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Contents contributed and discussions participated by Kim Foley-Sharp

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Kim Foley-Sharp

Implementation in a Secondary Classroom (Articles) - 0 views

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

shared by Kim Foley-Sharp on 08 Apr 18 - No Cached
  • Learn from others. I won’t lie. The journey from old school to new learning paradigm was bumpy at first. I tried blended lessons that took less time than planned, had technology failures, chose the wrong method of delivery for various types of content or skills, and generally made every mistake you can imagine. But I didn’t give up, and eventually I had more successes than failures. My students’ input and further pedagogical study helped me refine my lesson planning until I got it right.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 18 Apr 18
       
      This is HUGE! The whole thought can sometimes be overwhelming. I think the time and effort that it takes to develop this type of learning can be overwhelming, but once you have it done it is simply then managing and updating as needed.
  • Let students make choices. When I first embarked on this mission, I decided to “release” one piece of the assignment at a time in an effort to control students’ pathway through the material. Since then, I have learned that a more personalized approach to assignments — which is also aligned to the ISTE Standard for Teachers addressing digital age learning experiences and assessments
    • Kim Foley-Sharp
      Kim Foley-Sharp on 18 Apr 18
       
      Giving students choice - hard concept for teachers to grasp at times. We have always been the ones in control. Learning has shifted to more student driven. We just need to get our teachers there.
  • One strategy that many teachers use to foster higher levels of interest and engagement is choice. However, research in the past decade has revealed that choice is not necessarily a cure-all for lack luster motivation. While choice can be a powerful motivator, on some occasions it can also have an adverse effect. In other words, not all choices have a positive effect on motivation and achievement. Therefore, it is helpful to consider a few factors that can help teachers design choices that have the potential to positively influence motivation and achievement.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 18 Apr 18
       
      This is something I struggle with. I might have an amazing class setup, but if the student is not motivated by what I have setup how do I reach them? The struggle is real!
  • ...1 more annotation...
  • When you want to give students choice, it is often optimal to give them a limited number of options, but be as flexible as possible. Since motivation depends upon an individual’s perceptions of control, purpose, and competence, students may perceive the same set of options differently. For example, when a teacher assigns a research project, some students will prefer to have a broad range of topics, others will prefer a small list of options, and yet others will prefer to be told what to do. Giving students a short list of topics with an option to create their own topic, with the teacher’s approval, often works well.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 18 Apr 18
       
      I think that it is okay to start out with fewer choices to get students use to the system and then add on as the students seem to be catching on. Too many choices might be overwhelming.
Kim Foley-Sharp

PLE Articles - 3 views

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

shared by Kim Foley-Sharp on 05 Apr 18 - No Cached
  • Learning isn’t germane to structured classroom environments alone; it occurs in both formal and informal settings.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 06 Apr 18
       
      This has been true for centuries, yet our schools still function with the thought that things must be learned in the classroom. That thought is starting to shift and progress has been made, but we still have a long way to go to change some mindsets.
  • The employ of PLEs in the classroom can go horribly wrong if teachers fail to prepare students and set usage parameters. PLEs place a large amount of responsibility on students and thus requires a high level of self-management and awareness.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 06 Apr 18
       
      These are critical steps! We can't just assume students know how to do it. We have to teach them the skills either at first or as you go along. Throwing students into the situation is setting them up for potential failure.
  • What I do like about Symbaloo is that if I make any updates to this webmix, students receive the updates as well!
    • Kim Foley-Sharp
      Kim Foley-Sharp on 06 Apr 18
       
      I use symbaloo for my library resources. I am able to embed it on my library page. What I like is that it gives the students the direct link to many of the resources without them having to hunt for them. There are times that I want them to do that, but sometimes it just needs to be quick and Symbaloo works well for that.
  • ...2 more annotations...
  •  I encouraged students to use their accounts as an information dashboard for “professional” or school interests as well as personal passions.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 06 Apr 18
       
      I really like this idea. I have never really explored Symbaloo enough or thoroughly enough to use it with students. I would like to explore that possibility more as part of my personal learning plan
  • Students engaging in networked learning have to learn to be more self-directed than in the typical classroom
    • Kim Foley-Sharp
      Kim Foley-Sharp on 06 Apr 18
       
      This is definitely a concept that we need to teach our students. Cooperative/group learning was something that I did not like growing up as I was usually the one most responsible in the group and ended up doing most of the work. We need to teach all of our students how this concept works so that it can be successful for all.
Kim Foley-Sharp

"Personalized" vs. "Personal" Learning - 3 views

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

shared by Kim Foley-Sharp on 30 Mar 18 - No Cached
  • flipped classrooms, flipped teachers, flipped texts. For the uninitiated, the flipped concept suggests that we can now use technology to offload many of the more mundane classroom tasks
    • Kim Foley-Sharp
      Kim Foley-Sharp on 04 Apr 18
       
      This is such a large issue. People use technology and say they have flipped their classroom when in essence all they did was digitize their paper documents.
Kim Foley-Sharp

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

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

shared by Kim Foley-Sharp on 12 Feb 18 - No Cached
  • The instructor provides a sample writing or speaking assignment. As a group, students determine what should be assessed and how criteria for successful completion of the communication task should be defined. Then the instructor gives students a sample completed assignment. Students assess this using the criteria they have developed, and determine how to convey feedback clearly to the fictitious student.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 15 Feb 18
       
      This is definitely an example of modeling. The instructor is giving the students and example and then using the criteria that has been developed for the feedback. I think this helps both the student and instructor to catch any issues with the criteria before the assignment is done.
  • At first these can be provided by the instructor; once the students have more experience, they can develop them themselves.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 15 Feb 18
       
      This is a definite example of levels of DOK. Once a student is able to create a rubric on their own the student has moved up on the levels of knowledge.
  • Self evaluation has a risk of being perceived as a process of presenting inflated grades and being unreliable. • Students feel ill equipped to undertake the assessment.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 15 Feb 18
       
      Many of these disadvantages happen because modeling how it should be done has not happened or happened well enough that the students understood the process. As with anything we want students to do it must be modeled and repeated with the students until the light bulb goes on!
  • ...1 more annotation...
  • One of Rees’ comments within the essay “Professors in the trenches tend to hold their monopoly on evaluating their students’ work dearly, since it helps them control the classroom better by reinforcing their power and expertise,” supports a cognitive and instructor-focused learning orientation. The concept of peer review, which leaves for the most part the instructor out of the equation, aligns with the social constructivist learning orientation. There is strong support in constructivist theories for the peer review which is grounded in student-centered learning where students learn as much from the review process itself as from the final grade on an assignment.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 15 Feb 18
       
      This is the old archaic way of thinking. One of the old sayings that I remember is that "you are no longer the sage on stage, but a guide on the side" as a teacher. The thinking for some giving up that power or control is very difficult, but it should be what's best for students.
Kim Foley-Sharp

ollie-afe-2018: Article: Attributes from Effective Formative Assessment (CCSSO) - 4 views

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

shared by Kim Foley-Sharp on 04 Feb 18 - No Cached
  • 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.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 06 Feb 18
       
      I really like this definition. I think when someone hears the word assessment that it automatically means they are getting a grade - when in reality it is a check for understanding to adjust teaching/learning.
  • Learning Progressions: Learning progressions should clearly articulate the sub-goals of the ultimate learning goal.
  • While evidence exists in varying degrees to support the five attributes presented, there is clearly no one best way to carry out formative assessment. The way these attributes are implemented depends on the particular instructional context, the individual teacher, and—perhaps most importantly—the individual students.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 06 Feb 18
       
      This sums up the article. We need to individualize for our students. We need to meet them where they are at - but push them to grow based on what they need and not just canned assessments etc.
Kim Foley-Sharp

ollie-afe-2018: Educational Leadership: The Quest for Quality--article - 14 views

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

shared by Kim Foley-Sharp on 21 Jan 18 - No Cached
  • The goal of a balanced assessment system is to ensure that all assessment users have access to the data they want when they need it, which in turn directly serves the effective use of multiple measures.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 25 Jan 18
       
      This is critical! We need to have balance in our instruction and assessment. We don't want to be that teacher that practices "Death by assessment".
  • Effectively planning for the use of multiple measures means providing assessment balance throughout these three levels, meeting student, teacher, and district information needs. This is done using both formative and summative assessments, large-group and individual testing, assessing a range of relevant learning targets using a range of appropriate assessment methods.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 25 Jan 18
       
      This is critical and just reaffirms that balance is the key. Teachers need to be adding/weaving the various assessments within their normal routine.
  • he decision makers might be students and teachers at the classroom level; instructional leaders, learning teams, and teachers at the periodic level; or curriculum and instructional leaders and school and community leaders at the annual testing level.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 25 Jan 18
       
      This is a critical piece! There has to be some guidance from the district level to school level to teacher level, but buy in really has to be at the teacher/student level. Another thought could be that it is driven from the bottom up instead of top down.
Kim Foley-Sharp

ISTE - International Society for Technology in Education - Home - 0 views

www.iste.org

moodle_iowa technology edtech resources

shared by Kim Foley-Sharp on 06 Feb 17 - No Cached
  • Kim Foley-Sharp on 06 Feb 17
     
    This is a great resource for national technology standards for not only students, but teachers and coaches as well.
Kim Foley-Sharp

Google for Education: A solution built for teachers and students - 0 views

www.google.com/edu

moodle_iowa google education technology

shared by Kim Foley-Sharp on 06 Feb 17 - No Cached
  • Kim Foley-Sharp on 06 Feb 17
     
    Google provides a great area for learning about their products along with resources and training.
Kim Foley-Sharp

ollie1 (Peterman): Iowa Online Teaching Standards - 21 views

moodlesw.aeapdonline.org/...view.php

shared by Kim Foley-Sharp on 10 Jan 17 - No Cached
  • Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well
    • Kim Foley-Sharp
      Kim Foley-Sharp on 16 Jan 17
       
      This is so critical as we move to even more online content for classes. We need to teach our students to give credit where credit is due.
  • • Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication (SREB E.2)
    • Kim Foley-Sharp
      Kim Foley-Sharp on 04 Feb 17
       
      This is a critical piece. It has to start not only at home, but at the lower elementary and be consistent throughout a childs k-12 life. We also need to have consequences in place if students do not follow the guidelines. That is all part of the learning process, but cannot be a repeat continuously.
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