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Lesson: Articles on Visual Design - 0 views

www.aeak12online.org/...view.php
shared by Judy Sweetman on 04 Mar 16 - No Cached
  • Dominance focuses on having one element as the focal point and others being subordinate.  This is often done through scaling and contrasting based on size, color, position, shape, etc.
    • Judy Sweetman
      Judy Sweetman on 04 Mar 16
       
      I have a background in graphic design, and have taken many design courses. It always amazes me how the terms in the elements and principles of design change, depending on who is discussing them. This is the first I've heard of "dominance", as I learned this as "emphasis". Regardless, the elements and principles of design are critically important to all educators, because embedded in the Iowa Core ELA standards is the concept of visually literacy skills. I do include parts learning about the elements and principles of design in several of the online courses I teach.
  • the first thing you see is the logo.
    • Judy Sweetman
      Judy Sweetman on 04 Mar 16
       
      This could be an entire topic--that of logo design. What I learned in my logo design course was that those that were deceptively simple were actually the best and best remembered. All of the elements and principles of design have to be embedded into the logo.
  • Having a good set of CSS stylesheets
    • Judy Sweetman
      Judy Sweetman on 04 Mar 16
       
      I wonder if Moodle and/or SoftChalk will/can work with CSS? That would be very handy to help to keep things consistent.
  • ...4 more annotations...
  • Even if it's a bad design, at least make it a consistent, bad design.
    • Judy Sweetman
      Judy Sweetman on 04 Mar 16
       
      Interesting thought! And when a site/lesson/course has a bad design, even if it is consistent, it doesn't appear to be as bad. Here I'm thinking of the courses I've designed and comparing them to what I've learned so far in this course. My designs are poor, but they are consistent! I have a lot of work to do to improve the design of my courses!!
  • Design is not just something designers do. Design is marketing. Design is your product and how it works. The more I’ve learned about design, the better results I’ve gotten.
    • Judy Sweetman
      Judy Sweetman on 04 Mar 16
       
      I've learned that the purpose of design is to organize and attract attention. To do so, the elements and principles of design come into play.
  • You’ve experienced this countless times at restaurants. Menus with huge options make it difficult to choose your dinner. If it just offered 2 options, taking a decision would take much less time. This is similar to Paradox of Choice – the more choice you give people, the easier it is to choose nothing.
    • Judy Sweetman
      Judy Sweetman on 04 Mar 16
       
      This would be interesting to compare those to those with a fixed mindset and a growth mindset. Having just read "Mindset" in our PLC at work, I wonder if growth mindset people can make choices easier, or at least choose something rather than nothing.
  • According to Krug’s first law of usability, the web-page should be obvious and self-explanatory. When you’re creating a site, your job is to get rid of the question marks — the decisions users need to make consciously, considering pros, cons and alternatives.
    • Judy Sweetman
      Judy Sweetman on 04 Mar 16
       
      This is something I want to think about with my online courses. I sometimes get questions about things that I think are self-explanatory, but perhaps I've made the students think too hard? This also fits in with Kuhlthau's information-search process (ISP) that I'm learning about, as well as Kwon's critical thinking and library (or in this case, online class) anxiety.
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It's game time -- Why Gamification in eLearning can be Effective - 1 views

blog.softchalk.com/-in-elearning-can-be-effective moodle_iowa
shared by annott on 21 Jan 19 - No Cached
  • annott on 21 Jan 19
     
    This explains how playing digital games can help with student comprehension.
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dol1: Lesson Planning: The Missing Link in e-Learning Course Design - 7 views

www.aeak12online.org/...view.php
shared by Jamie Fath on 18 Feb 16 - No Cached
  • The point of the template is to force a comparison between the two instructional delivery modes, and to make the differences between them explicit to the ID.
    • Deborah Cleveland
      Deborah Cleveland on 18 Feb 16
       
      I work with a lot of individuals/groups who want to take their f2f training to a online/self-paced lesson/training. I have had a difficult time explaining how content needs to look different online. The comparative lesson plan/template looks like a great way to make these differences explicit to the content experts and help them begin to see how they may need to adjust their content to fit the way in which it is being delievered.
  • lesson planning does not preclude an iterative approach to e-Learning course design.
    • Deborah Cleveland
      Deborah Cleveland on 18 Feb 16
       
      While lesson planning may take some additional time upfront, does it streamline the time and effort it takes to storyboard and at the same time turn out a higher quality product? Thus, reducing the need to go back and "fix" things?
  • IDP to storyboards requires intermediate steps. What can we do to help close the “e-Instruction gap”? Lesson planning is the answer.
    • Deborah Cleveland
      Deborah Cleveland on 18 Feb 16
       
      How much overlap should one expect to see between the content in the lesson plan and what goes on the storyboard? As I work on the lesson plan, I can see myself starting to write out the content for the actually storyboard and eventually getting lost in all of the content and loosing sight of the lesson plan.
  • ...38 more annotations...
    • kelly40
      kelly40 on 20 Feb 16
       
      Creating the same lesson for 2 different delivery methods will be so helpful in seeing the difference between what is needed with face to face and online instruction.
  • The comparative lesson plan requires the ID to develop the same lesson for two different delivery methods: instructor-led, face-to-face instruction, and self-paced e-Learning
    • Pam Buysman
      Pam Buysman on 21 Feb 16
       
      While different strategies and techniques are needed for F2F settings and online design, one thing that is the same is the need to plan and develop strong lessons first. 
    • kelly40
      kelly40 on 20 Feb 16
       
      How do we model in a way to engage students? When they are watching a "how to" video, they are engaged, but in LA, don't have many of those types of videos...often I am modeling paragraph structure or textual citation which isn't very interesting to many.
  • . Modeling • Learners need to see examples of a product or a process • Instructor may model or learner may model • Needs to be visual and verbal
  • But why choose? Do both. Remember, lesson planning does not preclude an iterative approach to e-Learning course design.
    • kelly40
      kelly40 on 20 Feb 16
       
      Doing both will only make the lesson more effective and make it much easier to understand if the end goal/objective is attainable and clear. I really like this comparison model.  
    • Kelly Snyder
      Kelly Snyder on 22 Feb 16
       
      I like this as well.  This will definitely help with clear goals and targets for the learners. 
  • Comparative lesson plans help to ensure that self paced e-Learning includes the “voice of the instructor.”
    • Judy Sweetman
      Judy Sweetman on 21 Feb 16
       
      I remember learning about the "voice of the instructor" in one of the OLLIE courses. This is important not only in the course content, but also in feedback provided to the students. In all of the OLLIE courses, and also so far in this course, I've learned how important subtle (and perhaps not so subtle) humor is for the online student.
  • Since introducing lesson plans as required deliverables in my e-Learning design courses, I have seen tremendous improvements in the work of my students. Even students who have considerable experience developing e-Learning courses say they benefit from doing both comparative and detailed lesson plans. This has led to many “Aha” moments!
    • Judy Sweetman
      Judy Sweetman on 21 Feb 16
       
      This is one of the reasons I am taking this course! The instructional design of my online courses definitely improved after my taking the OLLIE courses, but there is still something missing in my courses. I am hoping that learning how to design lessons in SoftChalk will be the missing piece in my courses, and that my students will benefit from this addition.
  • The graduate students’ learning products are not just mere “page turners,” they are lacking both in interactivity to hold the learner’s interest and to ensure that learning occurs, and in sufficient information to guide the learner through the lesson or course.
    • Judy Sweetman
      Judy Sweetman on 21 Feb 16
       
      Even though my students typically indicate that they learn a lot from my courses, I don't feel they are very interactive. Learning how to design lessons for the courses may help with this, as well as providing sufficient information to the learners. I provide websites for students to read that are related to the module concept, but a lesson would really help to gel the resources and the objectives together.
  • “The Design Document: Your Blueprint for e-Learning Standards and Consistency” in the December 5, 2005 issue of Learning Solutions e-Magazine.
    • lauralross
      lauralross on 21 Feb 16
       
      I wonder if the designs features in this dated article are still relevant to instructional design in 2016. 
  • It is important to let IDs know that not every section needs to be used for each lesson. IDs can think of “Modeling” as “show me” and “Guided Practice” as “let me try.” “Independent practice” might be used for a case study that ties together practice for multiple objectives.
    • lauralross
      lauralross on 21 Feb 16
       
      I think this is reassuring that we don't have to cover each method for every lesson. How can each section, when applicable, be truly engaging for the online learner?
    • Deborah Cleveland
      Deborah Cleveland on 22 Feb 16
       
      I wonder if this goes back to Evan's post about Divergent or Convergent lessons. Depending on your general purpose you might vary which parts of the lesson you would include.
  • Lesson plans require clarity; they make ideas explicit.
    • lauralross
      lauralross on 21 Feb 16
       
      The difficulty in lesson planning for e-learners is dealing with the unknown.  What if one of the technology aspects of the lesson plan is unsuccessful, or instructions aren't clear?  
  • For lesson planning, we assume that IDs can write learning or performance objectives. We assume that IDs know how to assess learning in meaningful ways and at the right cognitive level. And we assume that they know the limitations and possibilities of the course media. Detailed lesson plans are particularly useful for this last point. While we ask IDs to be creative in designing instruction, we also ask that they be cognizant of the appropriate use of media for instruction
    • Pam Buysman
      Pam Buysman on 21 Feb 16
       
      Just like when we are using technology in a F2F class, we need to make sure the technology fits the lesson and is not just used for it's wow factor. Again, always thinking about why and how the technology fits will make it much more effective. 
  • Too often, formal storyboarding does not occur prior to authoring. Instead, IDs use the authoring tools to generate storyboards of their already-developed instruction.
    • Pam Buysman
      Pam Buysman on 21 Feb 16
       
      What happens behind the scenes is often much more important than what we actually see! No matter what format or platform we use, that will probably never change! 
  • hey are lacking both in interactivity to hold the learner’s interest and to ensure that learning occurs, and in sufficient information to guide the learner through the lesson or course
    • khageman2
      khageman2 on 22 Feb 16
       
      How do new online instructors ensure that their lessons have clear instructions, engaging content, and meaningful learning outcomes?
  • Lesson planning is also useful for helping facilitators and technical writers transition to instructional design roles.
    • khageman2
      khageman2 on 22 Feb 16
       
      Educators transitioning to creators of online content may find great value in using comparative and detailed lesson plans to ensure development of quality course content.
  • Though developing a lesson plan for e-Learning is similar in many ways to developing a lesson plan for instructor-led learning, there are also differences.
    • khageman2
      khageman2 on 22 Feb 16
       
      I think it is often difficult for instructors moving from face-to-face to online environments to accurately gauge student understanding and reactions to online instructional strategies, which makes lesson planning a challenge.
  • To demonstrate the effectiveness of integrating lesson planning into the e-Learning design flow, I will work through an example of the documentation for a project. The result will be one lesson for a self-paced WBT course on using basic features of Microsoft Word. The lesson focuses on using the Word Count feature.
    • Evan Abbey
      Evan Abbey on 22 Feb 16
       
      This is a sample comment.
  • Recently, I drew upon my background in elementary education and in special education to devise a way to help novice instructional designers (IDs) progress quickly in their e-Learning design competencies
    • Evan Abbey
      Evan Abbey on 22 Feb 16
       
      Thought goes here
  • Lesson plans are merely templates that can guide the development of good e-Instruction, saving much time and effort by minimizing revisions and misunderstandings."
    • Holly Palmersheim
      Holly Palmersheim on 22 Feb 16
       
      I am not sure why lessons plans are seen as a negative.  Anyone delivering learning whether to students or professional learning for adults should be engaging in purposeful planning.
    • evanabbey
      evanabbey on 22 Feb 16
       
      Good point!
  • "In this article, I will describe [how to use] lesson planning [to help] IDs transition into e-Learning course designers without slowing down the design process. The term 'lesson plan' may sound 'school marm-ish' and academic, but I ask that you reserve judgment until you finish reading this article. Lesson plans are merely templates that can guide the development of good e-Instruction, saving much time and effort by minimizing revisions and misunderstandings."
    • evanabbey
      evanabbey on 22 Feb 16
       
      Sample post
  • The “e-Instruction” gap
  • Editor’s Note: Parts of this article may not format well on smartphones and smaller mobile devices. We recommend viewing on larger screens.
    • evanabbey
      evanabbey on 22 Feb 16
       
      Sample Thought goes here
  • How would the learner know that?
    • Holly Palmersheim
      Holly Palmersheim on 22 Feb 16
       
      I am lucky to work with the professionals I do.  They alert me to situations in my online courses that need more direction development and do so in an understanding manner.  I am teaching a course for the 11th time and there will be tweaks made again to try and provide the best experience possible.
    • Denise Krefting
      Denise Krefting on 24 Feb 16
       
      Very true Holly- students and participants are very helpful in vetting content. Whenever I get a "I don't understand..." message I always as them to help me make it better for others. They are often happy to be asked.
  • Our learners want to jump in and take just the training they want and need to perform a task.
    • Holly Palmersheim
      Holly Palmersheim on 22 Feb 16
       
      This is an area I struggle with.  Trying to gauge the level of the room to provide enough instruction that everyone can preform the tasks without frustration or boredom.
  • Checking for understanding • Has learner acquired knowledge? • Sampling — group response • Signaling — agree, disagree, not sure • Individual response — to instructor — another learner
    • Kelly Snyder
      Kelly Snyder on 22 Feb 16
       
      Makes me rethink my own practice after seeing all the examples in the lessons we looked at.  Many had check for understandings along the way.  This is an area that I need to spend more time developing in my lessons.
  • The first lesson section — the Anticipatory Set — for the face-to-face lesson has the instructor displaying a Word memo and asking participants to guess how many words the memo contains.
    • Kelly Snyder
      Kelly Snyder on 22 Feb 16
       
      Love using screencasts for anticipatory sets.  Give them a little snip of what you are teaching toward.
  • n the second lesson section — Objectives
    • Kelly Snyder
      Kelly Snyder on 22 Feb 16
       
      I need to do a better job at writing clear objectives for the students so that they know what is expected of them in the lesson or module.  This can more easily guide the teaching and learning.
  • Gain attention Inform learner of objectives Stimulate recall of prior learning Present stimulus materials Provide learner guidance Elicit performance Provide feedback Assess performance Enhance retention and transfer
  • http://www.e-learningguru.com/articles/art3_3.htm
    • Kelly Snyder
      Kelly Snyder on 23 Feb 16
       
      Link doesn't work.  Wanted to read this as well.
  • instructional designers start the storyboarding process. Designers
    • Denise Krefting
      Denise Krefting on 24 Feb 16
       
      I have tried for what feels like forever to have students storyboard their work. They do not like it and some have even done the work then created the storyboard for grade. When I talk about storyboarding or graphically organizing work for adults they often don't want to spend the time doing it. I would be interested how others are getting students and adults to storyboard.
    • Jamie Fath
      Jamie Fath on 26 Feb 16
       
      I have a hard time storyboarding, Denise!  I think it has to do with how different people process information and plan!  I like to think of myself as a backwards designer and start very big picture.
  • You might even address compliance with Section 508 of The Americans with Disabilities Act in the lesson plan template
    • Denise Krefting
      Denise Krefting on 24 Feb 16
       
      Great idea! This is very helpful online and something we forget about but fairly easy to do.
  • Detailed lesson plans help to ensure that there is adequate instruction — practice and feedback — for each learning objective
    • Denise Krefting
      Denise Krefting on 24 Feb 16
       
      Very important. I like that addition of simulations in the example.
  • The comparative lesson plan requires the ID to develop the same lesson for two different delivery methods: instructor-led, face-to-face instruction, and self-paced e-Learning
    • Jamie Fath
      Jamie Fath on 26 Feb 16
       
      I think this is an interesting concept - if people struggle moving from F2F instruction this seems like a good scaffold help IDs bridge the gap between F2F and eLearning.  I occasionally offer the ISU class I teach as an online module and really struggle the weeks we are online - thinking through what it would like look F2F always helps me (even if I don't formally lesson plan them out).
  • section of a comparative lesson plan
    • Jamie Fath
      Jamie Fath on 26 Feb 16
       
      This is a big a-ha for me!  I think this is an interesting concept - if people struggle moving from F2F instruction this seems like a good scaffold help IDs bridge the gap between F2F and eLearning.  I occasionally offer the ISU class I teach as an online module and really struggle the weeks we are online - thinking through what it would like look F2F always helps me (even if I don't formally lesson plan them out).
  • Guided practice
    • Jamie Fath
      Jamie Fath on 26 Feb 16
       
      As a district, we have spent a lot of time exploring two Fisher and Frey frameworks - Productive Group Work and Gradual Release of Responsibility.  I'm wondering how these frameworks would fit into an eLearning structure.
  • not all nine events were required for every lesson
  • asks IDs to consider activities,  assessment, and materials/inputs for each learning or performance objective
    • Jamie Fath
      Jamie Fath on 26 Feb 16
       
      I like that from the beginning, IDs are linking objectives and tasks together in this version
  • kelly40 on 20 Feb 16
     
    Lesson Planning - The Missing Link in e-Learning with stickies
  • kelly40 on 20 Feb 16
     
    Lesson Planning - The Missing Link in e-Learning with stickies
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SoftChalk CLOUD - 0 views

www.softchalkcloud.com/...4V6jHNdeSswOpY moodle_iowa
shared by lwinter14 on 25 Sep 19 - No Cached
  • lwinter14 on 25 Sep 19
     
    Example lesson for Physics--Waves
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Article(s): Self- and Peer-Assessment Online - 1 views

moodlesw.aealearningonline.org/...view.php
shared by tkofoot on 19 Apr 20 - No Cached
  • One of the ways in which students internalize the characteristics of quality work is by evaluating the work of their peers. However, if they are to offer helpful feedback, students must have a clear understanding of what they are to look for in their peers' work. The instructor must explain expectations clearly to them before they begin.
    • jnewmanfd
      jnewmanfd on 19 Apr 20
       
      The whole time I was reading this article, I was thinking, but I never get it to work the way I want it. Then, as I was scrolling, I came back to this beginning statement. I think this is the real key that often gets lost. Every time I have had students do a peer assessment, I don't how clear I was on teaching students how to do it. I'm not sure I was clear enough on the look fors and the expectations.
  • Portfolios are purposeful, organized, systematic collections of student work that tell the story of a student's efforts, progress, and achievement in specific areas. The student participates in the selection of portfolio content, the development of guidelines for selection, and the definition of criteria for judging merit. Portfolio assessment is a joint process for instructor and student.
    • jnewmanfd
      jnewmanfd on 19 Apr 20
       
      I have recently been looking into this idea. I really like the idea of students selecting what they think is their best work and uploading it to a portfolio. Then the student would have to explain how their artifact shows their understanding of the standard. I think it will make students much more invested in their learning, knowing they would have to explain how it matches a standard later. I had a college class where we had to select work and upload it to an online portal and describe how it was evidence of our learning. It made me much more aware of what I was doing, knowing that I had to justify it in the end.
    • jhatcher
      jhatcher on 19 Apr 20
       
      I like this idea. I use to have students create file folder portfolios but an electronic portfolio is very easy. I like the idea of having them write how the artifacts shows their understanding of the standard. We need anything we can to help them CARE and be motivated to learn.
    • bhauswirth
      bhauswirth on 23 Apr 20
       
      Student portfolios were a hot topic when I first got into teaching. It was this awesome thing where all of the students work is placed, reflection of learning, and posted for all to see. This is still a great idea... plus I love how it shows the students where you started, all the hard work, and where you are at now.
  • Students may have little exposure to different forms of assessment and so may lack the necessary skills and judgements to effectively manage self and peer assessments. There may also be a perception amongst students that the academic is ‘shirking’ their responsibilities by having students undertaking peer assessments. I
    • jnewmanfd
      jnewmanfd on 19 Apr 20
       
      I have seen this with my own students. They often don''t like having to self assess as they see it as my responsibility. Like the softchalk lesson says, they have been schooled not to. I think they also don't see the real value. We tend to communicate to students that the work is for a grade not for learning. I think this is a huge cultural shift we need to make. Somehow we need stakeholders in education to understand that it is the learning that matters not the grade. I realize that we all think that, but how do our practices show that belief?
  • ...23 more annotations...
  • “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,”
    • jnewmanfd
      jnewmanfd on 19 Apr 20
       
      So I don't know if this is the best reflection to make here, but when I read this, a thought came to mind. A few years ago I was taking a class taught by Brian Hand (educational researcher). He asked us on day one, who was in charge of the learning in your classroom. Most of us said, we are. His reply (and I don't mean to be crude)"...and that's whats %$#@ wrong with education. You're students are in control of the learning, even if you aren't aware of it or want it that way." It was a bit abrupt. As it was the first time I've ever been sworn at in PD, I always remembered it. I also think that it's spot on. I don't own the learning as I don't chose who actually learns it. For learning to occur, I need to create a culture where students are in control of their learning. I think otherwise the best we can hope for is compliance. Which isn't the same thing.
  • type of evaluation is to give students a practice session with it
    • bhauswirth
      bhauswirth on 23 Apr 20
       
      Always great to practice and model what the students will be doing.
  • students develop trust by forming them into small groups early in the semester and having them work in the same groups throughout the term.
    • jhatcher
      jhatcher on 19 Apr 20
       
      I have to help students build trust because they are nervous to be completely honest. They have a lot of social and confidence issues that can get in the way of great peer editing. If keeping them with the same partners for a given amount of time will help, it makes sense to do it. I will try this next year.
  • It is helpful to introduce students to the concepts and elements of assessment against specified criteria in the first weeks of class when you explain the unit of study outline.
    • jhatcher
      jhatcher on 19 Apr 20
       
      This is easier when we use the Backward Design method to plan our lessons. It should be very easy to share the outcomes and features of the assessments as we teach. I can see how this would be very helpful for the students and their reflections of their learning.
  • The break down in peer grading occurs when the learning environment cannot provide the conditions as mentioned above.
    • jhatcher
      jhatcher on 20 Apr 20
       
      I can see some of these factors are not being met in my classroom when I have peer editing or peer feedback assigned. Some of these factors will be hard to reach which is depressing.I think with practice, explaining expectations, a positive culture for my students we can overcome many of these factors but not all.
  • Over and over again, students rejected their own judgments of their work in favor of guessing how their teacher or professor would grade it.” (p. 168)
    • jhatcher
      jhatcher on 20 Apr 20
       
      I think this possibly comes from students experiencing many school years of teacher's not valuing their opinions. We have not asked students what they think about their learning near enough.
  • They also recommend that teachers share expectations for assignments and define quality. Showing students examples of effective and ineffective pieces of work can help to make those definitions real and relevant.
    • jhatcher
      jhatcher on 20 Apr 20
       
      I keep seeing this throughout my Ollie and Blended Learning classes! It is important and I will do more of this in my teaching next year.
  • Students do not learn to monitor or assess their learning on their own; they need to be taught strategies for self monitoring and self assessment.
    • Val Rosenthal
      Val Rosenthal on 23 Apr 20
       
      I have this conversation with students so they can self evaluate if they know what their supposed to know. I often find that students are waiting for the teacher to tell them rather than figure it out. So it is one of my goals to design ways that students will self assess on their lessons.
  • lift the role and status of the student from passive learner to active leaner and assessor
    • Val Rosenthal
      Val Rosenthal on 23 Apr 20
       
      It is important for students to become active in their learning and to not just sit there and be spoon fed by the teacher. If the student is involved in their learning, they will understand it better and have the desire to improve.
  • the loafers— students that cannot provide feedback due to the lack of necessary skills, whether it be education background or language.
    • Val Rosenthal
      Val Rosenthal on 23 Apr 20
       
      Peer grading or assessing would be difficult in a group of students who do not have the skills to provide useful feedback. This could be true at my school which is very diverse in language and culture.
  • Students in this sample reported that their attitudes toward self-assessment became more positive as their experiences with the process accumulated.
    • Val Rosenthal
      Val Rosenthal on 23 Apr 20
       
      It seems obvious to me that as students would become more experienced in the expectations and process of self-assessment, that their attitudes about it would improve.
  • this method seems geared to identifying any ‘slackers’ or those who sit on the side lines through the entire project, with minimal contributions.
    • Val Rosenthal
      Val Rosenthal on 23 Apr 20
       
      I could see where students would use peer evaluation as a means to judge who contributed to the project or not. It doesn't seem too valid. Depending on who's in your group, who you like, or who you don't like; not who helped learn something.
  • once the students have more experience, they can develop them themselves.
    • kshadlow
      kshadlow on 23 Apr 20
       
      I'm excited to get to this point. I can see students having the "buy in" when they help create the rubrics/criteria.
  • Students must feel comfortable and trust one another in order to provide honest and constructive feedback.
    • bhauswirth
      bhauswirth on 23 Apr 20
       
      Students have to feel safe in the classroom in order for this to work out. If the trust isn't in the classroom this will be a flop.
  • Goal setting is essential because students can evaluate their progress more clearly when they have targets against which to measure their performance
    • bhauswirth
      bhauswirth on 23 Apr 20
       
      I've thought about doing goal setting in the math classroom. Plus this way I could also tell if the student felt confident about the certain concept and I could use the data to better my lessons on that concept.
  • Represent an emphasis on language use and cultural understanding
    • bhauswirth
      bhauswirth on 23 Apr 20
       
      I think it would be awesome for Storm Lake to do a portfolio for all students and a little about them and their background. I think this would be useful for teachers to understand a student a little more.
  • required, and to provide guidance on how to judge their own and others’ contributions.
    • bhauswirth
      bhauswirth on 23 Apr 20
       
      Already stated this above, but laying down clear expectations of what is expected when they are doing reviews is key for smooth sailing.
  • majority of students-as-graders are not able to provide quality feedback that can help students develop their writing and critical thinking skills.
    • bhauswirth
      bhauswirth on 23 Apr 20
       
      I think this statements underestimates our students. I think we have students that are clearly ready to be a student grader and can provide quality feedback.
  • students are looking at their work and judging the degree to which it reflects the goals of the assignment and the assessment criteria the teacher will be using to evaluate the work
    • tkofoot
      tkofoot on 27 Apr 20
       
      This is important for students to realize they have the role in their learning to improve. I like the idea of having the students use a rubric where they highlight the color they are understanding their objectives at.
  • It seems like the kind of skill that should be addressed in college.
    • tkofoot
      tkofoot on 27 Apr 20
       
      With the Covid 19 Pandemic, I would like to start addressing this with my students during Zooms. If they see they can self-assess to have multiple tries, then they may be more motivated to participate in online learning.
  • saw self-assessment as a vehicle for figuring out the teacher’s expectations.
    • tkofoot
      tkofoot on 27 Apr 20
       
      We need the students to change their view to also realize what their expectations are for themselves.
  • Most did not see the larger value of the skill they were developing
    • tkofoot
      tkofoot on 27 Apr 20
       
      This is what our goal is. If we give students the ability to self-assess at the beginning and through the course, then we hope they want to keep learning.
  • self-assessment need not necessarily be about self-grading
    • tkofoot
      tkofoot on 27 Apr 20
       
      This again makes me think of the green, yellow, red rubric style. It is a way to self-improve without attaching a grade. There will be some students that may not want to reach the end result, but most kids will.
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