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Contents contributed and discussions participated by trgriffin1

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

moodlesw.aealearningonline.org/...view.php
shared by trgriffin1 on 12 Feb 18 - No Cached
  • Preparing students for self or peer assessment
    • trgriffin1
      trgriffin1 on 21 Feb 18
       
      I think this is the most important part of this article - creating a culture and routines where this can happen.
  • The Loafers and Others
    • trgriffin1
      trgriffin1 on 21 Feb 18
       
      I think this goes back to the last article - this is based on a creating the culture and routines. These issues arise if you don't have those things.
  • the ability to self-assess skills and completed work is important
    • trgriffin1
      trgriffin1 on 21 Feb 18
       
      I think this comes from developing a growth mindset and clear expectations and routine.
  • ...4 more annotations...
  • feedback for oneself from oneself
    • trgriffin1
      trgriffin1 on 21 Feb 18
       
      This takes a lot of maturity and practice.
  • self-assessment need not necessarily be about self-grading
    • trgriffin1
      trgriffin1 on 21 Feb 18
       
      The growth that can come from open minded, honest assessment instead of a focus on grades can be huge. This takes a lot of practice for students who are trained on letter grades.
  • what are we evaluating and why?
    • trgriffin1
      trgriffin1 on 21 Feb 18
       
      I think many teachers don't reflect on this question enough. Assessing is a synonym for grading for most people - and you give grades because it is the end of the chapter or unit and not to provide feedback.
  • Effective group collaboration begins with a well defined assignment that has clear goals and expectations.
    • trgriffin1
      trgriffin1 on 21 Feb 18
       
      I think every assessment needs these elements - students need to know what to expect and how they are progressing towards those expectations.
6More

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

moodlesw.aealearningonline.org/...view.php
shared by emmeyer on 04 Feb 18 - No Cached
  • Effective formative assessment
    • trgriffin1
      trgriffin1 on 11 Feb 18
       
      I think there is a significant jump (especially at the HS level) to move from formative assessment to effective formative assessment. Often, it is simply about the grade and not about the learning or responsive instruction.
  • a teacher could identify the “just right gap”
    • trgriffin1
      trgriffin1 on 11 Feb 18
       
      It is really challenging to identify this gap but even more challenging to respond appropriately to it - especially with class sizes of 25+. of course those aren't excuses to not do it.
  • Learning goals and criteria for success should be clearly identified and communicated to students.
    • trgriffin1
      trgriffin1 on 11 Feb 18
       
      I think the criteria for success is too often simply the score on the quiz or test. A letter grade or % is not descriptive feedback for most students. As teachers we need to clearly articulate what success means and what the goals are.
6More

ollie-afe-2018: Building a Better Mousetrap - 3 views

moodlesw.aealearningonline.org/...view.php
shared by hansenn on 30 Jan 18 - No Cached
  • “red” or “reddish,
    • trgriffin1
      trgriffin1 on 06 Feb 18
       
      Sometimes this looks like teachers' favorite parts - marking up the sheet in every possible way. I personally don't even have red pens! I think it sends the wrong message.
  • to a hit or miss endeavor
    • trgriffin1
      trgriffin1 on 06 Feb 18
       
      This is why students see school as a game and only want to talk about how to get more points.
  • static
    • trgriffin1
      trgriffin1 on 06 Feb 18
       
      I think the classic example of this is something like "3-5 spelling errors" as a criterion. Some rubrics are bad because they focus on delimiting every possible error instead of being growth or learning focused.
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ollie-afe-2018: Educational Leadership: The Quest for Quality--article - 14 views

moodlesw.aealearningonline.org/...view.php
shared by Heather Whitman on 21 Jan 18 - No Cached
  • stable estimates of student achievement
    • trgriffin1
      trgriffin1 on 25 Jan 18
       
      A major challenge we are confronting at JHS is that assessments (and by that I really mean evaluations/grades) are 'dead'. They aren't about growth, they are entered as numerical grades into Infinite Campus. This has made 'assessment' a dirty word (like the overflow idea below).
  • Clear Purpose
    • trgriffin1
      trgriffin1 on 25 Jan 18
       
      Too often the purpose of the assessment is to see if a student knows the content or not at the end of a unit or chapter. This article would be good to share to change that idea.
  • Sound Assessment Design
    • trgriffin1
      trgriffin1 on 25 Jan 18
       
      This is a major challenge! Teachers need support in learning about and reflecting on assessment design.
  • ...1 more annotation...
  • Student Involvement in the Assessment Process
    • trgriffin1
      trgriffin1 on 25 Jan 18
       
      This is a daunting idea when a teacher may teach 6 periods of the same content to 25 students at a time. Teachers need to see this as doable and students need to develop these skills.
38More

Implementation in a Secondary Classroom (Articles) - 1 views

moodlesw.aeapdonline.org/...view.php
shared by LaRae Arment on 19 Jun 17 - No Cached
  • 21st century learning coach
    • trgriffin1
      trgriffin1 on 29 Jun 17
       
      One thing that matters, regardless of other circumstances, is where resources are committed. The fact that this position exists reflects the emphasis that this school places on these types of skills.
  • Students are more motivated to do projects than they would have been before
    • trgriffin1
      trgriffin1 on 29 Jun 17
       
      I think it is easy to confuse intrinsic motivation, choice, engagement, and learning. I think these things all go together but isn't as simple as one begets the others. A teacher has to work to build all of these things as well as scaffold student skills to take advantage of those choices.
  • And maybe there’s a failure
    • trgriffin1
      trgriffin1 on 29 Jun 17
       
      This requires a great trust both in the teacher and in the process.
  • ...16 more annotations...
  • less work and effort
    • trgriffin1
      trgriffin1 on 29 Jun 17
       
      I think this is part of the problem - I don't want my students going for 'easy'. I realize it isn't actually an easier pathway, however that perception isn't really a growth mindset.
  • giving them ownership and responsibility for their own learning.
    • trgriffin1
      trgriffin1 on 29 Jun 17
       
      I think this is the ideal, the gold standard of choice in education.
  • Here are five lessons I have learned that have helped me take my classroom from a traditional sage-on-the-stage affair to a tech-assisted personalized learning haven.
    • trgriffin1
      trgriffin1 on 29 Jun 17
       
      While I know teachers have varying comfort levels with tech, teaching is doing what is best for students. I believe teachers need to learn about new tools and resources to make this transition.
  • I decided to “release” one piece of the assignment at a time in an effort to control students’ pathway through the material.
    • trgriffin1
      trgriffin1 on 29 Jun 17
       
      I think this is a great way to scaffold the learning to become independent learners. I believe this is the path to develop the skills for PL
  • I realized there was more to creating blended lessons than simply adding technology.
    • trgriffin1
      trgriffin1 on 29 Jun 17
       
      This could be the motto for every tech PD session I lead
  • This transformation is still in its early stages, but it is definitely evolving toward that goal.
    • trgriffin1
      trgriffin1 on 29 Jun 17
       
      I like the use of the word 'evolving'. I think it is essential to understand this process as an evolution. The change won't all take place up front, instead it will be incremental.
  • hat choice is not necessarily a cure-all for lack luster motivation
    • trgriffin1
      trgriffin1 on 29 Jun 17
       
      This is exactly what I meant in a post on the first article. Choice isn't the same as engagement or motivation.
  • have control tend to be more motivated
    • trgriffin1
      trgriffin1 on 29 Jun 17
       
      I wonder what the best way is to show students they have control - should they be told they have it or is there a way to show them? Is it the same if they are told about it?
  • too difficult or too easy
    • trgriffin1
      trgriffin1 on 29 Jun 17
       
      I love this phrasing. I don't want my students to take the easy path - I want them to pick the right path.
  • Giving students a short list of topics with an option to create their own topic, with the teacher’s approval, often works well.
    • trgriffin1
      trgriffin1 on 29 Jun 17
       
      I think this is a great starting point - Students could choose to stay in their comfort zone with the teacher provided prompts or step out and create their own
  • hem a sense of control and may allow them to regulate the difficulty of the task.
    • trgriffin1
      trgriffin1 on 29 Jun 17
       
      Deadlines are still something I am looking at. I think they have a place to give some structure but I think they need to be flexible.
  • Low motivation does not need to be a recurring problem in the classroom
    • trgriffin1
      trgriffin1 on 29 Jun 17
       
      I genuinely wonder what teachers said 50 years ago and 30 years ago and so on. Is it real that students are less motivated today than any time previous?
  • well-designed choices
    • trgriffin1
      trgriffin1 on 29 Jun 17
       
      I think well-designed choices is the key phrase of this whole article. It needs to be more than a list of essay questions or project topics.
  • Changing an American Institution(NASSP, 1996)
    • trgriffin1
      trgriffin1 on 29 Jun 17
       
      I think it is important to acknowledge the date of this study. This has been a long process of acknowledging the need for changes and making inroads
  • This is not a method, but an art and a talent.
    • trgriffin1
      trgriffin1 on 29 Jun 17
       
      The art of teaching vs. the science of teaching
  • that practice collaborative leadership within design teams, best practices teams, small learning communities,
    • trgriffin1
      trgriffin1 on 29 Jun 17
       
      This is a major shift for most schools, including my own. I think the shift starts with the early adopters and they (we) have to build within our systems until we get to a critical mass.
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PLE Articles - 2 views

moodlesw.aeapdonline.org/...view.php
shared by LaRae Arment on 14 Jun 17 - No Cached
  • These tools provide a medium for students to create their own learning space that is more natural and unique to their interests and learning styles
    • trgriffin1
      trgriffin1 on 16 Jun 17
       
      The only problem is when a student doesn't want to use the tech - rare, but it happens.
  • The development of PLEs represents a shift in focus from teacher centered classrooms to more learner centered classrooms.
    • trgriffin1
      trgriffin1 on 16 Jun 17
       
      I think this is difficult because it shifts not only the center, but the ownership and control. The fear is what might happen if the teacher gives up control or the teacher giving up their pet project or unit that they enjoy. It is hard not to be selfish sometimes when you invest so much of yourself into something.
  • begin developing their Symbaloo webmixes
    • trgriffin1
      trgriffin1 on 16 Jun 17
       
      I see myself having a menu for students to put in their own webmix and then having additions as we go along.
  • ...3 more annotations...
  •  I also encourage you to check out the videos and blog posts at SymbalooEDU
    • trgriffin1
      trgriffin1 on 16 Jun 17
       
      These are really helpful
  • grounding them intentionally in an environment of information tools and productive applications
    • trgriffin1
      trgriffin1 on 16 Jun 17
       
      I like the line 'productive applications' - I think this connects back to training our students to be successful in the PLE
  • An eportfolio
    • trgriffin1
      trgriffin1 on 16 Jun 17
       
      I plan to use Google Sites for the portfolio in my course, but I see Symbaloo as their dashboard/launchpad. We will use Moodle, an online textbook, and myriad online resources.
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"Personalized" vs. "Personal" Learning - 0 views

moodlesw.aeapdonline.org/...view.php
shared by LaRae Arment on 10 Jun 17 - No Cached
  • For many educators that’s not the true meaning of “personalized learning.”
    • trgriffin1
      trgriffin1 on 14 Jun 17
       
      While I agree it isn't the true meaning, nor the widely accepted meeting, however I think it is the reality for what teachers can do in the current structure. When transcripts, grade scales, grade books and class sizes are currently where they are, this is the compromise or baby step towards the largest goal.
  • “personalized learning”
    • trgriffin1
      trgriffin1 on 14 Jun 17
       
      I think there is a difference between the technical definition and the operational definition. When you read about innovative schools who do all kinds of things, the easy criticism is that they can do what we can't. There is truth there, but the reality is that we need to try to do what is best for all of our students regardless of the status quo, especially when the status quo isn't working at the highest level.
  • It’s had an enormous effect on media, business, politics and journalism, and its effect on education
    • trgriffin1
      trgriffin1 on 14 Jun 17
       
      To his point, I think this statement is taken out of context to conflate tech and learning. Districts spend a lot of money on tech but not enough is done to change how teaching happens or tech pedagogy.
  • ...7 more annotations...
  • new dispositions to take advantage of it for learning.
    • trgriffin1
      trgriffin1 on 14 Jun 17
       
      I believe this is the major gap. Many taking this course are already jumping in (or did a while ago) but I think we too often ignore where others are in relation to that change. There are still teachers who refuse to integrate anything but a few substitutions for what they have always done, instead of real change.
  • not be trained to wait for opportunities that someone else has selected for delivery
    • trgriffin1
      trgriffin1 on 14 Jun 17
       
      I think this connects well with the notion of dispositions - we need to create a system that supports learners who know how to learn - the whole candles to light instead of buckets to fill - but schools typically operate as bucket filling stations. A lot of students, families, and teachers need to support for this transition.
  • surely lost our way
    • trgriffin1
      trgriffin1 on 14 Jun 17
       
      I completely agree - I HATE hearing the word 'cool' when a learning about a new resource or tool. Things being cool doesn't lead to learning or engagement.
  • By assigning the lecture at home, we’re still in charge of delivering the curriculum, just at a different time
    • trgriffin1
      trgriffin1 on 14 Jun 17
       
      I think this is the current status of innovative teaching and learning for a lot of teachers. Flipped = Engagement = Innovative = Personalized etc. Really though, I think the good intentions are there, but the time, energy and resources aren't to move beyond intentions for a critical mass.
  • goals and practices
  • resemble standardized tests. When we hear a phrase such as “
    • trgriffin1
      trgriffin1 on 14 Jun 17
       
      This makes PL a tough sell - it isn't worth the time if it doesn't help the existing goals, but it isn't really PL if the goals are already defined.
  • reductive rubrics
    • trgriffin1
      trgriffin1 on 14 Jun 17
       
      I see a lot of SBG and SRG teachers explain how they can measure every discrete skill in an ELA standard with the right rubric, I feel that fits the cliche - seeing the forest through the trees. Every aspect of school can't be all or nothing - it is like the polar opposite of high stakes testing; a similar but different problem.
2More

Ditch That Textbook - 0 views

ditchthattextbook.com moodle_iowa ollie_iowa
shared by trgriffin1 on 05 May 17 - No Cached
  • Writing papers and research reports the Google way
    • trgriffin1
      trgriffin1 on 05 May 17
       
      I love Ditch That Textbook and Matt Miller's emails. It is so much more than just curating digital resources for your courses. It is a great place to explore for pedagogy and edtech ideas
2More

Ten Best Practices for Teaching Online - 0 views

www.designingforlearning.info/...tenbest.html moodle_iowa
shared by trgriffin1 on 04 May 17 - Cached
  • trgriffin1 on 04 May 17
     
    This isn't about tools, but it is about best practices for new online teachers - this could be really helpful for those of us moving to blended and online deliever
6More

ollie1 (Peterman): Iowa Online Teaching Standards - 2 views

moodlesw.aeapdonline.org/...view.php
shared by nickol11 on 30 Apr 17 - No Cached
  • uses data to evaluate
    • trgriffin1
      trgriffin1 on 04 May 17
       
      This is going to be key for me because I am creating a course. I will need to establish some consistent measures to show that the blended format is effective. I am not sure how to compare the blended delivery to the traditional classes besides a common assessment - but a common assessment will limit the power of PBL and personalization, which is a key element of the course offering.
  • ability to enhance academic performance
    • trgriffin1
      trgriffin1 on 04 May 17
       
      This is, of course, the goal for all teachers. However, I feel that in trying something different I really need to show that the blended course that is being offered will enhance academic performance to the same extent (or more than) the traditional offering.
  • Engages in professional growth (ITS 7)
    • trgriffin1
      trgriffin1 on 04 May 17
       
      Continual PD and reflection will be key as tools change and research continues to show what is effective and what isn't.
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