unlearning
Contents contributed and discussions participated by erinlullmann
Implementation in an Elementary Classroom (Articles) - 0 views
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This might be the "term of the course" as a lot of personalized learning is unlearning for teachers as well as students. This even applies to my job as a coach / PD presenter. Traditional professional development is a lot of "sit and get." Sometimes this is due to time and sometimes this is due to just doing what we know and we have been taught. I need to remember to "unlearn" my traditional teaching tendencies and move out of the box to try more of a personalized or inquiry based approach.
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when she answers students’ questions straightforwardly instead of asking questions to help the students find the answers themselves, she’s actually interfering with the learning process.
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This makes me think of Michael Bungay Stanier and what he refers to as "The Advice Monster." This applies to so many situations from working with students, to coaching teachers, to talking to your spouse. It is not a natural reaction to turn a question back around on the questioner, but often times the student/teacher/spouse knows the answer. They just need to work through the process of finding it themselves. And it is SO much better when they discover it themselves than when someone else tells them what to do or what the answer is or how to solve the problem. Here's his Ted Talk on the advice monster if you're interested (he's a pretty great presenter): https://youtu.be/Kl0rmx7aa0w
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students to discover fundamental principles on their own.
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Adaptive Learning System Articles - 0 views
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supplemental instruction and coaching to students on a one-on-one basis
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Imagine if every student in your class could have a private tutor, available to them at any time for as long as they need. Imagine further that these tutors work together to give you a daily report of your whole class—who is doing well, who is struggling on which concepts, and what areas are most difficult for the class as a whole.
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Adaptive technologies can have real value
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In my opinion, this applies to ALL technology being used int he classroom. Every program has its benefits IF it is being used as intended. Don't expect the technology to do something it wasn't meant to do. In my mind, I see adaptive learning programs being used during a small group time in the classroom. Traditionally, student who are not participating in the teacher-led small group are doing independent learning tasks. The trouble with this is that students are only practicing skills that they can be successful with independently. They are not actively learning. However, if this independent time could be utilized for Adaptive Learning Programs implementation, then students could be getting "tutored" at their own instructional level rather than simply engaging in busy work.
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"Personalized" vs. "Personal" Learning - 1 views
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personalization only comes when students have authentic choice over how to tackle a problem
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I'm not sure if anyone else (specifically math teachers) have heard of Open Middle problems before, but personalized learning kind of reminds me of those. Students all start at the same place and end at the same place (which would be learning/understanding the content and meeting standards) but how students get to the end goal is up to them.
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When that happens, the structures around the classroom leave little room for the kind of authentic, whole-child personalization many teachers dream of offering
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The idea of personalized learning is seductive
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Seven words into the article and I'm already saying, "YES!" As I was talking to my kids about their ideal school and imagining a day in the life of a personalized learner, I kept thinking, "Why can't we create these types of schools? I would LOVE for my kids to go to a school like this!" The idea of creating environments in which students can create their day to match their learning needs and they can pursue topics that they are most interested in is very "seductive." I want that for my students, my own kids, and even for myself. How amazing would it be to teach in a school like we've imagined?
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20 ways to use Pear Deck to engage students - Ditch That Textbook - 0 views
BOOKS, ARTICLES, & BLOG - Eric Sheninger - 0 views
ol101-f2020: Iowa Online Course Standards - 1 views
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The course instruction includes activities that engage students in active learning.
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Instruction provides students with multiple learning paths to master the content, addressing individual student needs, learning styles and preferences
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I think this is a potential way that technology can do something that face-to-face struggles to do on a day-to-day, lesson-by-lesson basis - meet all students' individual needs, learning styles and preferences. That can be extremely challenging in a face-to-face environment - it takes a lot of time and knowledge by the teacher. I would love to see examples of this in action during an online course. Will we explore this concept in the OLLIE series?
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All resources and materials used in the course are appropriately cited and obey copyright and fair use
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This is something that I want to remember to do when I'm creating model courses or courses for teachers. We tend to preach to our students to cite our sources and obey copyright laws, but it can be really tempting to just do a Google Images search for that perfect picture or clip art without caring about copyright. I want to make sure to do my best to model correct citing and fair use policies.
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ol101-f2020: Iowa Online Teaching Standards - 1 views
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Utilizes a course evaluation and student feedback data to improve the course
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This is something that is not included in the Iowa Teaching Standards. I like the idea of this, but I think as the teacher of the course it can be a little scary to ask students for their feedback. It should be a part of every course both face to face as well as online after students are at an age in which they can effectively offer feedback. I think there are ways that questions can be asked to get quality feedback instead of just "I didn't like this course." I also appreciate that the emphasis of this standard is on improving the course based on the feedback. The continuous process of improvement is so important for all teachers.
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Proposed Online Teaching Standards
Article(s): Self- and Peer-Assessment Online - 2 views
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students must have a clear understanding of what they are to look for in their peers' work
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This statement resonated with me because often times I hear teachers express concerns about peer assessment because students won't know how to give good feedback. It all comes back to whether or not students have a clear understanding of the expectations - the model. If students truly understand what is expected - and they value the project - they will be able to give quality feedback to each other.
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For peer evaluation to work effectively, the learning environment in the classroom must be supportive
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Group work can be more successful when students are involved in developing the assessment process
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ollie-afe-2020summer: Article: Attributes from Effective Formative Assessment (CCSSO) - 0 views
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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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A few important parts of this definition that stand out to me: *FA is used by teachers AND students - I'm not sure that every teacher is making sure that students are using formative assessments to improve their understanding. Are students invited in to the process? Are they given their assessments back to self-assess and self-reflect? *FA need to provide feedback - putting a grade on the top of a FA and then calling that feedback is simply not enough. How are we communicating to students / and how are students communicating to teachers with feedback? Are both parties using the information to make changes? *FA needs to provide feedback in order for adjustments to be made to teaching and learning. Is this happening in every classroom and with every FA? I don't think so. Often times, I see teachers who have a unit plan written in their grade books (today I will do this, tomorrow I will do this...). Even when they get FA data that suggests students are not understanding the material, the teacher still moves on to keep pace with the unit as it was laid out. Some of this is due to outside pressures to cover the content in a short amount of time. But some of it may be due to a lack of understanding on the teacher's part to how they need to adjust their instruction to meet the students' needs. *Finally, the goal of FA is to improve students' achievement of the intended outcomes. We have to look at FA as a navigation system for our destination. The route may be "recalculating" several times due to FA data, but if we use the data to help us, we can steer the learning back on course. *
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formative assessment be regarded as a process
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Another common misconception. I work with many teachers who struggle to move beyond the test or quiz. An assessment is something you give to the students for them to do. However, formative assessment can come in many forms and can happen throughout the lesson and the learning process. It isn't at the end.
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teachers must provide the criteria by which learning will be assessed so that students will know whether they are successfully progressing toward the goal.
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ollie-afe-2020summer: Building a Better Mousetrap - 2 views
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The key here is "well-designed" and I'm not sure the majority of educators know or understand how to create well-designed rubrics. Often times we call something a rubric that probably wouldn't meet the rubric definition we've learned about in this class. I also like that the author defines meaningfully as consistently and accurately. Those are two descriptors that would definitely be goals of mine when I'm trying to assess a complicated task or assignment such as an essay.
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“Meaningfully” here means both consistently and accurately
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When students are full partners in the assessment process, as Mary Jo Skillings and Robin Ferrel illustrate in their study on student-generated rubrics, they tend to “think more deeply about their learning.”
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Any time students can be part of the process leads them to feeling some level of ownership and that ownership will most likely motivate them to do their best. When students create the rubric and have a say in the assessment process, they would have to fully understand the concept and the expectations. That deeper level of understanding would hopefully cause them to do better on the assessment than if they didn't have a part in the process because they have internalized it and understand it at a deeper level.
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ollie-afe-2020summer: Educational Leadership: The Quest for Quality--article - 4 views
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assessment literate—to know what constitutes appropriate and inappropriate uses of assessment results
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I believe that in my district, especially at the elementary level, we have the need to increase our assessment literacy. As an instruction coach, I am considering including this topic in professional development sessions in the future. Does anyone have suggestions for books, videos, speakers, or resources that would be beneficial for this task?
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Students learn best when they monitor and take responsibility for their own learning.
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John Hattie's meta-analysis found that students self-reported their grades had an effect size of 1.33. This means that by self-reporting grades a student can more than triple the amount of learning in one year's time. When students truly understand what is expected of them, what success looks like, and they have tools to help them determine where they are at in the learning progression, they are more motivated and engaged in learning and therefore will learn more and achieve at higher levels. Knowing that though (and I'm coming from an elementary background) - how can we build this into our classrooms? What does this look like for kindergartners?
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