss on this one.
  • didactic conversation
    • Robert Hanson
       
      I had to look up what this meant, still a little confused.
  • didactic conversation
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
    • Lorilee Hamel
       
      As with any teaching....data is vital in both the formative and summative forms for determining the efficacy of your instruction and the learning of the student.
  • communicates evidence of learning
  • Aligns assessment with course objectives
    • Lorilee Hamel
       
      The first most important step to successful instruction--know where you want the students to go!!
  •  
    The vast majority of my teaching experience (22 years) has been with adults in the college environment at three different colleges and in a training environment at the state police academy. The earlier comment about adult engagement is right on. Either the person themselves or their employer is paying out money for my classes and they want bang for their buck. Adults do not want to waste their time in non productive endeavors because they usually have less time available.
Jamie Fath

ollie1 (Peterman): Iowa Online Teaching Standards - 28 views

  • Has experienced online learning from the perspective of a student
    • Gary Garles
       
      This is the part that I need to spend a lot of time on...
    • ronda fey
       
      I agree. I need to first understand the tools available from a student's point of view before I can bring it into the classroom.
    • Paloma Soria
       
      Yes, it is a very good personal experience.
    • Charmaine Carney
       
      I think that taking online courses ourselves humbles us and helps us to empathize with our students who experience problems with online learning.
    • Steve Leach
       
      Each time I come to this class, I am engaged in a riveting conflict that involves the following extremes: the fear of being a miserable failure vs. the thrill of successully participating online in a manner that I did not even know exsted two weeks ago.
    • Elizabeth VanDeHey
       
      Working as a student in an online course is so beneficial to those who will later be an instructor in an online course! I believe it provides instructors with empathy and an understanding that it will not be easy for every student and the challenges will vary with each technology tool!
    • Karen Hobbs
       
      I agree that this is a humbling experience.
    • Mari Haley
       
      I think this would be such a plus. I always thought my best early childhood college instructors were those that had had experience in an elementary classroom
    • Jonathan Wylie
       
      As educators, perhaps we should be doing more to experience what our lessons are like from a learner's point of view, and I mean online and offline. We would learn a lot from this.
    • Catherine Leipold
       
      I agree with so many of the comments in this section. It is beneficial to be attempting an online class before presenting an online class. (Or hybrid) And it is good to recall what our students will feel - the 'riveting conflict' as described by Steve Leach is something good to experience.
    • Catherine Leipold
       
      Being able to understand the issues students have with respect to the online presentations can help us 'fine-tune' our lessons. It can perhaps motivate us to search for easier programs or give ideas we can suggest to the publishers of our favorite program to make them work better. It is a humbling experience to jump from feeling like you know what you are doing to being totally 'lost'.
    • manderson34
       
      Frankly, it's fun to be a student when a lesson is engaging and hits our optimal zone of learning and challenge, but on the flip side if a lesson is poorly conceived it is difficult, even for an adult, to stay focused. It is important to put ourselves in the shoes of students in order to grow as educators. Reflection is so important.
    • meliathompson
       
      I think this is very important. One of the reasons I want to get involved in creating my own online course is because I enjoyed being a student and taking classes online. I feel like I know some of the criteria and how to navigate somewhat around an online course that will help me relate to my students. I always like to emphasize to my student whether in the classroom or adult students, that I am sure there will be times when we are going to be learning together.
    • ronda fey
       
      Being able to be in contact with the instructor (and other students) is imparative during an online course.
    • Charmaine Carney
       
      I agree, Ronda. Students, especially those new to online learning or using a new online platform, need that instructor support to avoid becoming too frustrated. Also, contact with other students helps students to learn from each other.
    • Steve Leach
       
      I am one of those students who is new to online learning. On a daily basis, I use face-to-face contact in order to succeed, so this is a very challenging way for me to learn. I am encouraged to know that my instructor and my classmates are there to help me when I have a simple question or am feeling overwhelmed by how much I don't know.
    • Karen Hobbs
       
      This is crucial. Technology is only a vehicle to learning. If the process is too difficult students won't be spending that time on the content.
    • tamela hatcher
       
      Karen, it is nice to know there is a troubleshooting area in online classes and other students to ask questions of.  It is a new way of accessing when we can't see the person on the other end.
    • ronda fey
       
      It is important for instructors to be able to use technology to better prepare out students
    • Charmaine Carney
       
      The challenge is staying current because the technology emerges so quickly.
    • Jamie Van Horn
       
      I agree, it is very hard to keep up and stay current with all of the new and better programs that are constantly emerging. It seems like the students are one step ahead all of the time since they are so comfortable with technology.
    • tamela hatcher
       
      I agree Jamie, it is a challenge for teachers to stay current on technology as it changes so fast.  School age kids can fit new technology quickly into their skill set because they have always had technology in their life.
    • cvryhof
       
      I agree the technology changes so fast that for teachers it is more difficult to 'keep up'. I wonder if we get used to one site that works and we get comfortable and we don't keep looking for new ideas or sites to improve our teaching.
    • Steven Sand
       
      With my students, we feel more of a responsibility to expose them to educational sites. The population I teach is comfortable with tech, but using it in an educational setting is were they struggle.
  • ...87 more annotations...
    • Paloma Soria
       
      I have been teaching my subject for twelve years now, but do I know how to demonstrate competence in content knowledge using technology?
  • Assists students with technology used in the course (Varvel III.C)
  • Assists students with technology used in the course (Varvel III.C)
    • Paloma Soria
       
      It is my wish that this class will help me to assist my students with technology as we move to 1:1 school, next year.
    • Steve Leach
       
      Paloma, Does 1:1 mean that every student will have a laptop or some other form of technology available for every class period?
    • jwest70
       
      I would also like to be more technology literate after this course.  While I will not be teaching an online course, I will be enhancing my classroom courses with online resources. 
    • Paloma Soria
       
      I am thinking about the importance of collaboration with other teachers and the help of the school's IT Department to help us growing technologically.
    • Steven Sand
       
      I think collaboration is very important. I'm the only social studies teacher in the middle school level at my school. I love getting together with other middle school social studies teachers and pitching around ideas of what we're using tech wise in class.
  • Communicates with students effectively and consistently
    • Paloma Soria
       
      I wanted to say THANK YOU! to Nancy for doing a great job communicating with all of us, effectively and consistently. Great example in teaching us how to create a community of learners.
    • Charmaine Carney
       
      Yes, Paloma. Nancy is a great example. I took another course with her and was very encouraged when I communicated my frustration.
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation
    • Charmaine Carney
       
      I believe one key to student success in any course is getting them off to a good start. A good overview/orientation is essential so that students know what they will be learning and what will be required of them.
    • Steve Leach
       
      I agree, Charmaine. I found the "Topic 1 Pacing Chart" to be especially helpful last week. I printed it and used check marks to keep track of my progress.
    • Gary Garles
       
      Having one place with all assignments listed by due date was a feature of all my classes. I would continue thta in this context.
    • Steven Sand
       
      This is a must with the population that I teach. We have a high ELL group (many children of first generation immigrants). Have detailed explainitions, not only at the beginning, but throughout any activity or class is needed.
  • Understands the differences between teaching online and teaching face-to-face
    • Charmaine Carney
       
      I think that understanding these differences is essential. What works in one environment may not work in the other. Taking our face-to-face course work and merely putting it online may not be effective nor desirable.
    • Steve Leach
       
      As a newcomer to online learning, I believe the directions need to be incredibly explicit because the students don't necessarily "see" what the instructor sees, and the instructor isn't standing in the same room as the learner with the ability to just point at the concept that is causing the confusion.
    • Gary Garles
       
      Yes, and I had a glitch that prevented me from seeing these notes earlier, and that was very frustrating. Have to allow for tech issues.
    • Karen Hobbs
       
      Being a student in this class gives me an opportunity to experience what my students may encounter. I am presently working from three different computers and each one works (or doesn't) a little differently.
    • barb jens
       
      From my perspective, I feel that you need to be an online student yourself first before you can design and guide an online class. Being a student gives you the understanding and need to predict student needs when designing online instructions that are different and more challenging than face-to-face instruction. It initially takes more time to design online instruction than face-to-face
    • Mari Haley
       
      This is definitely something to think about. Some things would be similar, but others would be very different. I've taught face-to-face classes with adults, but never online
    • Diane Jackson
       
      I agree with you Mari. I believe it is very beneficial to be an online student first before you design your own course. I have worked on a course this year, but am learning so many different ways to present information and engage students by taking this course. I think this will make the course I have been working on more rigorous and engaging to the course participants.
  • Utilizes a course evaluation and student feedback data to improve the courseþff
  • 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)
  • Knows the content of the subject to be taught and understands how to teach the content to students
    • Steve Leach
       
      At my school, North Polk, we are currently discussing how we teachers must be constantly adjusting the strategies we use to teach so that we are better able to meet the needs of all learners. It is not enough to know our curriculum; we must be able to deliver it successfully too.
    • andersonlisa
       
      This is so true! Quality teaching will have the most impact on student achievement - not resources, class sizes or the use of technology.
    • joycevermeer
       
      I appreciate the 2nd half of this statement most--understands HOW to teach the content to students. We must be developing 21st century skills through all content learning and that doesn't happen by using 19th century teaching methods. Cooperative learning and deep thinking needs to occur.
  • • Promotes learning through online collaboration group work that is goal-oriented and focused (SREB C.5, Varvel V.I)
  • Utilizes a course evaluation and student feedback data to improve the course
    • Gary Garles
       
      Considering my struggles with the technology to this point, anything I create would be heavily modified during pr after it's first use.
  • Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching
    • Elizabeth VanDeHey
       
      Using technology in a classroom is only appropriate if it is beneficial to the learning process for students. Sometimes I believe it is easy to think that using technology is in itself helping students learn, because this generation tends to focus more when on the computer or with a video game type learning device. I imagine this can make it easy to implement technology without a true educational benefit for students and teachers must stay away from that.
  • 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
    • Elizabeth VanDeHey
       
      I think this standard is closely related to a standard in ITS 4 which brings up the fact that online learning is different than face-to-face learning. That is very true and because of that online instructors must strive to make their course understandable and beneficial through the presentation of the content and the use of various tools to enhance understanding.
  • • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
    • Karen Hobbs
       
      I am part of our school's Biology Data Team. We are beginning to implement Data Director to collect data to analyze our student's progress.
  • Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a)
    • Karen Hobbs
       
      I provide pretest and post test data to my students. I work collaboratively with another teacher to improve instruction. We always discuss methods and analyze our student data.
  • Assists students with technology used in the course
  • 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
    • renaudr
       
      These are very important for the same reason as what I posted above.  Because students can be more bold online, it is important to make sure that they are being appropriate in their communications...and that the discussions and work stay on task.
  • • Maintains an online social presence that is available, approachable, positive, interactive, and sincere
    • renaudr
       
      I would be interested to know how other teachers do this.  I am new to doing things online for my courses, but I would like to know how other teachers tailor their online material to fit the different needs of students.
    • barb jens
       
      Sometimes I follow the forum discussions and from these discussions, I ask more guiding questions that seem to follow student interests or other sites that may support their topics for further research
    • renaudr
       
      I have found that students are more open to communication via online tools than they are in class.  Discussions tend to go much deeper when they are online than in the classroom.  I have had students ask me some rather profound questions that I don't think they would have face to face.
    • Jonathan Wylie
       
      I would agree with that. From my experience, online communication tends to break down some barriers for some students. It seems less threatening to them somehow, but this does not always apply for all students.
  • • Sets and models clear expectations for appropriate behavior and proper interaction (SREB D.6, ITS 6.b) • Creates a safe environment, managing conflict (Varvel VII.D, ITS 6.e)
    • renaudr
       
      This is, of course, good for the teacher to be able to do, but I have found that as rapidly as technology changes, often times it is the students who are able to help me!
    • tamela hatcher
       
      I agree!  When I get lost, I turn to our children or another student to help me.  
  • Selects and uses technologies appropriate to the content that enhance learning
    • James Koop
       
      This is important because technology is not "one size fits all" and you want the technology to help the learner not distract the learner.
    • patesl
       
      Yes, I agree, we must select the right tool for the right job. The tool needs to be selected after the objective of the lesson has been decided, then the tool is selected to "enhance the learning". We also need to remember that instruction on how to use the tool should be taught before it is expected to help with content learning. It is too easy to forget the content and focus on "tool proficiency."
  • Provides substantive, timely, and constructive feedback to students
    • James Koop
       
      If you don't give students appropriate and timely feedback, how will they know what to do? This is important in a face-to-face class and probably more important with online classes when you don't see the teacher each day.
    • Marcia Jensen
       
      I am weak in this area, but last summer experienced a total lack of communication in one of my online courses that really left me frustrated. I resolved to make sure my students never had to experience the same thing at that point.
    • cvryhof
       
      I think this is so important especially for those who are not sure if they are doing an assignment correctly.
    • jbrosnahan
       
      You are so right -- it's easy to get frustrated when there is a lack of communication.  
  • 4Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
  • 4 Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
  • Has knowledge of learning theory appropriate to online learning, 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 (Varvel V.A)
    • apeich
       
      I wonder how - pr even if - this might be different for adult learners, particularly in nonformal adult education.
    • Mari Haley
       
      This is very similar to what we already do in our regular classrooms, so not much different for online teaching standards.
  • Understands student motivation and uses techniques to engage students (Varvel V.D, ITS
    • jbrosnahan
       
      Technology can do wonders in the motivation area.  Today's students have grown up with technology and it's technology that can engage students in online or face to face classes.
    • andersonlisa
       
      So true - everyday I have 2-3 students ask "are going to use the iPads today?". It really is amazing how it is so much apart of their lives and I'm just learning and trying to keep up.
    • jbrosnahan
       
      We are going 1:1 next year - ready or not.  It's going to be a learning opportunity for everyone.  Since I teach the business classes - Microsoft Office - they won't be used as much in my room, but I'm still looking for ways to incorporate them.
    • Mari Haley
       
      Just like I said in the first section, this is very similar to what is expected in a classroom. I'm not sure how this would be done for creating an online class, other than having a variety of ways to get information, communicate and share what you have learned. I would think that those people taking an online class would have a more similar learning style.
    • Diane Jackson
       
      I've seen several instances that technology is used just for the sake of technology. It really doesn't enhance the learning. I think in an online course this hopefully would not be the case.
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
    • Marcia Jensen
       
      This has been something I have had to do deliberately because it is too easy for me to keep the same sort of activities happening all the time. I took another OLLIE course that taught me various ways of doing this. It was helpful because I was having difficulty visualizing what I could do on my own.
    • Marcia Jensen
       
      I have had this experience as an online student and have included it as an online instructor. In both cases, people who collaborated worked face to face, even though there was an online option. I think as a student you really have to push for inclusion in the collaboration. It is somehow less satisfying than being physically present.
  • Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well (
    • joycevermeer
       
      This needs to be a standards, but there seems to be a lot to know about how one would follow it. Sometimes I think people, myself included, may not even know they are doing things unethical. I appreciate that we are learning about this throughout the Ollie classes.
    • Marcia Jensen
       
      This would seem easy, but I have found it to be tempting to skim over it, doing the bare minimum. It is amazing how much content I want to borrow from other sources, which is fine, but also how much I leave the attribution to the bitter end.
    • Jamie Van Horn
       
      It could be difficult to use the data from assessments to guide instruction in a current course because often the online course is already established and changes cannot be made. However, data from assessments could be used for future classes.
  • As a newcomer to online learning, I believe the directions need to be incredibly explicit because the students don't necessarily "see" what the instructor sees, and the instructor isn't standing in the same room as the learner with the ability to just point at the concept
  • Networks with others involved in online education for the purpose of professional growth
    • Jonathan Wylie
       
      Google+ and Twitter and my go-to places to network with teachers online, so these would be my starting points for looking to meet this standard. The majority of online teachers seem to have some kind of presence on at least one of these networks.
    • tamela hatcher
       
      Moodle_iowa must be tagged to get full credit.  You must also search ollie iowa and join the group before the drop down menu will give you any other option but "private".
    • tamela hatcher
       
      The interactive, collaboration and learning community of #5 is important as we move into the online learning arena.
    • tamela hatcher
       
      The interactive, collaboration and learning community of #5 is important as we move into the online learning arena.
    • tamela hatcher
       
      Tamela is able to respond to notes already posted but not able to post original thread.  I am logged in and can see everyone's notes.  I have changed the dropdown menu to Ollie_Iowa.  What am I doing wrong?
    • tamela hatcher
       
      I think it finally worked.  I am not sure what I did differently!  This brings me to #7...it is so important to experience online learning from the perspective of a student :)
    • tamela hatcher
       
      Just like face to face learning, online teachers need to remember to provide opportunities that enable student self-assessment.
    • tamela hatcher
       
      It is important we select and use technology appropriately with the content and not get caught up in the bells and whistles.  I have been to classes where they used Power Point and had every icon flying in with a different sound...annoying.
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
    • jwest70
       
      It's also important to be available to help students.  They will not be learning any of the important content if they are lost in "online never-never-land".
  • Understands the differences between teaching online and teaching face-to-face (
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
    • Julianne Manock
       
      It is important for people to understand how to communicate when teaching online. This is different from face to face teaching. People cannot see facial expressions and cannot hear the tone of the teacher online. Making sure communication is clear, positive and professional is important.
  • Communicates assessment criteria and standards to students, including rubrics for student performances and participation
    • Julianne Manock
       
      Students like to understand how they are going to be graded on a project. Making sure that you show them by using a rubric will help with any questions they may have later on about their score. A rubric can also be like a checklist for students to make sure they have covered all parts of the assignment.
  • Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication
    • Julianne Manock
       
      This is important because students need to understand that their online course is a classroom setting not a private chat room setting. Being professional and respectful in their posts and comments is important.
    • jwest70
       
      I think it's also important to stress the use of proper sentence structure, proper grammar, etc.  Just because it's online doesn't meet texting rules apply.
    • jbrosnahan
       
      It's frustrating to see text abbreviations in an academic class.  It's something I stress - the difference between what is appropriate and when it is appropriate.     
  • to stay current with emerging technologies (SREB B.5)
    • jbrosnahan
       
      By Jan Brosnahan -- Sometimes I thinks it's hard to stay current with all the new technology out there.  That's why classes like this are helpful to bring people together with ideas that can help other teachers.
    • Barbara Day
       
      Insuring that students feel safe and included is of extreme importance when we are all learning in isolation, particularly when you can't rely on visual clues like in face to face education. Also written communication can so easily be misunderstood.
    • Barbara Day
       
      #7 is extremely important. Technology changes so quickly that you have to be constantly exposing yourself to new learning, and then you have to utilize it.
  • Aligns assessment with course objectives
    • patesl
       
      This just underlines the importance to test how we teach, remembering each students ability level and background knowledge. I think we have a special name for that, oh yeah, differentiation.
  • • 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)
    • andersonlisa
       
      It's so important to know the standards and teach those to our students. We can't expect them to know what they haven't been taught.
  • • Applies research, knowledge, and skills from professional growth to improve practice (SREB C.8, ITS 7.c)
    • Steven Sand
       
      I am a firm believer in this benchmark of standard 7. I feel as if I'm falling behind when I'm not taking classes to expand my horizon. Which explains my interest in learning about moodle, etc.
    • jbrosnahan
       
      You will probably be able to tell my age .... but I've been going to school for 50 years!  If I don't keep taking classes on technology that can help my students, I feel like I'm not preparing them for their next step.
  • • Understands and uses data from assessments to guide instruction (SREB J, ITS 5.c)
    • bgeanaea11
       
      Formative assessment is so important to adjust instruction to meet learner needs.
    • bgeanaea11
       
      This can be difficult and what I find most challenging with online courses.
  • Proposed Online Teaching Standards
  • Proposed Online Teaching Standards
  • Proposed Online Teaching Standards
  • These standards are an alignment of the Iowa Teaching Standards (ITS), the Southern Regional Educational Board's iNACOL standards (SREB), and the standards put forth by the University of Illinois (Virgil Varvel)
    • Steven Sand
       
      Asked this one the on the course standards as well. Are these standards subject to change with the coming of the Iowa Core.
  • 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)
    • patesl
       
      Not only do we need to promote a collaborative and interactive situation in the face-to-face classroom, online collaboration that promote interactive activities while teaching content is very important however challenging for someone just starting to learn how to develop online classes. The tools to form collaborative situations sound great but learning how to take advantage of their full potential takes time. I think to start with I'll find one tool, maybe two, to focus on.
    • jbrosnahan
       
      In today's business world - teamwork is an important skill.  You are right when you say we need to promote collaborative skills with out students.  The online classes can help students work together while not being in the exact location or time.
    • natehernandez
       
      This one hits home with me being a science teacher. We need more scientists. We need students graduating and heading to college and majoring in the sciences. One way to capture attentiion and make science intruiging is through technology. I have found that using things like LoggerPro with Vernier Software and Hardware get students that hands-on experience that facilitate learning when they don't know they're learning.
    • natehernandez
       
      I believe in trying new things and I'm not afraid to jump out there along with the students. This year, we tried two new projects in class involving two different software programs. One of which, I had zero experience with and the other, minimal technical practice. One was Google Sketchup and the other was Audacity. With Sketchup, the students were highly skeptical, but became extremely more than proficient. Some got really good. When we went to Audacity, it jsut took a reminder that they can do anything they put their mind to. Students are highly adaptable when it comes to technology.
  • Meets the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching (SREB A.1, Varvel II.A)
    • joycevermeer
       
      I developed great respect for teaching standards over the past few years as I was required to learn all about Iowa's Early Learning Standards in my position as an Early Childhood Consultant for Northwest AEA. I observed that teachers who get to know and implement the standards have better outcomes for children. Having the credentials and meeting the standards for whatever you are teaching, on or off-line, brings credibility to what you are doing.
    • jwest70
       
      I'm new to online teaching.  What are your thoughts in rigor?  Do you find online classes more or less rigorous than traditional class?  
  • Creates or selects multiple assessment instruments that are appropriate for online learning
    • joycevermeer
       
      I agree. We need to have various ways to assess online learning. We need to do quick screens to get an indication of where students are at, but we must also do ongoing observations. There is value in both formal and informal types of assessment.
  • Utilizes a course evaluation and student feedback data to improve the course
    • jwest70
       
      I think reflective teaching, while very important in a standard classroom, is even more critical for an online class.  With ever changing technology, lessons will need to be continually modified
  • Demonstrates ethical conduct as defined by state law and local policies or procedures
    • jwest70
       
      If students see instructors violate copyright laws, how can we expect them not to?  
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere
    • apeich
       
      I work with many learners who insist that they cannot connect online the same way they do in person. It's my goal to win over some of these reluctant learners, but I think I need to provide them with many options for interaction.
    • Jamie Fath
       
      I taught a hybrid course last semester out of scheduling necessity and feedback (about the structure of the course) from students was the most beneficial part of the course for me as an instructor. I underestimated what teaching online required before that experience!
  • evaluate learning materials and resources that align with the context and enhance learning
    • Jamie Fath
       
      I know it's been mentioned above but this so closely replicates the Iowa Teaching Standards yet is so different at the same time. Remembering that learning material and resource needs are different for students in an online environment is so important! Again, wraps back to the importance of being an active online learner yourself to understand the needs and demands your students will require.
  •  
    Utilizes student feedback data to improve the course
  • ...8 more comments...
  •  
    Utilizes student feedback data to improve the course
  •  
    This is important because technology is not "one size fits all" and you want the technology to help the learner not distract the learner.
  •  
    From my experiences as an online student and an instructor, I have found these two criteria very important. The reasons I have found is that you have to think about how to describe in detail expectations that a variety of individuals may have as an online instructor. When you are face-to-face, you can be more general and as students immediately ask questions or you can read body language, you can adjust immediately. So, you have to use many previous experiences to predict concerns which students may have and be ready to differentiate at any time.
  •  
    Helps students with disabilities to understand the lessons snapped a picture of what is required of them for the assignments, or connect the subject lessons in reading and writing parts for all other students in class or online lectures. also works to shorten the time of the study. Asma Ali
  •  
    studying of Diigo, help increase the teacher in his style in the study, and may be a means of importance in a variety of teaching methods
  •  
    If you don't give students appropriate and timely feedback, how will they know what to do? This is important in a face-to-face class and probably more important with online classes when you don't see the teacher each day.
  •  
    Standards for teaching on-line
  •  
    Online Teaching Standards
  •  
    If you don't give students appropriate and timely feedback, how will they know what to do? This is important in a face-to-face class and probably more important with online classes when you don't see the teacher each day.
  •  
    From my experiences as an online student and an instructor, I have found these two criteria very important. The reasons I have found is that you have to think about how to describe in detail expectations that a variety of individuals may have as an online instructor. When you are face-to-face, you can be more general and as students immediately ask questions or you can read body language, you can adjust immediately. So, you have to use many previous experiences to predict concerns which students may have and be ready to differentiate at any time.
lkmace

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

  • 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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      I found this statement to be particularly profound; I never thought of it that way!
    • Megan Schulte
       
      Especially nowadays when technology is such a big part of their lives.
    • lkmace
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      This is the beginning.  Find opportunities for this wherever you can and then let personalized learning grow from there.
    • lkmace
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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. 
r kleinow

online1: Iowa Online Teaching Standards - 43 views

shared by r kleinow on 05 Sep 10 - Cached
  • Proposed Online Teaching Standards
    • Evan Abbey
       
      These standards are non-evaluative. They are meant to provide guidance in nationally recognized best practices for teaching online.
    • ksteingr
       
      I'm getting ready to work with a group of teacher librarians and we are starting by looking at our guidelines from Dept. of Ed for school library program. I think each year, as we add new tools, strategies, we have to not lose sight of the progress we are making on any standards or guidelines. Seeing how close we are to best practice, only helps us focus on what work we have to do. So, they may be non-evaluative, but maybe also not "optional". Does that make sense? Kristin
    • Evan Abbey
       
      I think that makes sense. There is a proper procedure (I'm assuming) inclusive of the BoEE, SAI, and ISEA on setting standards that would be evaluative... and therefore necessary for licensure. These haven't gone through that process. One of the best things about the standards is exactly what is being done on this page... they lead to good discussions about what is great teaching.
  • 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)
    • denise carlson
       
      This is not unique to the online teaching standards. It would seem prudent to align anything we teach to students and/or adults with the Iowa Core or the newly adopted Common Core Standards in reading and math.
    • bonnie smith
       
      I agree; with so much to teach these days, the classroom time needs to be tightly tied your Content Area Standards (in my case Reading) and Technology. My students will be in a world quite different from mine, so more Technology use is needed. They are already experimenting with Online usage but without supervision and guidance. The Standards will help me as a teacher to focus on ethics for Internet use and help in guiding them into the best pratices.
    • Julie Townsend
       
      The teaching standards have always provided me with guidance when selecting content to teach my students. When I taught Art, Science or Social Studies. Technology knowledge is critical to everyone, including students in special education. I was unaware until taking this Moodle course, of the online teaching standards. I agree that it is a good tool for teaching.
    • r kleinow
       
      I have always had a strong interest in knowing and aligning the instruction with the goals. It is very easy to fall in to the practice of doing things because: "they have always been done", because I found an exciting new tool, or it is the catch phrase of the month, I feel it is good practice to regularly revisit the desired goal to better assure the alignment of that goal and the instructional opportunities to achieve said goal. I am glad this is here and glad it is at the top, intended or not.
    • r kleinow
       
      Aligning insturction with the goals is somethign I have always had an interest in. I think it is very easy to fall into the practice of: always having done it that way, or trying the new exciting tool, or jumping on the catch phrase of the month with out considering the learnign goal. I think it is very important to regualry revisit the learning and achievement goals to make cetian that the instruction is aligned to that goal. I am glad to see it mentioned here, and intendedl or not, glad to see it at the top.
    • r kleinow
       
      I would agree that aligning the instruction with the goal is an important and often over looked piece of instruction. Way to often instructional practice is done because; "that's the way it has always been done, or because we found a new exciting tool, or because of the catch phrase of the month. I am glad to see the 'goal-instructional alignment" piece mentioned and glad to see it at the top.
    • r kleinow
       
      I would agree and have always been a big fan of aligning instruction with the learning or achievement goals. Way to often I have used a particular instruction because 1. That's the way it was always done, 2. There was a new exciting tool or 3. There was a new or popular catch phrase going around. I am glad to see this listed, and intended or not, glad to see it at the top. I view it as very important to often revisit the goals to assess if the instruction is aligned to that goal.
    • r kleinow
       
      I would agree and have always been a big fan of aligning instruction with the learning or achievement goals. Way to often I have used a particular instruction because 1. That's the way it was always done, 2. There was a new exciting tool or 3. There was a new or popular catch phrase going around. I am glad to see this listed, and intended or not, glad to see it at the top. I view it as very important to often revisit the goals to assess if the instruction is aligned to that goal.
    • r kleinow
       
      I would agree and have always been a big fan of aligning instruction with the learning or achievement goals. Way to often I have used a particular instruction because 1. That's the way it was always done, 2. There was a new exciting tool or 3. There was a new or popular catch phrase going around. I am glad to see this listed, and intended or not, glad to see it at the top. I view it as very important to often revisit the goals to assess if the instruction is aligned to that goal.
    • Evan Abbey
       
      Checking to see if this note goes through.
    • r kleinow
       
      test
    • linda vann
       
      I too was unaware of the online teaching standards, but they make perfect sense. If we expect to bring students into the 21st century classroom, then using standards to guide that work will help all stakeholders. Otherwise, there is really no way to measure our effectiveness in the online environment.
  • 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)
    • denise carlson
       
      This one puts a bit of trepidation in my soul. I want to use technology well when I teach adult learners. However, I know that I still have a lot to learn in this realm.
    • jalfaro
       
      It's impossible to stay trained and current on all of the available tools. Just pick a few that work for you and work with incorporating those. You are better off knowing a lot about a few tools than knowing a little bit about hundreds of tools.
    • Leslie Roberts
       
      I agree that it is impossible to stay current and trained on all available tools, but I don't think this is what the standard is saying. My interpretation is that it just encourages online educators to be lifelong learners and stay abreast of changes. I also agree that it is better to find the tools we like the best and learn to use and apply them to our course objectives.
    • Pam Buysman
       
      I think this goes back to the discussion we had last week. Knowing what tool will work best in a particular learning situation is important. I try to stay current, but that really is almost impossible. Just in the first week, others in class referenced many online tools that I wasn't familar with, but wanted to learn more about. Using Diigo is another example. I've used this tool for awhile and that is evident by looking at my bookmarks. However, I have not utilized the group function nor have I used the discussion feature. I think this would be a wonderful tool to use in the online environment!
    • ksteingr
       
      I think the focus here makes a good point. An online class will be by definition part of synchronous and asynchronous communication. So instructors and students have to work with tools such as Skype, meebo, Adobe Connect for webinars, videoconferencing, etc. In the case of Skype, this morning I worked with a partner in South Carolina and we used Skype to share screens, send messages, but we didn't use the web camera because seeing each other for this meeting wasn't necessary. We only needed to hear each other and see items on our desktops. And secondly, (although you have it listed first), if you are online, you need a CMS - in this case, Moodle to tie it all together. Teachers need to practice in this environment - set up a meeting with someone to use Skype, register for a free webinar, etc. Expand your learning! :-)
    • Evan Abbey
       
      I think the modifier "knowledgeable" and the "ability to use" instead of "has mastery of" is crucial. Those that wrote the national standards recognized what everyone here has said, that technology changes so much, mastery is not only impossible, but foolish to seek.
    • bonnie smith
       
      As a Reading Teacher I expect myself to be knowledgeable and have the ability to use (though mastery would a goal), but are these Standards for the classroom teacher or the teacher of Technology?
    • fgmcveigh
       
      "has knowledge" is a beginning point. Some of our group members don't feel "knowledgeable" even though they have used many of the Web 2.0 tools. Those wise folks know exactly how big the "ocean" of technology is - that's why there is a bit of discomfort. When that discomfort or thirst for more knowledge leads one to a class like this, IT's a Very good end result!!!
    • Cheryl Mullenbach
       
      Like anything else, you can always find someone who is more knowledgeable, but you can always find someone is less knowledgeable than you are too!
    • Valerie Jergens
       
      Too bad these standards are for online course teachers only. Wouldn't it be wonderful if we were moving to blended classes everywhere? It would be for me-I'd like to see a lot more use of online resources. There are so many simulations, games, virtual environments that students could be exxperiencing. And, then having conversation about outside of the classroom. Wouldn't that be an improvement on a worksheet for homework?
    • linda vann
       
      This is a rather daunting standard at first glance. Keeping up with technology is not an occasional event. What it does say to me is that we have to be willing to make this an ongoing effort and not become complacent with learning just one or two tools, but to stay open to trying new tools. I think the key is matching the technology to the learning goal.
    • Jeny Schoenhard
       
      I was wondering the same think as Bonnie, are these standards for the classroom teacher or the teacher of Technology. I feel that we should have some basic knowledge of a tool before introducing it into a classroom full of students, however being that we are all lifelong learnings it is a given that the students will find things within that tool that we didn't know about and be able to teach us something. I just feel that if I wait to master something before bringing it to my students they will never experience it.
  • ...53 more annotations...
  • Understands and uses data from assessments to guide instruction
    • denise carlson
       
      Is this speaking to formative assesment/assessment for learning? How can we be sure that all readers of this document have the same definition of "assessement"? Lack of a common vocabulary sometimes leads to misconceptions and misunderstaindings.
    • fgmcveigh
       
      That's a very critical issue! There are way too many assessments "given" that are not used! And then who gets to decide which assessments should be privileged over others. Reliability and validity do need to count as major players in the decisions!
    • Kim Wise
       
      Good points. Lots going on in this short sentence. I would hope that the intent would be around student learning and not just completion of tasks. This would lead the instructor to be a critical consumer of what data would help him/her accomplish teaching for understanding.
    • r kleinow
       
      I would agree this is an important and, for me, challenging aspect. I am guessing this is implied but I think it is crucial to use data from valid and reliable assessments (whatever that means) as many times I hear of decisions being made based on data that has little to do with the actual skills and abilities we would like the learner to have. Finding easy to use assessments that can provide meaningful data to guide instruction has been a challenge for me but one that I think can help to be addressed by the influx of technolgy tools and their ability to collect and provide graphic representations to aid in analysis of the data. On the simpler side I think it speaks to the importance of the instructor learner relationship. If learning is going to be advanced the instructor must have and use information of where the learner currently is and then instruct accordingly.
    • r kleinow
       
      Using data to guide intruction is another area that I have a great deal of interest in. I am a fimr beleiver that the single most important thing a teacher needs to know is to find out what the learn knows, figure that out then instruct accordingly, and this would need to be an ongoing process. The challenge, for me, is to find assessments that can efficiently provide that information but I think technolgy tools can can certainly help in that area with alll that can be doen to collect and organize data for easier analysis. A key piece to that being certain that I am collecting data that is well aligned with what the learner needs to know and be able to do, as I often see decisions that seem to be made based on data that seems to have little to do with what we really want learns to know and be able to do.
    • r kleinow
       
      I would agree that this is a key piece. I am a believer that the single most important thing a teacher needs to know is what the learner already knows and then to teach accordingly. Collecting and using that information is an important part of any learning process.
    • r kleinow
       
      Again this is something I am glad to see. I am a believer that the single most important thing a teacher needs to know is what the learner already knows. Then to take that information and teach accordingly. I think this standard speaks to the importance of that and the ongoing process that should be taking place with any quality instruction.
    • r kleinow
       
      Again this is something I am glad to see. I am a believer that the single most important thing a teacher needs to know is what the learner already knows. Then to take that information and teach accordingly. I think this standard speaks to the importance of that and the ongoing process that should be taking place with any quality instruction.
    • r kleinow
       
      Again this is something I am glad to see. I am a believer that the single most important thing a teacher needs to know is what the learner already knows. Then to take that information and teach accordingly. I think this standard speaks to the importance of that and the ongoing process that should be taking place with any quality instruction.
    • r kleinow
       
      Again this is something I am glad to see. I am a believer that the single most important thing a teacher needs to know is what the learner already knows. Then to take that information and teach accordingly. I think this standard speaks to the importance of that and the ongoing process that should be taking place with any quality instruction.
    • r kleinow
       
      Again this is something I am glad to see. I am a believer that the single most important thing a teacher needs to know is what the learner already knows. Then to take that information and teach accordingly. I think this standard speaks to the importance of that and the ongoing process that should be taking place with any quality instruction.
    • Evan Abbey
       
      I'd reiterate what Denise said... it is a critical question to ask!
    • Evan Abbey
       
      This is a valuable question to ask, Denise!
    • Matt Townsley
       
      Kim, you said, "I would hope that the intent would be around student learning and not just completion of tasks." I couldn't agree more! This is assessment FOR learning (formative assessment) as we know it in the Iowa Core characteristics of effective instruction. (I think denise mentioned it in an earlier sticky note, now that I look back at it...). Effective instruction in a face-to-face environment seems to be similar to an online environment, too...to some degree.
    • Evan Abbey
       
      This is a good question you posed, Denise!
  • Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F)
    • jalfaro
       
      This step is crucial. It's very tempting to set up a course and never touch it again. Given the constantly changing online environment, it is even more necessary to stay current with a regularily-scheduled course review process.
    • Leslie Roberts
       
      I have been in online classes where the instructor has taken a course and just "refried it" from offering to offering. Links are no longer valid, dates are incorrect, technologies have changed, etc.
    • denise carlson
       
      That would be terrible. I'm spending so much time putting together my course. I want to be positive everything is in top working condition so participants won't face any frustration.
    • Evan Abbey
       
      "Refried it". I've never heard that term before... it's now part of my lexicon! Denise, what you mention is so true. There is a bit of pride involved in a course, whether online or F2F (at least I should say you can tell the teachers who take pride in their work very quickly). On the other hand, links expire without notice very quickly, and updates are made to Moodle servers behind your back that all of a sudden change the way your course looks. It's tough to keep up sometimes.
    • bonnie smith
       
      Each year I have had the students reflect on units covered this year...It has always been for my benefit...interesting to see it as a proposed Standard now.
    • Sara Youngers
       
      I think "Refried" courses happen whether they are online or in the classroom. This standard should be for all courses, not just online ones.
    • anonymous
       
      I agree, Sara. Our AEA has an online evaluation for courses with participants responding to Likert scale items and given the chance to add comments. Much depends on the instructor's willingness to honestly examine that feedback, consider patterns in the responses, and make adjustments that improve the course.
  • • Assists students with technology used in the course (Varvel III.C)
    • Leslie Roberts
       
      I feel that assisting online learners in a course is very important to keep them from being frustrated and spending too much on the technology and not enough time on the learning. I find that I have to deliver one-on-one help in my online class to teachers who are not as tech savvy as others.
    • Gale Zellweger
       
      Leslie, I have been on the student side of this standard and totally agree with you!
    • Pam Buysman
       
      Leslie: I agree as well. If possible, I think it would be a good idea to have some F2F time. This might work well at the beginning of the class so participants will feel comfortable with the interface. I also think this might alleviate fears learners might have and consequently content will become primary and the technology secondary.
    • Judy Sweetman
       
      Great point about the content remaining the primary focus and the technology secondary. I know I appreciate the tutorials in this course and in others I have taken when it has been provided. If I have to find my own online tutorial or read about it, it takes way too much time and I'm totally stressed before I even begin the actual assignment.
    • Kathleen Goslinga
       
      Staying focused on the content is critical in reaching the overall goals of a course. When I first stated taking online courses I would often find myself double checking what I did to make sure a post occurred or paper uploaded. The more online courses I have participated in has yielded a comfort level with the technology tool and thus the focus can be on the content.
    • charles krueger
       
      I can strongly relate to this, I'm one of those less than tech savvy teachers. There are so many new and potentially very useful tools that it is hard to know which will be useful to me.
    • Jeremy Nally
       
      I agree with that helping with the technology takes the stress off. I think that tutorials over the technology being used is a great way to help both student and teacher save time. This way if something is forgotten you can go back and see what the next step is.
    • Jeremy Nally
       
      I know that when I have something that has to be done using technology I can get frustrated really easily. Having a tutorial like I have for the class I am in right now has been very helpful and that way if I feel like I am lost I can go back and watch the tutorial to see if what I need to do next.
    • Jeremy Nally
       
      I agree with the comments. I know that when I have anything dealing with technology I sometimes get a little worked up. The more I am comfortable with what I am doing the better I do. I really like to the online class I am in right now because the tutorials really help me with the assignments. They allow me to learn the technology before I have to use it.
    • Gale Zellweger
       
      This sounds like "super teacher!"
    • Evan Abbey
       
      Standards have a way of sounding like that, don't they?
    • fgmcveigh
       
      But high expectations are really good for all learners! And if we aren't life-long learners as teachers, how will our students ever be life-long learners? (It's in most of our 35 school districts' mission statements!)
    • Mike Bevelacqua
       
      Content knowledge is one factor that is very highly correlated with student achievement. At least in Math Eduction research...
  • • Maintains an online social presence that is available, approachable, positive, interactive, and sincere (SREB C.3, Varvel VII.A)
    • Judy Sweetman
       
      I know this is one thing I need to work on in my classes. Because I take online classes as well as teach them, it's easy to forget to check in with the classes I teach, as I'm so worried about deadlines for my own assignments.
    • Tony Amsler
       
      I've really try to maintain an online social presence by.... 1. weekly "check-in's" to post tips and suggestions, 2. to setup a calendar that will attempt to keep students "on pace" between due dates, rather posting an email that everything is due tomorrow. 3. always responed to student's posting with discussion forum. I know I could do more.... always looking for innovative ways to do it... even considered meeting in Second Life (keep in mind I teach college students online ;-)
    • fgmcveigh
       
      I think it's also important to think about the " positive and the interactive" that are built in through "community building". I've been in some on-line classes where many folks are working at the "minimum" level of participation and really don't even add much more than a sentence in response to a comment. (YES, worse than the kids when they want to know How Much they need to write!)
    • Matt Townsley
       
      Does this also mean actively participating in social networking sites such as Facebook and Twitter?
    • Eldon Bird
       
      I sure hope it doesn't. As much as I am tied to the computer at both work and home, I have avoided the social networking sites with diligence. I don't have a problem interacting with others regarding work related items, etc., but I have a real hesitation to 'share my personal life and thoughts' with the cyber-world. Even the ability to select those 'friends' doesn't really give me any reassurance that a link can be made to those that I don't select.
    • Steve Van Gundy
       
      I have to believe it means some type of professional site, and not Facebook/Twitter. I've avoided social networking sites like the plague, mostly because I like to be off the computer if I'm not working. And I agree with Eldon, I don't necessarily want to put my personal life out there for all to read. But I have no problem maintaining a "professional" online presence.
    • Steve Van Gundy
       
      I have to believe it's not including Facebook/Twitter or whatever else is out there. I've avoided those like the plague, mainly probably because I don't like being glued to the computer when I'm not working.
    • Matt Townsley
       
      I'm wondering what it *does* mean then...any ideas, Eldon?
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation (Varvel IV.A, ITS 3.b)
    • Pam Buysman
       
      I took the instructional design class this past summer. One of the things we needed to do was to create an overview/orientation for our learners. Before I took the class, I already had my course somewhat organized, but had neglected to include this feature in my course. Now, I realize how really important this is. One of my colleagues at work often uses the phrase, "go slow to go fast." I think that's so applicable here. It takes time to create the overview and you're really not having students learn content. However, by providing the necessary guidelines and instructions immediately, things will go much smoother in the class.
    • fgmcveigh
       
      I, too, like the "go slow to go fast"! because teachers need time to absorb the learning. That means that we have to begin with the end in mind or we won't make it to our learning destination. I often compare that to heading to Des Moines but ending up in Detroit, Michigan. They are both DM towns so that would be OK? It gives a "light-hearted" view of the necessity for the overview as you said Pam.
    • Kathleen Goslinga
       
      How very true to "go slow to go fast". I would be one of those individuals who "absorbs the learning". I want to make sure that my skills are to a level that will benefit the learner and not cause confusion.
    • Erica Larson
       
      I often struggle with the phrase 'go slow to go fast' as I am not quite sure how 'fast' benefits any kind of learning. And I don't mean to equate fast to speed; but rather to equate fast to skimming the surface. In the experiences I have had with online courses for adult learners I find using a landscape post to reflect back some of their own quotes helps them think more deeply about the essential question to which they are responding. That deep thinking results in much more conceptual understanding (and dare I say paradigm shifting).
  • Has experienced online learning from the perspective of a student
    • ksteingr
       
      You know this is interesting. We most likely teach as we were taught, but in reality, we need to be teaching very differently today than in the past. Our students are motivated by different things. So taking an online class is a very good idea, but I think "living" and "working" more like our students is as helpful. If they are texting their friends to set something up, are we texting our students? That is their world. Something to think about maybe!
    • fgmcveigh
       
      I can remember not being happy with elementary teachers who had taught my father some 30 years earlier. These times have changed. That ship has sailed! Lectures and standing in front of a group delivering knowledge are not helpful in promoting learning that leads to application and creation!!!
    • Judy Sweetman
       
      I think this is an important benchmark! I know I was very appreciative of what I had learned from the many online classes I had taken before I was asked to teach one. I "borrowed" the ideas that I really liked--especially organizational ideas, and embedded them in my classes.
    • Jenny Sinclair
       
      I heard a quote recently about this exact thing and it really made me think. It was a young student speaking. He said, "Don't prepare us for your world, prepare us for ours."
    • Tony Amsler
       
      As I jumped into online teacher over a year ago, all the material and books on the subject stressed this very point... to teach an online class it is best to experience it from the student perspective. This certainly was helpful when it came to design and implementation of my own course. I have recently join a peer review group called Learning Triangles - 3 instructors all enroll in each other's class for the purpose of furthering improve our instruction.
    • Jason Martin-Hiner
       
      This standard is certainly a big reason why I'm participating in this course. Trying to prepare to teach an online course through "traditional" methods seems a little like trying to learn to swim by reading a book.
    • Eldon Bird
       
      Once again - Jason speaks the right words! We think of how we offer PD - one of the critical pieces of teaching a new strategy or concept is to put the teacher in the student desk and allow them to experience the learning. As always - the best way to learn is by doing. "Sit and git" just doesn't make it!
    • Cheryl Mullenbach
       
      I think everyone who teaches online should first have taken an online course. You really need to see it from both sides.
  • Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning
    • ksteingr
       
      Is this the only place where we mention resources? I think the type of resources works with differentiation, motivation and learning in general. Are we adding content to our classes - digital video, access to print - online, online databases? This is very important, I think.
    • Cheryl Carruthers
       
      Yes, selection of quality resources would be important. Online resources today are vast, and we want to have our students using resources that are age appropriate, MCGF, authoritative, differentiated for learning styles, and that will advance the learning goals of the class. Students should be evaluating the resources that they find online as to validity and usefullness. Lots of opportunities for teacher librarians to work with teachers designing online opportunities for their students in the area of resources!
    • Evan Abbey
       
      In answer to your question, Kristin, this is primarily it for the teaching standards and resources, as utilizing resources in online teaching heavily falls in the instructional design process (std. 3). Specific applications of resources are more heavily identified in the course standards.
  • 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 (SREB C.14, Varvel V.F)
    • Leslie Roberts
       
      I feel that course design and presentation are very important. Using good desing techniques helps the student to become more focused on content and better able to organize thoughts. If a site is too hard to follow visually, it can be confusing, distracting and frustrating, especially for novice online learners or technology learners.
    • Evan Abbey
       
      It's funny how something like the design of your Moodle site seems so non-academic (or non-Iowa Core-ish), and yet you are exactly right.
    • Jenny Sinclair
       
      At times I have questioned if I have addressed all of the course requirements, completed the assignments, etc. Taking a course yourself is a good reminder that someone else is going to have to follow your train of thought and act upon it. If my students are confused by the structure, it will take away from their ability to comprehend the material. I am experimenting with color on my Moodle site to see if it helps younger students. For example, all assignments that have to be completed have blue text. Additional resources, tutorials, etc. have red text. Hope that helps them...
    • fgmcveigh
       
      I really like your color coding idea, Jenny. I have been shocked at how "un-linear" I have been in this class as I start in one place and don't necessarily go through the list. I have liked anything that says "you are done!" So anything you do to make those tasks more visible for students will be helpful!
    • Drinda Williams
       
      I agree--color coding sounds like a good idea! Might the Heartland Moodle consider some consistent colors? So as participants move from class to class, they colors stay the same?
    • Matt Townsley
       
      Leslie, I couldn't agree more with your thoughts on course design and presentation. I completed a hybrid online/f2f graduate program a few years ago at one of IA's regents institutions. One of the courses in the sequence was perceived by several in the cohort to be very poorly done. Why? The design, layout and navigation were much different (and perhaps less linear) than the rest of the courses.
  • 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
    • Cheryl Carruthers
       
      Online tools provide lots of opportunites to diferentiate instruction, everything from providing resources at varying reading levels, text to speech capabilities, language translations, visual resources; technology can really be "assistive" for all learners.
    • Evan Abbey
       
      That's one benefit of online learning that is not mentioned enough. We stress flexibility in terms of time, pace, and place, but the flexibility of access to content using online tools is such an untapped benefit for students with different needs.
    • Carla Lee
       
      We also should talk about student engagement. Many students are much more engaged in on-line learning than in the old traditional mode. So this meets that engagement piece as well. I would also agree with both of you as far as access to different types of resouces.
    • Eldon Bird
       
      Possibly one of the biggest hurdles to this is also the primary reason we use online instruction. The logistics of face-to-face are difficult to overcome, so we go online. We can offer many scenarios, but do we really know without the personal interaction how the participants are reacting to the instruction. Is there enough feedback opportunities to vary the instruction as needed? I don't want to seem too negative - just appears to be one of those difficulties without the f2f.
    • Tera Schechinger
       
      Tailoring instruction online seems like it is much easier than fce to face. Purposeful planning is always difficult but an online environment allows the teacher to support those who need it when they need it and push those students to go beyond what they ever imagined they could do. I agree with cheryl that online tools provide teacher with many resources to differentiate for each and every student based on their needs.
    • Phyllis Anderson
       
      Even if instruction isn't designed for specific students' needs, it can be varied in ways that allow different avenues for students to gain understanding. The tenants of Universal Design for Learning fit in here beautifully.
  • Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well
    • Cheryl Carruthers
       
      We just held a workshop at our AEA this past week on Digital Citizenship for Today's Schools that addressed this topic. Our presenter emphasized the importance ot teaching students about ethical use of technology. It becomes especially important as student work moves outside of the 4 walls of the classroom and out on to the Internet and social media. This topic ties directly into the 21 Century Tech Literacy part of the Iowa Core - Promote and Model Digital Citizenship and Responsibility.
    • fgmcveigh
       
      And ethical use of technology needs to be DEMONSTRATED by all staff, all the time. It's hard to "condemn" students for plagiarizing when the teacher never gives proper credit for visuals or text that may or may not be in the public domain!
    • Evan Abbey
       
      Very well said, Fran. I've been guilty of that myself.
    • Matt Townsley
       
      This is a convicting criteria. I did not do a very good job as a f2f teacher citing my sources - even more important 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)
    • Pam Buysman
       
      We spent time discussing this in last weeks forum. How do you select the best technology to use in your class? How many different tools do you need in your toolbox so you have an adequate selection? In order to meet this criteria, I think we need to do our best to stay current. Obviously, that can't mean we are familiar with everything, because that would be impossible. We do need to be aware, however, about the different catagories of tools..wikis, blogs, screencasts, etc. This class will certainly help us in that endeavor.
    • Matt Townsley
       
      When I read this criteria, I thought of the TPACK framework and some of the work done on learning activity types: http://activitytypes.wmwikis.net/ When does it make the most sense to use a blog rather than a wiki? My guess is that an effective online teacher can answer these types of questions effectively.
    • Eldon Bird
       
      Ditto Ditto! I was very impressed, but also overwhelmed at all the tools available online. Being a 'dabbler' by nature, I have to force myself to pick a few and try to become proficient at those rather than be less than adequate at a large number of tools. A good carpenter is necessarily a good plumber!
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (
    • bonnie smith
       
      How will this be measured?
    • Evan Abbey
       
      Some districts use a skills checklist or Atomic Learning-style skill inventories as a requirement for teachers (they post these in their portfolio). Others would include completion of a class, although the skeptic could say that's not necessarily showing growth. There is the actual lessons or technological artifacts produced from technology work (if you saw a copy of this class from 2 years ago to a copy of it today, you'd definitely see how I've grown in this area).
    • Kim Wise
       
      My family's district had both students and parents fill out a technology skills survey. I'm not sure how it matched up to the skills of our teachers (we're a one to one district) but it was informing for me. My 7th grader was unsure of lots of the terms which indicated to me she wasn't using that technology.
  • student self-assessment and pre-assessment
    • fgmcveigh
       
      Wow! Student ownership for self-assessment and pre-assessment so it's not the teacher who is always doing the "assessing". It seems like the learner is often "left out" of a lot of assessment systems!
    • Drinda Williams
       
      This aligns well with the Iowa Core's characteristics of effective instruction--being more student centered and using assessment for learning. Yeah!
    • Phyllis Anderson
       
      Peer and self assessment are important attributes of Assessment for Learning. They can help students develop life-long learning skills.
    • Erica Larson
       
      Drinda, I agree that this one reflects the research about the benefits of assessment for learning lying in the students' owning the assessment process through peer and self assessment. Do you find that students you have worked with are reflective and skilled peer and self assessors of their learning?
    • Valerie Jergens
       
      I was seeing the connection between this statement and the CEI as well. I think metacognition is woven throughout the attributes of the CEI. If you can do self-assessment well you can have a real start on teaching with CEI.
  • Creates or selects multiple assessment instruments
    • Eldon Bird
       
      How often are we so guilty of using the 'easiest' assessment to grade/evaluate, but it is not the most appropriate for the content and the student? Even less often do we have multiple assessment for different learners.
  • Communicates assessment criteria and standards to students, including rubrics for student performances and participation
    • Kathleen Goslinga
       
      Students need to be made aware of the criteria established for assessment. The rubric provided should clearly identify what is considered to be above, below or meeting standards. Students will then be held accountable for the level or depth of individual learning.
    • Philip Giltner
       
      I agree. Rubrics provides a tool for students to compare their work against the acceptance criteria allowing them to better assess there work prior to submitting it.
  • Promotes learning through online collaboration group work that is goal-oriented and focused
    • Kathleen Goslinga
       
      Collaboration among students in an online learning environment needs to occur early in the course. Just we were asked to complete a profile that provided information as to position, interest, etc...the same hold true for other online courses. Students need to feel as contributing member on the group and fellow students need to be observant in responding to all over time so no single individual is omitted from feedback on their viewpoint of a question, etc...Successful collobration among students may lead to a richer discussion and depth of learning.
    • Carla Lee
       
      No kidding. Working on line would be very important for students to get to know the other students in the classroom. Especially if they are to work together. I also think this is the way of the future and getting students prepared for the work place. Many corporations use on line meetings to cut expenses etc. If we don't start teaching this way, how can we justify that we are getting students ready for work place?
    • Jeremy Nally
       
      These would be good for teachers to use to see if the students can explain some things in a way to peers that may help in the classroom. There discussions online could really help them see diffenrent ways the material was seen online or in the class.
    • Erica Larson
       
      I particulary appreciate the opportunity to 'see' a photo image of the other learners as well as to 'hear' their voices through the threaded discussions when I am collaborating with others on a common online assignment/task/product.
  • Provides and communicates evidence of learning and course data to students and colleagues
    • Sara Youngers
       
      This is right in line with collecting formative assessments. Not only do we need to collect this information, we need to share it with class participants.
    • Sandy Kluver
       
      We are collecting so much data on students now but it's very important to communicate that data to the students too! I think we sometimes forget that they can learn a lot about themselves through the data too.
    • Martha Condon
       
      This first standard (in it's entirity) really sticks out to me as crucial for effective learning. Formative assessment and data-based decision making is the only way for students and teachers to make changes to improve learning outcomes. Online learning adds a new element, in that the instructor must be incredibly purposeful in how data and feedback is provided. With no nonverbals to assist in our feedback to learners, online teachers must become very effective "words-only" communicators.
    • Sue Runyon
       
      I agree that this is formative assessment that not only informs our instruction but informs students about their learning and what they can do to improve their learning
  • Creates a safe environment, managing conflict
    • Sara Youngers
       
      This safe environment is crucial for learners who may struggle. It needs to be a learning environment free from ridicule.
    • Matt Townsley
       
      Handling conflict in an online environment - that could be an entire course in itself! I'm interested to learn more about this one.
    • Jason Martin-Hiner
       
      Hopefully this is addressed in the course expectations - I'm noticing quite a bit of overlap between the teaching standards and the course expectations...I guess I shouldn't be surprised since the course design is so closely tied to how the course will be taught.
    • Sandy Kluver
       
      I've heard college students complain about some on-line classes they took and conflict between participants was one of their main concerns. Instructors need to monitor conversations very closely but this can be hard to do when you have 25-50 participants and lots of discussions going on at once!
    • anonymous
       
      It would seem this is why the community building as part of the course intro is so important - to reinforce that real people - not avatars - are on the receiving end. The illusion (and often the reality) of anonymity causes some people to lose all sense of propriety and decency in online discussions. Just looking at comments on news sites and blogs is evidence. I would agree with Matt: teaching this could be its own course.
    • Valerie Jergens
       
      Handling conflict like this could be a whole new skill set for instructors. Before I read this statement, I would have assumed that this doesn't happen-that there is respect for everyone and their ideas-guess I need to be prepared and learn more.
  • Demonstrates ethical conduct as defined by state law and local policies or procedures
    • Drinda Williams
       
      This needs to be a constant conversation. We recently debated for several days the difference between sharing something online in a webinar, and posting something online. What permissions did we have? Did the originator actually understand what permission we were seeking? What precedent would be set?
  • Applies research, knowledge, and skills from professional growth to improve practice
    • Drinda Williams
       
      Part of this becomes bringing along your students, clients, and participants. Sometimes taking a risk with something online does not go as well as you'd like. Have you let them know what to expect? Have you asked them for feedback to improve your skills? It's not just about the teacher trying new things, it's about teachers and students as a community trying new things.
    • Sandy Kluver
       
      This phrase reminds me of a phrase from the Iowa teaching standards. Very important to use research based strategies as we make decisions that directly effect the students.
  • Has knowledge of learning theory appropriate to online learning,
    • Drinda Williams
       
      This is where I feel I am floundering. I am so glad to have OLLIE to begin developing these skills.
    • Peggy Christensen
       
      Drinda, I'm right there with you. Online learning is a whole new world for me. It is definitely different teaching online than it is face-to-face.
    • charles krueger
       
      It is very difficult to know if a student "has knowledge" about anything, especially in an online venue. Best a student can do is give appropriate responses
  • Meets the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching
    • Matt Townsley
       
      This criteria may stifle innovation a bit, but at the same time could make the standards more credible. What does everyone else think?
    • Erica Larson
       
      Matt, would you elaborate on how you feel this criteria could "stifle innovation"?
    • Matt Townsley
       
      "meeting a standard," in my mind indicates aiming for a baseline proficiency. If moving towards the status quo is the end result (rather than above and beyond), it may be setting the bar too low and in turn stifling innovation. I think I'm overanalyzing it a bit, but that was my gut reaction.
  • Understands the differences between teaching online and teaching face-to-face
    • anonymous
       
      This understanding is certainly enhanced by 7.1 - "Has experienced online learning from the perspective of a student" Having taken an online class, I am more aware of challenges students might face and have a greater appreciation of how skillful instructors anticipate and address potential challenges.
    • Julie Foltz
       
      I agree with you, Mary, that having had meaningful learning online is helpful to an instructor in both designing and facilitating an online course!
  • Provides substantive, timely, and constructive feedback to students
    • anonymous
       
      Not meeting this standard is one of the biggest criticisms I hear about online classes. When instructors and students are not in the same room at the same time, the nature and timeliness of feedback takes on a whole new dimension.
    • Jeremy Nally
       
      I know that sometimes we need to get immediate feedback and this can't always be the case with online classes. We have to find a happy medium so that questions and feedback gets back in a matter that it's still important to the students.
  • Demonstrates techniques for dealing with issues arising from inappropriate student technological use
    • Carla Lee
       
      I would be interested in understanding how some of this might be dealt with. This would be something very new to me. Dealing with behavior is one thing...dealing with inappropriate behavior in an on-line class...if it's written down, students certainly can't deny it, can they?
    • Greg Sleep
       
      We have went to one-one laptops in our school. We are in our second year of having laptops for our 6-12 students. We have boot camp for all new students that come into our district. In that boot camp we address appropriate use. We now have a page in our handbook dealing with our laptops. It is still new and our policies will be forever evolving with technology. We do have a scripted policy for inappropriate use and the consequences.
    • Sue Runyon
       
      I think that one of the issues is that what is written down is there and can't be erased! I think this addresses "bullying" - am I right or is that addressed somewhere else?
  • effective instructional strategies
    • Peggy Christensen
       
      When I see "effective instructional strategies" I think of the Characteristics of Effective Instruction from the Iowa Core.
    • Valerie Jergens
       
      That is what I have been thinking of lately as well, but I have to wonder what role specific strategies in literacy, math, science, ... will continue to have for Iowa educators. I am worried that this leads to a pendulum swing to only focusing on these and possibly neglecting subject specific things.
  • connectivism
    • Peggy Christensen
       
      Our Professional Learning Team at Heartland AEA is studying the idea of "connectivism" and how we might use connectivism in our work. I'm trying to wrap my brain around this whole idea of "connectivism."
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
    • Kim Wise
       
      I think we often use data to judge student achievement but often fail to use it to look at the effectiveness of instructional strategies. I think that may be a belief system change for some teachers--what I DO may have to be changed instead of "I taught it, they just didn't get it."
    • Eldon Bird
       
      I think you really nailed one of the real problems in education today - teachers expect the students to learn how they learned and how they teach. It is very difficult for them to believe that much of the problem is the effectiveness of the instruction that is delivered. I don't think this is any different that f2f instructional needs.
    • Jeremy Nally
       
      I agree with both of you. I have heard a lot of people say well they they just don't get. Well maybe it's not them that's not getting it, maybe they just need to try to deliver the material a different way. I know that sometimes I can get my mind set that my way is the only way and that I need to remember that students learn a variety of ways.
    • Valerie Jergens
       
      I think the information we use to judge the effectiveness of our instructional strateiges is often misaligned. We may be using a test of pure content knowledge to judge the effectiveness of our science instruction, when Inquiry instruction has so many more goals than content attainment.
    • r kleinow
       
      test
  • 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)
    • Mike Bevelacqua
       
      Diggo goes much further with the Social Networking capabilities than other Social Bookmarking tools that I have looked at previously. Seems that the use of Diigo as a teaching practice has the potential of exposing students to this standard.
  • understands how to teach the content to students
    • Mike Bevelacqua
       
      This is important because we are always talking about content with standards...here this document is talking about how we teach...what have proven practices produce results.
    • Martha Condon
       
      I think this is truly essential for online learning (for all learning, really). We've all been in classrooms, presentations, etc. in which the teacher/presenter was highly knowledgeable in the content but did not know how to teach the content to others. I believe online teaching requires additional precision in the "how" to teach. We must be cautious in the tools, methods, applications, etc. we utilize to best enhance participants' learning.
    • Erica Larson
       
      Mike, I am curious if you see a difference in the pedagogical content knowledge a facilitator must have in a face to face classroom environment and that required in an online classroom environment?
    • Matt Townsley
       
      good point, Mike. we can't forget the "how." This is why I like the Iowa Core framework...both "what" and "how."
  • engage students
    • Eldon Bird
       
      Important here that we not only engage their "doing" but also engage their "thinking".
    • Erica Larson
       
      Glad you brought this up as I can often see the 'thinking' in the online venue; but struggle to see the 'doing'. This is where we want to learn to upload videos as evidence.
    • Greg Sleep
       
      I feel that motivation of students through online teaching is somewhat of a different animal then direct contact instruction. How do you really know what motivates some when it is impersonal to some extinct.
  • appropriate
    • Philip Giltner
       
      I think that "appropriate" is a very key word to consider for online learning. The technologies introduced need to make sense and have a purpose. For example, just because so many people have ipods and they are "cool", the use of ipods would need to make educational sense and not just because they are cool. I was a computer programmer in the corporate world and I all too often saw applications that had eye capturing "bells & whistles" but did not contribute to the objective of the application. All too often these things were added because they could be done, not because they served a purpose. So the question that needs to be asked when introducing a technology is does it serve its purpose?
  •  Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
  • • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
  • • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
  • 7Has experienced onl in e learning from the perspective of a student
  • cognitivism
    • Erica Larson
       
      I was curiuos about this term...so I looked it up and found; "Cognitivism often takes a computer information processing model. Learning is viewed as a process of inputs, managed in short term memory, and coded for long-term recall. Cindy Buell details this process: "In cognitive theories, knowledge is viewed as symbolic mental constructs in the learner's mind, and the learning process is the means by which these symbolic representations are committed to memory."
  • models clear expectations for appropriate behavior and proper interaction (SREB D.6, ITS 6.b)
    • Erica Larson
       
      My experience with facilitating online courses in the past indicates that this criteria, when done effectively, can be the reason learners 'stick with' an online course.
    • Evan Abbey
       
      Sticky note - OLLIE
  • Establishes standards for student behavior that are designed to ensure academic integrity
    • Steve Van Gundy
       
      I'm guessing it's pretty easy for students to copy and paste from a website and thus end up plagerizing something. I think that is what this is addressing. I taught math and didn't have my students write papers, but I'm wondering what kinds of standards (and penalties) other teachers have when a student has obviously plagerized something.
  • Networks with others involved in online education for the purpose of professional growth
    • Julie Foltz
       
      I find it takes networking with others at times to learn the 'buttonology' as well as the content!
  • appropriate for online learning
    • Julie Foltz
       
      Throughout this document "appropriate for online learning" appears. To me this means that most are a good practice in any instruction but may need adaptations to improve efficacy online.
  • techniques
    • Julie Foltz
       
      A couple years ago I (and my team) took a course for online facilitation. In that course we learned about the importance of online 'voice'. The tone of online communication with students is critical and words must be chosen carefully so that communication is clear and succinct.
  • Understands student motivation
  • Knows the content of the subject to be taught
  • written communication
    • Evan Abbey
       
      Sample note
  • University of Illinois (Virgil Varvel)
    • Evan Abbey
       
      Sample note
  •  
    self-assessment and pre-assessment within courses Participant self-assessment is so critical at mulitple points - summative assessments are definitely not FOR learning
  •  
    Technology is contstantly changing. How can a teacher stay current and teach with fidelity?
LaRae Arment

Implementation in a Secondary Classroom (Articles) - 1 views

  • It is a messier way to teach, though it takes more organization on the teacher’s part, not less.
    • arieux1
       
      Reality statement here. This is probably the biggest hurdle for teachers. It's a lot easier to lecture and control than it is for the students to lead the way and the teacher to augment that. I think it's worth it because the kids are more engaged and enthusiastic and the learning is much more long-term.
  • Not every program lends itself to choice, of course, but even then there are opportunities.
    • arieux1
       
      That's a good point, too. It doesn't have to be completely open-ended with total release to students. I think this idea (in the paragraph) is an especially good way to start working toward personalization.
    • trgriffin1
       
      I think this is also a tough thing for teachers - knowing where to tip the balance between choice and prescriptive learning. Also, I fear this is a bit of a trial and error process. I am not afraid to fall flat but I am afraid to give students a bad experience.
  • adapt to whatever tools are available
    • arieux1
       
      I like this point because this is a road block for people. Technology is available to some extent in each school, so use what you got instead of worrying about what you don't have. Technology is a tool, not a replacement.
  • ...38 more annotations...
  • Let students make choices.
    • arieux1
       
      I like this section in total. It has some solid examples. I also liked the first line here about starting off by trying to control but realizing it made more sense to frontload and release.
  • The more meaningful an activity is to the person engaging in it, the more likely he or she will be motivated to continue doing it.
    • arieux1
       
      This is a good point but one that I feel is difficult to find all the time. With so much content to cover, I think this is a pick and choose battle for teachers. That's probably ok in the end - there's a lesson to learn doing things that aren't fun or engaging but important. I think preaching patience when starting personalization - it will take some time for the whole thing to come together.
    • LaRae Arment
       
      YES! Real world application is vital for students to buy in. However, if a teacher doesn't prove that application then students loose interest. I often ask my students how or why do you need to know this. Let them own the application.
  • When you want to give students choice, it is often optimal to give them a limited number of options, but be as flexible as possible
    • arieux1
       
      In my master's program, we called that "the illusion of choice." Here are (three carefully selected) options for completing this task, pick whichever you want. Students that have the ability to make their own decisions will usually provide that if you allow them to propose (and actually consider) something new.
  • Almost all teachers find it emotionally fulfilling and personally energizing when students begin to succeed, especially where they have previously failed.
    • arieux1
       
      That's good. A selling point. I'm guessing this is too vague to convince the real naysayers - I'd prefer a reference or a more specific stat than this. This is what makes this style worth it - kids getting into it is more fun than just talking at this for a while.
    • trgriffin1
       
      I think because it is such a major shift there need to be some concrete examples of how it could look.
  • Teachers must identify the big ideas in their content area, establish essential questions to guide the students toward these ideas, determine what students will need to know and be able to do to thoroughly understand the ideas, then create appropriate tools to assess whether the students are learning what they need to know. Classroom assessments for personalized teaching are always varied, ongoing, and carefully designed to give the teacher useful information from multiple perspectives. Collectively, the measures provide feedback on where students still have misconceptions, where they are learning and applying skills, and where they are recalling and using information effectively.
    • arieux1
       
      This is just an all encompassing paragraph here. I think this should describe teaching regardless of your approach. That's all.
    • trgriffin1
       
      I agree. This is good teaching.
    • julie_carroll
       
      Ditto!
  • 21st century learning coach
    • trgriffin1
       
      One thing that matters, regardless of other circumstances, is where resources are committed. The fact that this position exists reflects the emphasis that this school places on these types of skills.
  • Students are more motivated to do projects than they would have been before
    • trgriffin1
       
      I think it is easy to confuse intrinsic motivation, choice, engagement, and learning. I think these things all go together but isn't as simple as one begets the others. A teacher has to work to build all of these things as well as scaffold student skills to take advantage of those choices.
  • And maybe there’s a failure
    • trgriffin1
       
      This requires a great trust both in the teacher and in the process.
  • less work and effort
    • trgriffin1
       
      I think this is part of the problem - I don't want my students going for 'easy'. I realize it isn't actually an easier pathway, however that perception isn't really a growth mindset.
    • LaRae Arment
       
      I also fear this as a mindset that my students may have. I also think about this for SBG, if I reach this level then I'm fine with my grade/level of learning (student perspective)
  • giving them ownership and responsibility for their own learning.
    • trgriffin1
       
      I think this is the ideal, the gold standard of choice in education.
  • Here are five lessons I have learned that have helped me take my classroom from a traditional sage-on-the-stage affair to a tech-assisted personalized learning haven.
    • trgriffin1
       
      While I know teachers have varying comfort levels with tech, teaching is doing what is best for students. I believe teachers need to learn about new tools and resources to make this transition.
  • I decided to “release” one piece of the assignment at a time in an effort to control students’ pathway through the material.
    • trgriffin1
       
      I think this is a great way to scaffold the learning to become independent learners. I believe this is the path to develop the skills for PL
    • jhenning40
       
      I think this type of scaffolding would be very necessary at first, but would phase itself out as students became more used to the process.
  • I realized there was more to creating blended lessons than simply adding technology.
    • trgriffin1
       
      This could be the motto for every tech PD session I lead
    • jhenning40
       
      So true! Technology isn't always the solution. It's a great resource and supplements learning in so many ways, but it's not always the end-all-and-be-all of quality instruction.
    • LaRae Arment
       
      I also was drawn to this comment. Technology is something that our students rely on and it isn't always necessary in the classroom to become successful.
  • This transformation is still in its early stages, but it is definitely evolving toward that goal.
    • trgriffin1
       
      I like the use of the word 'evolving'. I think it is essential to understand this process as an evolution. The change won't all take place up front, instead it will be incremental.
  • hat choice is not necessarily a cure-all for lack luster motivation
    • trgriffin1
       
      This is exactly what I meant in a post on the first article. Choice isn't the same as engagement or motivation.
  • have control tend to be more motivated
    • trgriffin1
       
      I wonder what the best way is to show students they have control - should they be told they have it or is there a way to show them? Is it the same if they are told about it?
  • too difficult or too easy
    • trgriffin1
       
      I love this phrasing. I don't want my students to take the easy path - I want them to pick the right path.
  • Giving students a short list of topics with an option to create their own topic, with the teacher’s approval, often works well.
    • trgriffin1
       
      I think this is a great starting point - Students could choose to stay in their comfort zone with the teacher provided prompts or step out and create their own
  • hem a sense of control and may allow them to regulate the difficulty of the task.
    • trgriffin1
       
      Deadlines are still something I am looking at. I think they have a place to give some structure but I think they need to be flexible.
  • Low motivation does not need to be a recurring problem in the classroom
    • trgriffin1
       
      I genuinely wonder what teachers said 50 years ago and 30 years ago and so on. Is it real that students are less motivated today than any time previous?
  • well-designed choices
    • trgriffin1
       
      I think well-designed choices is the key phrase of this whole article. It needs to be more than a list of essay questions or project topics.
  • Changing an American Institution(NASSP, 1996)
    • trgriffin1
       
      I think it is important to acknowledge the date of this study. This has been a long process of acknowledging the need for changes and making inroads
  • This is not a method, but an art and a talent.
    • trgriffin1
       
      The art of teaching vs. the science of teaching
  • that practice collaborative leadership within design teams, best practices teams, small learning communities,
    • trgriffin1
       
      This is a major shift for most schools, including my own. I think the shift starts with the early adopters and they (we) have to build within our systems until we get to a critical mass.
  • personalized teaching is not an isolated, or isolating, phenomenon
    • julie_carroll
       
      I'm glad to read this; as I head in to a PBL classroom this fall, I wouldn't want to think of learning (personalization) as 115 individual students doing their own thing. This scenario confirms for me what I've know from years of teaching: we all learn more when we learn together.
  • assess their effects, to adjust the approach, and time to assess again”
    • julie_carroll
       
      A good personal reminder: sometimes I'm moving so fast I forget to assess not only student data, but instructional practices, and a broader sense of engagement and accomplishment. I'm lucky I will have several "critical friends" as NTN calls them to do this assessment with me.
  • student-centered learning environment in which teachers become facilitators, mentors, and coaches, and students become active learners, engaged in cooperative learning, peer tutoring, role-playing, labs, and debates. Movement, imagery, hands-on activity and social interaction become basic instructional strategies.
    • julie_carroll
       
      I look forward to this model: sound energy-GIVING rather than energy-draining. Also, I'm inspired everyday by my students; I think a PL environment will enhance the levels of inspiration as our students live up to their own potentials and motivations, creating genuine self-worth.
  • 4WH framework
    • julie_carroll
       
      This is a helpful framework. Another concept this article brings up is "empowerment." Many 9th graders are wanting to assert their independence or more power - structured choices over their academic life seems like a safe and effective way to give them that power (maybe reducing their desire to try more risky behaviors to assert their independence or control???)
  • It is the purposeful design of instruction to combine face-to-face teaching, technology-assisted instruction and collaboration to leverage each student’s learning style and interests for deeper learning.
    • julie_carroll
       
      Yay! "Face to face" is first - I never want to forget that part of learning (learning from and with one other in person).
  • choice can also, surprisingly, come into play in relation to discipline
    • nthurm
       
      I like this idea, and would like to explore it further!
  • rubric,
    • nthurm
       
      Rubrics and checklists are an important part of personalized learning! They are mentioned time and time again.
    • LaRae Arment
       
      I agree with you on this. It also ensures that students know what is expected and I feel that the quality of work will be higher.
  • You really have to be on top of things to allow the students choice
    • nthurm
       
      I can see this because without a clear plan, the classroom would be mass chaos! This idea would make a lot of teachers uncomfortable, but I like the idea of letting the kids being as involved as possible in the lesson- they retain more that way.
  • my students acknowledge that they feel better prepared for college or jobs because of our use of collaborative technology.
    • nthurm
       
      Goal! I like this statement very much.
  • students who appear unmotivated and apathetic
    • nthurm
       
      And this is where problem behavior begins.
  • make their own decisions
    • nthurm
       
      I think with making choices comes the responsibility of teaching the students what making good choices sounds like and looks like too. Expectations must be presented and enforced for this to work.
  • project portfolio
    • nthurm
       
      This is something I'd like to do more exploring with. I like the idea of showcasing your learning instead of a transcript of grades.
  • typical story unit
    • jhenning40
       
      I'm curious about the story selection. Does the teacher determine the stories for the whole class to read? Is there a "menu" of stories for students to choose? Are stories grouped or selected for students based on reading level? This is a dilemma for my own classroom.
  • You have to have a principal who understands that when he walks into a room and it’s not silent, it’s okay. And luckily we have that—a principal that supports innovative learning.
    • LaRae Arment
       
      I think that having administration support is key for making PL work. Some admins and teachers don't understand the concept and may see a classroom as unstructured when in reality it is structured just in a different way.
conradam4

The path to paperless: 13 tech tools for teachers on a tight budget | The JotForm Blog - 0 views

Paloma Soria

Pella - Heartland Ed Tech Regions - 0 views

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    Heartland Online Databases
disneygal

Education World: Podcast for Free - 0 views

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    Ideas for creating podcasts. Consider using this to embed into blended class this summer. Have students do the video recording during our face-to-face days. 
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