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Contents contributed and discussions participated by dulrich

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dulrich

VideoAnt - 0 views

ant.umn.edu

moodle_iowa

shared by dulrich on 18 Jun 21 - No Cached
dulrich

ol101-s2021: Iowa Online Teaching Standards - 0 views

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

shared by dulrich on 13 Jun 21 - No Cached
  • 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
    • dulrich
      dulrich on 13 Jun 21
       
      This is critical in a face to face as well as online course. I am curious how an online teacher would know if a student has specific needs? Would a district provide 504 and IEP information to online instructors? Or is the student expected to self-advocate?
  • Demonstrates ethical conduct as defined by state law and local policies or procedures
    • dulrich
      dulrich on 13 Jun 21
       
      Online courses provide a unique way for the instructor to model ethical online behavior. The instructor would need to be very explicit about why things are done a certain way and how that demonstrates proper online behavior.
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content
    • dulrich
      dulrich on 13 Jun 21
       
      I feel that creating community is very important for an online course. The discourse and sharing are critical for learning. Without community, it becomes self-study.
  • ...1 more annotation...
  • designing, and incorporating instructional strategies
    • dulrich
      dulrich on 13 Jun 21
       
      Good design that has the standards and assessments aligned is huge. Having a solid structure helps students engage with the content and their classmates.
dulrich

Article(s): Self- and Peer-Assessment Online - 0 views

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

shared by dulrich on 31 May 21 - No Cached
  • Effective group collaboration begins with a well defined assignment that has clear goals and expectations.
    • dulrich
      dulrich on 31 May 21
       
      I think a rubric for student interaction within the group context could be valuable as well. We may assume that students know what "good" collaborative group behavior looks like.
  • Rather, students are looking at their work and judging the degree to which it reflects the goals of the assignment and the assessment criteria the teacher will be using to evaluate the work.
    • dulrich
      dulrich on 31 May 21
       
      Clarity in the assignment criteria would be very important as well as modeling how to use the rubric.
  • Group work can be more successful when students are involved in developing the assessment process. This may include establishing their own assessment criteria through consultation with teaching staff. Alternatively you can provide students with sample self and/or peer assessment criteria.
    • dulrich
      dulrich on 31 May 21
       
      Co-constructing success criteria can help develop student ownership of the process as well as improving the end product or outcome.
  • ...2 more annotations...
  • As a group, students determine what should be assessed and how criteria for successful completion of the communication task should be defined.
  • The instructor models the technique (use of a checklist or rubric, for example); students then try the technique themselves; finally, students discuss whether and how well the technique worked and what to do differently next time.
    • dulrich
      dulrich on 31 May 21
       
      This reflection piece helps students figure out how they learn best. Often we teach a strategy, and assume that it will work equally well for all students. A journal might work well for me, but a checklist might be better for someone else.
dulrich

ollie-afe-2021: Article: Attributes from Effective Formative Assessment (CCSSO) - 0 views

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

shared by dulrich on 25 May 21 - No Cached
  • In this type of classroom culture, students will more likely feel they are collaborators with their teacher and peers in the learning process.
    • dulrich
      dulrich on 25 May 21
       
      What is the saying.... Culture eats Structure for lunch. If your class doesn't have the collaborative culture in place the structural changes you want to make in feedback will be less effective.
  • In addition to teacher feedback, when students and their peers are involved there are many more opportunities to share and receive feedback.
    • dulrich
      dulrich on 25 May 21
       
      It takes time to develop the class culture for self and peer feedback, but it provides students with so much more information than just waiting for instructor feedback. Helping students think meta-cognitively is huge, especially when looking to close gaps.
  • Where am I going? Where am I now? How can I close the gap?
    • dulrich
      dulrich on 25 May 21
       
      All three of these are important for effective feedback. I think that is probably more emphasis on the "Where am I now?" aspect than the other two points.
  • ...1 more annotation...
  • One key feature of this definition is its requirement that formative assessment be regarded as a process rather than a particular kind of assessment.
dulrich

ollie-afe-2021: Building a Better Mousetrap - 0 views

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

shared by dulrich on 17 May 21 - No Cached
  • illicit student input when constructing rubrics:
    • dulrich
      dulrich on 17 May 21
       
      I think that co-constructing rubrics or having students tweak rubrics once they have experience working with them could be valuable. It adds that metacognitive piece for students.
  • we ought to illicit student input when constructing rubrics:
    • dulrich
      dulrich on 17 May 21
       
      Co-constructing rubrics helps provide the metacognitive piece for students.
  • they can be designed with dimensions describing the different levels of that “deep learning”
    • dulrich
      dulrich on 17 May 21
       
      An ELA teacher I know uses rubrics with students with writing assignments. When the students receives the final assessment of a piece of writing, the student writes a reflection in their journal about the feedback. If they struggle with transitions - what did yo learn, what will you do differently on the next assignment? It is a feed forward cycle.
  • ...2 more annotations...
  • rubrics that are outside of the students “zone of proximal development” are useless to the students.
    • dulrich
      dulrich on 17 May 21
       
      I think the rubric along with exemplars could be helpful. It might be easier for some students to understand and use the rubric if they see products at a variety of levels.
  • To have the necessary important conversations about rubrics—to build better ones, fix the problems casued by poor ones,
    • dulrich
      dulrich on 17 May 21
       
      This will be a big focus area for our professional development next year. I suspect we will need a little Rubric 101 time to help staff get on the same page.
dulrich

ollie-afe-2021: Educational Leadership: The Quest for Quality--article - 1 views

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

shared by dulrich on 13 May 21 - No Cached
  • formative applications involve what students have mastered and what they still need to learn.
    • dulrich
      dulrich on 13 May 21
       
      I would add that formative assessment should inform the teacher as to the next instructional steps.
  • decision makers at the next two levels want to know which standards students are struggling to master.
    • dulrich
      dulrich on 13 May 21
       
      Critical for Tier 2 and 3 interventions to have this information available system wide.
  • If we don't begin with clear statements of the intended learning—clear and understandable to everyone, including students—we won't end up with sound assessments.
    • dulrich
      dulrich on 13 May 21
       
      Teacher clarity regarding intended learning has a big effect size as well according to Hattie. I think around 0.75.
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