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Article(s): Self- and Peer-Assessment Online - 0 views

moodlesw.aealearningonline.org/...view.php
shared by whsfieldbio on 20 Apr 19 - No Cached
  • The instructor models the technique (use of a checklist or rubric, for example); students then try the technique themselves; finally, students discuss whether and how well the technique worked and what to do differently next time.
    • kimgrissom
      kimgrissom on 20 Apr 19
       
      This is really key. I found especially with HS kids, they can get easily frustrated with self-assessment because they've been trained to just turn it in and pray. Going through the process with them explicitly helps them feel more comfortable with the process.
  • increase student responsibility and autonomy • strive for a more advanced and deeper understanding of the subject matter, skills and processes • lift the role and status of the student from passive learner to active leaner and assessor (this also encourages a deeper approach to learning) • involve students in critical reflection • develop in students a better understanding of their own subjectivity and judgement.
    • kimgrissom
      kimgrissom on 20 Apr 19
       
      All of these are worthy goals that I think almost every HS teacher I know would like to see more of in their students.
  • Students feel ill equipped to undertake the assessment.
    • kimgrissom
      kimgrissom on 20 Apr 19
       
      This is really true. In teaching writing, I've found that having them do some peer assessment first gives them better perspective and fresh eyes to come back to their own writing. They have a much clearer view of their own strengths and weaknesses after seeing some of their peers' attempts at the same task.
  • ...18 more annotations...
  • “The difference between self-assessment and giving the teacher what he or she wants was a recurring theme. A few students referred to self-assessment in terms of their own expectations. More often, however, students spoke of the tension between their own and the teacher’s expectations. … Over and over again, students rejected their own judgments of their work in favor of guessing how their teacher or professor would grade it.”
    • kimgrissom
      kimgrissom on 20 Apr 19
       
      I've seen this a lot--especially in our best students. They have achieved so much in school because they've gotten good at giving teachers what they want. But learning to critically reflect on their own understanding or their own measure of quality is a skill we definitely need our best students to master.
  • my experience is that the points do not motivate the student to participate in the project on the front end, but more allows the other group members to express his or her dissatisfaction with the other group members lack of participation or cooperation.
    • kimgrissom
      kimgrissom on 20 Apr 19
       
      This doesn't seem to reach the goals of self and peer assessment this lesson has been focusing on. In fact, it would likely have a negative impact on the class culture.
  • develop trust by forming them into small groups early in the semester and having them work in the same groups throughout the term. This allows them to become more comfortable with each other and leads to better peer feedback.
    • jennham
      jennham on 22 Apr 19
       
      I had never thought about leaving students in the same group for an extended period of time. It truly makes sense and I am eager to try it instead of switching them up constantly.
  • Students may be reluctant to make judgements regarding their peers.
    • jennham
      jennham on 22 Apr 19
       
      This is the issue I run into most frequently when my students engage in peer assessment. I try to overcome that by explaining they are not being mean, and they are actually helping when they come up with constructive feedback, but then they tell them everything "looks great" anyway.
  • Students in this sample reported that their attitudes toward self-assessment became more positive as their experiences with the process accumulated.
    • jennham
      jennham on 22 Apr 19
       
      I think this is key. It will seem strange and possibly not beneficial to students at first. However, the more they engage in self-assessment, the better they will become and the more it will mean to them and to their learning.
  • 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.
    • jennham
      jennham on 22 Apr 19
       
      This is so important. I have always found it frustrating myself when I feel instructions are vague. I like to have clear-cut ideas on what I need to do. I know my own kids feel this same way. They often expressive anger over assignments in school where they feel their teacher did not clearly explain intended outcomes.
  • As this work illustrates, self-assessment need not necessarily be about self-grading.
    • jennham
      jennham on 22 Apr 19
       
      This is primarily how I use self-assessment in my classroom (upper elementary). I feel it gives the students the opportunity to improve on their work without stressing them out on grading themselves too harshly.
  • The instructor usually takes the average of the peer evaluations, and shares this grade with each team member which serves as the student’s grade in the peer evaluation portion.
    • jennham
      jennham on 22 Apr 19
       
      While I can see why an instructor might want to use this method, it is not my favorite method. If I force myself to think about it objectively, it does have merit. I, however, prefer grades to come solely from the instructor, especially when the class is for credit.
  • Students can become better language learners when they engage in deliberate thought about what they are learning and how they are learning it.
    • annott
      annott on 23 Apr 19
       
      When I first started teaching, I would have laughed at anyone who said this. But I have evolved, and now embrace this concept.
  • Portfolio assessment emphasizes evaluation of students' progress, processes, and performance over time.
    • annott
      annott on 23 Apr 19
       
      For the last few years, I have had students create their own websites, and post all of our projects on them. Its a great way to showcase their learning.
  • peer pressure to apply elevated grades or friendships may influence the assessment,
    • annott
      annott on 23 Apr 19
       
      Students do want to "fit" in. So sometimes grades are inflated.
    • whsfieldbio
      whsfieldbio on 24 Apr 19
       
      Some LMS allow you to complete anonymous peer reviews which may eliminate some of the popularity aspects if the assignment itself does not give away who completed it. This could help, but still is a disadvantage.
  • The concept of peer review, which leaves for the most part the instructor out of the equation,
    • annott
      annott on 23 Apr 19
       
      I have become to believe that the students should be driving their learning.
  • assign a team grade, but not to use peer evaluations. 
    • annott
      annott on 23 Apr 19
       
      I have totally moved away from Team grades, as there just doesn't seem to be a fair way of assessing them as a team.
  • When they self-assessed, these students reported that they checked their work, revised it, and reflected on it more generally
    • annott
      annott on 23 Apr 19
       
      Another good reason to take the time to teach students how to self assess.
  • In this paradigm, self-assessment is not the same as self-grading.
    • whsfieldbio
      whsfieldbio on 24 Apr 19
       
      This is a good point that I need to reflect on. I have had students in high school class and adult students in PD complete a self reflection. Partially, to easy my work load as they gave a first look at thier work that allowed me to confirm or deny the grade they gave themselves. Seeing this more of an opportunity to grow and improve is more important than selfishly easying my grading work load.
  • students that cannot provide feedback due to the lack of necessary skills, whether it be education background or language.
    • whsfieldbio
      whsfieldbio on 24 Apr 19
       
      This is a great point to include. Depending on the criteria of grading, I personally would appear to be in the "loafers" groups when I feel I am lacking the skills to provide peer feedback. Grouping students based off of some assessment of skills may make this process a little easier. In a MOOC, I can definately see the challenges as motivation is different amongst participants. Also, is peer grading part of the outcomes and skills attained within the course, or a way to easy the work load of the instructor? What is the motivation of the peer grading in the first place?
  • ‘Forcing’ the individual student to assess their own behaviour, as opposed to others is more constructive – it supports the aim of developing collaboration skills, along with the knowledge component.
    • whsfieldbio
      whsfieldbio on 24 Apr 19
       
      I still am not sold on this as the preferred approach. I have found that a team grade, individual grade for completing their part, and a self evaluation works well with high school students. This takes some of the pressure off of the student who would end up doing it all. I may take away a team grade all together depedning on the assignment. I want to encourage collaboration but hold individuals accountable for their assigned tasks within a project.
  • Contracts are written agreements between students and instructors, which commonly involve determining the number and type of assignments that are required for particular grades.
    • whsfieldbio
      whsfieldbio on 24 Apr 19
       
      I have seen this work well with some at-risk student who do not complete assignments in general or have attendace issues. This gives a concrete list of requirements they need which seems to be motivational.
27More

Implementation in an Elementary Classroom (Articles) - 0 views

moodlesw.aealearningonline.org/...view.php
shared by kmolitor on 12 Apr 19 - No Cached
  • play-oriented math and literacy centers
    • mrsmeganmorgan
      mrsmeganmorgan on 12 Apr 19
       
      I wonder what does that look like and can it be higher than just kindergarten students.
    • k_gibson
      k_gibson on 14 Apr 19
       
      Yes, of course! I had math and literacy centers when I was a 4th and 5th grade classroom teacher!
  • practiced 28 times to stick
    • mrsmeganmorgan
      mrsmeganmorgan on 12 Apr 19
       
      Do we give students grace to practice procedures 28 times before we fuss at them?
  • try adding one strategy a month from what you read.
    • mrsmeganmorgan
      mrsmeganmorgan on 12 Apr 19
       
      This makes it doable. Too often we take on everything and try to do it all.
    • k_gibson
      k_gibson on 14 Apr 19
       
      Agreed! Learning new things doesn't need to be overwhelming. It should be fun to grow in our craft!
  • ...8 more annotations...
  • Find a video, graphic, or set of photos to enhance a lesson.
    • mrsmeganmorgan
      mrsmeganmorgan on 12 Apr 19
       
      This is a great easy way to support all learners in your classroom.
    • k_gibson
      k_gibson on 14 Apr 19
       
      English Learners in-particular :-)
  • A Stage One PLE is teacher-centered with learner voice and choice.
    • k_gibson
      k_gibson on 14 Apr 19
       
      I think PL has such a student-driven orientation to it that we forget the kids still need a teacher to guide them. The teacher isn't removed from PL. The teacher is a vital aspect in it!
    • kmolitor
      kmolitor on 21 Apr 19
       
      I agree, even if more voice and choice is afforded, teachers are still a vital part of learning.
  • “helping children gain active control over the process of thinking so they learn how to learn, which will serve them well throughout their lives.”
    • k_gibson
      k_gibson on 14 Apr 19
       
      Right on! So many times I see teachers telling kids what to do in every single step. Heck, I see it with my own children. They want me to tell them the answers instead of thinking things through for themselves, but that won't serve them well in adulthood.
    • jennham
      jennham on 20 Apr 19
       
      I agree. I lose track of how many times I tell students, my own children as well, to "problem solve". I love how Ms. Moore "teaches" her students to think. This isn't a concept I have every tried in my classroom but I am considering it!
  • Its use with children as young as Ms. Moore’s students, though, is not widespread.
    • jennham
      jennham on 20 Apr 19
       
      While inquiry-based instruction may not be widespread, I feel many districts are taking the right steps towards implementation with younger students. Ramps and Pathways is just one way in which first graders/teachers in my district are getting involved.
  • Although her natural inclination is “to help my students when they’re stumped or confused, I need constantly to remind myself that when I supply an answer or even suggest a method for finding an answer, I’m not truly helping.”
    • jennham
      jennham on 20 Apr 19
       
      This is key. It is so not easy for me to not 'tell' students what or how to do something. Guiding them is a much better practice but something I work at constantly.
    • kmolitor
      kmolitor on 21 Apr 19
       
      It can be tough as you want them to be successful...so that balance is important
  • “They’re more apt to … think things through and connect them with their prior knowledge if they can play a game and it’s fun,” she says. “They don’t realize that they’re learning.”
    • jennham
      jennham on 20 Apr 19
       
      This is just as true for upper elementary and secondary students. My students absolutely love it when they get to learn and play new math games. They will beg to play them for days after being introduced to a new one.
  • Arrange desks into collaborative clusters or stations. The key is to give your classroom flexibility and enable varied work to go on at once. Include options for sitting on the floor, which is better for kids who don't learn as well while sitting still in a chair.
    • jennham
      jennham on 20 Apr 19
       
      I think this is huge. In the last few years I have transformed my classroom from all student desks and chairs to couches, tall tables and stools, low tables and cushions, a pedal desk, a table, stand-up desks, and yes, the traditional desk and chair. I allow the students to choose where they sit everyday. I know I don't always learn well sitting in the exact same spot, so why should I assume they can?
  • —a
12More

PLE Articles - 0 views

moodlesw.aealearningonline.org/...view.php
shared by rhoadsb_ on 05 Apr 19 - No Cached
    • tracyc4
      tracyc4 on 05 Apr 19
       
      How much instruction and time is involved in helping students navigate through setting up a PLE?
    • tracyc4
      tracyc4 on 05 Apr 19
       
      My concern is about teacher PD and support for learning how to create and manage student's with LPE's. My school is making a big push for Personalized Learning, but we have had no instruction or PD as to how to implement it in our classrooms. I am taking this course because I happened across it while searching for classes for license renewal. So glad that I did! I am wondering if others are feeling frustrated by the lack of support and how to address it with administrations who keeping piling on initiatives for teachers?
    • tracyc4
      tracyc4 on 05 Apr 19
       
      Maybe it will become more clear as I start to create my own Symbaloo, but I don't understand what a webmix is and it's relevance?
  • ...5 more annotations...
    • tracyc4
      tracyc4 on 06 Apr 19
       
      I can see why this interface is appealing to kids. It is very much like a smart phone with the tiles and such. I personally find it cumbersome, but maybe that is my age showing. I will be interested to see, as I create my own Symbaloo, how many tiles can accumulate. For example, on my Smart phone, I find that I really don't ever look beyond my opening screen. I wonder if pages and pages of tiles is really useful or not?
  • Peer Collaboration and Sharing
    • rhoadsb_
      rhoadsb_ on 17 Apr 19
       
      In Physical Education this could be peer assessments and refinement prior to final assessment.
  • Reflect on Learning
    • rhoadsb_
      rhoadsb_ on 17 Apr 19
       
      I would like to incorporate personal reflections in PE so that teachers can really get to know their students better and to guide teachers regarding improvements and/or changes in their curriculum.
  • Personal learning environments are beneficial because they support learning anywhere and allow learners to connect the diverse environments of school, home and play.
    • rhoadsb_
      rhoadsb_ on 17 Apr 19
       
      I really like this and think that this is a key aspect of creating an online PE course. The opportunities are greater when you can get outside of the classroom walls.
  • Because PLEs are learner controlled, they are easily adapted to the learner’s day-to-day activities and interests both inside and outside of the classroom.
    • rhoadsb_
      rhoadsb_ on 17 Apr 19
       
      This is so important in PE as we want our students to leave us and be active for life. We must allow for personal interests to play a strong part in what we do within our curriculum.
24More

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

www.edutopia.org/ed-instruction-ten-key-lessons
shared by kmolitor on 13 Jun 17 - No Cached
  • Immediate Feedback
    • julie_carroll
      julie_carroll on 13 Jun 17
       
      Providing timely and helpful feedback has been a career-long struggle for me (especially as a high school writing teacher...those essays!) Kelly Gallagher's work on assessment and feedback has really helped me in my turning the feedback responsibilities back over to the students,which aids in more timely and authentic feedback. Now my challenge is using data to drive further personalization and instruction...so much to manage!!
    • ljurich
      ljurich on 10 Jul 18
       
      One thing we plan to try in Orbis this year (our project-based learning class where students are doing projects for the workforce) is to structure in a few days where we invite in experts from the workforce to provide feedback to students. For example, if a student team is working on a marketing project for a particular business, we will invite a marketing expert from a marketing firm to meet with the students and give them feedback on their work. I'm excited to see this in action! How could this look for your classroom?
    • rhoadsb_
      rhoadsb_ on 05 Apr 19
       
      Immeadiate feedback is essential for learning but I do understand the struggles with this. Therefore using technology when appropriate to provide timely feedback is a essential.
  • Let Students Drive
    • julie_carroll
      julie_carroll on 13 Jun 17
       
      I do this out of necessity! My high school students know so much more about technology than I do!
  • Why wait days or weeks to deliver and grade a quiz to find out which kids missed important concepts? Teachers here routinely use remote-response systems (clickers), colorful little gadgets that allow each child to enter her answer to a practice question so that the teacher can instantly see who got it right or wrong. Computer software programs, too, can give kids practice questions, quickly diagnose trouble spots, and allow teachers to customize subsequent lessons for each child's needs.
    • edgerlyj1
      edgerlyj1 on 15 Feb 18
       
      This has been a challenge, especially as I moved to a district that is very rapidly growing and my student roster is upwards of 160 now. It seems impossible to give timely feedback (let alone IMMEDIATE) or meaningful feedback to every single student. I've had to enlist technology to help me deliver feedback on some of the lowest level skills so I could focus on giving feedback on the higher level and more complex skills. It's a journey!
    • kmolitor
      kmolitor on 17 Apr 19
       
      That is a great point! It can certainly get tricky! I like using some quick google forms exit cards too that allow some easy formative assessment to see where students are and where we need to go next.
  • ...6 more annotations...
  • When they plan each unit of study, different members of each grade-level team design the activities for higher-skilled kids, lower-skilled kids, etc.
    • edgerlyj1
      edgerlyj1 on 15 Feb 18
       
      Awesome idea! This is a benefit of teaching in a larger school -- many hands make light work! :)
    • kmolitor
      kmolitor on 17 Apr 19
       
      This makes sense for PLC teams to do. They could brainstorm ideas to help remediate or enrich!
  • Deliver Instruction through Multiple Forms of Media
    • mriniker
      mriniker on 20 Feb 18
       
      I think this helps engage students. Instead of the same old teaching the same way all day long it allows for some variety instead of boring them. As I have started some learning progressions I have found videos, songs, interactive games rather than just doing teacher led activities the normal practice routines.
    • rhoadsb_
      rhoadsb_ on 05 Apr 19
       
      This has been very valuable for Physical Education teachers within my district to engage students. Although not all schools have the projectors mounted in the ceiling with screens on the wall. Those that do reap the benefits though.
    • kmolitor
      kmolitor on 17 Apr 19
       
      We all still remember the abc's by singing them. Students can retain more information by doing that sitting and getting.
  • how to use the technology, what to do if you have a question, how to behave if Ms. Lowe isn't standing right there
  • Give Students Options
    • rhoadsb_
      rhoadsb_ on 05 Apr 19
       
      I like this option idea as in PE not all students want to actually perform their skills for evaluation, some may want to write out the critical steps to perform a skill and others may even want to simply explain it to the teacher or a peer.
  • Pretest Students' Knowledge Before Each Unit
    • rhoadsb_
      rhoadsb_ on 05 Apr 19
       
      I think this has great value for the teachers and students so that learning can meet the students where there at and the teachers can plan accordingly.
    • kmolitor
      kmolitor on 17 Apr 19
       
      I agree! I think it could help even with PLC's and creating learning pathways to help students get to where we'd like them to be.
  • You know what? If something doesn't work, it's OK,
    • kmolitor
      kmolitor on 17 Apr 19
       
      I truly believe this is so important...it helps kids see us as problem solvers too. Just yesterday we were working with a group of 2nd graders and trying to use scratch...well apparently our ipads are too old to use scratch so we had to improvise and change the lesson so students used our model on the board and then they wrote out their answers on paper. At the end we discussed how it's ok when tech doesn't work and how can we keep working to do our job. Great discussion with these kids...they've grown up with all of this:-)
45More

ol101-s2019: Iowa Online Course Standards - 6 views

moodlesw.aealearningonline.org/...view.php
shared by rhoadsb_ on 20 Jan 19 - No Cached
  • The course structure has flexibility to accommodate multiple timelines.
    • chriskyhl
      chriskyhl on 20 Jan 19
       
      The huge reason to allow Online Learning and courses......allow all our students to be successful
  • The course includes authentic assessments that address, in part, 21st century skills.
    • chriskyhl
      chriskyhl on 20 Jan 19
       
      Must use relevant and current assessment strategies that allow students to truly convey their understanding of the material
  • Technologies are chosen that are accessible to students (iN 4.7, QM 6.4)
    • annott
      annott on 21 Jan 19
       
      This reminds me that not all students have the same technology. Like colored printers or even the internet at home.
  • ...18 more annotations...
  • The course is evaluated regularly for effectiveness, and the findings are used as a basis for improvement. (iN 5.2, 5.3)
    • annott
      annott on 21 Jan 19
       
      Giving consistent feedback has always been an issue in education. Maybe online learning will make that easier.
  • The course provides opportunities for appropriate student interaction with the content to foster mastery and application of the material.
    • cbangert
      cbangert on 21 Jan 19
       
      Students must be able to collaborate at times and interact with one another to master the content.
  • The requirements for student work, including student interaction, are clearly articulated.
    • cbangert
      cbangert on 21 Jan 19
       
      An important piece to any type of course. Must present students with clear expectations and requirements for completion of work.
  • sufficient rigor,
    • barbkfoster
      barbkfoster on 22 Jan 19
       
      I feel like incorporating rigor may be a bit more challenging when creating forums. Forums sometimes feel like busy work.
    • barbkfoster
      barbkfoster on 23 Jan 19
       
      I feel like incorporating rigor may be a bit more challenging when creating forums. Forums sometimes feel like busy work.
    • tommuller4
      tommuller4 on 28 Jan 19
       
      I think the rigor part is one thing that might be hard for online learning. I know we have the perception at our school that online learning is easier than classroom learning.
  • Ongoing and frequent assessments are conducted to verify each student’s readiness for the next lesson
    • barbkfoster
      barbkfoster on 22 Jan 19
       
      So what do we do if a student is not ready for the next lesson? I feel like this might be more difficult in an online course. You can't just pull the student in for extra help. With the timeline and deadlines, can you extend the deadline for struggling students?
  • • The course design provides opportunities for appropriate instructor-student interaction,
    • tmolitor
      tmolitor on 23 Jan 19
       
      It's essential that the course design provide instructor-student interaction. One way you could do this as an instructor is to make sure that your students know you are available for questions online.
    • tommuller4
      tommuller4 on 28 Jan 19
       
      Just like in the classroom students need to have access to the instructor but with it being online the instructor needs to make themselves available for students questions about not only assignments but also about content.
  • Student evaluation strategies are aligned with course goals and objectives, representative of the scope of the course and clearly stated.
    • tmolitor
      tmolitor on 23 Jan 19
       
      To keep students motivated and help make sure standards are posted so students know what is expected of them, and how to be successful.
  • The course architecture (CMS) permits the online teacher to add content, activities and assessments to support the learning objectives of the course.
    • tmolitor
      tmolitor on 23 Jan 19
       
      It's essential for the online learning environment that the teacher adds engaging content, and activities to support student learning.
  • Each lesson/unit includes content and activities, assignments, and assessments to provide multiple learning opportunities for students
    • tmolitor
      tmolitor on 23 Jan 19
       
      It's important to support various student learning styles in an online class.
  • easy to understand
    • mistermohr
      mistermohr on 23 Jan 19
       
      I think it is important that others find the directions easy to understand. Of course they are easy to understand for the person writing directions, but are they for others as well?
  • logically
    • mistermohr
      mistermohr on 23 Jan 19
       
      There has to be some predictability to content. They can't be discrete packets of knowledge never to be connected to other packets. Talk about confusing!!
  • Aesthetic design presents and communicates course information clearly throughout the course.
    • mistermohr
      mistermohr on 23 Jan 19
       
      I think this is commonly overlooked, at least at the level of creating online experiences for typical teachers. From my experience, this can sink the ship before it has even left the harbor.
  • Regular feedback opportunities, including autonomous feedback such as "self-check" or computer-generated practice assignments, make the student continuously aware of his/her progress in class
    • mistermohr
      mistermohr on 23 Jan 19
       
      One of the great advantages of online learning, automated differentiated feedback. In my opinion, it is not practical to be as intimately involved with every student to necessary degree to truly provide the differentiated feedback necessary in all circumstances. Making some of this automated makes the challenge much more doable.
  • A variety of high-quality learning resources and materials are available to increase student success (iN 1.5, 2.11, 4.4, QM 4.5, ROI 5.c)
    • mschutjer
      mschutjer on 24 Jan 19
       
      I feel our school has done a great job of exposing our students and teachers to a wide range of resources to advance their learning.
  • An instructor's communication plan is provided, including the instructor's availability, instructor response-time policy, and the methods for students to communicate with the instructor
    • tommuller4
      tommuller4 on 28 Jan 19
       
      think its important for a teacher to inform students of their availability so students no how to reach them. I like the idea about the response-time policy as well.
  • All web pages are visually and functionally consistent throughout the course. (ROI 2.d
    • tommuller4
      tommuller4 on 28 Jan 19
       
      This important for students because once they figure out the system they won't waste time trying to figure out the website. They can maximize time working on class.
  • The course content and assignments are aligned with state’s content standards or nationally accepted content standards
    • rhoadsb_
      rhoadsb_ on 14 Feb 19
       
      Since we are moving towards a standards based education it will be imperative that the course be aligned to the standards
  • The course provides opportunities for students to engage in higher-order thinking, critical-reasoning activities and thinking in increasingly complex ways.
    • rhoadsb_
      rhoadsb_ on 14 Feb 19
       
      Its one thing to know the content basics but it is far more important to be able to analyze and relate the content to real world settings.
155More

ol101-s2019: Iowa Online Teaching Standards - 21 views

moodlesw.aealearningonline.org/...view.php
shared by kylelehman on 15 Jan 19 - No Cached
  • Understands and uses data from assessments to guide instruction
    • anonymous
      anonymous on 15 Jan 19
       
      When we use this data to guide instruction, that means we should also use this data to change our coursework from section to section. It can be easy to forget to modify courses from one teaching to the next.
    • salterberg
      salterberg on 16 Jan 19
       
      I agree, Amanda. And I also wanted to test out the comment feature of Diigo. I've never used this before.
  • Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well
    • anonymous
      anonymous on 15 Jan 19
       
      Copyright is always a tricky one - good thing it is covered well in the OLLIE series! :)
    • chriskyhl
      chriskyhl on 20 Jan 19
       
      This is especially true in the world of social media and people not crediting others with posts/images and stealing them as their own
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere
    • anonymous
      anonymous on 15 Jan 19
       
      Being "present" online - as an instructor post comments, provide feedback, and be engaged with the students. Weekly announcements can also help students see the "human" side of the instructor.
    • vberge
      vberge on 19 Jan 19
       
      I have learned this through simple email conversations. I often have someone read/reread emails to make sure that I am interpreting it correctly or that what I am saying will be received the way it is intended. If students, in person or online, don't feel that they can approach the teacher, they often end up feeling frustrated and overwhelmed. if feedback isn't timely, the student can give up or do things incorrectly.
  • ...59 more annotations...
  • Promotes learning through online collaboration group work that is goal-oriented and focused
    • salterberg
      salterberg on 16 Jan 19
       
      In the facilitation course, I learned that collaboration is essential to learning, so this standard is a high priority
    • vberge
      vberge on 19 Jan 19
       
      Collaborative group work is very important in online courses. I may not be one that looks for this in a course that I take (I am often an independent learner), however the value of that interaction and possibly the challenges to an individual's thinking is important (especially for adult learners) to really grow and learn.
    • runindevil
      runindevil on 22 Jan 19
       
      I believe collaborative learning should be done to a certain extent. I have had more students within the last couple of years opt for independent learning. I think they are tired of relying on others for their potential grade. So, how does this equate to online learning?
    • cararinehart
      cararinehart on 22 Jan 19
       
      Interesting statements, I teach science classes and collaboration falls easily into my curriculum; however, I feel like students either rely completely on their partner to be successful or the higher achieving partner gets tired of being the one to earn the grade too as mentioned above. I struggle with collaboration always being the answer. Competition is good too - its what got us to the moon.
    • mschutjer
      mschutjer on 24 Jan 19
       
      I like this idea and work to do this in my current classroom. I feel it may be even easier to accomplish in an online class.
  • Demonstrates competence in content knowledge (including technological knowledge)
    • salterberg
      salterberg on 16 Jan 19
       
      It's critical that we as instructors know how to use the technology and can help our students learn how to use it. That's foundational for learning content and interacting with others in the course.
    • jdowler
      jdowler on 19 Jan 19
       
      With technology changing so rapidly, we as instructors must work continuously to stay on top of all the new content that is being created.
  • Designs the structure of the course and the presentation of the content to best enhance student learning, including using unit/lesson overviews and reviews
    • salterberg
      salterberg on 16 Jan 19
       
      I want my courses to be vibrant vehicles for learning, and the design is integral to that.
    • kmolitor
      kmolitor on 18 Jan 19
       
      After reading the article on access and equity I think this is very important as we design our courses to make sure we keep all students in mind.
  • (SREB C.3, Varvel VII.A)
    • salterberg
      salterberg on 16 Jan 19
       
      I so agree with Amanda on this one, and I can't highlight the same one she does. (I wanted to test diigo to see if it would let me, and nope!) The teacher's commitment to the students and to creating a positive environment makes learning fun and engages students.
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
    • jennham
      jennham on 16 Jan 19
       
      This jumped out at me immediately as this is our next step in our PLC group for any of our 'power standards'. Next year we will be focusing heavily on using a Data Wall, as well as using common assessment data to drive instruction. We have spent the last two years deciding on our Power Standards and finding common assessments to utilize.
    • kmolitor
      kmolitor on 18 Jan 19
       
      It is so important to use data to make sure we are reaching our learners. This make me think of the Iowa Professional Development Model and how we use that to see what we need to work on and find ways to improve our instruction.
    • jdowler
      jdowler on 19 Jan 19
       
      Our district also focuses heavily on common assessments among core subjects and benchmark assessments at the end of each unit.
    • tommuller4
      tommuller4 on 24 Jan 19
       
      I think it is really important for every teacher to use data to make sure we are teaching all of the things we are supposed to be teaching. We are moving towards SBG in near future and I think this will be very important as we make that transition.
  • Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners
    • jennham
      jennham on 16 Jan 19
       
      I find this to be vital as not every learner is going to be successful in the same ways as other online learners. It cannot be a 'one size fits all' model.
    • vberge
      vberge on 19 Jan 19
       
      This one is obviously very important and key to teaching in any format. I am curious what this looks like though. How does the teacher meet these needs. I can see where there needs to be certain accessibility things available on the student's computer. Is it the teacher's responsibility to point these out for the student, or is there a way to imbed these things in the course?
    • runindevil
      runindevil on 22 Jan 19
       
      When the standard states: "different interests and backgrounds, and and students with special needs." Students that may be ELL or special needs, how does online learning adapt to those learners? I think if tough enough when you have them face to face in class, now that you don't see them, it sounds more complex!!
  • Creates or selects multiple assessment instruments that are appropriate for online learning
    • jennham
      jennham on 17 Jan 19
       
      I find this to be extremely important as in the past, any online assessments that I have seen have been multiple choice. It is very important to assess students using several different mediums that require higher order thinking skills along with memorization.
    • chriskyhl
      chriskyhl on 20 Jan 19
       
      This is vital to present students multiple ways to show their learning. Can't expect all to perform in one way
    • Kendra Carlson
      Kendra Carlson on 21 Jan 19
       
      Providing multiple assessment types is imperative to meet the needs of all learners. Providing them a chance to show what they know if different ways helps us understand our students on a deeper level as well.
  • Demonstrates techniques for dealing with issues arising from inappropriate student technological use
    • jennham
      jennham on 17 Jan 19
       
      This one I find to be very important as I had this exact issue within the past week. I feel that it is important to handle these situations immediately while also allowing students to earn back privileges so that they may continue to learn and grow from their mistakes, as well as what they are meant to be learning online. Sometimes a bad choice can turn into a lasting memory for the better.
    • jdowler
      jdowler on 19 Jan 19
       
      I think this standard is so crucial at all a academic levels and thankfully there are excellent tools out there to ensure students are acting responsibly such as Go Guardian.
  • Provides substantive, timely, and constructive feedback to students
    • mgast40diigo
      mgast40diigo on 18 Jan 19
       
      Feedback is essential for students to improve. I need to do a better job of being more specific with my feedback instead of "Super Job!", or "See me!" and focus more on what specifically a student did or didn't do well on.
    • chriskyhl
      chriskyhl on 20 Jan 19
       
      I agree on feedback. It's not easy to give specific and detailed feedback to students and still get them their work back in a timely manner.....one of my biggest struggles as a teacher
    • Kendra Carlson
      Kendra Carlson on 21 Jan 19
       
      Without feedback students will struggle to improve upon their understanding. Timely and constructive are important to the learning process so students know how to correct any misconceptions they may have, but done in a kind and effective way.
    • barbkfoster
      barbkfoster on 22 Jan 19
       
      As educators we understand the importance of feedback - and more specifically TIMELY feedback. This is a challenge, though, in a typical teacher's day. I wonder if it will be easier - or harder - with an online course??
    • runindevil
      runindevil on 22 Jan 19
       
      I agree with Barb, this could be very difficult! I deal daily with around 140 students, and to provide "timely feedback," would be most challenging
  • Has experienced online learning from the perspective of a student
    • mgast40diigo
      mgast40diigo on 18 Jan 19
       
      This reminds me of a math class I took about when writing assessments make sure to think about how your students would answer a question. This allowed me to get rid of some questions and change some as well. It made me reflect on student understanding and my teaching practices.
  • Applies research, knowledge, and skills from professional growth to improve practice
    • mgast40diigo
      mgast40diigo on 18 Jan 19
       
      It is so important for teachers to be life long learners. I enjoy researching strategies to use in the classroom and implementing them as soon as I can. Obviously some work well and some don't. The challenge of it excites me.
  • Utilizes a course evaluation and student feedback data to improve the course
    • mgast40diigo
      mgast40diigo on 18 Jan 19
       
      Feedback from students is critical for improving as a teacher. Even though it might not be what you want to hear, it will provide you with important ideas to improve for the future. I give evaluations periodically and they do help me improve my instruction.
    • jdowler
      jdowler on 19 Jan 19
       
      Student feedback is so powerful. I use google forms to get feedback from my students quarterly. Also, I created a daily check in using google forms so students can ask for help or share problems they are having privately. It's been very successful.
    • Linda Carroll
      Linda Carroll on 18 Jan 19
       
      It's important to know the goal in advance!
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation (Varvel IV.A, ITS 3.b)
    • Linda Carroll
      Linda Carroll on 18 Jan 19
       
      It's important to know the goal in advance!
    • jdowler
      jdowler on 19 Jan 19
       
      I love using screen castify for this. Course overviews should be as visual as possible.
  • Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
    • Linda Carroll
      Linda Carroll on 18 Jan 19
       
      This is always critical, no matter the delivery of the content.
    • mschutjer
      mschutjer on 24 Jan 19
       
      I would love to find the perfect tool for increase social interaction. I feel I have a good mix, but would like to increase my students' ability to do more literature, both reading and writing, interactions.
  • Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software
    • Linda Carroll
      Linda Carroll on 18 Jan 19
       
      This is and will always be a learning curve as new programs, platforms, apps, etc. are always being developed.
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
    • Linda Carroll
      Linda Carroll on 18 Jan 19
       
      This should be the goal of every educator! I would argue that the issue is time....which is something that educators (probably everyone) always struggle to find and/or complain that they don't have enough of it!
  • Networks with others involved in online education for the purpose of professional growth
    • kmolitor
      kmolitor on 18 Jan 19
       
      I like the idea of networking with others in your particular area of education. Having a group of people who teach the same content can be helpful when you need help or suggestions as well as you being able to offer help or suggestions. I know I really appreciate the library network I am a part of.
    • chriskyhl
      chriskyhl on 20 Jan 19
       
      Going from a large school with 8 teachers in my subject area to a smaller only 3 this is one of the things I miss the most is the networking. We don't take the time to do this if we don't have access to it immediately like we should
    • runindevil
      runindevil on 22 Jan 19
       
      This can "sky the limit." Students can interact with different cultures, different environments, and formulate different ideas throughtout the world.
    • meinca92
      meinca92 on 23 Jan 19
       
      Making connections with other online instructors will require conscious effort and commitment. Teachers in general can be very isolated in their own classrooms, and I imagine this is even more of an issue for online instructors, particularly those who work in isolation.
  • Aligns assessment with course objectives
    • kmolitor
      kmolitor on 18 Jan 19
       
      This seems like it should not have to be spelled out, but it is critical that our assessments align with our objectives. If there is no connection between the two the assessment is not valuable at all.
    • cararinehart
      cararinehart on 22 Jan 19
       
      Sometimes this seems easier than it is - I've taught lessons that didn't line up directly with the assessment! Then I look back and realized that I didn't explicitly explain what I was thinking that the students should know/need to know.
    • tommuller4
      tommuller4 on 24 Jan 19
       
      Its important to assess over things that are important to the class. You really shouldn't assess things that are not important to class content. If its not hitting a standard or has some direct connection to the class you shouldn't be assessing it.
  • Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core (Varvel I.A, ITS 1.f, ITS 3.a)
    • nealjulie
      nealjulie on 19 Jan 19
       
      I think I need to share this with my admin to make sure we are following these guidelines! :/ This would be great for our teachers to follow and make sure we are creating an online course that meets the states expectations.
  • Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a)
  • Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a)
    • nealjulie
      nealjulie on 19 Jan 19
       
      This is important for all learning face to face and blended learning. I would think we would need to be very cognitive on how we set this up as teachers to make sure we are providing descriptive feedback for our students' learning.
  • Understands student motivation and uses techniques to engage students (Varvel V.D, ITS 4.d)
    • nealjulie
      nealjulie on 19 Jan 19
       
      This is true for any course as well. Taking this course there are so many ways to engage students with online learning that all teachers need to be aware of to create an engaging online learning atmosphere.
  • emonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
    • nealjulie
      nealjulie on 19 Jan 19
       
      I see the need in a continuous professional learning with creating online learning. Teachers need to be educated on the varied of technology they can implement in their online courses and also keep updated on new technology that is out there to use as well.
  • Understands the differences between teaching online and teaching face-to-face
    • vberge
      vberge on 19 Jan 19
       
      This stands out to me. If you are a good/great face to face teacher, that does not mean that you will be effective at teaching online. The content may be the same, but the delivery, expectations, interactions, etc. are different.
  • • Meets the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching
    • jdowler
      jdowler on 19 Jan 19
       
      I think that there is a perception out there that having taught in the classroom makes one automatically qualified to teach online and this is not the case. Online teaching really is different and should have it's own set of teaching standards.
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a)
    • jdowler
      jdowler on 19 Jan 19
       
      Just the nature of technology lends itself to multiple opportunities for collaboration such as we are engaging in right now.
    • barbkfoster
      barbkfoster on 22 Jan 19
       
      To learn students need to interact not only with the content, but with the teacher and other students. As an online teacher we need to create many opportunities for all three.
  • Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication (SREB E.2)
    • jdowler
      jdowler on 19 Jan 19
       
      Students will have issues with this as they begin using technology more often. At the middle school we use Go Guardian to monitor and control what students are doing in school and at home.
  • Assists students with technology used in the course (Varvel III.C)
    • jdowler
      jdowler on 19 Jan 19
       
      This is so much easier now with great tools such as screen castify and Zoom.
    • cararinehart
      cararinehart on 22 Jan 19
       
      I'm taking the OLLIE course to increase my comfort level with tools such as Diigo and screen castify. Super uncomfortable, feel like I'm in Kindergarten again - haha
  • Communicates assessment criteria and standards to students, including rubrics for student performances and participation
  • Selects and uses technologies appropriate to the content that enhance learning
    • chriskyhl
      chriskyhl on 20 Jan 19
       
      Sometimes teachers get caught up in the use of technology and it turns projects/ideas into busy work and more the struggle of the technology and not supplementing the learning as intended (GUILTY OF THIS MYSELF)
    • Kendra Carlson
      Kendra Carlson on 21 Jan 19
       
      Using technology appropriately is so important. Using it just to use it does not enhance anybody's learning nor does it make for effective instruction.
  • Knows the content of the subject to be taught and understands how to teach the content to students
    • chriskyhl
      chriskyhl on 20 Jan 19
       
      Vitally important and sometimes overlooked in some settings. Used to work in a school where they only had one certified teacher (a special education teacher) and two other aids in charge of over 50 students in close to a 100 different courses. How can we expect a teacher to be the expert in all these areas?
  • Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning
    • chriskyhl
      chriskyhl on 20 Jan 19
       
      Is what we are asking students to do vital to learning the material or just simply filler that can cause students to lose interest or ambition
  • Has knowledge of and informs student of their rights to privacy and the conditions under which their work may be shared with others
    • annott
      annott on 21 Jan 19
       
      I need to do a better job of going over student rights to privacy, will have to make a note of this when planning online learning.
    • meinca92
      meinca92 on 23 Jan 19
       
      I think ethical use of intellectual property should be a major concern of all teachers, but in an online environment, it needs to be even more explicitly addressed.
  • Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory
    • annott
      annott on 21 Jan 19
       
      This makes me wonder how we can assess this part. Knowing where each student is developmentally can be difficult without data.
  • Creates a safe environment, managing conflict (Varvel VII.D, ITS 6.e)
    • cbangert
      cbangert on 21 Jan 19
       
      Just like in the classroom, it's important for online teachers to create a safe online learning environment, by getting to know students, communicating clear expectations, and addressing individual needs.
    • tommuller4
      tommuller4 on 24 Jan 19
       
      Its important for students to feel safe when working or responding to other students questions online. Also lets students know that it is ok to have different opinions from classmates and that is ok.
  • Sets and models clear expectations for appropriate behavior and proper interaction (SREB D.6,
    • cbangert
      cbangert on 21 Jan 19
       
      Critical to establish this early, and set clear expectations for appropriate behavior for online discussions/interactions.
  • Utilizes a course evaluation and student feedback data to improve the course
    • Kendra Carlson
      Kendra Carlson on 21 Jan 19
       
      This stands out because without a check for understanding and feedback from students, it is hard to improve our instruction.
  • Provides opportunities that enable student self-assessment and pre-assessment within courses
    • Kendra Carlson
      Kendra Carlson on 21 Jan 19
       
      Giving students the opportunity to self-reflect provides greater feedback and perspective on their learning for the instructor. Reflection and self-assessment also provides another layer of accountability and ownership for the learner. Pre-assessment will help guide instruction to best meet the needs of the students.
    • meinca92
      meinca92 on 23 Jan 19
       
      Based on the article about online student learning styles, this aspect is essential for helping students be successful in an online course. Since the primary means of communication with all students is what is posted, those materials have to be very clear about assessment expectations.
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation (Varvel IV.A, ITS 3.b)
    • barbkfoster
      barbkfoster on 23 Jan 19
       
      Communicating learning outcomes ties in directly with our district's SBL initiative
    • tommuller4
      tommuller4 on 24 Jan 19
       
      I think students should be made aware of what the learning goals are for the day/week/unit. Lets them really focus in on what we as the teacher feel is important for them to know.
    • mschutjer
      mschutjer on 24 Jan 19
       
      I feel this would be hard for me to have a total year or half a year planned to push out to a online class. This is a great idea would just be a challenge for me.
  • Understands student motivation and uses techniques to engage students (Varvel V.D, ITS 4.d)
    • barbkfoster
      barbkfoster on 22 Jan 19
       
      Online courses are no different that face-to-face courses - teachers need to engage students for learning to take place. The days of sit-and-get are gone.
  • Demonstrates ethical conduct as defined by state law and local policies or procedures
  • using appropriate visual web design techniques
  • Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning
    • meinca92
      meinca92 on 23 Jan 19
       
      This seems to be especially important to be able to provide content in a variety of modalities, but it also suggests that the instructor will need to develop effective skills in this area. That part seems a little daunting, especially in a world where apps come and go or change from free to fee-based.
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation
    • robertsreads
      robertsreads on 24 Jan 19
       
      It is of the utmost importance that an online educator communicates the standards and expectations to their students up front in a clear and concise manner. ~K. Roberts (sorry- I had this set to private)
  • Tailors instruction to meet the different needs of students
    • robertsreads
      robertsreads on 24 Jan 19
       
      Just as in a Face-to-face classroom, online educators need to be aware of students' needs and backgrounds. They must create an environment where students are willing to share those needs. ~K. Roberts (sorry- I had this set to private)
  • available, approachable, positive, interactive, and sincere
    • robertsreads
      robertsreads on 24 Jan 19
       
      I think this might be the most important part of being a successful online teacher. Students must feel comfortable coming to/contacting their instructor, and instructors must make sure to come across as approachable and available. ~K. Roberts (Sorry- I had this set to private)
  • Has experienced online learning from the perspective of a student
    • robertsreads
      robertsreads on 24 Jan 19
       
      I think it is difficult for an online teacher to understand the ups and downs of online learning, as well as the student perspective, if they have never taken an online class themselves. ~K. Roberts (sorry- I had this set to private)
  • • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a)
    • lissward
      lissward on 24 Jan 19
       
      This, to me, is critical in any sort of online course. The opportunities for rich collaboration and conversation between student and teacher, and students and their peers is incredible and so much of the power of the course would be lost without this!
  • • Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners (SREB C.7, Varvel V.H, ITS 4.c)
    • lissward
      lissward on 24 Jan 19
       
      As an educator who works with English Learners, this stuck out to me as essential. Special considerations will need to be taken when working with language learners or students with special needs in online courses. Things such as reading level, ability to communication in writing, and background knowledge will need to be carefully considered by the instructor when designing instruction.
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
    • lissward
      lissward on 24 Jan 19
       
      I think this is one of the most important components of standard number one. It is absolutely critical that all instructional decisions are supported by data and that teachers are collecting the CORRECT data to help inform these decisions. I know this has been a big mind shift in my district.
  • Has experienced online learning from the perspective of a student (SREB F.1, Varvel II.E)
    • lissward
      lissward on 24 Jan 19
       
      This is one thing I really appreciate about this course-the opportunity to experience online learning as a student. It only makes sense, we all have had the experience of being in a face-to-face classroom before we set foot in the classroom as a traditional teacher. Why wouldn't we require the same for online instructors? I like that this gives me perspective and empathy for future online students.
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
    • rhoadsb_
      rhoadsb_ on 06 Feb 19
       
      This will be important for developing a quality course
  • Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core (Varvel I.A, ITS 1.f, ITS 3.a)
    • rhoadsb_
      rhoadsb_ on 06 Feb 19
       
      It is important that your course is aligned with the standards.
  • Communicates with students effectively and consistently
    • kylelehman
      kylelehman on 11 Feb 19
       
      Always important in a teaching situation but maybe even more important in an online class. The students need to know where you stand and what needs to be done as well as who to go to for questions. The communication is key for all those moving parts to work together.
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere
    • kylelehman
      kylelehman on 11 Feb 19
       
      Obviously, if you expect your students to be active and present, you should be too. This is not only good for building camaraderie but also building support and allowing them to know who to go to if they have questions. Building relationships isn't just for face-to-face rooms.
  • • Understands student motivation and uses techniques to engage students (Varvel V.D, ITS 4.d)
    • kylelehman
      kylelehman on 11 Feb 19
       
      I think this is a really big idea when you are thinking of teaching courses for high schoolers that may lack that motivation. Changing up different methods and things like that help to keep them motivated to continue in the course.
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
    • kylelehman
      kylelehman on 11 Feb 19
       
      I like this one a lot. I think that a lot of teachers do these things in the classroom (building skills, scaffolding, etc) but then sometimes lose that ability a little bit in the online platform.
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      cararinehart on 30 Jan 19
       
      Use for differentiation in the classroom
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      Video dubbing as another way to differentiate.
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