OLLIE Iowa

Evan has done this with our course by allowing those of us who are not familiar with or have much experience with online teaching with the option of using the template site (BB101). This has allowed me to focus on the process and use of tools rather than worrying about the content of my "course".

I don't like the "language learners" term. Aren't we all language learners? I assume they mean non-native language.

Recognizing that our students may have a variety of differnt learning styles should result with instructrion being customized. Evan has tailored our course to provide us with the opportunity to focus on the areas needed (whether it be the course tools for set up and design or the content).

I am curious how models such as Collaborate Learning Teams/Professional Learning Communities have been incorporated into the work of those providing online education. What examples do others have of what this might look like?

This statement reminds us that "creating" an online should not mean there is a finished product that does not change with the needs of the students. I know the next time I provide an online class, I hope to utilize more formative assessment measures that better differentiate the instruction based on student need.

Having taught several online courses as an adjunct instructor for a local university, I found it very difficult to use data from assessments to guide instruction. It was difficult because the courses were all designed (not by me) prior to the start of the course, and students were given access to all discussion topics and assignments when the course began so they could proceed through the requirements at their own pace. Therefore, there was no opportunity for me to let the assessments guide the instruction. This was very difficult for me having come from an elementary classroom where formative assessments guided my instruction on a daily basis! Do you have any thoughts as to how you might utilize more formative assessment measures the next time you teach an online class? I would love to hear your ideas!

I have seen this pressure happen, but not so much because of friendships. When my students peer edit something, they tend to provide more feedback for students who may not be thought of as the smartest in the class, whereas the student who is considered the best in the class will receive little to no feedback on his or her paper. I think my students feel that they are not in a position to correct someone's Spanish abilities if they feel that they are not as smart as them. I would love it if anyone had ideas on how to fix this!

Are these two effective because peer editing is not a very valid way of grading? I found it interesting that these were mentioned. I never have my students grade each other, rather I have them edit things together and evaluate together as part of a formative assessment rather than a summative one.

I started using a checklist with my online student this semester, and found that it has made a lot of difference. Each week, she has a checklist of requirements to meet, and she is to check them off when they are completed. We have both talked about the fact that she understands the goals of the week much better and feels like she is better with time management now because of it. She can now self-assess what she has finished and what she has yet to accomplish.

This is why the Assessment for Learning model used with the Iowa Core shows the process occurs within a collaborative classroom culture.

This makes me think of Royce Sadler's work and his description that, "students must come to hold a conception of quality that matches the teacher's."

What I'm struggling with most in this article is the idea that we should be incorporating "participation" and "contribution" with a student's grade. Perhaps this is mainly because the focus here is on higher education, where the grade is the only form of reporting achievement of the course expectations. In a standards-based environment, we advocate for separating behavior from achievement in a course grade, so that the grade more accurately reflects what the student knows relative to the content expectations.

I like the annotated link option for those who may not have a Diigo account.

Threaded discussions make this tool collaborative.

It makes such perfect sense to be doing this, and I'm not sure how much it is actually done. Just like in our class here, we want to know what we are expected to pick up from this and appreciate having the opportunity to self-assess our learning in a format where we can get instant feedback to see if we understand.

Clair, To be honest, in my experience out in the schools as an AEA Literacy Consultant, it is being done very little. No matter how many times I include this in professional development trainings over things like effective instruction, iowa core, etc., there are truly only a handful of teachers that share their learning goals with the students. Many of them write the goals out in their lesson plans, but never get around to telling the people who really need the information.

I have done something pretty unique I think in my classroom. I (and several student volunteers) have spent a lot of time over the last couple years writing out each unit's learning objectives on posters that I laminate and hang on the wall in my classroom for every unit in every class. I made little, cute colored checkmarks that I also laminated and cut out. As we progress through the unit, I checkmark the learning objectives we have covered in class, so students can see very easily what we have done and what is left to cover. And above my posters, is another poster that says exactly what is written here: "Where amd I going? Where am I now? How can I close the gap?" I remember reading this quote during PD on FA, but now I know where it came from! :) It has taken a lot of time to make the posters and takes time to change them, put checkmarks on/off, etc, but I really like that it is a focal point in my room and is very unique. Students should know exactly what they are learning and use the questions above to self-assess as we go through our units.

That is a great idea! I am curious, have you found that your students are using the posters? Are they self-assessing? Are they taking ownership in their learning?

Being able to give good constructive feedback is a skill that goes way beyond the classroom. It will serve students well later in life as they interact with co-workers, friends and eventually, their own children.

This is where teachers get to use their covert,'sneaky' skills. They have to figure out how to get the information necessary to assess where the students are while appearing to go about their usual daily business. You have to be able to track that info too, which can be hard if you are collecting data on the sly.