Skip to main content

Home/ OLLIE Iowa/ Contents contributed and discussions participated by ljurich

Contents contributed and discussions participated by ljurich

Simple Middle Filter: All | Bookmarks | Topics
ljurich

Implementation in Advocacy/Guidanace/Post-Secondary Preparation (Articles) - 0 views

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

shared by ljurich on 14 Jul 18 - No Cached
  • a program for our seniors to explore their interests, passions, and possible career options during the two quarters before graduation. Each of the four years has a central theme around which we build curriculums, and “risk” is appropriate for the graduation year, one that culminates in personal achievement and plans for the future.
    • ljurich
      ljurich on 14 Jul 18
       
      I love this! We have a responsibility to help EVERY student make an informed decision about their life after high school, and this particular school has created a purposeful, strategic plan for their system in helping students be confident and competent about what happens after graduation.
  • Authentic choices cannot exist without some degree of risk.
    • ljurich
      ljurich on 14 Jul 18
       
      This reminds me of the "zone of proximal development" - that zone where learning occurs, where it's not "easy." Rather, it's challenging AND doable. It takes risk... an ACTIVE risk to move forward and tackle whatever challenge is in front of you. Experiencing risk is how we empower students for their future.
  • In such moments, teaching becomes a deeply reciprocal process by which we decide to learn not just from but with the students, embracing the risks that accompany students developing as independent thinkers and informed risk takers (K. Schultz, 2003). Moreover, when we offer choice, we model risk taking for them and demonstrate problem-solving skills, such as how to thoughtfully navigate uncertainty and address unforeseen obstacles.
    • ljurich
      ljurich on 14 Jul 18
       
      This paragraph nicely captures the desired role of the teacher in order for our students to be empowered in their learning, while also developing a positive student/teacher relationship grounded as partners in learning.
  • ...4 more annotations...
  • Many teachers and administrators realize that online courses and programs can offer a different kind of learning environment, take advantage of true personalization, and challenge students to achieve at the levels at which they are capable. As one educator says: “Because of the e-learning aspect of our credit-recovery program, it also seems that have changed their attitudes toward credit recovery. They realize that credit recovery is not all worksheets, repetition and drudgery; it also means relearning the standards in engaging and interesting formats with lots of visuals and graphics to help students learn.”
    • ljurich
      ljurich on 14 Jul 18
       
      So, whether it's online or face-to-face, it's 1) what we're asking students to do, and, 2) believing they can do it that makes a difference. They need higher cognitive learning experiences (i.e. Revised Blooms Taxonomy) and engaging activities that connect with who they are as individuals. If we truly believe they can be successful, then we'll put things into place to engage them. In other words, it's our collective efficacy that sets the stage for online learning AND face-to-face learning.
  • Stands up for student rights and concerns.
    • ljurich
      ljurich on 14 Jul 18
       
      This is such an important role for the principal (or any adult working with the classroom teacher). Sometimes, students don't know how to advocate for themselves, or they are in a situation where an adult needs to intervene. By partnering with the classroom teacher in an instructional coaching role, the principal can provide support that will ultimately benefit the student. In other words, when teachers are learning at high levels, students learn at high levels.
  • learning plans starting from student interest, and the skills and knowledge a student has.
    • ljurich
      ljurich on 14 Jul 18
       
      This makes sense because we are starting with the student's strengths and interests instead of what gaps exist. It's focusing on what the student CAN do, not can't.
  • The concept of LTIs goes hand in hand with developing learning plans and portfolios for post high school goals, whether it’s college, vocational school, apprenticeships or directly to work. From working on their learning plans, each student will have a portfolio that allows him or her to customize all of their experiences for application to each college or work situation.
    • ljurich
      ljurich on 14 Jul 18
       
      Words that come to mind as I read this paragraph are authentic, future, real, and personalized.
ljurich

Adaptive Learning System Articles - 0 views

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

shared by ljurich on 07 Jul 18 - No Cached
  • The common thread is that they all involve software that observes some aspect of student performance and adjusts what it presents to each student based on those observations.
    • ljurich
      ljurich on 11 Jul 18
       
      I can see where this could be a great resource to inform a teacher of how to respond instructionally... a balance of data retrieved from technology, then the teacher support with instruction and reinforces the relationship component of learning.
ljurich

PLE Articles - 5 views

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

teacher and networked student

shared by ljurich on 06 Jul 18 - No Cached
  • A collection of resources related to a problem-based learning challenge
    • ljurich
      ljurich on 11 Jul 18
       
      Another idea generated for me! As each student team is working on a particular Orbis project, I'm thinking each project could have it's own symbaloo dashboard.
  • The notion of a PLE for students, grounding them intentionally in an environment of information tools and productive applications, is a great way to seek, develop, and structure that balanced approach.  
    • ljurich
      ljurich on 11 Jul 18
       
      This is great reminder that while students are technology natives, we have a responsibility to teach them positive, professional behaviors.
  • I encouraged students to use their accounts as an information dashboard for “professional” or school interests as well as personal passions.
    • ljurich
      ljurich on 11 Jul 18
       
      This has generated an idea for me to use Symbaloo in Orbis as a way for students to create individual portfolios showcasing evidence of their growth in the 3 key outcomes of Orbis: collaboration, problem-solving, and leadership.
  • ...1 more annotation...
  • Personal learning environments are beneficial because they support learning anywhere and allow learners to connect the diverse environments of school, home and play.
    • ljurich
      ljurich on 11 Jul 18
       
      I'm thinking about how valuable a resource like Symbaloo could be for students, especially as they contribute to it, for them to use it far beyond the scope of the classroom, after the class/course has ended.
ljurich

Ten Tips for Personalized Learning via Technology | Edutopia - 0 views

www.edutopia.org/ed-instruction-ten-key-lessons

shared by ljurich on 13 Jun 17 - No Cached
  • how to use the technology, what to do if you have a question, how to behave if Ms. Lowe isn't standing right there
ljurich

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

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

shared by ljurich on 02 Jul 18 - No Cached
  • seductive
    • ljurich
      ljurich on 02 Jul 18
       
      I like the word "seductive" because often, when students are engaged in a personalized learning experience utilizing their passions and exploring their interests, they don't even realize they are actually learning!
  • personalization only comes when students have authentic choice over how to tackle a problem
    • ljurich
      ljurich on 02 Jul 18
       
      For personalization to ensure results in learning, I'm thinking of how important it is to have a structured process for providing individual students with ongoing, specific feedback. As they make choices in how to tackle a problem, a process for feedback on how to improve performance would need to be a standard practice.
  • make sure everyone they work with is on the same page about what that phrase means
    • ljurich
      ljurich on 02 Jul 18
       
      YES! A proactive practice before anything happens in the classroom would be to develop common language so everyone has the same context, same vision, same expectations, etc.
  • ...3 more annotations...
  • many school district leaders require public school educators to teach a specific curriculum that will be evaluated on standardized tests, while at the same time telling teachers to be innovative and creative within their classrooms.
    • ljurich
      ljurich on 02 Jul 18
       
      We have "arrived" as an educational system when personalized learning is not perceived as "one more thing on a teacher's plate" and instead is "just the way we do things around here," replacing old practices.
  • meaningful (and truly personal) learning never requires technology
    • ljurich
      ljurich on 02 Jul 18
       
      This makes me think of PURPOSE. Once the learning targets are determined, IF technology is considered for the lesson, what's its purpose? Why?
  • his moment of huge disruption requires us to think deeply about our goals and practices as educators,
    • ljurich
      ljurich on 02 Jul 18
       
      It is easy to be drawn to the "shiny new object" as the quick fix to raising student scores, so I appreciate this point of view in giving thoughtful consideration to goals and vision when considering what's next for improved practice.
1 - 5 of 5
Showing 20▼ items per page