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Contents contributed and discussions participated by benrobison

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benrobison

"Personalized" vs. "Personal" Learning - 1 views

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

shared by benrobison on 13 Feb 21 - No Cached
  • 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
    • benrobison
      benrobison on 13 Feb 21
       
      I do not think of this as personal learning. I would qualify this as individual learning. HOWEVER, I do think there's value in this. I have students who would rather work at their own pace via checklists. That said, this isn't personalized...all of the students do the same thing, just at different speeds.
  • personalized learning experience requires student choice, is individualized, meaningful and resource rich
    • benrobison
      benrobison on 13 Feb 21
       
      I think this becomes much easier with appropriate technology (1:1 devices), but I keep coming back to how much time must be devoted to finding resources for kids. I would think that personalized learning takes a significantly larger volume of "stuff" to accomplish vs. traditional learning....and I can't think of many ways to do this without enough technology.
  • If we can’t engage our kids in ideas and explorations that require no technology, then we have surely lost our way
    • benrobison
      benrobison on 13 Feb 21
       
      From a PhysEd teacher's standpoint, I agree completely. Since we've moved to a 1:1 school (well before the pandemic), we made the philosophy of our PhysEd program to be a chance for the kids to unplug for 45 min. daily. Obviously, that's easy to do in our world. However, we have access to great Heart Rate-based technology. So, it's now about finding the correct balance of play, skill, and time in the THRZ. I would go so far as to say, 1:1 might be doing as much damage wit kids as it is good for them.
  • ...1 more annotation...
  • You want to really engage kids? Give them opportunities to learn personally
    • benrobison
      benrobison on 13 Feb 21
       
      Virtual instruction during this pandemic has been eye-opening for me with this. With our kids who are 100% virtual learning, we are trying to give them more options for PE-at-Home. Engagement has been an issue, but for the kids that have embraced it, they've done an excellent job. I believe in functional movement in PE, so I try really hard to give the kids the freedom to do things relevant and functional for them.
benrobison

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

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shared by benrobison on 17 Apr 20 - No Cached
  • a practice session with it
    • benrobison
      benrobison on 28 Apr 20
       
      In my experience, giving students and exemplar and non-exemplar and assessing them as a group tends to be the most valuable use of time. Students have better understandings of how they should be assessing and giving feedback, AND they have a better understanding of how to correct their own works.
  • peer assessment frequently
    • benrobison
      benrobison on 28 Apr 20
       
      From experience, group work and peer assessment work better the more frequently they are used. If it is out of the norm, it tends to be not very valuable.
  • This kind of practice helps students to be aware of their learning
    • benrobison
      benrobison on 28 Apr 20
       
      I'm guessing this is a lot of front-loading, but the amount of time devoted to this likely decreases significantly over time. This would fit in the dependent - to - independent teaching model!
benrobison

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

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shared by benrobison on 12 Apr 20 - No Cached
  • 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.
    • benrobison
      benrobison on 21 Apr 20
       
      I would say that sometimes PLC work goes too far in this...there is too much data being thrown around, and less attention to actual teaching. Sometimes, the formative assessments are analyzed but the kids don't receive any feedback. If we want our students to be a partner in the learning, the feedback has to be provided to the student, not just for teacher use.
benrobison

ollie-afe-2020: Building a Better Mousetrap - 2 views

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shared by benrobison on 05 Apr 20 - No Cached
    • benrobison
      benrobison on 14 Apr 20
       
      Conceptually, I've always thought of a rubric as a Standards-Based Grading kind of assessment. In that system, which has kind of taken on a life of it's own in my school, the education has move completely away from teacher-centered learning.
  • had been more expressive in previous writing assignments, wrote poorly when writing, as we might say, to the rubri
    • benrobison
      benrobison on 14 Apr 20
       
      I think the argument being made here is that a clearly-articulated rubric for this particular course took away the creative flow for these students. I understand this point, in the fact that when I give a grading rubric to my PhysEd classes, many of the kids do exactly what is on the rubric, and don't go above/beyond or exert themselves more. That is likely the cause of a poorly written rubric!
  • ...2 more annotations...
  • Be prepared to evaluate your rubric
    • benrobison
      benrobison on 14 Apr 20
       
      This is the role of the PLC in our school. 90% of our PLC work is focused around this...evaluating the rubric to assess our teaching vs. what the kids are learning and accomplishing.
benrobison

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

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

shared by benrobison on 30 Mar 20 - No Cached
  • If we don't begin with clear statements of the intended learning
    • benrobison
      benrobison on 04 Apr 20
       
      In our district, there has been a major focus on writing clear, concise learning targets as "I CAN" statements to introduce learning. These are posted throughout the lesson, and are written out on the assessment for our kids. In my own teaching, it has really focused my attention to the task at hand, and I've eliminated a lot of the fluff I had in there previously. I'm only assessing the things I want them to learn/do...not the extra stuff that just kind of happened.
  • Performance skill targets, which ask students to use knowledge to perform or demonstrate a specific skill
    • benrobison
      benrobison on 04 Apr 20
       
      This is 75% of grading in PhysEd (well, at least our PhysEd program). We have gone away from sport-ed, and moved to almost completely fitness-based education. We grade on heart rate data, specifically time spent in the Target Heart Rate Zone. Our goal is to make competent movers to enhance health beyond the school setting.
  • they involve where and how teachers can improve instruction—next year
    • benrobison
      benrobison on 04 Apr 20
       
      This has been tough to do when results from assessments don't come back to us in a timely matter. Side note: Not that PhysEd is targeted area, but I'm so glad Iowa isn't a high-stakes testing state. I cannot imagine having that pressure on top of balancing all of the other things asked of us. I cannot imagine teacher morale being high.
benrobison

ol101-s2020: Iowa Online Teaching Standards - 0 views

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

shared by benrobison on 16 Jan 20 - No Cached
  • 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)
    • benrobison
      benrobison on 16 Jan 20
       
      I find this to be most important in regards to meeting the needs and/or learning styles of multiple/different learners.
  • Promotes learning through online collaboration group work that is goal-oriented and focused (SREB C.5, Varvel V.I)
    • benrobison
      benrobison on 16 Jan 20
       
      This sets apart a quality online learning situation, rather than a work at your own pace, or checklist class, in which authentic learning probably isn't happening.
  • Provides substantive, timely, and constructive feedback to students (SREB D.8, Varvel VI.F, ITS 5.e)
    • benrobison
      benrobison on 16 Jan 20
       
      I believe that (specifically the timely) part is critical for online teaching/learning success! Since there is such a lag-time with communication in the online setting vs. the face-to-face setting, timely feedback can ease that isolation a bit.
  • ...1 more annotation...
  • Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication (SREB E.2)
    • benrobison
      benrobison on 16 Jan 20
       
      Establishing netiquette standards from the outset will help participants be more successful. This is true of all ages, but in my opinion, these should be more stringent for the younger (high school/middle school) audience.
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