As I continue with blended courses I realize throwing in Kahoots, Quizlets, Quizizz, Nearpods, Peardecks, Forms, and etc. all to see where students are at throughout a chapter. This gave me a good idea of what students needed during face to face class.

I had this happen during my blended course, as a video wouldn't work or his computer wasn't working and he was trying to complete homework at 11:30 when it was due at 12. These are thing students need to understand and figure out.

This is 100% true about anything in teaching. Collaboration and networking are key in seeing what works for others, what works well for you, and what new tools are out there!

Deep learning. I feel like some times when we thinking of online learning we think of videos/lectures, assignments, and etc. the same as a traditional classroom. This is when we need to do some personalization and flipping of our prior knowledge. How do we allow students to still learn the things that the standards say, but in a way that they can show their depth of knowledge by not just answering questions but by us really understanding their understanding of a certain topic. More of the deep learning takes place when they have to create or explain in their own words with reasonsing.

Data driven was a key word that always grabs my attention. This is where data can be placed into the course to understand where a certain student's pathway lies. This would also be a great example of our students. We have students that are 18 years of age, with minimal prior education but we still place them as a senior grade level. This allows us to really personalize learning for that student for them to be successful.

I believe teachers are lifelong learners. This standard is something that teachers will continue to do when their online/blended courses develop.

I stated this above that data from formative assessments need to drive instruction. Then you adjust to enhance student learning.

Throughout the courses I thought this was something that only face to face courses need to provide, but that is not true. It's crazy how much being personable and providing that safe environment on and offline.

Students have to feel safe in the classroom in order for this to work out. If the trust isn't in the classroom this will be a flop.

I've thought about doing goal setting in the math classroom. Plus this way I could also tell if the student felt confident about the certain concept and I could use the data to better my lessons on that concept.

I think it would be awesome for Storm Lake to do a portfolio for all students and a little about them and their background. I think this would be useful for teachers to understand a student a little more.

"timely feedback" - students don't want formative feedback when they already took their summative assessment. Make the feedback relatable and clear. If you make the feedback irrelevant it is not meaning full to the student.

I think this is a great way to incorporate the rubric that would be used to assess the student. Peer feedback is one that could go really well and really bad if the teacher doesn't set the guidelines of what it looks like. This is a teachable moment in it's self.