Tocqueville’s observations
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"Personalized" vs. "Personal" Learning - 36 views
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A suffix can change everything
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‘We often say we want creativity and innovation – personalization – but every mechanism we use to measure it is through control and compliance.’
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If we can’t engage our kids in ideas and explorations that require no technology, then we have surely lost our way.
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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.
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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.
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Educational Admin. needs to work with schools to come up with other forms of assessment that meet up with individualized forms of learning.
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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.
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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.
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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.
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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?
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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.
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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!
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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.
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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.
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Big questions, passion, personal interest are what should drive our use of technology, not the other way around.
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“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.
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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.
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PD is vital for teachers. If left out it will not be good for anyone most of all the students.
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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.
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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.
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This quote really helped me to understand more of what we are learning about.
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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)
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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.
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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!
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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.
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moving ownership of learning away from the teacher and more toward the student.
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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.
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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.
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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.
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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.
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I agree the online programs are just classroom lectures put on the computer and are more of the same.
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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.
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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.
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It requires the presence of a caring teacher who knows each child well.
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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.
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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."
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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
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"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.
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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.
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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)
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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.
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The definitions we have read about personalized learning incorporate technology as an important piece of the personalized learning experience, so this surprises me.
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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.
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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.
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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)
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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.
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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.
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specific curriculum that will be evaluated on standardized tests, while at the same time telling teachers to be innovative and creative within their classrooms
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This sentence does appear to be a contradiction. Requiring teachers to teach a specific curriculum while infusing innovation and creativity is a challenge.
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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.
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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.
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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!
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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)
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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?
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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!
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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.
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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!
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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.
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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.
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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.
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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)
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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)
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That was flipping the curriculum, but it still wasn’t flipping the control of the learning.
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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
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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.
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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.
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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.
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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.
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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.
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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)
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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)
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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.
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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)
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What if a student's pace is excruciatingly slow? How will a teacher ever get through everything?
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Certain forms of technology can be used to support progressive education, but meaningful (and truly personal) learning never requires technology.
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Some of my students are so sick of technology - and good for them. We need to remember it doesn't solve everything.
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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.
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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...
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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)
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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.
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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.
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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.
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‘We often say we want creativity and innovation – personalization – but every mechanism we use to measure it is through control and compliance.’
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Maybe the idea of grading needs to be evaluated. Even standards based grading does the same thing.
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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?
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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?
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not about giving students what they want, it’s about a
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Personalization is often used in the ed-tech community to describe a student moving through a prescribed set of activities at his own pace.
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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.
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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.
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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.
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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.
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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.
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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?
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If we can’t engage our kids in ideas and explorations that require no technology, then we have surely lost our way.
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Not every subject lends itself to technology, such as science, which requires hands-on lab work.
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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.
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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.
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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
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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.”
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Simpler strategies, such as having kids choose, read, and discuss real books from the library may be more effective
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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!)
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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)
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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.
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We often say we want creativity and innovation – personalization – but every mechanism we use to measure it is through control and compliance
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it is clear that all children don’t learn the same way and personalization seems to honor those differences.
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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.
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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.
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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)
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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.
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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?
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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.
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the industrialized form of education that pumps out cookie-cutter students with the same knowledge and skills.
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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.
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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.
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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.
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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.
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It meets the needs of an individual in a very standardized way, but it doesn’t take into account who that kid is.
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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.
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We have been finding that technology works good for some students but not for all. Sounds familiar kind of just like direct instruction.
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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!
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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.
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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.
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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.
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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)
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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.
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Technology and the Web has radically changed that concept.
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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)
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“free to expand as a standardized individual.”[1]
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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.
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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.
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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
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personalization only comes when students have authentic choice over how to tackle a problem
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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.
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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?
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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.
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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.
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better test scores
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individualism yet experience a “relentless pressure to conform.”
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“It’s so much cheaper to buy a new computer than to pay a teacher’s salary year after year.”[11]
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One final caveat: in the best student-centered, project-based education, kids spend much of their time learning with and from one another.
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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.
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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. :)
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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
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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.
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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.
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‘We often say we want creativity and innovation – personalization – but every mechanism we use to measure it is through control and compliance.’
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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.
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It’s as if engaging them in learning without technology has become this impossible task.
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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.
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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.
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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.
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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!
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engagement
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system of accountability in the U.S. educational system,
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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
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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?"
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Personal learning entails working with each child to create projects of intellectual discovery that reflect his or her unique needs and interests
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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.
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the industrialized form of education that pumps out cookie-cutter students with the same knowledge and skills.
online1: Iowa Online Teaching Standards - 43 views
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Proposed Online Teaching Standards
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These standards are non-evaluative. They are meant to provide guidance in nationally recognized best practices for teaching online.
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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
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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.
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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)
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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)
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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.
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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.
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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.
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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!
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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! :-)
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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.
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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?
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"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!!!
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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!
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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?
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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.
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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.
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Understands and uses data from assessments to guide instruction
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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.
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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!
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F)
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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.
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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.
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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.
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"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.
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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.
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I think "Refried" courses happen whether they are online or in the classroom. This standard should be for all courses, not just online ones.
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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.
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• Assists students with technology used in the course (Varvel III.C)
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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.
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Leslie, I have been on the student side of this standard and totally agree with you!
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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!)
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Content knowledge is one factor that is very highly correlated with student achievement. At least in Math Eduction research...
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• Maintains an online social presence that is available, approachable, positive, interactive, and sincere (SREB C.3, Varvel VII.A)
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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.
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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 ;-)
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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!)
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Does this also mean actively participating in social networking sites such as Facebook and Twitter?
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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.
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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.
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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.
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Identifies and communicates learning outcomes and expectations through a course overview/orientation (Varvel IV.A, ITS 3.b)
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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.
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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.
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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.
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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).
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Has experienced online learning from the perspective of a student
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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!
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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!!!
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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.
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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."
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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.
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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.
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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!
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I think everyone who teaches online should first have taken an online course. You really need to see it from both sides.
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Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning
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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.
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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!
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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.
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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)
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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.
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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.
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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...
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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!
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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?
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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.
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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
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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.
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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.
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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.
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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.
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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.
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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.
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Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well
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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.
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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!
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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!
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Selects and uses technologies appropriate to the content that enhance learning (SREB M.3, Varvel IV.D, ITS 3.e, ITS 4.f)
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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.
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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.
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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!
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Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (
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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).
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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.
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student self-assessment and pre-assessment
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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!
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This aligns well with the Iowa Core's characteristics of effective instruction--being more student centered and using assessment for learning. Yeah!
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Peer and self assessment are important attributes of Assessment for Learning. They can help students develop life-long learning skills.
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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?
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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.
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Creates or selects multiple assessment instruments
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Communicates assessment criteria and standards to students, including rubrics for student performances and participation
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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.
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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.
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Promotes learning through online collaboration group work that is goal-oriented and focused
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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.
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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?
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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.
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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.
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Provides and communicates evidence of learning and course data to students and colleagues
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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.
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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.
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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.
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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
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Creates a safe environment, managing conflict
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This safe environment is crucial for learners who may struggle. It needs to be a learning environment free from ridicule.
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Handling conflict in an online environment - that could be an entire course in itself! I'm interested to learn more about this one.
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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.
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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!
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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.
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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.
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Demonstrates ethical conduct as defined by state law and local policies or procedures
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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?
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Applies research, knowledge, and skills from professional growth to improve practice
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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.
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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.
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Has knowledge of learning theory appropriate to online learning,
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This is where I feel I am floundering. I am so glad to have OLLIE to begin developing these skills.
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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.
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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
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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
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This criteria may stifle innovation a bit, but at the same time could make the standards more credible. What does everyone else think?
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Matt, would you elaborate on how you feel this criteria could "stifle innovation"?
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"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.
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Understands the differences between teaching online and teaching face-to-face
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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.
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I agree with you, Mary, that having had meaningful learning online is helpful to an instructor in both designing and facilitating an online course!
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Provides substantive, timely, and constructive feedback to students
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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.
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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.
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Demonstrates techniques for dealing with issues arising from inappropriate student technological use
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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?
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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.
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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?
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effective instructional strategies
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When I see "effective instructional strategies" I think of the Characteristics of Effective Instruction from the Iowa Core.
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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.
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connectivism
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Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
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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."
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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.
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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.
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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.
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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)
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understands how to teach the content to students
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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.
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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.
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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?
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good point, Mike. we can't forget the "how." This is why I like the Iowa Core framework...both "what" and "how."
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engage students
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Important here that we not only engage their "doing" but also engage their "thinking".
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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.
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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.
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appropriate
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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?
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Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
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Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
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Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
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Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
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• Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
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Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
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• Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
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cognitivism
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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."
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models clear expectations for appropriate behavior and proper interaction (SREB D.6, ITS 6.b)
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Establishes standards for student behavior that are designed to ensure academic integrity
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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.
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Networks with others involved in online education for the purpose of professional growth
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appropriate for online learning
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techniques
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University of Illinois (Virgil Varvel)
ollie-afe-2019: Article: Attributes from Effective Formative Assessment (CCSSO) - 0 views
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Because the formative assessment process helps students achieve intended learning outcomes based on explicit learning progressions, teachers must first identify and then communicate the instructional goal to students.
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Articulating goals in student friendly language is important so students know what the target is.
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As our district moves forward to standards-based learning/grading, we need to change our mindset. Students need to see learning as more important that "getting a good grade'. We can help this process by sharing the learning targets with them.
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In order for the students to see that the learning is more important than the grade, educators also need to make that shift in thinking. As my son starts applying to colleges, it seems to be ALL about his grades. I know many of my sons' teachers also feel that getting a good grade is the end result. I think students as a whole would be more receptive to how much they have learned if their teachers modeled that as well.
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This is where the rubric comes into play. Students need to know or see what they will be evaluated on for the final product. I really like the idea of having students create their own rubric.
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Effective formative assessment involves collecting evidence about how student learning is progressing during the course of instruction so that necessary instructional adjustments can be made to close the gap between students’ current understanding and the desired goals. Formative assessment is not an adjunct to teaching but, rather, integrated into instruction and learning with teachers and students receiving frequent feedback.
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People think this can be "scripted" but it really can't. Formative assessment CHANGES the teaching and learning processes to meet the needs of the learners. It is fluid.
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and I think it is difficult to say that formative assessment can close the gap. Imagine if classrooms waited for everyone to get something before moving on. Formative assessment is more beneficial, in my opinion, in small groups. If 90% of kids get an exit ticket correct, the class will likely move on. Even though we know that 10% don't get it.
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In an ideal situation you would move on, but the 10% would receive additional instruction in order to learn and understand what they didn't before. The trick is to find the time to do that. Every time we find time in order to make this happen it seems to get snatched up by something else that we need to do.
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This is something we can been discussing a great deal and whether we should include it in our grade books...with or without points and we do not give credit for formative assessments.
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In self-assessment, students reflect on and monitor their learning using clearly explicated criteria for success.
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I agree but if we did it more and across the curriculum we could help them all become better at it.
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I find that kids are often more critical of themselves than I would be. Maybe it's false modesty, but when I've had students do a post-writing reflection or log, most of the time they think their writing is crap and they struggled more than I say in class. That is often eye opening since we think we know what happens in our classrooms, but it shouldn't be a surprise that students - like teachers - are experts at hiding their struggles.
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Creating such a culture requires teachers to model these behaviors during interactions with students, to actively teach the classroom norms, and to build the students’ skills in constructive self- and peer-assessment. In this type of classroom culture, students will more likely feel they are collaborators with their teacher and peers in the learning process.
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This reminds me of the routines you have to build with elementary students each fall for things like centers, bell ringers, daily 5, etc. Even blended and flipped learning needs routines visited and revisited at the beginning.
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This is why I love the math curriculum I am using. The main focus is collaboration. Everyday students are expected to come up and share their work on how they solved the problem. Students enjoy learning from their classmates.
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It's interesting to me that in elementary we spend the time to create a culture, but many teachers ignore this in the secondary classroom.
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Increasing numbers of educators regard formative assessment as a way not only to improve student learning, but also to increase student scores on significant achievement examinations.
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It is worrisome to me that the focus seems to be more on increasing student standardized test scores than increasing student learning/understanding. Which is better for the student in the long run?
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an agreed concern.....so much focus on standardized scores has changed focus to results instead of learning
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Do standardized tests provide value to our students, really? Cant say they do. Formative assessment is for guiding the teacher and student to learn, not take a test.
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From a learning progression teachers have the big picture of what students need to learn, as well as sufficient detail for planning instruction to meet short-term goals.
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This is why it is important to begin each assignment with the end in mind. What do we want students to learn, how will we measure that learning, and how to we get there?
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Agreed. From a person interested in the content and the learning of their students this makes sense. From a practical perspective, I think a large portion of students would not find any value in this. I would guess over 50% would not read it and would not use it. Now, as a teacher, I can say you should have read this to know how to improve, that isn't a practical solution though. I think that has to come from application and purposeful relevancy.
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This is a great idea. I would love to get some of these set up. A great tool to use with students.
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Descriptive feedback should be about the particular qualities of student learning with discussion or suggestions about what the student can do to improve. It should avoid comparisons with other pupils. Specific, timely feedback should be based on the learning goal and criteria for success. It should help the student answer three basic questions: Where am I going? Where am I now? How can I close the gap?
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It is of the utmost importance to make sure that students are only comparing their work to their prior efforts, as opposed to comparing their work to that of other students.
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I like the last 3 questions of the paragraph. Great questions for me to ask. It would be a nice way to have the students reflect after a test as well.
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I agree Matt, these questions can help students reflect on their learning, and it would be great to have all teachers use them so it becomes second nature to students.
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I notice the word "timely". This is SO important but also so hard to do with teachers' workloads. Does anyone have something that works for both the teacher and student?
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I love this idea from Caitlin Tucker: https://catlintucker.com/2019/02/ask-yourself-why-am-i-grading-this/ So much of what we grade does not require a grade. Maybe if we make this adjustment, our work load would decrease.
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Alternatively, feedback could be given using a format such as “two stars and a wish,” which provides a structure for a student to identify two aspects of the work that are particularly strong (stars) and one aspect the peer might improve (a wish).
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I really like this idea, as it focuses on what students are doing well. It is much easier to take constructive criticism when it is couched with praise.
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I really like this idea as well! Phrasing it as "a wish" will be easier for the creator of the project to hear, but will also be easier for the evaluator to give. I know I have students who constantly say,"You don't need to change anything," not because they think that is true, but because they do not want to bruise anyone's feelings.
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Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.
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Notice the definition does not say that formative assessments can't be graded. I am a proponent of grading formative assessments, but I have heard others say it should not be.
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I think Evan mentioned this in one of his video chats. He talked about the value of not grading the formative assessment but using it to enhance classroom discussion. Would this work in a math classroom?
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This is an excellent point. My first reaction was No! Don't grade it! But then I thought about the chapter reading quizzes I would give. In some ways these were formative because I wanted to see if students understood the chapter in the novel. In others, it was summative in that I wanted to hold students accountable for the reading. I did grade them. Hmmm...Interesting
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I think it is so interesting to consider not grading formative assessments. I feel like every time I give an assignment to students the first question they ask is "Will this go on my grade?"
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I think many times we ask students during a lesson, to give a number of fingers as to whether you understand what we just shared. And I had done that for many years, but never knew it was called formative assessment until a few years ago.
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I really enjoy that formative assessment can be done in so many different ways (verbally, a quiz, practice problems, exit tickets, review games, etc.....) I do get where Trevor is coming from though......very much a grade centric focus instead of a learning focus
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Exactly we need to get away from grading everything as we may not have taught the content in way that ll can learn. Use FA to guide instruction and improve student learning.
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five attributes
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Descriptive Feedback:
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This is by far the most important part of formative assessment for students. Teachers need to provide timely, informative feedback, so that students can learn from their mistakes.
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Agreed! The feedback piece is the most important by far, and you mentioned how important it is to have it in a timely manner!
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Self- and Peer-Assessment
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Peer assessment is the most difficult for all parties involved. It is difficult for students to critique each other's work appropriately and it is difficult for students to receive feedback from peers. It is also difficult for teachers to model appropriate behaviors for peer assessment.
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I agree. It is always hard to get students to do this the right way. The idea behind it is awesome though, if you could somehow get students to appropriately evaluate their classmates work.
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The students must be actively involved in the systematic process intended to improve their learning. The process requires the teacher to share learning goals with students and provide opportunities for students to monitor their ongoing progress.
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I like this idea about students having an active process. This would be very valuable for both the student and teacher. If the student has more of an active process by setting goals and monitoring them I feel they would have sense of ownership in the process. Very powerful when they feel this way.
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I agree. I think it would increase student ownership of the learning process.
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Totally agree! Student choice and voice is an important piece that I think we miss out on frequently in education
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To support both self- and peer-assessment, the teacher must provide structure and support so students learn to be reflective of their own work and that of their peers, allowing them to provide meaningful and constructive feedback.
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This is something that I need to do a better job of. I've thought about using math journals where students could reflect on on their own work and that of their peers when peer evaluating. The lack of time is the excuse.
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It's not an excuse; it's a reality. When you have over 100 students, it's impossible to give them as much attention as you would like.
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This will provide students with a reasonably clear idea of the analytic skills they are to develop and also provide them with the tools required to assess their own written analyses.
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This involves moving from the early stages of reasoning based on simple observation to the more complex stages based on indirect observation and the synthesis of multiple sources of information.
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Which happens at different times for different students. Some may have already accomplished it while others need more scaffolding to achieve it.
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True! I think these kinds of complex skills are exactly the ones that might be worth the time for formal formative feedback so students and teachers see who has it and who doesn't.
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A classroom culture in which teachers and students are partners in learning should be established.
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Honestly, I forget this part the most of the 5 categories. I am not the CEO, but more a manager.
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I agree! However that quote goes "Students don't care how much you know, until they know how much you care."
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I think this might be most important attribute of all. Culture and climate are so important. Kids will work hard for you even if they don't want to do the project if you have a good relationship with them.
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without dissent:
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Amazing to me that no one disagreed. Worries me about groupthink occurring at that meeting. I'm not saying I disagree with the definition, but that really amazes me there was no dissent.
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I imagine if people were at a meeting about formative assessment, they would all be on the same page to begin with. I imagine this was merely a wordsmithing session and less of deliberate one.
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is to provide evidence that is used by teachers
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depending on what I'm looking for, formative assessment can sometimes be more effective for just me. Often my students don't really know (or care) where they are in the grand scheme of things, but I need to know so I can determine our course.
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I did have students use their comprehension quizzes as a formative assessment. If they did not get 8/10, I had them write a note on the quiz as to why. Did they just not do the reading? Did the read it while multi-tasking? Did they read it but just not get it? I was hoping to make them aware of their learning and why it was not where it should be when considering reading comprehension of a novel. But then, maybe I should not have graded it??
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a process rather than a particular kind of assessment.
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This is where it gets difficult for me sometimes. The recursive aspect is difficult when dealing with a common course that is supposed to stay on track with other sections led by other teachers. Having the ability to be flexible with instruction is essential, but when "aligned" with other teachers, that flexibility can be constrained.
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informal observations and conversations to purposefully planned instructionally embedded techniques designed to elicit evidence of student learning
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Many teachers do a lot of formative assessment in the way of observation, listening, even questioning. In an online setting, this is the part that harder. But as standards move more to skills and concepts rather than just knowledge, those "embedded techniques" might be a piece that's missing. Many times when students "miss the mark" on the test, it's because there was a disconnect in what they thought they were supposed to know or lack of feedback on what they were supposed to do.
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offers enough substantive information to allow the student an opportunity to identify ways to move learning forward.
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The use of models here is the key though. Sometimes this info isn't enough if they have seen or heard many speeches that do this (and most kids haven't).
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As a former writing teacher, I never doubted the power of the feedback. The problem was finding the time. I could not read 100+ papers twice: once formative and second summative. It was a struggle to provide the feedback they needed and survive the job.
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I teach Math so I can't imagine what it is like trying to provide timely feedback for writing assignments. I think it's hard enough to do it with math homework when the student is missing a piece of the equation or something.
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they can take an active role in planning, monitoring, and evaluating their own progress.
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I've always felt that one of the biggest benefits of peer-assessment has nothing to do with the feedback--it has to do with perspective. When a student sees how another student approached a writing prompt or a problem or a process, it allows them to look differently at their own work. If the only thing students ever see is the the teacher's thinking and their own, it can limit their understanding.
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supporting students as they monitor and take responsibility for their own learning
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a formative tes
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I always wonder about this when I hear teachers saying that they are using plc time to develop "common formative assessments".
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You have a valid point Deborah. Should we have common formative assessments or not? According to this article it's an ongoing process throughout a lesson and should be adaptive to each teacher.
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I think it is one more item in education we do not have time to create...common formative assessments.
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teachers and students
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Shouldn't all teaching and learning involve educators and students? lol.
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I feel that all too often teachers think of weekly quizzes as formative assessment. Unfortunately, those weekly quizzes are often not used to adjust teaching. This definition says it is a PROCESS. I don't think many teachers think of it that way.
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meta-cognitively
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Learning Goals and Criteria for Success: Learning goals and criteria for success should be clearly identified and communicated to students.
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While I am not in classrooms very often, almost all of them do this. I feel like this is something that teachers have made a real effort to do.
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Agreed. However, in my experience, most students don't care. It is kind of like showing them standards. Even in kid friendly language, they largely don't care. I think this article brings up lots of good information, but the reality of practice is much different than the reality of the folks coming up with these things.
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and show the trajectory of learning along which students are expected to progress
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evidence-based feedback
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ha ha ha...again a reality of practice. You can't reliably do this for 150 kids and every formative assessment. What about the informal formative assessments? Technology can help with this, but again it has to be setup to do so.
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I think you bring up a valid point. We really need to spend the time giving feedback, but I am wondering what is the difference between informal vs formal feedback. I have seen teachers use an "autopsy" after certain assignments so major issues are address large group. Often students tend to make similar mistakes.
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Giving feed back to every student is all most impossible to do in a timely matter if you 100+ students. I like the idea of addressing major mistakes as a large group because like Megan said most times multiple students make the same mistake or have the same problem.
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involving students in decisions about how to move learning forward are illustrations of students and teachers working together in the teaching and learning process.
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teachers and students
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In addition to communicating the nature of the instructional goal, teachers must provide the criteria by which learning will be assessed so that students will know whether they are successfully progressing toward the goal. This information should be communicated using language readily understood by students, and may be accompanied by realistic examples of those that meet and do not meet the criteria.
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How is this best accomplished? Does using an "I can" statement at the start of a math lesson accomplish this goal? I tend to think my students are not really interested in these statements. This also seems to feel like a time consuming requirement for a teacher. I feel a time crunch with just getting the lesson taught and giving kids a little work time in class.
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We are going down this road in more detail in our district now with SBG and rubrics are essential to learning and the communication to students.
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Helping students think meta-cognitively about their own learning fosters the idea that learning is their responsibility
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I need to include more opportunities for this as I think it is really important for students to take ownership of their learning.
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I've always tried to do this as I teach high school math. I love that math has a right answer but there are multiple ways to get it. I always tell students that we are filling their "toolbox" as we learn strategies to solving problems. Ultimately, though, it is up to them to make sense of what "tool" works best for them.
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However, for students to be actively and successfully involved in their own learning, they must feel that they are bona fide partners in the learning process.
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I think this sounds right but is it attainable with all students? Or more importantly how is it attainable. Several of my students come to mind that really don't express a desire to learn Algebra or Geometry and I have not been successful in changing that attitude!
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This is very doable, I think, when working with adult learners in a PD environment.
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I feel that is is doable, but I also feel it will be an uphill battle all the way with some students. It is very hard to overcome, in one week or month or year, the baggage some kids bring with them. However, this isn't a new struggle to us or to them. Anything and everything that helps them to succeed is what we will do!
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Jen, YES! It takes time for our students to trust us to build a partnership. We need to realize that trust is built one small moment at a time.
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short-term goals to keep track of how well their students’ learning is moving forward.
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Learning progressions are a great way to scaffold and have those checkpoints to see where students are at and help identify where students need assistance.
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I agree that checkpoints or formative assessments during a learning progression are extremely important. Without, a student could easily go through the motions and when it came to the summative assessment they would completely fail.
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inform instruction and learning
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I think there are constant examples of assessment informing instruction in classrooms. I find it interesting the formal formative assessment argument seems to hold water but informal or on the fly decisions in a classroom are not typically seen as quality modifications due to formative assessment since they are not done with hard data, but rather subjective data.
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A teacher needs to have modeled good feedback with students and talked about what acceptable and unacceptable comments look like in order to have created a safe learning environment.
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Sharing learning goals and criteria for success with students
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The teacher might first offer students a paraphrased version of that goal such as, “You will be able to judge the strengths and weaknesses of arguments in the editorials you find in our daily newspapers.” The teacher would discuss the criteria for evaluating arguments and then provide several examples of critiques of political essays
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Both self- and peer-assessment are important
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I think both self and peer assessment are a great idea. It's always good for student to self reflect on their work but its also good for them to hear feedback from classmates instead of just the teacher all the time.
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Peer reflection and peer learning to me is almost as valuable as teacher reflection. I think students learn better from peers than teachers in lots of situations because students can explain in their own language
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inform and adjust instruction
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I see a disconnect in utilization of formative assessment data to adjust instruction in elementary compared to secondary classrooms. K-5 teachers seem to be more knowledgable and willing to change instruction where secondary teachers struggle. Perhaps it's the number of students or race against the curriculum map, but I have observed that formative assessment data may come back showing poor understanding, but teachers keep moving forward.
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The success criterion that the teacher gives them is, “Include any properties or rules that may apply in your explanation.”
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Students then need time to reflect on the feedback they have received to make changes or improvements.
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I think this is a missed opportunity in classes. It is important to build in time to reflect, becuase students may not review this on their own. I thinking it's equally important to model what self reflection looks like and how it can be used to improve outcomes. It's just another layer of scaffolding.
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investigate the past from a range of sources of information,
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in increasingly sophisticated ways
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provide an explanation
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self-reflective b
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Self-reflection is huge! Now that we are moving towards SBG, I have tried working in more and more self-reflection into my rubrics. I want them thinking about what they did. On all my essays, they go through the rubric first and determine their score and add comments as to why they think they should get that score and then I go in after and grade and we can sort of compare.
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