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Contents contributed and discussions participated by erinlullmann


Implementation in an Elementary Classroom (Articles) - 0 views

  • unlearning
    • erinlullmann
      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.
  • 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.
    • erinlullmann
      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):
  • students to discover fundamental principles on their own.
    • erinlullmann
      "Tell me and I forget, teach me and I may remember, involve me and I learn." Did anyone else think of this Ben Franklin quote while reading this?
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  • Thinking Maps, she continues, introduce students to the notion of thinking about thinking — of conceptualizing the thought process objectively,
    • erinlullmann
      In traditional schooling the teacher does the thinking for the student. When we turn the thinking over to the student, we have to reteach teach them how to be a learner (depending on how long we've had them in a traditional school system). What does it mean to be a learner? What does it mean to be a thinker? What does your thinking look like?
  • helping children gain active control over the process of thinking so they learn how to learn,
    • erinlullmann
      It's messy. It's unstructured. It's hard to plan for. It takes a leap of faith on the teacher's part to try this - to turn the learning over to the students. This would be a great time to invite an instructional coach in to your classroom to work with you. I'm sure that when starting any level of more personalized / inquiry based learning with students, it will be messy. Teachers will want to give up, quit, and go back to the old way. Working with a coach would be beneficial because you have someone in the trenches to help you, encourage you, trouble shoot with you, and help you focus on the end goal all while reminding you about the small victories that occurred each lesson.
  • Giving them directions all the time takes away from the creative process and imagination, which a lot of my kids are lacking,” she says, “because they’re so used to being spoon-fed information that they can barely critically think.”
    • erinlullmann
      This is so sad, but it's so true. How can we get curriculum developers, administrators, lawmakers, teachers, parents, etc. to understand this?
  • Play is, after all, the way children are wired to learn, especially in the preschool and kindergarten years. Most teachers know the classroom is the perfect place for children to play, but opportunities to provide those benefits are on the decline.
    • erinlullmann
      The kindergarten teachers in my building strongly advocate for their Discovery Centers time each day, which is essentially play time. The only allot 20 minutes or so each day for this but other admin in the district discourage their teachers from doing this as that time should go toward academic learning. The teachers in my building have to almost keep this time of their day on the "down low" with other K teachers in the district because not everyone agrees that it is a good use of time.
  • "How?" The short answer is: one step at a time.
    • erinlullmann
      I thought this article had a lot of great tips that could help the process of differentiating, scaffolding, and even personalizing learning easier. I have saved it to my Symbaloo so that I can quickly refer back to it when needed.

Adaptive Learning System Articles - 0 views

  • supplemental instruction and coaching to students on a one-on-one basis
    • erinlullmann
      I think it's always important to remind ourselves that OLPs and ALS are not a replacement for teacher directed instruction. These programs are meant to be supplemental.
  • 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.
    • erinlullmann
      I like this tutor analogy and the reminder to teachers that the reports that are part of these adaptive learning programs are meant to be used to help guide classroom instruction.
  • Adaptive technologies can have real value
    • erinlullmann
      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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  • The better approach, from both educational and labor perspectives, is to examine each tool on a case-by-case basis with an open mind, insist on demystifying explanations of how it works, embrace the tools that make educational sense, and think hard about how having them could empower you to be a better teacher and provide your students with richer educational experiences.
    • erinlullmann
      One way that I envision teachers using adaptive learning programs is during their small group time. Traditionally, when students are not participating in a teacher-led small group, they are off doing independent tasks. However, these tasks are typically fairly low level as students have to be able to complete them without any assistance from the teacher. If an adaptive learning program could be used instead, then every student could be receiving differentiated and targeted tutoring over skills that are at their instructional level.
  • daptive technologies can have real value
    • erinlullmann
      I think this is something we have to remember with each new technology program, app, system, platform etc. that we add to our educational "tool belt." We have to make sure that we are using the technology in the way that it was intended to be used rather than trying to force it to do something that it wasn't built for. We have to be strategic about how and when we use the technology.
  • And studies have been showing that adaptive learning technology can help students achieve comparable results in less time, raise their scores, and improve retention.
    • erinlullmann
      These would be interesting studies to look closer at in regards to the comparable achievement results. I do think that adaptive learning programs could definitely have an impact on student achievement for many reasons. One - the ALP is meant to be able to target the skill level of the student and should adapt the lessons based on how well the student is progressing toward mastery. Two - any time a student can receive distributive practice of skills throughout the day / week / over the course of a school year will help with retention. I can see a teacher teaching a specific math skill and then the students reviewing that skill at their level with the ALP.
  • real-time response
    • erinlullmann
      Hattie has shown through his meta-analysis of educational research that feedback has a significant impact on student achievement.
  • teachers can keep up with each student’s progress
    • erinlullmann
      I think this is really important to remember. With the busyness of teachers' schedules and day-to-day happenings, checking into the ALP to see how students are progressing can maybe get overlooked. In order for the ALP to have the biggest impact on student achievement, teachers need to stay up-to-date on students' progress and making instructional decisions based on the data whether than is via the ALP or during a face-to-face learning session.
  • Personalized Learning
    • erinlullmann
      This is where the terms and definitions get a little confusing. To me, adaptive learning is using a technology platform to differentiate instruction for students. The students work their way through online programs that meet them at their specific instructional level. In my mind, adaptive learning transitions quite well into a traditional classroom. However, personalized learning, in my opinion, is a change of philosophy of how and when instruction is delivered to students. Students are more in charge of their learning pathway and can make choices about how, when, and what they learn based on their interests and abilities. Personalized learning may include some technology, but it doesn't have to include an adaptive learning program necessarily.
  • focusing on where this technology might be most useful, which is often in remedial education
    • erinlullmann
      I would also include enrichment for students that are above grade level. Often we have many systems in place in our schools for students who may NOT be reaching grade level expectations. However, there are many students in our school that need enrichment or more of a challenge but that side of differentiation often gets overlooked. This is an area that I can see ALPs being very effective.
  • n approach to instruction and remediation that uses technology and accumulated data to provide customized program adjustments based on an individual student's level of demonstrated mastery
    • erinlullmann
      Another good definition of adaptive learning programs
  • Personalized learning is really an umbrella term,
    • erinlullmann
      I almost see it less as an umbrella term and more as a scale or hierarchy. I see traditional education at one side and personalized learning on the other end. Adaptive learning is a step toward personalized learning.
  • Technology isn't strictly required for personalization
    • erinlullmann
      I like this clarification of a difference between personalized learning and adaptive learning programs - personalized learning does not require technology while adaptive learning does.
  • An adaptive learning system can be "facilitator-driven,
    • erinlullmann
      Another clarification of differences between the two - adaptive learning is more facilitator-driven while true personalized learning (in my mind) is student-driven.
  • Students still have to put in the work to succeed; but with adaptive technology, they’ll be able to focus on the right work.
    • erinlullmann
      It is nice to be able to give students choices with the adaptive learning program. And if you've chosen a quality program, then it doesn't really matter which path the student chooses. Everything within the program is aligned to grade level standards and will be helpful to the student's achievement.

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

  • personalization only comes when students have authentic choice over how to tackle a problem
    • erinlullmann
      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.
  • When that happens, the structures around the classroom leave little room for the kind of authentic, whole-child personalization many teachers dream of offering
    • erinlullmann
      This is the conundrum that I have been facing as I've begun learning more about personalized learning through this course. How can we create a balance between the types of schools we've imagined with personalized learning and the demands placed on schools by the government?
  • The idea of personalized learning is seductive
    • erinlullmann
      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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  • 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
    • erinlullmann
      I feel like we've been hearing this for awhile now - we are preparing students for jobs that don't even exist yet. The skills and dispositions they will need to be successful in the workforce are more about problem solving, creative thinking, and communication versus an abundance of knowledge of facts and formulas. So how are we (can we) changing how schools function to match how the "real world" has changed in the last decade?
  • 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.
    • erinlullmann
      I had the opportunity a few years ago to talk to upper elementary students about the concept of learning. It was amazing to me that many of these said that learning looks like sitting quietly and listening to the teacher or getting all the questions correct on a test. These definitions made me sad. How is it that in just a few years of schooling we have given students such a passive view of learning? Learning is done to them not something that they are in charge of. Personal learning is a shift in the right directions. We have to TEACH students how to be learners. We have to put them in the "driver's seat" and allow them to make the decisions that will help them learn.
  • Big questions, passion, personal interest are what should drive our use of technology, not the other way around.
    • erinlullmann
      Yes, yes, yes! This is what I've been striving to get across to my technology director this year as we are working toward a 1:1 digital learning environment in our elementary schools. I want PD to be focused on best practices of instruction not simply the latest and greatest tech features. The way to engage students hasn't changed because we have more access to technology - if we want to truly engage students in the content we have to get them passionate about it and interested in learning more for the sake of learning not just scoring points on an assignment.
  • moving ownership of learning away from the teacher and more toward the student.
    • erinlullmann
      Is anyone in an AIW district? We use AIW to some extent within our district and one of the key pieces of learning I took away from my AIW training was asking "Who is carrying the cognitive load?" We need to ensure that the teacher is not the one doing all of the heavy lifting in the learning. We need to design learning experiences in which the students are the ones actively doing the learning. We don't want "sit and get" lessons in which students simply listen to the information. We want students to be asking questions and seeking their own answers.
  • free to expand as a standardized individual.
    • erinlullmann
      Personal learning (as Kohn prefers it to be called) seems very good in theory. However, when it comes down to the nitty gritty - planning how it would actually function within a school / classroom, it gets messy. That is the point when many teachers I work with go back to standardization. it's easier when everyone does the same thing. How can we get over this hurdle?
  • Personal learning entails working with each child to create projects of intellectual discovery that reflect his or her unique needs and interests.
    • erinlullmann
      This seems to be the definition that our class is referring to when we say personalized learning.
  • Personalized learning entails adjusting the difficulty level of prefabricated skills-based exercises based on students’ test scores.
    • erinlullmann
      This seems to be what another lesson referred to as "individualized" learning - the student has control over how fast they work through the skills, but it is the same skills for all students.
  • Personalized’ learning is something that we do to kids; ‘personal’ learning is something they do for themselves.”[4]
    • erinlullmann
      From our debate in the class forums, this quote reminds me of differentiation/individualization versus personalization. In my mind, personalized learning is personalized for each student and giving them control over the what, how, and when of the learning process while still keeping them accountable to the standards and expectations of their grade level.
  • transmission of bits of information
    • erinlullmann
      This reminded me of a blog post I read recently about thinking versus remembering. ( It also connects to the AIW (Authentic Intellectual Work) principles of construction of knowledge and conceptual understanding.
  • Personal learning tends to nourish kids’ curiosity and deepen their enthusiasm.
    • erinlullmann
      And if we are creating thinkers who are enthusiastic about learning and curious about the world around them, won't they learn more? Won't they be more employable and successful in the future? And in turn, won't they also probably do better on the state assessments? If students really have to think and understand content at a deeper level, they are more likely to remember what they've learned.

ol101-f2020: Iowa Online Course Standards - 1 views

  • The course instruction includes activities that engage students in active learning.
    • erinlullmann
      When I talk to my teachers about integrating technology into the elementary classroom, I'm often suggesting ways that the technology can help increase student engagement. I'd like to learn about more ways to increase engagement using technology.
  • Instruction provides students with multiple learning paths to master the content, addressing individual student needs, learning styles and preferences
    • erinlullmann
      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?
  • All resources and materials used in the course are appropriately cited and obey copyright and fair use
    • erinlullmann
      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.

ol101-f2020: Iowa Online Teaching Standards - 1 views

  • Utilizes a course evaluation and student feedback data to improve the course
    • erinlullmann
      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.
  • Proposed Online Teaching Standards
    • erinlullmann
      My professional learning goal for the current school year is to create a professional development plan for our elementary teachers as we begin to implement 1:1 devices. I think it would be important / helpful for me to incorporate these standards while I create the plan.

Article(s): Self- and Peer-Assessment Online - 2 views

  • students must have a clear understanding of what they are to look for in their peers' work
    • erinlullmann
      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.
  • For peer evaluation to work effectively, the learning environment in the classroom must be supportive
  • Group work can be more successful when students are involved in developing the assessment process
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  • They also recommend that teachers share expectations for assignments and define quality
    • erinlullmann
      I believe John Hattie would call these expectations/definitions of quality "success criteria."
  • There are ways of framing and then using self-assessment that can help students develop that all-important ability of looking objectively at their work and then making changes that improve its quality.
    • erinlullmann
      I often said to my former 5th graders, "Check your work before you turn your assignment in." or "Go back and check your work." The students would simply look at their paper for a few more seconds and then try to turn it in again. I used to get so frustrated. What I didn't realize back then was that the students didn't know how to check their work. I needed to explicitly teach them what that looks like as well as what they should be checking for. Did they even know the success criteria? Did I give them any expectations for quality?
  • by viewing each groups’ discussion board within the LMS. In cases with a non-participating group member, he intervenes with an email to the student.
    • erinlullmann
      This would be an example of how an online course would be easier to do this than with a face-to-face course. The idea that as the teacher you could look over the group discussions via the LMS and have a clear undrstanding of the participation of all group memebers is something that you wouldn't have in an oral discussion via a face-to-face setting. It is also one of the most common issues with group work - what if one of the members isn't doing anything?
  • Self evaluation and team grade.
    • erinlullmann
      Would there ever need to be a situation in which you utilized all three assessments of group work - peer, self, and team?

ollie-afe-2020summer: Article: Attributes from Effective Formative Assessment (CCSSO) - 0 views

  • 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.
    • erinlullmann
      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. *
  • formative assessment be regarded as a process
    • erinlullmann
      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.
  • teachers must provide the criteria by which learning will be assessed so that students will know whether they are successfully progressing toward the goal.
    • erinlullmann
      John Hattie discusses success criteria as well in Visible Learning. Students (and teachers) need to have a clear understanding and vision for what is expected for their learning. What is the end goal? What would that look like if the students was successful? I
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  • Where am I going? Where am I now? How can I close the gap?
    • erinlullmann
      This is exactly what John Hattie talks about in Chapter 7 of Visible Learning.
  • 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
    • erinlullmann
      Students need to feel like learning is something that they are in control of rather than something that is being done to them.

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

    • erinlullmann
      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.
  • “Meaningfully” here means both consistently and accurately
  • 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.”
    • erinlullmann
      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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  • Well-designed rubrics, though, should not do this
    • erinlullmann
      I'm starting to second guess myself and my ability to create a well-designed rubric. I wish the article gave us an example of a well-designed rubric and a poorly designed rubric at each level of schooling. Those examples and non-examples would really help me understand more clearly the difference between rubrics that this article is referring to.
    • erinlullmann
      I do like that at the end of the article there are specific tips for creating rubrics, but I really wish there were examples.

ollie-afe-2020summer: Educational Leadership: The Quest for Quality--article - 4 views

  • assessment literate—to know what constitutes appropriate and inappropriate uses of assessment results
    • erinlullmann
      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?
  • Students learn best when they monitor and take responsibility for their own learning.
    • erinlullmann
      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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