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Jamie Fath

ollie1 (Peterman): Iowa Online Teaching Standards - 28 views

moodlesw.aeapdonline.org/...view.php

shared by Jamie Fath on 18 Jan 13 - No Cached
  • Has experienced online learning from the perspective of a student
    • Gary Garles
      Gary Garles on 18 Jan 13
       
      This is the part that I need to spend a lot of time on...
    • ronda fey
      ronda fey on 18 Jan 13
       
      I agree. I need to first understand the tools available from a student's point of view before I can bring it into the classroom.
    • Paloma Soria
      Paloma Soria on 19 Jan 13
       
      Yes, it is a very good personal experience.
    • Charmaine Carney
      Charmaine Carney on 19 Jan 13
       
      I think that taking online courses ourselves humbles us and helps us to empathize with our students who experience problems with online learning.
    • Steve Leach
      Steve Leach on 19 Jan 13
       
      Each time I come to this class, I am engaged in a riveting conflict that involves the following extremes: the fear of being a miserable failure vs. the thrill of successully participating online in a manner that I did not even know exsted two weeks ago.
    • Elizabeth VanDeHey
      Elizabeth VanDeHey on 20 Jan 13
       
      Working as a student in an online course is so beneficial to those who will later be an instructor in an online course! I believe it provides instructors with empathy and an understanding that it will not be easy for every student and the challenges will vary with each technology tool!
    • Karen Hobbs
      Karen Hobbs on 20 Jan 13
       
      I agree that this is a humbling experience.
    • Mari Haley
      Mari Haley on 27 Jan 13
       
      I think this would be such a plus. I always thought my best early childhood college instructors were those that had had experience in an elementary classroom
    • Jonathan Wylie
      Jonathan Wylie on 15 Sep 13
       
      As educators, perhaps we should be doing more to experience what our lessons are like from a learner's point of view, and I mean online and offline. We would learn a lot from this.
    • Catherine Leipold
      Catherine Leipold on 25 Sep 13
       
      I agree with so many of the comments in this section. It is beneficial to be attempting an online class before presenting an online class. (Or hybrid) And it is good to recall what our students will feel - the 'riveting conflict' as described by Steve Leach is something good to experience.
    • Catherine Leipold
      Catherine Leipold on 25 Sep 13
       
      Being able to understand the issues students have with respect to the online presentations can help us 'fine-tune' our lessons. It can perhaps motivate us to search for easier programs or give ideas we can suggest to the publishers of our favorite program to make them work better. It is a humbling experience to jump from feeling like you know what you are doing to being totally 'lost'.
    • manderson34
      manderson34 on 28 Sep 13
       
      Frankly, it's fun to be a student when a lesson is engaging and hits our optimal zone of learning and challenge, but on the flip side if a lesson is poorly conceived it is difficult, even for an adult, to stay focused. It is important to put ourselves in the shoes of students in order to grow as educators. Reflection is so important.
    • meliathompson
      meliathompson on 07 Oct 14
       
      I think this is very important. One of the reasons I want to get involved in creating my own online course is because I enjoyed being a student and taking classes online. I feel like I know some of the criteria and how to navigate somewhat around an online course that will help me relate to my students. I always like to emphasize to my student whether in the classroom or adult students, that I am sure there will be times when we are going to be learning together.
    • ronda fey
      ronda fey on 18 Jan 13
       
      Being able to be in contact with the instructor (and other students) is imparative during an online course.
    • Charmaine Carney
      Charmaine Carney on 19 Jan 13
       
      I agree, Ronda. Students, especially those new to online learning or using a new online platform, need that instructor support to avoid becoming too frustrated. Also, contact with other students helps students to learn from each other.
    • Steve Leach
      Steve Leach on 19 Jan 13
       
      I am one of those students who is new to online learning. On a daily basis, I use face-to-face contact in order to succeed, so this is a very challenging way for me to learn. I am encouraged to know that my instructor and my classmates are there to help me when I have a simple question or am feeling overwhelmed by how much I don't know.
    • Karen Hobbs
      Karen Hobbs on 20 Jan 13
       
      This is crucial. Technology is only a vehicle to learning. If the process is too difficult students won't be spending that time on the content.
    • tamela hatcher
      tamela hatcher on 17 Sep 13
       
      Karen, it is nice to know there is a troubleshooting area in online classes and other students to ask questions of.  It is a new way of accessing when we can't see the person on the other end.
    • ronda fey
      ronda fey on 18 Jan 13
       
      It is important for instructors to be able to use technology to better prepare out students
    • Charmaine Carney
      Charmaine Carney on 19 Jan 13
       
      The challenge is staying current because the technology emerges so quickly.
    • Jamie Van Horn
      Jamie Van Horn on 14 Sep 13
       
      I agree, it is very hard to keep up and stay current with all of the new and better programs that are constantly emerging. It seems like the students are one step ahead all of the time since they are so comfortable with technology.
    • tamela hatcher
      tamela hatcher on 17 Sep 13
       
      I agree Jamie, it is a challenge for teachers to stay current on technology as it changes so fast.  School age kids can fit new technology quickly into their skill set because they have always had technology in their life.
    • cvryhof
      cvryhof on 16 May 14
       
      I agree the technology changes so fast that for teachers it is more difficult to 'keep up'. I wonder if we get used to one site that works and we get comfortable and we don't keep looking for new ideas or sites to improve our teaching.
    • Steven Sand
      Steven Sand on 16 May 14
       
      With my students, we feel more of a responsibility to expose them to educational sites. The population I teach is comfortable with tech, but using it in an educational setting is were they struggle.
  • ...87 more annotations...
    • Paloma Soria
      Paloma Soria on 19 Jan 13
       
      I have been teaching my subject for twelve years now, but do I know how to demonstrate competence in content knowledge using technology?
  • Assists students with technology used in the course (Varvel III.C)
  • Assists students with technology used in the course (Varvel III.C)
    • Paloma Soria
      Paloma Soria on 19 Jan 13
       
      It is my wish that this class will help me to assist my students with technology as we move to 1:1 school, next year.
    • Steve Leach
      Steve Leach on 19 Jan 13
       
      Paloma, Does 1:1 mean that every student will have a laptop or some other form of technology available for every class period?
    • jwest70
      jwest70 on 18 May 14
       
      I would also like to be more technology literate after this course.  While I will not be teaching an online course, I will be enhancing my classroom courses with online resources. 
    • Paloma Soria
      Paloma Soria on 19 Jan 13
       
      I am thinking about the importance of collaboration with other teachers and the help of the school's IT Department to help us growing technologically.
    • Steven Sand
      Steven Sand on 16 May 14
       
      I think collaboration is very important. I'm the only social studies teacher in the middle school level at my school. I love getting together with other middle school social studies teachers and pitching around ideas of what we're using tech wise in class.
  • Communicates with students effectively and consistently
    • Paloma Soria
      Paloma Soria on 19 Jan 13
       
      I wanted to say THANK YOU! to Nancy for doing a great job communicating with all of us, effectively and consistently. Great example in teaching us how to create a community of learners.
    • Charmaine Carney
      Charmaine Carney on 19 Jan 13
       
      Yes, Paloma. Nancy is a great example. I took another course with her and was very encouraged when I communicated my frustration.
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation
    • Charmaine Carney
      Charmaine Carney on 19 Jan 13
       
      I believe one key to student success in any course is getting them off to a good start. A good overview/orientation is essential so that students know what they will be learning and what will be required of them.
    • Steve Leach
      Steve Leach on 19 Jan 13
       
      I agree, Charmaine. I found the "Topic 1 Pacing Chart" to be especially helpful last week. I printed it and used check marks to keep track of my progress.
    • Gary Garles
      Gary Garles on 20 Jan 13
       
      Having one place with all assignments listed by due date was a feature of all my classes. I would continue thta in this context.
    • Steven Sand
      Steven Sand on 16 May 14
       
      This is a must with the population that I teach. We have a high ELL group (many children of first generation immigrants). Have detailed explainitions, not only at the beginning, but throughout any activity or class is needed.
  • Understands the differences between teaching online and teaching face-to-face
    • Charmaine Carney
      Charmaine Carney on 19 Jan 13
       
      I think that understanding these differences is essential. What works in one environment may not work in the other. Taking our face-to-face course work and merely putting it online may not be effective nor desirable.
    • Steve Leach
      Steve Leach on 19 Jan 13
       
      As a newcomer to online learning, I believe the directions need to be incredibly explicit because the students don't necessarily "see" what the instructor sees, and the instructor isn't standing in the same room as the learner with the ability to just point at the concept that is causing the confusion.
    • Gary Garles
      Gary Garles on 20 Jan 13
       
      Yes, and I had a glitch that prevented me from seeing these notes earlier, and that was very frustrating. Have to allow for tech issues.
    • Karen Hobbs
      Karen Hobbs on 20 Jan 13
       
      Being a student in this class gives me an opportunity to experience what my students may encounter. I am presently working from three different computers and each one works (or doesn't) a little differently.
    • barb jens
      barb jens on 26 Jan 13
       
      From my perspective, I feel that you need to be an online student yourself first before you can design and guide an online class. Being a student gives you the understanding and need to predict student needs when designing online instructions that are different and more challenging than face-to-face instruction. It initially takes more time to design online instruction than face-to-face
    • Mari Haley
      Mari Haley on 27 Jan 13
       
      This is definitely something to think about. Some things would be similar, but others would be very different. I've taught face-to-face classes with adults, but never online
    • Diane Jackson
      Diane Jackson on 16 May 14
       
      I agree with you Mari. I believe it is very beneficial to be an online student first before you design your own course. I have worked on a course this year, but am learning so many different ways to present information and engage students by taking this course. I think this will make the course I have been working on more rigorous and engaging to the course participants.
  • Utilizes a course evaluation and student feedback data to improve the courseþff
  • Knows the content of the subject to be taught and understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a)
  • Knows the content of the subject to be taught and understands how to teach the content to students
    • Steve Leach
      Steve Leach on 19 Jan 13
       
      At my school, North Polk, we are currently discussing how we teachers must be constantly adjusting the strategies we use to teach so that we are better able to meet the needs of all learners. It is not enough to know our curriculum; we must be able to deliver it successfully too.
    • andersonlisa
      andersonlisa on 16 May 14
       
      This is so true! Quality teaching will have the most impact on student achievement - not resources, class sizes or the use of technology.
    • joycevermeer
      joycevermeer on 18 May 14
       
      I appreciate the 2nd half of this statement most--understands HOW to teach the content to students. We must be developing 21st century skills through all content learning and that doesn't happen by using 19th century teaching methods. Cooperative learning and deep thinking needs to occur.
  • • Promotes learning through online collaboration group work that is goal-oriented and focused (SREB C.5, Varvel V.I)
  • Utilizes a course evaluation and student feedback data to improve the course
    • Gary Garles
      Gary Garles on 20 Jan 13
       
      Considering my struggles with the technology to this point, anything I create would be heavily modified during pr after it's first use.
  • Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching
    • Elizabeth VanDeHey
      Elizabeth VanDeHey on 20 Jan 13
       
      Using technology in a classroom is only appropriate if it is beneficial to the learning process for students. Sometimes I believe it is easy to think that using technology is in itself helping students learn, because this generation tends to focus more when on the computer or with a video game type learning device. I imagine this can make it easy to implement technology without a true educational benefit for students and teachers must stay away from that.
  • Designs the structure of the course and the presentation of the content to best enhance student learning, including using unit/lesson overviews and reviews, using patterns in lesson sequencing, and using appropriate visual web design techniques
    • Elizabeth VanDeHey
      Elizabeth VanDeHey on 20 Jan 13
       
      I think this standard is closely related to a standard in ITS 4 which brings up the fact that online learning is different than face-to-face learning. That is very true and because of that online instructors must strive to make their course understandable and beneficial through the presentation of the content and the use of various tools to enhance understanding.
  • • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
    • Karen Hobbs
      Karen Hobbs on 20 Jan 13
       
      I am part of our school's Biology Data Team. We are beginning to implement Data Director to collect data to analyze our student's progress.
  • Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a)
    • Karen Hobbs
      Karen Hobbs on 20 Jan 13
       
      I provide pretest and post test data to my students. I work collaboratively with another teacher to improve instruction. We always discuss methods and analyze our student data.
  • Assists students with technology used in the course
  • 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
    • renaudr
      renaudr on 22 Jan 13
       
      These are very important for the same reason as what I posted above.  Because students can be more bold online, it is important to make sure that they are being appropriate in their communications...and that the discussions and work stay on task.
  • • Maintains an online social presence that is available, approachable, positive, interactive, and sincere
    • renaudr
      renaudr on 22 Jan 13
       
      I would be interested to know how other teachers do this.  I am new to doing things online for my courses, but I would like to know how other teachers tailor their online material to fit the different needs of students.
    • barb jens
      barb jens on 26 Jan 13
       
      Sometimes I follow the forum discussions and from these discussions, I ask more guiding questions that seem to follow student interests or other sites that may support their topics for further research
    • renaudr
      renaudr on 22 Jan 13
       
      I have found that students are more open to communication via online tools than they are in class.  Discussions tend to go much deeper when they are online than in the classroom.  I have had students ask me some rather profound questions that I don't think they would have face to face.
    • Jonathan Wylie
      Jonathan Wylie on 15 Sep 13
       
      I would agree with that. From my experience, online communication tends to break down some barriers for some students. It seems less threatening to them somehow, but this does not always apply for all students.
  • • Sets and models clear expectations for appropriate behavior and proper interaction (SREB D.6, ITS 6.b) • Creates a safe environment, managing conflict (Varvel VII.D, ITS 6.e)
    • renaudr
      renaudr on 22 Jan 13
       
      This is, of course, good for the teacher to be able to do, but I have found that as rapidly as technology changes, often times it is the students who are able to help me!
    • tamela hatcher
      tamela hatcher on 17 Sep 13
       
      I agree!  When I get lost, I turn to our children or another student to help me.  
  • Selects and uses technologies appropriate to the content that enhance learning
    • James Koop
      James Koop on 22 Jan 13
       
      This is important because technology is not "one size fits all" and you want the technology to help the learner not distract the learner.
    • patesl
      patesl on 16 May 14
       
      Yes, I agree, we must select the right tool for the right job. The tool needs to be selected after the objective of the lesson has been decided, then the tool is selected to "enhance the learning". We also need to remember that instruction on how to use the tool should be taught before it is expected to help with content learning. It is too easy to forget the content and focus on "tool proficiency."
  • Provides substantive, timely, and constructive feedback to students
    • James Koop
      James Koop on 22 Jan 13
       
      If you don't give students appropriate and timely feedback, how will they know what to do? This is important in a face-to-face class and probably more important with online classes when you don't see the teacher each day.
    • Marcia Jensen
      Marcia Jensen on 27 Jan 13
       
      I am weak in this area, but last summer experienced a total lack of communication in one of my online courses that really left me frustrated. I resolved to make sure my students never had to experience the same thing at that point.
    • cvryhof
      cvryhof on 16 May 14
       
      I think this is so important especially for those who are not sure if they are doing an assignment correctly.
    • jbrosnahan
      jbrosnahan on 17 May 14
       
      You are so right -- it's easy to get frustrated when there is a lack of communication.  
  • 4Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
  • 4 Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
  • 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 (Varvel V.A)
    • apeich
      apeich on 19 May 14
       
      I wonder how - pr even if - this might be different for adult learners, particularly in nonformal adult education.
    • Mari Haley
      Mari Haley on 27 Jan 13
       
      This is very similar to what we already do in our regular classrooms, so not much different for online teaching standards.
  • Understands student motivation and uses techniques to engage students (Varvel V.D, ITS
    • jbrosnahan
      jbrosnahan on 17 May 14
       
      Technology can do wonders in the motivation area.  Today's students have grown up with technology and it's technology that can engage students in online or face to face classes.
    • andersonlisa
      andersonlisa on 18 May 14
       
      So true - everyday I have 2-3 students ask "are going to use the iPads today?". It really is amazing how it is so much apart of their lives and I'm just learning and trying to keep up.
    • jbrosnahan
      jbrosnahan on 20 May 14
       
      We are going 1:1 next year - ready or not.  It's going to be a learning opportunity for everyone.  Since I teach the business classes - Microsoft Office - they won't be used as much in my room, but I'm still looking for ways to incorporate them.
    • Mari Haley
      Mari Haley on 27 Jan 13
       
      Just like I said in the first section, this is very similar to what is expected in a classroom. I'm not sure how this would be done for creating an online class, other than having a variety of ways to get information, communicate and share what you have learned. I would think that those people taking an online class would have a more similar learning style.
    • Diane Jackson
      Diane Jackson on 16 May 14
       
      I've seen several instances that technology is used just for the sake of technology. It really doesn't enhance the learning. I think in an online course this hopefully would not be the case.
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
    • Marcia Jensen
      Marcia Jensen on 27 Jan 13
       
      This has been something I have had to do deliberately because it is too easy for me to keep the same sort of activities happening all the time. I took another OLLIE course that taught me various ways of doing this. It was helpful because I was having difficulty visualizing what I could do on my own.
    • Marcia Jensen
      Marcia Jensen on 27 Jan 13
       
      I have had this experience as an online student and have included it as an online instructor. In both cases, people who collaborated worked face to face, even though there was an online option. I think as a student you really have to push for inclusion in the collaboration. It is somehow less satisfying than being physically present.
  • Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well (
    • joycevermeer
      joycevermeer on 18 May 14
       
      This needs to be a standards, but there seems to be a lot to know about how one would follow it. Sometimes I think people, myself included, may not even know they are doing things unethical. I appreciate that we are learning about this throughout the Ollie classes.
    • Marcia Jensen
      Marcia Jensen on 27 Jan 13
       
      This would seem easy, but I have found it to be tempting to skim over it, doing the bare minimum. It is amazing how much content I want to borrow from other sources, which is fine, but also how much I leave the attribution to the bitter end.
    • Jamie Van Horn
      Jamie Van Horn on 14 Sep 13
       
      It could be difficult to use the data from assessments to guide instruction in a current course because often the online course is already established and changes cannot be made. However, data from assessments could be used for future classes.
  • As a newcomer to online learning, I believe the directions need to be incredibly explicit because the students don't necessarily "see" what the instructor sees, and the instructor isn't standing in the same room as the learner with the ability to just point at the concept
  • Networks with others involved in online education for the purpose of professional growth
    • Jonathan Wylie
      Jonathan Wylie on 15 Sep 13
       
      Google+ and Twitter and my go-to places to network with teachers online, so these would be my starting points for looking to meet this standard. The majority of online teachers seem to have some kind of presence on at least one of these networks.
    • tamela hatcher
      tamela hatcher on 15 Sep 13
       
      Moodle_iowa must be tagged to get full credit.  You must also search ollie iowa and join the group before the drop down menu will give you any other option but "private".
    • tamela hatcher
      tamela hatcher on 15 Sep 13
       
      The interactive, collaboration and learning community of #5 is important as we move into the online learning arena.
    • tamela hatcher
      tamela hatcher on 17 Sep 13
       
      The interactive, collaboration and learning community of #5 is important as we move into the online learning arena.
    • tamela hatcher
      tamela hatcher on 17 Sep 13
       
      Tamela is able to respond to notes already posted but not able to post original thread.  I am logged in and can see everyone's notes.  I have changed the dropdown menu to Ollie_Iowa.  What am I doing wrong?
    • tamela hatcher
      tamela hatcher on 17 Sep 13
       
      I think it finally worked.  I am not sure what I did differently!  This brings me to #7...it is so important to experience online learning from the perspective of a student :)
    • tamela hatcher
      tamela hatcher on 17 Sep 13
       
      Just like face to face learning, online teachers need to remember to provide opportunities that enable student self-assessment.
    • tamela hatcher
      tamela hatcher on 17 Sep 13
       
      It is important we select and use technology appropriately with the content and not get caught up in the bells and whistles.  I have been to classes where they used Power Point and had every icon flying in with a different sound...annoying.
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
    • jwest70
      jwest70 on 18 May 14
       
      It's also important to be available to help students.  They will not be learning any of the important content if they are lost in "online never-never-land".
  • Understands the differences between teaching online and teaching face-to-face (
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
    • Julianne Manock
      Julianne Manock on 19 Sep 13
       
      It is important for people to understand how to communicate when teaching online. This is different from face to face teaching. People cannot see facial expressions and cannot hear the tone of the teacher online. Making sure communication is clear, positive and professional is important.
  • Communicates assessment criteria and standards to students, including rubrics for student performances and participation
    • Julianne Manock
      Julianne Manock on 19 Sep 13
       
      Students like to understand how they are going to be graded on a project. Making sure that you show them by using a rubric will help with any questions they may have later on about their score. A rubric can also be like a checklist for students to make sure they have covered all parts of the assignment.
  • Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication
    • Julianne Manock
      Julianne Manock on 19 Sep 13
       
      This is important because students need to understand that their online course is a classroom setting not a private chat room setting. Being professional and respectful in their posts and comments is important.
    • jwest70
      jwest70 on 19 May 14
       
      I think it's also important to stress the use of proper sentence structure, proper grammar, etc.  Just because it's online doesn't meet texting rules apply.
    • jbrosnahan
      jbrosnahan on 20 May 14
       
      It's frustrating to see text abbreviations in an academic class.  It's something I stress - the difference between what is appropriate and when it is appropriate.     
  • to stay current with emerging technologies (SREB B.5)
    • jbrosnahan
      jbrosnahan on 17 May 14
       
      By Jan Brosnahan -- Sometimes I thinks it's hard to stay current with all the new technology out there.  That's why classes like this are helpful to bring people together with ideas that can help other teachers.
    • Barbara Day
      Barbara Day on 16 May 14
       
      Insuring that students feel safe and included is of extreme importance when we are all learning in isolation, particularly when you can't rely on visual clues like in face to face education. Also written communication can so easily be misunderstood.
    • Barbara Day
      Barbara Day on 16 May 14
       
      #7 is extremely important. Technology changes so quickly that you have to be constantly exposing yourself to new learning, and then you have to utilize it.
  • Aligns assessment with course objectives
    • patesl
      patesl on 16 May 14
       
      This just underlines the importance to test how we teach, remembering each students ability level and background knowledge. I think we have a special name for that, oh yeah, differentiation.
  • • 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)
    • andersonlisa
      andersonlisa on 18 May 14
       
      It's so important to know the standards and teach those to our students. We can't expect them to know what they haven't been taught.
  • • Applies research, knowledge, and skills from professional growth to improve practice (SREB C.8, ITS 7.c)
    • Steven Sand
      Steven Sand on 16 May 14
       
      I am a firm believer in this benchmark of standard 7. I feel as if I'm falling behind when I'm not taking classes to expand my horizon. Which explains my interest in learning about moodle, etc.
    • jbrosnahan
      jbrosnahan on 20 May 14
       
      You will probably be able to tell my age .... but I've been going to school for 50 years!  If I don't keep taking classes on technology that can help my students, I feel like I'm not preparing them for their next step.
  • • Understands and uses data from assessments to guide instruction (SREB J, ITS 5.c)
    • bgeanaea11
      bgeanaea11 on 16 May 14
       
      Formative assessment is so important to adjust instruction to meet learner needs.
    • bgeanaea11
      bgeanaea11 on 16 May 14
       
      This can be difficult and what I find most challenging with online courses.
  • Proposed Online Teaching Standards
  • Proposed Online Teaching Standards
  • Proposed Online Teaching Standards
  • These standards are an alignment of the Iowa Teaching Standards (ITS), the Southern Regional Educational Board's iNACOL standards (SREB), and the standards put forth by the University of Illinois (Virgil Varvel)
    • Steven Sand
      Steven Sand on 16 May 14
       
      Asked this one the on the course standards as well. Are these standards subject to change with the coming of the Iowa Core.
  • 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)
    • patesl
      patesl on 16 May 14
       
      Not only do we need to promote a collaborative and interactive situation in the face-to-face classroom, online collaboration that promote interactive activities while teaching content is very important however challenging for someone just starting to learn how to develop online classes. The tools to form collaborative situations sound great but learning how to take advantage of their full potential takes time. I think to start with I'll find one tool, maybe two, to focus on.
    • jbrosnahan
      jbrosnahan on 20 May 14
       
      In today's business world - teamwork is an important skill.  You are right when you say we need to promote collaborative skills with out students.  The online classes can help students work together while not being in the exact location or time.
    • natehernandez
      natehernandez on 18 May 14
       
      This one hits home with me being a science teacher. We need more scientists. We need students graduating and heading to college and majoring in the sciences. One way to capture attentiion and make science intruiging is through technology. I have found that using things like LoggerPro with Vernier Software and Hardware get students that hands-on experience that facilitate learning when they don't know they're learning.
    • natehernandez
      natehernandez on 18 May 14
       
      I believe in trying new things and I'm not afraid to jump out there along with the students. This year, we tried two new projects in class involving two different software programs. One of which, I had zero experience with and the other, minimal technical practice. One was Google Sketchup and the other was Audacity. With Sketchup, the students were highly skeptical, but became extremely more than proficient. Some got really good. When we went to Audacity, it jsut took a reminder that they can do anything they put their mind to. Students are highly adaptable when it comes to technology.
  • 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 (SREB A.1, Varvel II.A)
    • joycevermeer
      joycevermeer on 18 May 14
       
      I developed great respect for teaching standards over the past few years as I was required to learn all about Iowa's Early Learning Standards in my position as an Early Childhood Consultant for Northwest AEA. I observed that teachers who get to know and implement the standards have better outcomes for children. Having the credentials and meeting the standards for whatever you are teaching, on or off-line, brings credibility to what you are doing.
    • jwest70
      jwest70 on 18 May 14
       
      I'm new to online teaching.  What are your thoughts in rigor?  Do you find online classes more or less rigorous than traditional class?  
  • Creates or selects multiple assessment instruments that are appropriate for online learning
    • joycevermeer
      joycevermeer on 18 May 14
       
      I agree. We need to have various ways to assess online learning. We need to do quick screens to get an indication of where students are at, but we must also do ongoing observations. There is value in both formal and informal types of assessment.
  • Utilizes a course evaluation and student feedback data to improve the course
    • jwest70
      jwest70 on 18 May 14
       
      I think reflective teaching, while very important in a standard classroom, is even more critical for an online class.  With ever changing technology, lessons will need to be continually modified
  • Demonstrates ethical conduct as defined by state law and local policies or procedures
    • jwest70
      jwest70 on 19 May 14
       
      If students see instructors violate copyright laws, how can we expect them not to?  
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere
    • apeich
      apeich on 19 May 14
       
      I work with many learners who insist that they cannot connect online the same way they do in person. It's my goal to win over some of these reluctant learners, but I think I need to provide them with many options for interaction.
    • Jamie Fath
      Jamie Fath on 20 May 14
       
      I taught a hybrid course last semester out of scheduling necessity and feedback (about the structure of the course) from students was the most beneficial part of the course for me as an instructor. I underestimated what teaching online required before that experience!
  • evaluate learning materials and resources that align with the context and enhance learning
    • Jamie Fath
      Jamie Fath on 20 May 14
       
      I know it's been mentioned above but this so closely replicates the Iowa Teaching Standards yet is so different at the same time. Remembering that learning material and resource needs are different for students in an online environment is so important! Again, wraps back to the importance of being an active online learner yourself to understand the needs and demands your students will require.
  • Paloma Soria on 19 Jan 13
     
    Utilizes student feedback data to improve the course
  • ...8 more comments...
  • Steve Leach on 19 Jan 13
     
    Utilizes student feedback data to improve the course
  • James Koop on 22 Jan 13
     
    This is important because technology is not "one size fits all" and you want the technology to help the learner not distract the learner.
  • barb jens on 26 Jan 13
     
    From my experiences as an online student and an instructor, I have found these two criteria very important. The reasons I have found is that you have to think about how to describe in detail expectations that a variety of individuals may have as an online instructor. When you are face-to-face, you can be more general and as students immediately ask questions or you can read body language, you can adjust immediately. So, you have to use many previous experiences to predict concerns which students may have and be ready to differentiate at any time.
  • Ama Ali on 26 Jan 14
     
    Helps students with disabilities to understand the lessons snapped a picture of what is required of them for the assignments, or connect the subject lessons in reading and writing parts for all other students in class or online lectures. also works to shorten the time of the study. Asma Ali
  • Ama Ali on 26 Jan 14
     
    studying of Diigo, help increase the teacher in his style in the study, and may be a means of importance in a variety of teaching methods
  • cvryhof on 16 May 14
     
    If you don't give students appropriate and timely feedback, how will they know what to do? This is important in a face-to-face class and probably more important with online classes when you don't see the teacher each day.
  • Barbara Day on 16 May 14
     
    Standards for teaching on-line
  • Diane Jackson on 16 May 14
     
    Online Teaching Standards
  • patesl on 16 May 14
     
    If you don't give students appropriate and timely feedback, how will they know what to do? This is important in a face-to-face class and probably more important with online classes when you don't see the teacher each day.
  • apeich on 19 May 14
     
    From my experiences as an online student and an instructor, I have found these two criteria very important. The reasons I have found is that you have to think about how to describe in detail expectations that a variety of individuals may have as an online instructor. When you are face-to-face, you can be more general and as students immediately ask questions or you can read body language, you can adjust immediately. So, you have to use many previous experiences to predict concerns which students may have and be ready to differentiate at any time.
Melissa Wicklund

Getting Started with *Scratch - 0 views

sites.google.com/...scratchbasics1

moodle_iowa

shared by Melissa Wicklund on 06 Oct 14 - No Cached
  • Melissa Wicklund on 06 Oct 14
     
    I think Coding is so important.  A couple or reasons I feel it is important is because of the critical thinking and also the creativity it allows students in a classroom setting.  This website is based on Scratch but Code.org is also a great resource.
Melissa Wicklund

Montgomery County Public Schools - Baldrige Education Criteria for Performance Excellence - 0 views

www.montgomeryschoolsmd.org/...qualitytools.shtm

moodle_iowa

shared by Melissa Wicklund on 06 Oct 14 - No Cached
  • Melissa Wicklund on 06 Oct 14
     
    This website offers many tools for analyzing and monitoring progress.  The website gives an explanation for several tools, as well as, a downloadable form for teachers to use in the classroom or online.  
Sam Oppel

Kahoot! - Create new Kahoot! - 1 views

create.kahoot.it

moodle_iowa

shared by Sam Oppel on 30 Sep 14 - No Cached
  • Marisa Dahl on 30 Sep 14
     
    I look forward to using this resource to learn more about my presentation attendees in the future. 
  • Sam Oppel on 30 Sep 14
     
    I use Kahoot daily with my students. I have a student in each of my classes in charge of making these quizzes. All the students in the class email that person a question and four possible answers. We start many classes with this quiz as an anticipatory set. It is also great for formative assessment!
  • Tyler Youngers on 06 Oct 14
     
    Hey Sam -- I think I'm going to be a kahooter as well. I've looked at it and have seen it referenced at several different events/districts. It seems to be an effective way to offer formative assessment in a FUN way.
kathyperret

Push-to-Talk, Walkie Talkie App for Company Communication | Voxer Business - 0 views

voxer.com

voxer app walkietalkie android iphone moodle_iowa

shared by kathyperret on 05 Oct 14 - No Cached
  • kathyperret on 05 Oct 14
     
    Voxer App Tool to leave verbal feedback, extend collaboration, etc... 
  • Tyler Youngers on 06 Oct 14
     
    I have a colleague that absolutely loves Voxer. She swears by it and has encouraged others to join in... I'm still a little leery of it.
kathyperret

Creative Commons - 2 views

creativecommons.org

moodle_iowa copyright creativecommons

shared by kathyperret on 05 Oct 14 - Cached
  • kathyperret on 05 Oct 14
     
    Creative Commons is an important online element that needs to be understood both by the creator of online learning courses and students in the creation of any artifcats. 
  • Tyler Youngers on 06 Oct 14
     
    Creative Commons is extremely important to teach, reteach, and reteach again with students. Many students are stealing content and could be consider "criminals" without even realizing it.
Adrian Evans

Peer- and Self- Assessment | Exemplars - 0 views

www.exemplars.com/...ts-of-peer-and-self-assessment

shared by Adrian Evans on 06 Oct 14 - No Cached
  • Parents understand expectations and assessment criteria. When students can articulate to their parents (before, during and at the end of the task), what the standards of performance are, a clear and positive message is received. Parents generally want to support their child's learning and feel helpless, sometimes, because they are unsure of what open-ended tasks are intended to teach. Student rubrics remove the educational jargon yet still describe meaningful learning. Many teachers find rubrics and anchor papers useful during parent conferences as they review a  particular student's work.
    • Adrian Evans
      Adrian Evans on 06 Oct 14
       
      And again, I never think to think of the parents. Even though I am one, I always think to engage the student in their work and don't think that it might be more important to create the task in a way that the parents might be able to help their student reach the level that we are all striving for.
Adrian Evans

Peer and self assessment | Class Teaching - 0 views

classteaching.wordpress.com/...peer-and-self-assessment

shared by Adrian Evans on 06 Oct 14 - No Cached
  • Give students a checklist of points/ key words that they should have included in their work.  they can then use this to set improvement targets.
    • Adrian Evans
      Adrian Evans on 06 Oct 14
       
      I have often told my students of the targets that I am looking for in their writing, but have never thought to use the specific key words that I will be looking for. Makes too much sense.
Adrian Evans

Self-assessment and Peer-assessment: A Comparative Study of Their Effect on Writing Per... - 0 views

www.academia.edu/...erformance_and_Rating_Accuracy

shared by Adrian Evans on 06 Oct 14 - No Cached
  • After comparing the effects of self- and peer-assessment on the writing performance and the rating accuracy of the participants, peer-assessment, however,turned out to be more effective in improving the writing performance of thestudents than self-assessment.
    • Adrian Evans
      Adrian Evans on 06 Oct 14
       
      This makes me wonder if the reason that peer evaluation is better than self is because of a simple human trait- vanity... as in "I know that this is good because I wrote it" whereas when we look at someone else's work, we will hopefully come with little baggage and can evaluate the work on its own merits.
  • Even if the learner is honest and capable of accurate self-analysis, the choiceof response will inevitably reflect each individual’s interpretation of whatthe statements entail. One learner may interpret the statement ’I can describemy home to him’ as involving a brief description of the external appearanceof a house, while another may think that a full description of the internallayout with all the furniture is also required. If the first learner answers ’Yes’and the second learner answers ’No’, then the teacher has no insight, via thisformat, into what these learners are capable of
    • Adrian Evans
      Adrian Evans on 06 Oct 14
       
      This quote from Tarone and Yule (1989) reinforces the importance of training the students as to what the teacher is looking for. The teacher cannot simply drop the assessment on the students and tell them to get to it, it must be explained and modeled so that the students undertake the task correctly.
Adrian Evans

Self and peer assessment - does it make a difference to student group work? - Nurse Edu... - 0 views

www.nurseeducationinpractice.com/...abstract

shared by Adrian Evans on 06 Oct 14 - No Cached
  • However problems can arise if members of the group do not contribute equally to the process and required outcome. Self and peer assessment has been advocated as one means of overcoming the problem of `free riders'.
    • Adrian Evans
      Adrian Evans on 06 Oct 14
       
      Although I cannot get access to the full article, this abstract raises an interesting question for me, how do I, as the teacher, ensure fairness in opportunity for my students? We have all been part of a group where one person has done the majority of the work, but when asked, we wouldn't admit that there were members who had done little to none of the work. I have tried evaluation rubrics and contracts but it still doesn't seem to help.
tvalline

Articles: Delivery - 8 views

moodlesw.aeapdonline.org/...view.php

shared by tvalline on 27 Sep 14 - No Cached
  • Most presenters fail here because they ramble on too long about superfluous background information or their personal/professional history, etc.
    • marydirksen
      marydirksen on 27 Sep 14
       
      It is so important to avoid the "expert syndrome" as was alluded to in one of our earlier lessons. TMI is very damaging. It is NOT about us as presenters. We need to remember what the goal of the presentation is and stick to it.
  • Turning the lights off — besides inducing sleep — puts all the focus on the screen.
    • marydirksen
      marydirksen on 27 Sep 14
       
      My students will testify that this is absolutely true. Presentations put them to sleep if the lights are out.
  • So look at things from their perspective, and proceed carefully.
    • marydirksen
      marydirksen on 27 Sep 14
       
      It really does help to know your audience. When I present to our faculty, I am already aware of the "hot button" issues. However, if we are to present to an unknown audience, it would be great to find someone "on the inside" who can prepare us for areas of contention.
  • ...27 more annotations...
  • "We know through research that 93 percent of the impression you leave on somebody has little to do with content and everything to do with body language and verbal ability—how you talk, sound, look and what you're wearing,
    • marydirksen
      marydirksen on 27 Sep 14
       
      Wow. This sounds like a very high statistic. Are we really so judgmental that we reject the message because of the messenger?
    • nathanjenkins
      nathanjenkins on 01 Oct 14
       
      This is concerning.  I may become a bit more self-conscious after hearing this...well not really.  Those high schoolers are going to be judgemental no matter what, I think I'll just keep on doing what I do.
  • So keep the presentation to less than 20 minutes.
    • marydirksen
      marydirksen on 27 Sep 14
       
      Yes! What will be remembered are the discussions and responses to the material that is presented. Audiences/Students must be given the opportunity to engage the material, to "enter into" in what is presented.
    • merle64
      merle64 on 29 Sep 14
       
      Hmm.  I find myself resisting this blanket statement, both as an audience member who has listened to a lot of engaging presentations that were in the 30 to 60 minute category, and as a presenter who usually talks for 30-45 minutes (with activities/discussion) Depending on the topic, and the level of engagement of the audience, I would think this 20 minute rule may not apply to every situation?
  • The first 2-3 minutes of the presentation are the most important. The audience wants to like you and they will give you a few minutes at the beginning to engage them — don’t miss the opportunity. Most presenters fail here because they ramble on too long about superfluous background information or their personal/professional history, etc.
    • merle64
      merle64 on 29 Sep 14
       
      This is true even for presenters who have already established a relationship with the audience.  The presenter still has to work to continue to win the audience over, rather than rest on the success of past presentations.  
  • Get closer to your audience by moving away from or in front of the podium. The podium is a barrier between you and the audience, but the goal of our presentation is to connect with the audience. Removing physical barriers between you and the audience will help you build rapport and make a connection.
    • merle64
      merle64 on 29 Sep 14
       
      I notice that children do this naturally.  They love to scoot up front, as close to my legs as possible.  They're establishing a connection, and that helps them listen, attend, and learn.  
    • medidiigo
      medidiigo on 30 Sep 14
       
      Oh, but we like our podium. It feels safer to hide behind the barrier, especially when we're not used to giving presentations to adults. This will take some getting used to.
    • nathanjenkins
      nathanjenkins on 01 Oct 14
       
      This always increases classroom participation.  I continually use this technique in order to gain attention.  It keeps the participants on their toes and allows the presenter to be more "present".
  • To advance your slides and builds, use a small, handheld remote. A handheld remote will allow you to move away from the podium. This is an absolute must.
    • merle64
      merle64 on 29 Sep 14
       
      And carry extra batteries for said remote, too.  It's very easy to forget to turn the remote off after the presentation.
  • If your presentation has to be long, break it into 10-minute chunks. "At every 10 minutes or so, try to reengage the audience with something different—don't just keep showing slides," he says. Try inserting a short video clip, introduce a quick demonstration, or have another speaker get up and briefly present. "Try to find some way to break up the presentation into manageable chunks of time," he says, "so people don't get too bored."
    • merle64
      merle64 on 29 Sep 14
       
      Bingo!  This is the key for the longer-scheduled presentations.  Students need opportunities to move, talk, laugh, and share how they're processing what's being presented.  
    • nathanjenkins
      nathanjenkins on 01 Oct 14
       
      I often did break my presentations up, but more like 20-30 minute intervals.  Having only 10 minute intervals will aid in discussions and feedback.  I am looking forward to trying these time frames out.
    • tvalline
      tvalline on 05 Oct 14
       
      Most of my presentations are to students and I'm expected to fill 48 minutes.  By using this principle and breaking it up every 10 minutes I will have a much better chance of keeping them engaged.  They respond to video well and as mentioned, need to interact with the content.
  • Too many presenters stick to the PowerPoint template, Gallo says, then cram as much information into bullets as humanly possible—making it exceedingly hard for people to read the slides. And then the audience gets bored. And people start checking their BlackBerrys. (To see eight of the worst PowerPoint slides ever created, see "8 PowerPoint Train Wrecks.")
    • medidiigo
      medidiigo on 30 Sep 14
       
      This is so true. And I am just as guilty as the next presenter for using this standard technique. Somehow we thought that a spash of color here or there would make it more interesting. These kinds of "Death by PowerPoint" presentations are going to be even more difficult to endure as an audience member, now that we know Presentation Zen.
    • tvalline
      tvalline on 05 Oct 14
       
      Guilty.  Working on it, though. :)  Trying to incorporate less words and more images to illicit better retention.
  • If you press the “B” key while your PowerPoint or Keynote slide is showing, the screen will go blank.
    • medidiigo
      medidiigo on 30 Sep 14
       
      Simple, yet effective. I didn't know about this
  • Anticipating resistance forces you to really think about the people you’re presenting to, and that makes it easier to influence them. If you’ve made a sincere effort to look at the world through their eyes, it will show when you speak. You’ll feel more warmly toward them, so you’ll take on a conversational tone. You’ll sound — and be — authentic when you address their concerns. As a result, you’ll disarm them, and they’ll be more likely to accept your message
    • medidiigo
      medidiigo on 30 Sep 14
       
      Empathy. Understanding the issues from the audience perspective. This is a very proactive approach to changing the minds and hearts of others. I will consider this when I review the slides for my project.
  • He has internalized the content, and he's very fluid and smooth. And that's because he rehearses.
    • medidiigo
      medidiigo on 30 Sep 14
       
      Honestly, I have never done this. I understand the need to internalize the content but practice 10 hours? Who has that kind of time for practice?
    • tvalline
      tvalline on 05 Oct 14
       
      A valid point.  I try to go through my presentations silently a few times, but 10 hours seems like a lot.  I would love to have that kind of time, but just don't.
  • Practice 10 hours
  • Grab your digital video recorder, deliver your presentation and watch yourself, he says. Watch for these key factors: eye contact (you should be making eye contact 90 percent of the time); posture (don't slouch, stand up straight and natural, and avoid putting your hands in your pocket); voice (don't speak in a monotone voice). "You don't need an expert coach to be there to find these things," Gallo says. "You'll pick out one hundred things on your own that are annoying or maybe are some bad habits that you never knew you did."
    • medidiigo
      medidiigo on 30 Sep 14
       
      This is a great tip for those who want to become better presenters. If we're going to rehearse for 10 hours, we might as well video tape ourselves and then watch that as part of the practice time so we can critique ourselves in action.
    • tvalline
      tvalline on 05 Oct 14
       
      I haven't done this for a few years, but it is likely time to do it again.  It's uncomfortable, but necessary if the goal is to improve.
  • Use a TV for small groups
    • nathanjenkins
      nathanjenkins on 01 Oct 14
       
      There is such a drive for "bigger is better" these days.  I truly believe gigantic screens can be overwhelming at times, therefore distracting.  This is a wise tip.
  • Fail to Rehearse
  • Does your audience hold fast to a bias, dogma, or moral code — and do your ideas violate that in some way?
  • This is just the human condition, especially so for the busy (often tired) knowledge worker of today.
    • Joe Brekke
      Joe Brekke on 03 Oct 14
       
      Great reminder. I am presenting at a conference next week, and mine is the final presentation on a Friday afternoon, the second and final day of the conference. Those who stick around will be ready to roll. I'm keeping it short!
  • This is an absolute must.
    • Joe Brekke
      Joe Brekke on 03 Oct 14
       
      I'll have to make some inquiries at our school. I'm not sure if we have these. 
  • The true professional can always remain cool and in control.
    • Joe Brekke
      Joe Brekke on 03 Oct 14
       
      I wish I could feel this way every day in class. Truth is, I don't. Gotta keep working toward it. 
  • you’re not the star of the show. The audience is. It’s in their power to embrace — or reject — your ideas.
    • Joe Brekke
      Joe Brekke on 03 Oct 14
       
      This takes all the pressure off! I am going to write this on my first note card. 
  • So expect them to resist
    • Joe Brekke
      Joe Brekke on 03 Oct 14
       
      More great advice for teachers. They resist. Oh, they resist. 
  • You’ll feel more warmly toward them, so you’ll take on a conversational tone. You’ll sound — and be — authentic when you address their concerns.
  • Most people listening to presentations tend to tune out after about 10 minutes,
    • Joe Brekke
      Joe Brekke on 03 Oct 14
       
      Duly noted! 
  • "When you prepare and rehearse the presentation—out loud, over many hours and many days—you'll come across as much more engaging as a speaker and effortless."
    • Joe Brekke
      Joe Brekke on 03 Oct 14
       
      Public speaking 101. This is a must, and it seems obvious to those of us who have to watch unrehearsed student presentations day after day. Grrr. 
  • "They don't just wing it."
    • Joe Brekke
      Joe Brekke on 03 Oct 14
       
      Right!
  • Try looking at individuals rather than scanning the group.
    • tvalline
      tvalline on 05 Oct 14
       
      I am a scanner, it seems to feel safer when I'm presenting. However, it makes good sense to look at individuals to increase connection and attention.
  • By considering different points of view and addressing doubts and fears before they become roadblocks, you’ll demonstrate an open mind
    • tvalline
      tvalline on 05 Oct 14
       
      I like this idea of empathizing.  Stepping to the "other side", the audiences side, to see/feel/think what they may.  This allows us to work through any challenging differing points of view prior to our presentation.
  • "Most presenters who are just considered average or mediocre are usually caught reading the text on their slides,"
    • tvalline
      tvalline on 05 Oct 14
       
      Agreed.  This is very annoying to me.  I can read.  Engage me with something that is not on the slide.  I can say this is one thing I feel pretty comfortable with in my own presentations.  I glance at my slides for reminders or to jog memory, but try never to read them.
Evan Abbey

ollie1-cohort8: Iowa Online Course Standards - 0 views

moodlesw.aeapdonline.org/...view.php

ollie_iowa

shared by Evan Abbey on 30 Sep 14 - No Cached
  • accommodate multiple timelines
    • Sue Schirmer
      Sue Schirmer on 30 Sep 14
       
      flexibility is so very important in online learning!
  • sufficient rigor, depth, and breadth
    • Sue Schirmer
      Sue Schirmer on 30 Sep 14
       
      Does not mean busy work, but rather, deep learning!
    • Evan Abbey
      Evan Abbey on 04 Oct 14
       
      This is very important for an online course. You simply cannot do as much "stuff" as you can in a f2f course. The lack of contact time and the fact that the more stuff you add, the more points for possible confusion there are, mean it is better to be targeted.
Joanne Cram

ollie_4-fall14: Article: Attributes from Effective Formative Assessment (CCSSO) - 1 views

moodlesw.aeapdonline.org/...view.php

shared by Joanne Cram on 24 Sep 14 - No Cached
  • Learning progressions describe how concepts and skills build in a domain, and show the trajectory of learning along which students are expected to progress. From a learning progression teachers have the big picture of what students need to learn, as well as sufficient detail for planning instruction to meet short-term goals. They are able to connect formative assessment opportunities to the short-term goals to keep track of how well their students’ learning is moving forward.
    • scampie1
      scampie1 on 24 Sep 14
       
      This is so critical and demands deep understanding of the content domain and skill domain of a subject. Please can we have subject experts teach from grade 1?
    • joycevermeer
      joycevermeer on 26 Sep 14
       
      This is all about scaffolding children's (or adult's) learning. We need children to be in the zone of proximal development to get optimal learning.
    • anonymous
      anonymous on 27 Sep 14
       
      Sometimes assessment of learning is an afterthought to planning and guiding instruction.
  • Descriptive feedback should be about the particular qualities of student learning with discussion or suggestions about what the student can do to improve. It should avoid comparisons with other pupils. Specific, timely feedback should be based on the learning goal and criteria for success. It should help the student answer three basic questions: Where am I going? Where am I now? How can I close the gap?
    • scampie1
      scampie1 on 24 Sep 14
       
      Since my area is math, here is an excellent brief on these ideas with examples in math: http://www.nctm.org/news/content.aspx?id=11474
    • Deb Vail
      Deb Vail on 28 Sep 14
       
      I love these questions; they make perfect sense. I don't know that I ever formalized this reflective process with students but no doubt I should have. When time was short (which it frequently was) I cut the reflection. Even when I cut it, I knew this wasn't a good practice. 
  • However, for students to be actively and successfully involved in their own learning, they must feel that they are bona fide partners in the learning process. This feeling is dependent on a classroom culture characterized by a sense of trust between and among students and their teachers; by norms of respect, transparency, and appreciation of differences; and by a non-threatening environment. Creating such a culture requires teachers to model these behaviors during interactions with students, to actively teach the classroom norms, and to build the students’ skills in constructive self- and peer-assessment. In this type of classroom culture, students will more likely feel they are collaborators with their teacher and peers in the learning process.
    • scampie1
      scampie1 on 24 Sep 14
       
      This is critical when teaching adults. I feel this course has been a good example of this also.
    • Joanne Cram
      Joanne Cram on 02 Oct 14
       
      I had the same a-ha with this statement. When a student feels comfortable within the learning environment, they are allowed to respond and work more freely.
  • ...31 more annotations...
  • In peer-assessment, students analyze each others’ work using guidelines or rubrics and provide descriptive feedback that supports continued improvement.
    • scampie1
      scampie1 on 24 Sep 14
       
      Paige Keeley offers many strategies for formative assessment in her books. I wish she wrote one for use online, but some of her ideas could be adapted. Partner Speaks could change to Partner writes and have feedback to whole group be based on what partner's work or strategy was.
    • Kristina Dvorak
      Kristina Dvorak on 28 Sep 14
       
      These are some of my favorite techniques for student assessment and engagement.  The critique is a major part of art education and the more I do it, the more I enjoy it...I think the students tend to feel the same way.  
    • Joanne Cram
      Joanne Cram on 02 Oct 14
       
      This is where rubric perfection is key. The better, more fine-tuned a rubric, the more sensitive it can be to student assessment.
  • Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.
    • bgeanaea11
      bgeanaea11 on 24 Sep 14
       
      It's very important for everyone to get on th esame page with this definition and truly understand the intended use of formative assessments- to adjust teaching!
    • Nicole Wood
      Nicole Wood on 26 Sep 14
       
      I agree. I also think teachers need to be reminded at times that formative assessments provide "feedback to adjust ongoing teaching and learning." I think sometimes teachers administer what they would call formative assessments, but don't use the information to drive instruction.
    • Lynn Helmke
      Lynn Helmke on 27 Sep 14
       
      And when educators do not use the information to drive instruction, it is not formative assessments.
    • Deb Vail
      Deb Vail on 28 Sep 14
       
      Formative assessment is hugely important to guide teachers' instruction. 
    • Kristina Dvorak
      Kristina Dvorak on 28 Sep 14
       
      I think it is also important to remember that it isn't just for teachers...the learner needs to be involved in the process and more than just as a resource for gathering data.  The learner and teacher go hand in hand as a part of this process. 
    • Adrian Evans
      Adrian Evans on 30 Sep 14
       
      There are, unfortunately, too many who see formative assessment as a data collection tool only, as opposed to an instructional resource. This, of course, needs to be changed.
  • is to provide evidence that is used by teachers and students to inform instruction and learning during the teaching/learning process
    • bgeanaea11
      bgeanaea11 on 24 Sep 14
       
      YES!
    • joycevermeer
      joycevermeer on 26 Sep 14
       
      And really, if you are not going to use assessment for this purpose, why would you do it?
    • criley55
      criley55 on 01 Oct 14
       
      Great reminder that it is for the STUDENTS and not just the teacher!
    • Joanne Cram
      Joanne Cram on 02 Oct 14
       
      The fact that there are so many definitions of formative assessment can be frustrating. In all of my training, Rick Stiggins in the author who's opinion on assessment most closely matches my own beliefs.
  • One key feature of this definition is its requirement that formative assessment be regarded as a process rather than a particular kind of assessment.
    • bgeanaea11
      bgeanaea11 on 24 Sep 14
       
      The process is the assessment:)
    • Deb Vail
      Deb Vail on 28 Sep 14
       
      I think the word process is key here. There should be several formative assessments along the way in each unit to inform teachers and enable incremental changes along the way. 
    • Diane Jackson
      Diane Jackson on 28 Sep 14
       
      I think that is the key too. "A process of strategies that the teacher can implement during instruction" to "elicit evidence of student learning to inform and adjust instruction." So important to adjust instruction for best learning outcome for student.
  • A second important part of the definition is its unequivocal requirement that the formative assessment process involve both teachers and students.
    • bgeanaea11
      bgeanaea11 on 24 Sep 14
       
      I see so many who forget to involve the student in the process and it results in low student engagement because they feel it's "not about them" and there is nothing they can do to change the outcomes.
    • Kathleen Goslinga
      Kathleen Goslinga on 26 Sep 14
       
      I've seen this as well while working within different classrooms. Students need to be included in the process and be given more responsibility for their learning.
  • Descriptive Feedback: Students should be provided with evidence-based feedback that is linked to the intended instructional outcomes and criteria for success.
    • bgeanaea11
      bgeanaea11 on 24 Sep 14
       
      To me, this is key and all too often missing.
    • Lynn Helmke
      Lynn Helmke on 27 Sep 14
       
      Descriptive feedback is very important.  How often have teachers just written standard phrases such as "well done", "way to go"..... But, to do descriptive feedback takes quite a bit of time.
  • 5. Collaboration: A classroom culture in which teachers and students are partners in learning should be established.
    • bgeanaea11
      bgeanaea11 on 24 Sep 14
       
      I truly wish everyone could see that everyhting is built upon this foundation:) I think this should be #1 of the 5!
    • Kathleen Goslinga
      Kathleen Goslinga on 26 Sep 14
       
      I agree. The more we work together the better the outcomes and desire for students to be actively involved with their own learning.
    • Lynn Helmke
      Lynn Helmke on 27 Sep 14
       
      I think that Number 5 sums it all up. Collaboration between students and teacher makes it all happen if everything else is in place: instructional outcomes and criteria for success.
  • These range from informal observations and conversations to purposefully planned instructionally embedded techniques designed to elicit evidence of student learning to inform and adjust instruction.
    • jbdecker
      jbdecker on 24 Sep 14
       
      In teaching an online course are formative assessments much more likely to be of the purposefully planned embedded technique variety?  It seems that the format lends itself to much less opportunity for informal observations.
    • anonymous
      anonymous on 27 Sep 14
       
      True! And, the survey, journal and forum activites could support formative assessment in the online space through student reflection of learning.
  • share learning goals with students and provide opportunities for students to monitor their ongoing progress.
    • jbdecker
      jbdecker on 24 Sep 14
       
      One would think, online learning through LMSs could be set up in a way that would help enable students be able to effectively monitor their progress in improving their learning.
    • Nicole Wood
      Nicole Wood on 26 Sep 14
       
      Wow, I never really sat down to think about it, but I agree that LMSs should have a component that allows students to monitor their progress more than just through the grade-book. It would be neat to see a type of "student data binder" as a component to online learning. It is critical for students to know their goals and take ownership in their learning.
    • ajbeyer
      ajbeyer on 02 Oct 14
       
      So many times the teacher forgets to share the learning goal with students and then the student doesn't know what he/she should be working towards. It's important for the teacher to make clear what the goal is and for the student to have a plan to be sucessful.
  • Using the evidence elicited from such tasks connected to the goals of the progression, a teacher could identify the “just right gap” – a growth point in learning that involves a step that is neither too large nor too small – and make adjustments to instruction accordingly.
    • jbdecker
      jbdecker on 24 Sep 14
       
      This sounds easier said than done.  As we know it is important to keep in mind that all of our learners learn in different ways and what might be the "just right gap" for one students may be a crack in the sidewalk for one and the grand canyon for another.  I'm sure finding this balance will always be a work in progress but having these progressions built in and being able to monitor along the way could be very beneficial in supporting all students to reach the desired learning objective.
    • Lynn Helmke
      Lynn Helmke on 27 Sep 14
       
      This attribute reminds me of a well-written and well implemented IEP.  When educators were working with legislators in 70's on 94-142, the concepts of formative and summative assessments were being applied.
    • Kristina Dvorak
      Kristina Dvorak on 28 Sep 14
       
      I agree with you, Lynn.  This idea seems very overwhelming when applying it to multiple classrooms of 25 students.  The idea of learning progressions is a good idea, I think that most teachers do this without thinking about it in these terms. 
    • Joanne Cram
      Joanne Cram on 02 Oct 14
       
      With all of the new legislation coming at us with Chapter 62, this is going to impact us greatly as educators. This achievement gap has got to be figured out- how do we quickly, and effectively move students through that gap towards mastery?
  • teachers must provide the criteria by which learning will be assessed so that students will know whether they are successfully progressing toward the goal. This information should be communicated using language readily understood by students, and may be accompanied by realistic examples of those that meet and do not meet the criteria.
    • jbdecker
      jbdecker on 24 Sep 14
       
      This sounds really familiar!
    • Kathleen Goslinga
      Kathleen Goslinga on 26 Sep 14
       
      This reinforces our group work from week two and the importance of creating an assessment rubric whereby students know from the beginning what is expected. We need to provide students with the criteria being assessed and what is consider exemplary, proficient or may need more work.
    • Lynn Helmke
      Lynn Helmke on 27 Sep 14
       
      I agree, Kathleen. Students need to know what is expected/criteria with clear examples.
  • A teacher needs to have modeled good feedback with students and talked about what acceptable and unacceptable comments look like in order to have created a safe learning environment.
    • jbdecker
      jbdecker on 24 Sep 14
       
      I've used peer assessment in the past and found that this modeling is a very important step prior to starting the peer assessment process. It is always a good idea to go back over the expectations each time the students are involved in peer assessment as the year or term progresses.  
    • Diane Jackson
      Diane Jackson on 28 Sep 14
       
      I agree that teacher modeling is important when having students peer assess. Students need guidelines and need to be able to give feedback.
  • necessary instructional adjustments can be made
    • Nicole Wood
      Nicole Wood on 26 Sep 14
       
      As I mentioned earlier, the key to formative assessments is that adjustments to instruction are made as a result of formative assessments.
    • Adrian Evans
      Adrian Evans on 30 Sep 14
       
      Sometimes formative assessment can be done during class time, as a simple, "does everyone understand this?", or a "fist to five" or even thumbs up/thumbs down.
  • integrated
    • Nicole Wood
      Nicole Wood on 26 Sep 14
       
      I really like the word integrated. Formative assessments should be woven into instruction and learning and not necessarily viewed as something separate.
    • Kathleen Goslinga
      Kathleen Goslinga on 26 Sep 14
       
      I agree with you Nicole. If we are truly assessing how the student is performing and the goal is to close the achievement gap the assessment process needs to be integrated throughout an instructional unit.
    • Kristina Dvorak
      Kristina Dvorak on 28 Sep 14
       
      I agree with this statement.  It should just be a part of what we do, but it is important not to forget why we are doing it.  
  • teachers must first identify and then communicate the instructional goal
    • Nicole Wood
      Nicole Wood on 26 Sep 14
       
      Students certainly need to be knowledgeable about their goals so they know what to focus on and work toward. I also think it is important for them to know why their goal important when possible.
    • anonymous
      anonymous on 27 Sep 14
       
      In sharing goals for learning with students, it should be more than a list of standards to meet or a rubric to an end product. There should be a progressive look at a student's growth that are not tied to formal grading, but to identifying what a student can and cannot do.
    • Kristina Dvorak
      Kristina Dvorak on 28 Sep 14
       
      Yes, learning goals help the students know what is expected of them.  I agree, it should be more than a list of standards.  These learning goals should be written in the students language.  That is why I really like "I can" statements, even at the secondary level. 
    • criley55
      criley55 on 01 Oct 14
       
      It is so important for students to know exactly what their expectations are so they aren't guessing at what it is the teacher wants them to learn.
    • Joanne Cram
      Joanne Cram on 02 Oct 14
       
      With many schools moving towards standards based grading, this is essential when moving students through education and assessment.
  • To support both self- and peer-assessment, the teacher must provide structure and support so students learn to be reflective of their own work and that of their peers, allowing them to provide meaningful and constructive feedback.
    • Nicole Wood
      Nicole Wood on 26 Sep 14
       
      Teaching students to be reflective and provide meaningful and constructive feedback is certainly a skill that needs to be taught. It is important that this structure and support is in place in order for it to be effective. I can defnitely see where modeling and coaching students through this process is necessary.
    • joycevermeer
      joycevermeer on 26 Sep 14
       
      I agree, being reflective needs to be taught. Students need to be reflective of their work and teachers need to be reflective of their work. Not only do they need to reflect, but they must also think of ways that reflection can inform instruction.
    • criley55
      criley55 on 01 Oct 14
       
      Feedback won't be as effective if it is not taught and modeled by the teacher.
  • receiving frequent feedback
    • Kathleen Goslinga
      Kathleen Goslinga on 26 Sep 14
       
      Providing "frequent feedback" gives the student an opportunity to make adjustments as they progress instead of waiting until the assignment has been finished. Frequent assessments can result in the redirection of student(s) work especially if the assignment was misunderstood.
  • “two stars and a wish,”
    • Kathleen Goslinga
      Kathleen Goslinga on 26 Sep 14
       
      What a great way for students to provide feedback. I've heard this stated a little differently but with the same general idea/outcome. All to often the focus is on the negatives and students become discouraged and lose interest. If we can focus on a couple of positives and then share what may need to be improved the students overall approach and attitude might be better.
    • jbdecker
      jbdecker on 26 Sep 14
       
      I really liked this approach as well.  We should be looking for more ways to encourage the repetition of positive behavior then always pointing out what is wrong. 
    • Kristina Dvorak
      Kristina Dvorak on 28 Sep 14
       
      This is a good approach for peer assessment.  It give enough encouragement to balance the items that need work. 
    • Diane Jackson
      Diane Jackson on 28 Sep 14
       
      I like this idea. Using "two stars and a wish" students need to look for positive things as well as one thing that needs improvement. This focuses on the positive.
  • The students must be actively involved in the systematic process intended to improve their learning.
  • The way these attributes are implemented depends on the particular instructional context, the individual teacher, and—perhaps most importantly—the individual students.
    • Diane Jackson
      Diane Jackson on 28 Sep 14
       
      The common theme in all five attributes is the teacher and student working together in the learning. Or as attribute 5 says "partners in learning".
  • However, student- and peer-assessment should not be used in the formal grading process.
    • Lynn Helmke
      Lynn Helmke on 27 Sep 14
       
      I think that this sentence is important and should not be missed.  Interesting that the thought is that self-assessment should not be part of the formal grade. 
    • ajbeyer
      ajbeyer on 02 Oct 14
       
      I agree that peer and self assessment should not be used in the formal grading process. Peer and self assessment should help guide the student and help him/her think about their thinking, but not be an actual part of their grade. That would put too much pressure on them.
  • close the gap between students’ current understanding and the desired goals.
    • Travis Wilkins
      Travis Wilkins on 27 Sep 14
       
      Closing the gap between students' current understanding the desired goals is a great way to explicitly state the purpose of formative assessment.  It keeps the focus on the students, but also impacts the reflective teacher on how to proceed next to truly differentiate instruction to meet the needs of all learners.
  • keep track of how well their students’ learning is moving forward.
  • Learning progressions
    • Travis Wilkins
      Travis Wilkins on 27 Sep 14
       
      I think another important piece to the learning progression is to involve the student in the tracking of this process and progress.   In the elementary classroom I found it common place for teachers to use good formative assessment, but the results and process were almost hidden from the students.  I found that by involving them in the process it had a greater impact on their understanding and sense of responsibility in the learning process.
    • Diane Jackson
      Diane Jackson on 28 Sep 14
       
      I agree with you. I think involving students in the process of their own learning will give them more of a buy in as well as more motivation.
  • Self- and Peer-Assessment:
    • Travis Wilkins
      Travis Wilkins on 27 Sep 14
       
      I see this as being a component of online learning that could be implemented and beneficial to the students.  I think that building the relationships in the class prior to peer assessment would be key to insuring the success in the online environment.
    • Deb Vail
      Deb Vail on 28 Sep 14
       
      I did not have great luck with peer assessment in elementary school. It was very time consuming and rarely provided the results I had hoped. Each time I refined how I set it up, how I modeled it, etc. with about the same results. 
  • involving students in decisions about how to move learning forward
    • Travis Wilkins
      Travis Wilkins on 27 Sep 14
       
      I think this is vital to the success and achievement of our students.  I struggle with what this looks like in the online environment.
    • Adrian Evans
      Adrian Evans on 30 Sep 14
       
      I think that this is a slippery slope, some students will look to take the road of less resistance, ie no homework, but if the teacher prepares work thoughtfully, then the students may be allowed to choose which homework assignment best suits them and be possibly allowed to change or tweak a topic in order to suit one of their interests which would then increase student buy-in.
  • Formative assessment is a process that directly engages both teachers and students
    • anonymous
      anonymous on 27 Sep 14
       
      The conversation between the teacher and student regarding learning is the most powerful part of formative assessment!
  • Students can use a rubric to provide feedback to a peer
    • Deb Vail
      Deb Vail on 28 Sep 14
       
      I love the idea of having students use a rubric to assess peers. I frequently had students self-assess using a rubric, but I never had peers use it to assess. To be honest, I'm not sure why I never thought of that myself. Love it!
  • when students and their peers are involved there are many more opportunities to share and receive feedback.
    • Adrian Evans
      Adrian Evans on 30 Sep 14
       
      Students are sometimes more comfortable in failing in front of a peer, in a one on one scenario than they are in meeting with their teacher. Getting to know your students will help the teacher figure out which strategy to use.
    • criley55
      criley55 on 01 Oct 14
       
      This is something I hadn't thought a lot about - but students would get a lot more feedback if it was given from peers and not just teachers.
  • Specific, timely feedback should be based on the learning goal and criteria for success
    • ajbeyer
      ajbeyer on 02 Oct 14
       
      Specific and timely feedback should be given to all students in order for them to be successful. If students are not given feedback in a timely manner, then the feedback will do nothing to promote their learning.
  • Both self- and peer-assessment are important for providing students an opportunity to think meta-cognitively about their learning.
    • ajbeyer
      ajbeyer on 02 Oct 14
       
      Self assessment and peer assessment are important in order for students to think about their thinking and their learning. Peer assessment isn't always means to helping, but self assessment should always be a part of the assessment process.
tvalline

Articles: Design - 2 views

moodlesw.aeapdonline.org/...view.php

shared by tvalline on 24 Sep 14 - No Cached
  • The less clutter you have on your slide, the more powerful your visual message will become.
    • merle64
      merle64 on 24 Sep 14
       
      This is a huge takeaway for me--less is truly more. But the "less" needs to be thoughtful, not just less.
  • According to the Segmentation Principle of multimedia learning theory, people comprehend better when information is presented in small chunks or segments.
    • merle64
      merle64 on 24 Sep 14
       
      I wonder if this applies to young children, too, in terms of showing a few slides, then breaking for an activity or application, then returning to a few additional slides?
  • Again, nothing should look accidental. This looks like they were going for the full-bleed background image effect but just missed. Now the software background template can be seen just enough to become a bit of noise
    • merle64
      merle64 on 24 Sep 14
       
      This may look like many of my slides.  I considered that the "border" rather than "noise"--which is a bit like using a scrapbooking model rather than a presentation model.
    • nathanjenkins
      nathanjenkins on 29 Sep 14
       
      Yes, the border would seem to help.  Is there a way to fit to screen?  Is there a tool for this technique?  It often seems to be an issue for me.  
  • ...27 more annotations...
  • So make sure your slides pass what I call the glance test: People should be able to comprehend each one in about three seconds.
    • merle64
      merle64 on 24 Sep 14
       
      This glance test matches with the elevator test taught earlier.  If the presenter is able to pass the elevator test in terms of clarity, the audience should be able to pass the glance test with the slides.
  • If sharing this approach prevents just one audience from suffering through another bullet-point-intensive, “death by PowerPoint” session, my efforts were not in vain.
    • merle64
      merle64 on 24 Sep 14
       
      What a concrete, do-able approach to editing slide text down to the bare bones, or even replacing text entirely with visuals.  
  • Make sure you know the difference between a Serif font (e.g., Times New Roman) and a Sans-Serif font (Helvetica or Arial).
    • marydirksen
      marydirksen on 26 Sep 14
       
      I am so glad to have this explained! I did not know the difference between Serif and Sans-Serif.
  • f you have a detailed handout or publication for the audience to be passed out after your talk, you need not feel compelled to fill your PowerPoint slides with a great deal of text.
    • marydirksen
      marydirksen on 27 Sep 14
       
      Thanks to Zen Presentations, I did this very thing today at a faculty inservice. The atmosphere was light and fun and simple and I gave them a one page handout that was full of bullets. Thank you Zen!
    • nathanjenkins
      nathanjenkins on 29 Sep 14
       
      I am excited about changing my presentations and eliminating the wordiness.  I am a true believer in putting more work into the hands of the students, and they will hopefully become more in-tuned with the material.  
  • “white space”
    • marydirksen
      marydirksen on 27 Sep 14
       
      I like the repeated emphasis on white space. It has a very clear look.
  • Think of your slides as billboards.
    • marydirksen
      marydirksen on 27 Sep 14
       
      This comparison presents a strategy that will be very easy to remember.
  • Avoid off-the-shelf clip art
    • marydirksen
      marydirksen on 27 Sep 14
       
      Thank you for this strategy. Clip Art tends to cheapen the message.
  • Some animation is a good thing, but stick to the most subtle and professional
    • nathanjenkins
      nathanjenkins on 29 Sep 14
       
      I have been to many presentations where animation on the slides took over (often during technology meetings).  The only thing it said was that the tech guy knows his programs.  It was often distracting and limited the true expression of the material.
  • Similarly, your audience should focus intently on what you’re saying, looking only briefly at your slides when you display them
    • nathanjenkins
      nathanjenkins on 29 Sep 14
       
      I absolutely agree, but when the presentation is posted on a large screen in the front of the class it will be difficult to not have the students stare at the screen the entire time.  This kind of seems contradictory.  If we are trying to make catchy and interesting slides, why are we also only wanting them to take a brief glance?
  • Use the same font set throughout your entire slide presentation
  • You can use video clips within PowerPoint without ever leaving the application or tuning on a VCR. Using a video clip not only will illustrate your point better, it will also serve as a change of pace thereby increasing the interest of your audience. You can use audio clips (such as interviews) as well.
    • medidiigo
      medidiigo on 30 Sep 14
       
      I have never tried to use video or sound bites in my presentations. I would like to figure out how to do this
    • tvalline
      tvalline on 02 Oct 14
       
      I also believe incorporating video clips into my presentations will help keep the attention of the audience, as well as, add interest and hopefully deepen understanding.
  • Even worse is to take a free comp from a photo website and stretch it out. This introduces distracting visual noise (and says you are either cheap, lazy, or both). If you cannot afford images (or do not have a camera, etc.), then it's better to use none at all
    • medidiigo
      medidiigo on 30 Sep 14
       
      This author "makes no bones about it" when expressing his opinions. His adjectives are a bit harsh..here, and elsewhere....but point taken.
  • Sometimes the image is actually a pretty good one but it just needs a bit of editing so that the text will pop out more. The slide on the left below is not horrible but the balance is off and the text does not pop out as much as it could. For the slide on the right below, the image is cropped for better balance, giving more space for the text to breath (and a transparent box is added to help the text pop out a bit more, though there are other ways to do this).
    • medidiigo
      medidiigo on 30 Sep 14
       
      I have been experimenting with creating a transparent box to help the text show up when there is a picture with background that interferes. I am still not happy with the effect that I got. I'm thinking there is probably a better way.
    • tvalline
      tvalline on 02 Oct 14
       
      I would also like to perfect this technique.  I agree that it helps the text stand out much better.
  • White space is the open space surrounding items of interest. Presenters are often tempted to fill it up with additional content that competes for attention. But including a healthy amount of white space sharpens viewers’ focus by isolating elements. In this example, if we’d paired the text with a larger or more detailed image, your eye wouldn’t know where to begin, and the quote would have lost its power:
    • medidiigo
      medidiigo on 30 Sep 14
       
      Here, I'm wondering why they didn't enlarget he picture to cover the full screen as suggested earlier, and put that transparent box behind the text. Maybe they tried that and preferred this look. I find myself trying different things versions of my slides now as I am working on my current presentation project.
  • Presentation software gives us many shiny, seductive elements to work with. But there’s beauty and clarity in restraint. Use simple visuals that support your message, and you’ll free people up to really hear — and adopt — your ideas.
    • medidiigo
      medidiigo on 30 Sep 14
       
      This is well stated. It's a good point to take from the article and remember as I create my presentations.
  • It can be challenging to reduce and simplify
    • medidiigo
      medidiigo on 30 Sep 14
       
      True. More so than I thought it would be
  • Follow these steps to reduce and simplify your text-heavy bullet points — your audience will thank you. Live long and prosper.
    • medidiigo
      medidiigo on 30 Sep 14
       
      This is a good strategy for recreating old text-heavy PowerPoint presentations that need a fresh look.
  • (the star, of course, is your audience)
    • Joe Brekke
      Joe Brekke on 02 Oct 14
       
      Fantastic reminder. 
  • “negative space.”
    • Joe Brekke
      Joe Brekke on 02 Oct 14
       
      My architect friends always talk about this as well. 
  • The best slides may have no text at all.
    • Joe Brekke
      Joe Brekke on 02 Oct 14
       
      Let me transcribe that for myself so I remember: "The best slides have no text at all." Got it. 
  • Try to avoid cheesy clip art like this.
    • Joe Brekke
      Joe Brekke on 02 Oct 14
       
      Why do they still make this stuff and offer it? 
  • decrease the opacity and add a Gaussian Blur or motion filter in Photoshop
    • Joe Brekke
      Joe Brekke on 02 Oct 14
       
      I'm adding this suggestion to the tool belt. 
  • Image is lame & has nothing to do with contentNot sure what two guys shaking hands in front of a globe has to do with the fertility rate in Japan. Yet even if we were talking about "international partnership" the image is still a cliché.
    • Joe Brekke
      Joe Brekke on 02 Oct 14
       
      This just made me laugh out loud :-) 
  • People should be able to comprehend each one in about three seconds.
    • Joe Brekke
      Joe Brekke on 02 Oct 14
       
      Here's another easy-to-remember tip to pass on to my students. 
  • Use high-quality graphics including photographs
    • tvalline
      tvalline on 02 Oct 14
       
      Guilty.  I'm looking forward to working through my various presentations replacing my plethora of cartoon graphics with emotion-provoking photographs.
  • Audiences are much better served receiving a detailed, written handout as a takeaway from the presentation, rather than a mere copy of your PowerPoint slides
    • tvalline
      tvalline on 02 Oct 14
       
      I found this interesting.  I often wish I could just take the power point handout and be on my way since many times the presenter just reads the slides to the audience.  I can read.
  • Remove all extraneous copy from bullet points
    • tvalline
      tvalline on 02 Oct 14
       
      This is where I falter.  It's hard to simplify information to just one or two words, even though it is often more effective.  I will be working on this.
Sam Oppel

The workspace for your life's work | Evernote - 0 views

evernote.com

moodle_iowa

shared by Sam Oppel on 30 Sep 14 - No Cached
  • Sam Oppel on 30 Sep 14
     
    I use this with my students daily to take notes. I also share my class notes with students so they have them if they miss class. I find it a little better for note-taking than Google docs.
medidiigo

Articles: Preparation - 8 views

moodlesw.aeapdonline.org/...view.php

shared by medidiigo on 21 Sep 14 - No Cached
  • Find out everything you can about the location and logistics of the venue.
    • medidiigo
      medidiigo on 21 Sep 14
       
      I found this out just this past week. I prepared my presentation, but when I got there I found no way to project my information on a screen large enough for everyone to see.
    • merle64
      merle64 on 21 Sep 14
       
      That is a real conundrum!  I've had that happen too, and because of that, I carry concrete visuals and props that I can use in case there is a technology fail.  It's not ideal, but in a pinch, a "homespun" presentation delivered well can still convey a message.  Using Keynote has been particularly hit and miss unless the school uses Mac. 
  • Simplicity takes more forethought and planning on your part because you have to think very hard about what to include and what can be left out.
    • medidiigo
      medidiigo on 30 Sep 14
       
      Seems like a contradiction.
  • always put yourself in the shoes of the audience and ask “so what?”
    • tvalline
      tvalline on 24 Sep 14
       
      Great reminder.  I am generally presenting to either high school students or teachers.  My approach needs to include an empathetic component...what would I think/feel/retain if I was listening to my presentation from their perspective?
    • medidiigo
      medidiigo on 30 Sep 14
       
      I had a professor once who always said, "Turn to your neighbor and ask 'So what? Who cares?' It really does make you think about what's important.
  • ...22 more annotations...
  • a PowerPoint presentation should have ten slides, last no more than twenty minutes, and contain no font smaller than thirty points. While I’m in the venture capital business, this rule is applicable for any presentation to reach agreement: for example, raising capital, making a sale, forming a partnership, etc.
    • medidiigo
      medidiigo on 21 Sep 14
       
      I like this concept. I have recently attempted the PechaKucha method of 20 slides, 20 seconds each. I not only had trouble coming up with 20 slides (my presentation did not need that many), I felt like I was rushing to say what I had to say in the 20 second time period. 10x20x30 seems much more presenter-friendly to me.
    • merle64
      merle64 on 21 Sep 14
       
      Hmmm.  This is certainly challenging when I'm asked to present for 45 minutes to an hour, and the technology is working well.  What if there are breaks in the presentation for interaction and activity?  I would like to take on this challenge of honing down the number of slides, while make sure I have enough content.
  • Who is the audience?
    • merle64
      merle64 on 21 Sep 14
       
      This is a key question.  In the presentations I do, the audiences are often mixed with adults and children.  I could have infants to 80 year olds, so it' always a challenge to target my talk to the mixed group.  Often, I try to aim for the older elementary kids, but include the preschoolers in a few slides and activities, too.  Asking the audience question of the person in charge of booking the event may not always get me an exact answer, because they too don't know who will attend the event.  So the goal is to create a somewhat universal talk that works for both kids and adults.  
  • If your audience could remember only three things about your presentation,what would you want it to be? (1)__________ (2)__________ (3)__________
    • marydirksen
      marydirksen on 22 Sep 14
       
      A great "take-away" tool.
    • tvalline
      tvalline on 24 Sep 14
       
      This I love.  It helps provide focus and gives permission to simplify/clarify...get rid of the unnecessary.  
  • Who is the audience?
    • nathanjenkins
      nathanjenkins on 25 Sep 14
       
      That sounds like a difficult job...to create a slide presentation for such a range of ages.  It reminds me of reading children's books.  Some of my favorites I enjoy for different reasons than my children enjoy them, yet they reach both of us.  There are often hidden innuendos and beautiful prose that go over my children's head, but the main message is still conveyed to them too.
  • “Forget PowerPoint and statistics, to involve people at the deepest level you need to tell stories.”
    • merle64
      merle64 on 21 Sep 14
       
      I agree!  And the stories need to be authentic, and not have a "Chicken Soup for the Soul" or plucked-from-the-internet-last-minute feel.  You don't want people to feel manipulated--they get to choose how the story makes them feel. 
    • nathanjenkins
      nathanjenkins on 25 Sep 14
       
      What a great class...I finally feel justification in story telling and keeping the education real.  Now, I can create presentations without having to read slide after slide, tell stories throughout, and be affirmed that I am reaching my students more than ever.
  • Internalize your story, but do not memorize it line by line. You can’t fake it. You believe in your story, or you do not. And if you do not, no amount of hyped-up, superficial enthusiasm or conviction will ever make your time with an audience meaningful. If you do not believe it, do not know it to be true, how can you connect and convince others with your words in story form? Your words will be hollow.
    • merle64
      merle64 on 21 Sep 14
       
      Amen.  "You believe in your story, or you do not." The best stories I've seen told also unveiled a truth about the presenter, even if the story wasn't involving him/her.  It's fascinating to figure out why this story or that story made the cut into the presentation, but most of the time, if the story is a good one, I'm fully absorbed in the story too much for analyzation. : )
    • tvalline
      tvalline on 24 Sep 14
       
      I love stories and understand why they captivate.  However, I have not previously used any in my presentations.  Now I will.
  • Start with the end in mind
    • marydirksen
      marydirksen on 22 Sep 14
       
      Excellent example of backward design
  • Do not fall into the trap of thinking that in order for your audience to understand anything, you must tell them everything
    • marydirksen
      marydirksen on 22 Sep 14
       
      This is liberating!
    • tvalline
      tvalline on 24 Sep 14
       
      Agreed!  I often get bogged down in telling to much, when more would be retained if I simplified my message.
    • nathanjenkins
      nathanjenkins on 25 Sep 14
       
      Thank you! By simplifying the presentation, and leaving out some bits and pieces of information, the presenter is leaving room for the skills of reasoning to be put to work.  Inductive and deductive reasoning are crucial in the learning process.  It is wise to give them something to work for.
  • Ten slides
    • marydirksen
      marydirksen on 22 Sep 14
       
      Only 10? With a maximum of 6 words a piece? 60 words? Yikes!
  • Identify the problem. (This could be a problem, for example, that your product solves.) Identify causes of the problem. (Give actual examples of the conflict surrounding the problem.) Show how and why you solved the problem. (This is where you provide resolution to the conflict.)
    • marydirksen
      marydirksen on 22 Sep 14
       
      Simple.
  • participatory.
    • tvalline
      tvalline on 24 Sep 14
       
      Often times it seems this part is lacking.  It's so easy to daydream when a presenter is not actively engaging the audience.
  • I often say to myself, “dakara nani?” or “sore de…?”which translate roughly as “so what?!” or “your point being…?”
    • nathanjenkins
      nathanjenkins on 25 Sep 14
       
      This quote brought me to a smile.  Why not?  Why not ask be a devil's advocate to yourself.  I definitely see this tactic helping me to remove unnecessary information/visuals from my presentation and focusing in on the important stuff.
  • To prevent an epidemic of Ménière’s in the venture capital community, I am evangelizing the 10/20/30 Rule of PowerPoint. It’s quite simple
    • nathanjenkins
      nathanjenkins on 25 Sep 14
       
      I find it intriguing that Kawasaki is recognizing the physical affects of not just staring at a computer screen, but of watching the presentation itself.  I think about elementary schools...kids under the age of 12 shouldn't have more than 2 hours of screen time a day.  If Kawasaki is making a negative connection with too much presentation time, should we be considering the amount of time in classroom technology is used? 
  • You should give your ten slides in twenty minutes.
    • marydirksen
      marydirksen on 26 Sep 14
       
      This is another great "Zenlike" strategy. In the classroom as well, the presentations should never exceed 20 minutes. Students need time to actively process information, particularly if it is new content.
  • 4. Keep it simple
    • Joe Brekke
      Joe Brekke on 28 Sep 14
       
      Great reminder - this is the toughest concept to communicate to students. They still seem to think "more stuff" reflects "more knowledge." Even some of my colleagues still believe an essay of 10-12 pages means students have learned more than if they wrote a 2-3 page essay. Yikes. 
  • I suggest you start your planning in “analog mode.” That is, rather than diving right into PowerPoint (or Keynote), the best presenters often scratch out their ideas and objectives with a pen and paper.
    • Joe Brekke
      Joe Brekke on 28 Sep 14
       
      The more I read about how the brain works, the more I encounter this principle. Pen on paper is a better way to tap into our creative, idea-generating selves. Just because we are 1:1 with our digital devices doesn't mean we must always use those tools. 
    • medidiigo
      medidiigo on 30 Sep 14
       
      I actually found this to be rather difficult to do. I kept wanting to reach for the laptop because I am so used to typing as I think. But putting concepts on sticky notes turned out to be much more flexible because I could try different combinations/groupings of concepts.
  • In addition, it is useful to think of your entire 30 minute presentation as an opportunity to “tell a story.” Good stories have interesting, clear beginnings, provocative, engaging content in the middle, and a clear, logical conclusion.
    • Joe Brekke
      Joe Brekke on 28 Sep 14
       
      I'm planning a presentation with a colleague, so I guess we'll need to make time for both of us to tell our stories.  
  • When you remove the unknown and reduce anxiety and nervousness, then confidence is something that will naturally take the place of your anxiety.
    • Joe Brekke
      Joe Brekke on 28 Sep 14
       
      True! This is what we teach in high school English classes. I think I may just need to share these articles with my classes. Will I be breaking all copyright laws? 
  • We are wired to forget what our brains perceive as unimportant to our survival. Our conscious mind tells us to read the physical chemistry book over and over because we need to pass the class, but our brain keeps telling us this is dull, uninteresting, and unimportant to our survival. The brain cares about story.
    • Joe Brekke
      Joe Brekke on 28 Sep 14
       
      This is the history of my own education. The way they were presented to me, math and science couldn't keep my interest. No one convinced me they were essential to my life. With stories in English class, there was never any question. Of course, now I see math and science differently, and I wouldn't change my areas of study, but as my math and science colleagues continue the quest, they'll be successful using stories. Many already do :-) 
  • Kamishibai: Lessons in Visual Storytelling from Japan
    • Joe Brekke
      Joe Brekke on 28 Sep 14
       
      I love learning about this storytelling form. I plan to share this with my students as we prepare to make presentations. There is something essential about the human interaction. Slides and text alone are not as engaging. 
  • authentic
    • Joe Brekke
      Joe Brekke on 28 Sep 14
       
      Rule #1, above and beyond all else in my book. Don't try to b.s. your audience. 
  • 10/20/30 Rule of PowerPoint
    • Joe Brekke
      Joe Brekke on 28 Sep 14
       
      Right on! Right on! I love this! 
criley55

ollie_4-fall14: Building a Better Mousetrap - 4 views

moodlesw.aeapdonline.org/...view.php

shared by criley55 on 17 Sep 14 - No Cached
  • rubric that tells students, as a typical example, that they will get an A for writing a 1000 word essay that “cites x number of sources and supports its thesis with at least three arguments” will lead students to perceive writing as a kind of “paint-by-number” endeavor (Mathews).
    • joycevermeer
      joycevermeer on 20 Sep 14
       
      Yes, by saying "how many" students naturally look at quantity more than quality. So best is probably that we speak of both when creating rubrics.
  • ubric that tells students, as a typical example, that they will get an A for writing a 1000 word essay that “cites x number of sources and supports its thesis with at least three arguments” will lead students to perceive writing as a kind of “paint-by-number” endeavor (Mathews).
  • ubric that tells students, as a typical example, that they will get an A for writing a 1000 word essay that “cites x number of sources and supports its thesis with at least three arguments” will lead students to perceive writing as a kind of “paint-by-number” endeavor (Mathews).
  • ...79 more annotations...
    • scampie1
      scampie1 on 17 Sep 14
       
      es, I have seen this with my reflection logs in my classes. When we use quantity rather than quality indicators, we do seem to get minimum responses. I plan to respond to the logs frequently to encourage teachers to use them for self-reflection. That was not possible working face to face.
    • scampie1
      scampie1 on 17 Sep 14
       
      My students reported not knowing what was being assesed was their biggest asssessment fear. Actual models and discussion about criteria is absolutely necessary.
  • Barbara Moskal, in her article “Scoring Rubrics: What, When, and How?” insists that rubrics should be non-judgmental: “Each score category should be defined using description of the work rather than judgments about the work.” For example, “sentence structure follows current conventions” would be better than “sentence structure is good.”
    • scampie1
      scampie1 on 17 Sep 14
       
      I believe some qualities must be defined using qualitative terminalogy. This is where student input and comparison of models of high and low quality criteira would help students define or picture the quality indicators that are "judgemental". Scampie1
    • Marisa Dahl
      Marisa Dahl on 30 Sep 14
       
      I agree. After being given a number I feel like they don't have a qualification equivalent. When I took a course much like this at Iowa State, our professor had a rubric based on the quality of the post, not how many. It was nice to be given credit for content instead of word count. It goes back to the days when we were forced to write 10 pages on pandas with at least 10 sources with only one of those being the WWW (which is how it was stated). I also don't like having such a high quantity because with so many students in the course it becomes overwhelming to read each one, let alone provide a meaningful comment or reflection. There isn't much text that left to highlight, back to "less is more".
  • Indeed, since rubrics allow for widespread assessment of higher-level thinking skills, performance-based assessment is replacing or complementing more traditional modes of testing; this in turn means that teachers are changing their instructional modes to prepare their students for these tests. Kenneth Volger, in his study, “The Impact of High-Stakes, State-Mandated Student Performance Assessment on Teacher’s Instructional Practices,” analyzes the survey responses of 257 10th grade English, math, and science teachers and concludes that, since the implementation of such tests in public schools, there has been “notable increases in the use of open-response questions, creative/critical thinking questions, problem-solving activities, […] writing assignments, and inquiry/investigation.”
  • Indeed, since rubrics allow for widespread assessment of higher-level thinking skills, performance-based assessment is replacing or complementing more traditional modes of testing; this in turn means that teachers are changing their instructional modes to prepare their students for these tests. Kenneth Volger, in his study, “The Impact of High-Stakes, State-Mandated Student Performance Assessment on Teacher’s Instructional Practices,” analyzes the survey responses of 257 10th grade English, math, and science teachers and concludes that, since the implementation of such tests in public schools, there has been “notable increases in the use of open-response questions, creative/critical thinking questions, problem-solving activities, […] writing assignments, and inquiry/investigation.”
  • Indeed, since rubrics allow for widespread assessment of higher-level thinking skills, performance-based assessment is replacing or complementing more traditional modes of testing; this in turn means that teachers are changing their instructional modes to prepare their students for these tests. Kenneth Volger, in his study, “The Impact of High-Stakes, State-Mandated Student Performance Assessment on Teacher’s Instructional Practices,” analyzes the survey responses of 257 10th grade English, math, and science teachers and concludes that, since the implementation of such tests in public schools, there has been “notable increases in the use of open-response questions, creative/critical thinking questions, problem-solving activities, […] writing assignments, and inquiry/investigation.”
    • scampie1
      scampie1 on 17 Sep 14
       
      A high school math teacher I know tried to add writing in math as part of the Writing Across Curriculum program. Instead of using appropriate prompts for technical writing in mathematics, the rubric forced her to use themes and literacy criteria. Writing did improve in her school on state assessments but she didn't feel math scores were affected.
    • jbdecker
      jbdecker on 21 Sep 14
       
      Hopefully the students that took the math course that added writing were in a better position to be successful later in life by gaining more writing instruction overall, even if the math scores weren't impacted in the short term. 
    • Deb Vail
      Deb Vail on 19 Sep 14
       
      Deb Vail: This is key. The students must get the rubric before turning in their work to get the maximum value from it. Additionally, I have found that if students practice assessing samples using the rubric prior to turning in their own they understand the goal more fully. 
  • The instructor’s comments on papers and tests are done after rather than before the writing, so they cannot serve as guidelines, compromising the value of writing comments at all
    • Deb Vail
      Deb Vail on 19 Sep 14
       
      This is key. The students must get the rubric before turning in their work to get the maximum value from it. Additionally, I have found that if students practice assessing samples using the rubric prior to turning in their own they understand the goal more fully. 
    • jbdecker
      jbdecker on 19 Sep 14
       
      Deb, I think you are right having the students complete an exercise where they can study and grade samples prior to turning in their own work can be a very powerful tool in helping students reach mastery of a task.
  • Perhaps the greatest potential value of classroom assessment is realized when we open the assessment process up and welcome students into that process as full partners” (qtd. in Skillings and Ferrell).
    • Deb Vail
      Deb Vail on 19 Sep 14
       
      This sounds great, but I can't imagine how long it would take for students to help create assessments. I taught 3rd and 4th graders, and I don't think I'd truly try this. Sounds great in theory, but I'm skeptical. 
    • jbdecker
      jbdecker on 19 Sep 14
       
      Deb, I'm with you on this one.  I would be very interested to see how an instructor set up a lesson to allow for student collaboration in developing a quality rubric.  I'm not saying that it can't be done but it could be a very cumbersome task.  I'm trying to imagine doing it with my 30+ sophomores in a World History class.
    • Kristina Dvorak
      Kristina Dvorak on 19 Sep 14
       
      I am also in agreement with the both of you.  I have thought about doing this with my students after I do a demonstration.  Asking the students what the learning targets should be.  I am sure that some of them could do this with ease and it might allow them to take more ownership in their learning, but there just isn't enough time for this.  It might be better for a small claass
  • I once gave extra credit to a student who realized that without providing a shred of meaningful content she could meet all the requirements of a state writing rubric he posted in his classroom. As required she used the word “persuade” and two synonyms, composed a clear topic sentence and closing sentence, and made no spelling or grammatical errors. But she did it without saying anything coherent.
    • Deb Vail
      Deb Vail on 19 Sep 14
       
      That's a scary thought, although I have to say I've felt that kids met the letter of the rubric but missed the intent. Writing a good rubric is challenging. I have to honestly say that I've never truly felt like I nailed what I wanted with a rubric. However, I've had good luck with rubrics when kids used them to score samples. Then they understood the intent or goal of the rubric. 
    • Kathleen Goslinga
      Kathleen Goslinga on 19 Sep 14
       
      I agree that "writing a good rubric is challenging". This is an area that will continue to be a work in progress as I continure to work towards a clearer message being shared.
    • Diane Jackson
      Diane Jackson on 21 Sep 14
       
      I thought this was interesting and scary too. A student could meet all the requirements and not really say anything.
  • mitagate both teacher bias and the perception of teacher bias (
    • Deb Vail
      Deb Vail on 19 Sep 14
       
      I'm not sure I'd agree with this. I think rubrics are subjective by their very nature. 
    • joycevermeer
      joycevermeer on 20 Sep 14
       
      My thought is that having a rubric generally makes for less subjectivity than not having a rubric.....though subjectivity can be present either way.
    • Evan Abbey
      Evan Abbey on 21 Sep 14
       
      I agree with Joyce. Unless a teacher is using rubrics at inappropriate places, she is usually measuring something that is subjective. The rubric helps put it in a more objective manner, allowing for more consistency between different assessors.
  • extremely short scales make it difficult to identify small differences between students.
    • Deb Vail
      Deb Vail on 19 Sep 14
       
      This may be true for the rubric my group created. We only had 3 points on our scale. 
  • Analytical or holistic
    • Deb Vail
      Deb Vail on 19 Sep 14
       
      Interesting - as I read above General and Specific, I thought it was the same thing as analytical vs. holistic. Surprised to find they are different. I guess I need to reread these. 
  • Look at some actual examples of student work to see if you have omitted any important dimensions.
    • Deb Vail
      Deb Vail on 19 Sep 14
       
      So true - how many times have I created a rubric that I thought was good - that is until I looked at what I got from students and realized I missed something that should have been included in the rubric. 2nd iterations are usually better. 
    • Kathleen Goslinga
      Kathleen Goslinga on 21 Sep 14
       
      I've done exactly the same and omitted a key point that should have been included. I agree with the second iterations being better.
  • we need a meta-rubric to assess our rubric
    • Deb Vail
      Deb Vail on 19 Sep 14
       
      Are you serious?! This sounds like it came from a person that doesn't actually teach. I suspect this comment sounds a little snarky but I find this a bit much. 
  • Moreover, rubrics can help the student with self-assessment; what is most important here is not the final product the students produce, but the habits of mind practiced in the act of self-assessment.
    • Kathleen Goslinga
      Kathleen Goslinga on 19 Sep 14
       
      When students receive the rubric for assessment prior to beginning their work this eliminates excuses a teacher may hear as everything is clearly stated and noted. A rubric serves as an excellent way for students to self assess their work and determining whether the goals have been achieved and at what level.
    • Kristina Dvorak
      Kristina Dvorak on 19 Sep 14
       
      Agree, showing students the rubric first allows them to know what to aim for, what standards are critical for a particular assignment, and gives students a goal.  
  • he criteria must be made clear to them
    • Kathleen Goslinga
      Kathleen Goslinga on 19 Sep 14
       
      When developing a rubric one must remember to clearly state what makes the final product exemplary, proficient and may need additional work. Students can then evaluate or self assess at a more accurate level.
    • jbdecker
      jbdecker on 19 Sep 14
       
      Sometimes as educators we can use a lot of jargon.  We need to remember to keep it student focused if we are going to give the rubric to the students.  It doesn't do the student any good if they don't know the meaning of the different criteria.
  • “think more deeply about their learning.”
  • “think more deeply about their learning.”
  • “think more deeply about their learning.”
  • “think more deeply about their learning.”
  • “think more deeply about their learning.”
  • “think more deeply about their learning.”
  • “think more deeply about their learning.”
  • “think more deeply about their learning.”
  • “think more deeply about their learning.”
  • “think more deeply about their learning.”
  • “think more deeply about their learning.”
  • “think more deeply about their learning.”
  • “think more deeply about their learning.”
  • “think more deeply about their learning.”
  • “think more deeply about their learning.”
  • “think more deeply about their learning.”
    • Kathleen Goslinga
      Kathleen Goslinga on 19 Sep 14
       
      When possible I believe we need to include students in the assessment process. This gives them a voice and buy-in to their learning.
    • joycevermeer
      joycevermeer on 20 Sep 14
       
      I can sure see how involving children in creating the rubric would require them to think more deeply. I wonder if students would suggest a harder or easier assignment than the teacher would. Sometimes just giving opportunity for input brings on motivation.
  • well-designed rubrics help instructors in all disciplines meaningfully assess the outcomes of the more complicated assignments that are the basis of the problem-solving, inquiry-based, student-centered pedagogy replacing the traditional lecture-based, teacher-centered approach in tertiary education.
    • jbdecker
      jbdecker on 19 Sep 14
       
      This quote seems to answer the basic question of why we should worry about designing rubrics?  It is one tool in assessing assignments that have the potential to be more meaningful for our students (problem-solving, inquiry-based, student-centered).
    • Kristina Dvorak
      Kristina Dvorak on 19 Sep 14
       
      Additionally, with these types of assignments without a rubric there is the possibility for subjective judgements.  A quality rubric will remove the subjective aspect to grading.  
    • bgeanaea11
      bgeanaea11 on 22 Sep 14
       
      I think once we understand rubrics and why we use them we can better decide when and how to use them.
  • along with supporting models of work
    • jbdecker
      jbdecker on 19 Sep 14
       
      A quality rubric is good for students but a quality rubric as well as supporting models or samples of student work can be much more powerful in helping students see what is actually expected from them. This is an aspect that I feel I could do a much better job of in my own instruction.
    • Nicole Wood
      Nicole Wood on 21 Sep 14
       
      I completely agree! As a primary teacher, I found models to be very powerful in giving students a visual of what different levels of quality work would "look like." Depending on the task, I would either post different levels of quality work and have them identify the criteria that matches each level or I would have them help me create models of what each quality level would look like. I fully recognize that this process is much easier in the primary grades where the tasks are often much smaller. However, I did find students were much more reflective on their work when we went through this process.
  • from students is not only unfair and makes self-assessment more difficult,
    • Kristina Dvorak
      Kristina Dvorak on 19 Sep 14
       
      If students don't know what the learning targets are, how do they know what to focus on?  The rubric should give students a clear idea of the goals.  
    • Evan Abbey
      Evan Abbey on 21 Sep 14
       
      True. Although even knowing the learning targets doesn't help much if you don't make clear what it looks like to do them.
  • Moreover, some teachers have noticed how students who were good writers become wooden when writing under the influence of a rubric.
    • Kristina Dvorak
      Kristina Dvorak on 19 Sep 14
       
      It seems that some of these anecdotes show that the rubrics being used are missing categories to assess all the needed categories.  The first example is missing a component on being cohesive and this one is missing the creative component.   I have done this in the past, given a rubric and then realized it is missing something critical.  This is why rubric building takes so much time. 
  • rubrics, in effect, dehumanize the act of writing.
    • joycevermeer
      joycevermeer on 20 Sep 14
       
      With writing assignments is it not best that students just write from their heart first, then see if anything needs to be tweeked to fit the rubric requirements? Teachers can encourage this, but once the rubric is there it does make it hard....especially for younger children. This article brings up many valid points.
  • build your own rubric from scratch
    • joycevermeer
      joycevermeer on 20 Sep 14
       
      I'd probably take the build-it-from-scratch option. Sometimes it easier to come up with your own ideas than change somebody else's and you can then be more creative.
    • Adrian Evans
      Adrian Evans on 22 Sep 14
       
      I agree. It is fine to build one or two at the beginning, but then I find myself cannibalizing them to fit for an assignment. But, this builds consistency for the students as they can see what I am looking for and know that I have looked for that in prior assignments.
  • “Does the assessment help students become the kinds of [citizens] we want them to be?”
  • “Does the assessment help students become the kinds of [citizens] we want them to be?”
  • “Does the assessment help students become the kinds of [citizens] we want them to be?”
  • Does the assessment help students become the kinds of [citizens] we want them to be?”
    • joycevermeer
      joycevermeer on 20 Sep 14
       
      Asking if our assessment helps students become the kind of citizens we want them to be really puts the pressure on. We want them to want to contribute out of a sense of duty and for the good of mankind.
  • “Meaningfully” here means both consistently and accurately
    • Travis Wilkins
      Travis Wilkins on 20 Sep 14
       
      When working on my second grade team we often spent time trying to calibrate the consistency and accuracy of our rubrics.  On district wide assessments we would determine the assessments and rubric and each score separately.  We would continue to do this and refine.  It was always very eye opening to see how different we would score the same writings.  The process was very important to the refining of the rubric to the point where it was able to be used consistently and accurately with similar results from all in the group.  It sounds like we will be doing a similar project this week for our course.
    • Nicole Wood
      Nicole Wood on 21 Sep 14
       
      When I taught 2nd grade, our team did a similar process. I do believe that calibrating is a very important component to rubrics. Rubrics alone certainly do not guarantee that every member of a team will score a piece of writing the exact same way.
    • Evan Abbey
      Evan Abbey on 21 Sep 14
       
      It is interesting you both had this on a 2nd grade team. I have never done this, other than when I was a principal and I led inservice to do it. I wonder if any secondary teachers have experience calibrating.
    • Joanne Cram
      Joanne Cram on 23 Sep 14
       
      I struggle as a consultant to get the instructors to be sure when using a rubric, that they use quantifyable descriptors that have a quality spelled out specifically. It is either present, or not, or measured someway in between.
    • criley55
      criley55 on 29 Sep 14
       
      Calibration is so important when you look at it from a district level view. When we have students moving from school to school or not even moving, but comparing data from schools, if rubrics haven't been calibrated or pieces commonly scored, the data really doesn't tell you what you may think it does.
  • if they are shared with students prior to the completion of any given assignment.
    • Travis Wilkins
      Travis Wilkins on 20 Sep 14
       
      In my teaching experience, I found that many teachers skipped the process of sharing the rubrics with students.  I felt that this was a huge missed opportunity with the children in our classroom.  However, thoughtout my teaching career this became more of a focus in our district and it was amazing to see the transformation in student ownership of work when they had the criteria as defined in the rubric shared with them prior to their work.  
    • criley55
      criley55 on 29 Sep 14
       
      If we aren't sharing the rubrics with the students, they really can't take that ownership because they are guessing at what the teacher wants from them.
  • others worry that doing so will encourage formulaic writing
    • Travis Wilkins
      Travis Wilkins on 20 Sep 14
       
      This is an interesting point, and one that I had never really thought about.  I can say that in my 7 years in the 2nd and 3rd grade level classrooms that I did not find this to be much of a problem.  However, I can see how some secondary level rubrics could put more of an emphasis on number of words, spacing, requirements for number of arguments, etc. could lead to more of a formulaic style of writing.
    • Evan Abbey
      Evan Abbey on 21 Sep 14
       
      I can say this is a big issue in writing, especially "writing across the curriculum", where it is assigned by non-language arts teacher.
  • Feedback
    • Travis Wilkins
      Travis Wilkins on 20 Sep 14
       
      Our team of teachers in both 2nd and 3rd grade found great benefit from conversations with students about the rubrics we were using.  It became easy to see how certain words of phrases in our rubrics were unclear to students, and how simple changes could make them more applicable and meaningful for our students.  I think the feedback process is vital in creating a quality rubric for students.
  • As both institutional enrollment needs and social pressures for access raise the need of remediation (Soliday), rubrics become increasingly important to student success. Gisselle O. Martin-Kneep, in “Standards, Feedback, and Diversified Assessment: Addressing Equity Issues at the Classroom Level,” reports that extensive use of rubrics can help minimize students’ educational disparities and bring fairness into assessment on numerous levels:
    • Lynn Helmke
      Lynn Helmke on 20 Sep 14
       
      I agree with the author on this point.  Using well-written rubrics and sharing with students before and during the project for self-assessment is critical for closing the achievement gap. There is a whole group of students who do not know what a teacher "wants". 
  • imilarly, Heidi Andrade, in her study, “The Effects of Rubrics on Learning to Write,” has found that, while rubrics increased her students’ knowledge of the grading criteria and helped most of her students (especially the young male students) do well on the state writing test, many of the young female students, who had been more expressive in previous writing assignments, wrote poorly when writing, as we might say, to the rubric.
    • Lynn Helmke
      Lynn Helmke on 21 Sep 14
       
      Very interesting points about the negative side of rubrics for students who may be gifted in the area of writing. Because my career has focused on students who are struggling, it makes me aware of how "one size does not fit all."  I guess the gifted student writer has to learn how to pass the State Assessment and then encouraged and mentored to grow in their gift of writing....interesting.
    • Diane Jackson
      Diane Jackson on 21 Sep 14
       
      I thought this was very interesting too. Rubrics may stifle creativity especially when we want students to be creative thinkers and writers.
    • criley55
      criley55 on 29 Sep 14
       
      I thought this made interesting points as we are working so hard to create rubrics, we have to also think about those students whose work could be so much more but they are fitting into the constraints of the rubric.
  • Steps in developing a scoring rubric
    • Lynn Helmke
      Lynn Helmke on 21 Sep 14
       
      Building a good rubric takes time and patience.  I appreciate seeing these steps.  I am keeping a copy of this article on my computer. I really could keep it just in Diigo. :)
    • Kathleen Goslinga
      Kathleen Goslinga on 21 Sep 14
       
      I find this list of steps helpful as well and a good reference tool.
  • How well is the rubric tied to instruction? That is, does the rubric use the same critical vocabulary used in our instruction?
    • Lynn Helmke
      Lynn Helmke on 21 Sep 14
       
      i appreciate the author stating that another criteria is that the rubric is tied to instruction and uses the same critical vocabulary. High stakes state testing is here.  But, I prefer to put my energy into increasing student learning so that all students can feel successful in school.....closing the achievement gap.....and not just measured by state tests.
    • Joanne Cram
      Joanne Cram on 23 Sep 14
       
      This is a very valid point here- I find that when working with special education students, they tend to struggle when different vocabulary and/or sets of presentation materials are used in assessment.
  • rubrics can be either “general” or “specific
    • Kathleen Goslinga
      Kathleen Goslinga on 21 Sep 14
       
      I can see the benefits of both a general or specific rubric. This also gives teachers options as to where the focus might be along with the outcomes.
    • Joanne Cram
      Joanne Cram on 23 Sep 14
       
      If a rubric is going to be of a more "general" type, I struggle to implement that data when looking at it for elibibility discussion.
  • Pilot test your rubric or checklist on actual samples of student work
    • Kathleen Goslinga
      Kathleen Goslinga on 21 Sep 14
       
      I like the idea of a pilot test. This could be done during a students first draft and would give the teacher an opportunity to make revisions prior to the final being assessed.
    • jbdecker
      jbdecker on 21 Sep 14
       
      This could be another place where student involvement in developing the rubric could come into play.  Having the students use a rubric to assess their own work but at the same time assessing the rubric to see if it could be more detailed or written in more student friendly language.
  • The issue of weighting may be another area in which you can enlist the help of students. At the beginning of the process, you could ask a student to select to select which aspect she values the most in her writing and weight that aspect when you assess her paper.
    • jbdecker
      jbdecker on 21 Sep 14
       
      This seems like an easy way to personalize instruction and help students focus on and grow in areas where they may have a deficit.
    • criley55
      criley55 on 29 Sep 14
       
      I understand the importance of eliciting student input when creating a rubric but hadn't thought of it with weighing different aspects.
  • When instructors plan on grading student thinking and not just student knowledge, they should articulate the vital features that they are looking for and make these features known to the student.
    • Nicole Wood
      Nicole Wood on 21 Sep 14
       
      It certainly only seems logical to share rubrics with students when assignments are given, but I know this isn't always practiced. It shouldn't be a secret what features will be graded. Rubrics provide students with a clear vision of what is expected of them and helps guide their work.
    • Evan Abbey
      Evan Abbey on 21 Sep 14
       
      This does defeat the purpose, doesn't it? Go to all that work to set expectations, and then not give students those expectations.
    • Joanne Cram
      Joanne Cram on 23 Sep 14
       
      When I was teaching, I used rubrics as part of my instruction. When clear expectations are set for students, they know what to aim for- and performance is usually higher.
  • understandable to the student but also be linked specifically to classroom instruction
    • Nicole Wood
      Nicole Wood on 21 Sep 14
       
      In the primary grades, I think it can be a challenge to find "understandable" language. I do believe that incorporating the language from the rubric into classroom instruction will help bridge the gap between being student friendly and also specific enough for adults to grade accurately.
    • Adrian Evans
      Adrian Evans on 22 Sep 14
       
      In the high school setting, I find that giving the students the rubric that I am going to use to grade them, when I give them the assignment, allows for transparency (I'm not playing "Gotcha") and allows for the students to ask specifically what I am looking for, which then allows them to gear their work to what I am looking for as opposed to just hoping that they got it correct.
  • The argument against using rubrics
    • Nicole Wood
      Nicole Wood on 21 Sep 14
       
      As I read through the arguments against rubrics, I couldn't help but think that most of the drawbacks to rubrics could be avoided with well written rubrics. However, the majority of my experiences with rubrics are in the primary grades where I didn't encounter many of the problems they mentioned.
  • First, you must decide whether you need a rubric. Consider what the purpose of assessment is.
    • Diane Jackson
      Diane Jackson on 21 Sep 14
       
      Not everything needs a rubric. Should always think first what is the purpose of it. Good point to remember.
  • The second step is deciding who your audience is going to be. If the rubric is primarily used for instruction and will be shared with your students, then it should be non-judgemental, free of educational jargon, and reflect the critical vocabulary that you use in your classroom.
    • Diane Jackson
      Diane Jackson on 21 Sep 14
       
      Good question to ask. How will it be used. Hadn't really thought about this...a rubric's use for instruction and sharing it with the students in the learning process.
  • While longer scales make it harder to get agreement among scorers (inter-rater reliability),
    • Nicole Wood
      Nicole Wood on 21 Sep 14
       
      I have always tended to think that longer scales were better since very rarely a student fits perfectly within a specific criteria. However, I never really considered the added challenge of ensuring more consistency among scorers.
  • Both types of rubrics benefit the teacher and the student in varying degrees: the teacher who relies on a general rubric does not have to develop a new one for each assignment and the student grows to understand fundamental standards in writing—like form and coherence—exist across the board; meanwhile, the teacher that uses specific rubrics is always composing new descriptions of quality work, but their students have clearer directions for each assignment. Of course, a teacher could have the best of both worlds here, by designing a rubric on a PC that allows for the easy insertion of assignment specific traits.
    • Diane Jackson
      Diane Jackson on 21 Sep 14
       
      I think this is a great idea. Having a general rubric and a specific rubric. Also have it on your computer so it is easily changed or tweaked to meet the assignment.
  • assess outcomes in learning situations that require critical thinking and are multidimensional.
    • bgeanaea11
      bgeanaea11 on 22 Sep 14
       
      Using rubrics for their intended use seems to make them much more meaningful.
  • “on what students have actually learned rather than what they have been taught,”
    • bgeanaea11
      bgeanaea11 on 22 Sep 14
       
      Love this! Absolutely!
  • contends that we ought to illicit student input when constructing rubrics:
    • bgeanaea11
      bgeanaea11 on 22 Sep 14
       
      I could not agree more! What a great way to increase student engagement in THEIR learning!
  • According to Thomas Newkirk, an English professor at the University of New Hampshire, “rubrics promote ‘mechanical instruction in writing’ that bypasses ‘the human act of composing and the human gesture of response’” (Mathews). This overly scientific view of writing, Newkirk and others argue, stunts the learning process. Moreover, Judith Halden-Sullivan sees a disconnect between the learning goals of Writing Across the Curriculum programs and the rubrics often designed to assess that learning. Assessment of this sort seems at odds with such concepts as “deep learning,” which implies a kind of learning that is beyond measurement, an elusive hard to describe enlightenment, but identifiable in the same way good art is: teachers know deep learning when they see it. Rubrics, Halden-Sullivan contends, reduce “deep learning” to “checksheets.”
  • According to Thomas Newkirk, an English professor at the University of New Hampshire, “rubrics promote ‘mechanical instruction in writing’ that bypasses ‘the human act of composing and the human gesture of response’” (Mathews). This overly scientific view of writing, Newkirk and others argue, stunts the learning process. Moreover, Judith Halden-Sullivan sees a disconnect between the learning goals of Writing Across the Curriculum programs and the rubrics often designed to assess that learning. Assessment of this sort seems at odds with such concepts as “deep learning,” which implies a kind of learning that is beyond measurement, an elusive hard to describe enlightenment, but identifiable in the same way good art is: teachers know deep learning when they see it. Rubrics, Halden-Sullivan contends, reduce “deep learning” to “checksheets.”
  • According to Thomas Newkirk, an English professor at the University of New Hampshire, “rubrics promote ‘mechanical instruction in writing’ that bypasses ‘the human act of composing and the human gesture of response’” (Mathews). This overly scientific view of writing, Newkirk and others argue, stunts the learning process. Moreover, Judith Halden-Sullivan sees a disconnect between the learning goals of Writing Across the Curriculum programs and the rubrics often designed to assess that learning. Assessment of this sort seems at odds with such concepts as “deep learning,” which implies a kind of learning that is beyond measurement, an elusive hard to describe enlightenment, but identifiable in the same way good art is: teachers know deep learning when they see it. Rubrics, Halden-Sullivan contends, reduce “deep learning” to “checksheets.”
  • , “rubrics promote ‘mechanical instruction in writing’ that bypasses ‘the human act of composing and the human gesture of response’”
    • bgeanaea11
      bgeanaea11 on 22 Sep 14
       
      Interesting perspective. I can see where this could happen with a rubric, but a good rubric should not.
  • Does the rubric relate to the outcome(s) being measured? Does it address anything extraneous? […] Does it cover important dimensions of student performance? Do the criteria reflect current conceptions of excellence in the field? […] Are the dimensions and scales well defined? […] Is there a clear basis for assigning scores at each scale point? […] Can different scorers consistently apply the rubric? […] Can students and parents understand the rubric? […] Is the rubric developmentally appropriate? […] Can the rubric be applied to a variety of tasks? […] Is the rubric fair and free from bias? Does it reflect teachable skills or does it address variables over which students and educators have no control, such as the student’s culture, gender or home resources? […] Is the rubric useful, feasible, manageable and practical? […] Will it provide the kind of information you need and can use effectively?
    • bgeanaea11
      bgeanaea11 on 22 Sep 14
       
      Some great resources, advice and questions to help develop quality rubrics that meet their intended purpose!
  • using rubrics to establish “performance benchmarks” for the “behavioral objectives” appropriate to each year in the program.
    • Adrian Evans
      Adrian Evans on 22 Sep 14
       
      Rubrics for performance benchmarks that applicable to each year's objectives shows that they are not just using rubrics to use them, but that they are specific and aimed at the performance of the students.
    • Joanne Cram
      Joanne Cram on 23 Sep 14
       
      I have been working with my district on standards based grading. I think rubrics can shape the standards in relation to quantitative data.
  • accurately measuring the specific entity the instructor intends to measure consistently student after student
    • Adrian Evans
      Adrian Evans on 22 Sep 14
       
      Rubrics help the teacher/professor/assessor maintain consistency throughout the grading period, it makes sure that personal feeling are limited and gets rid of the "Oh I know that they know this so I'll give them the points".
  • “Perhaps the greatest potential value of classroom assessment is realized when we open the assessment process up and welcome students into that process as full partners”
    • ajbeyer
      ajbeyer on 23 Sep 14
       
      I think this is key. I as a student like to know what I am being graded on and I think it's important to share that with my students too. If the students know what they are being graded on, it will most likely help them to relax a little more.
  • In any case, withholding assessment tools (whether they are rubrics or more nebulous modes of evaluation) from students is not only unfair and makes self-assessment more difficult, it maintains the traditional gap between what the teacher knows and what the student knows.
  • In any case, withholding assessment tools (whether they are rubrics or more nebulous modes of evaluation) from students is not only unfair and makes self-assessment more difficult, it maintains the traditional gap between what the teacher knows and what the student knows.
    • ajbeyer
      ajbeyer on 23 Sep 14
       
      Holding back rubrics and the way teachers are grading from students is kind of like giving the "gotcha" at the end of the assignment. I know when I am not clear on my directions, I get 500 questions about it. When I am clear and students know what they will be graded on, it is better for both of us.
  • Be prepared to evaluate your rubric, using your meta-rubric and feedback—direct feedback from the students and indirect feedback from the quality of their work. Modify accordingly.
    • ajbeyer
      ajbeyer on 23 Sep 14
       
      Evaluation and reflection are key to good teaching. It should also be key to analyzing a rubric. If it's not working, make sure that it's redone and give it a try again. This should be an ongoing cycle.
    • ajbeyer
      ajbeyer on 23 Sep 14
       
      This was a key "a-ha" for me. I think that rubrics are over used. Not everything can or needs to be assessed via a rubric. The key question for teachers should be first "What am I assessing?" then "Will a rubric meet the needs of what I am assessing?" So many times a rubric is used and it doesn't match what needs to be assessed.
  • bgeanaea11 on 22 Sep 14
     
    Interesting history and original use. It is important to clarify what we mean by "rubric" in education.
Marisa Dahl

Little Bird Tales - Home - 0 views

littlebirdtales.com

writing story storytelling digitalstorytelling assessment moodle_iowa

shared by Marisa Dahl on 30 Sep 14 - No Cached
  • Marisa Dahl on 30 Sep 14
     
    Early childhood storytelling resource, it is also an app. 
tvalline

Articles: Presentation "Awakening" - 5 views

moodlesw.aeapdonline.org/...view.php

shared by tvalline on 19 Sep 14 - No Cached
    • medidiigo
      medidiigo on 19 Sep 14
       
      And all this time I thought it was just my own inability to stay focused...No wonder we begin to "zone out" when someone reads their slides to us.
  • PowerPoint is a medium
    • medidiigo
      medidiigo on 19 Sep 14
       
      a very valid point. It is, afterall, only a tool. It is how we choose to use the tool that really matters. A challenging and freeing thought.
    • nathanjenkins
      nathanjenkins on 20 Sep 14
       
      Yes.  I could have benefited from a quick course a long time ago.  I believe sometimes we are too caught up in learning the tool and lose the meaning behind it.
  • it is more difficult to process information if it is coming at you both verbally and in written form at the same time.
    • medidiigo
      medidiigo on 19 Sep 14
       
      No wonder I have felt frustrated when a presenter is reading his bullet points to the group. This explains our tendency to mentally "check out" after about the third slide full of text.
    • nathanjenkins
      nathanjenkins on 20 Sep 14
       
      I am guilty of this presenter fault.  No wonder my students seemed to check out.  Even after I gave them a sheet to follow along and take notes.  It would have been much better if I didn't say anything at all and just let them read and write the information.
  • ...26 more annotations...
  • Talking about pollution in Houston? Instead of giving me four bullet points of EPA data, why not read me the stats but show me a photo of a bunch of dead birds, some smog and even a diseased lung? This is cheating! It’s unfair! It works.
  • Talking about pollution in Houston? Instead of giving me four bullet points of EPA data, why not read me the stats but show me a photo of a bunch of dead birds, some smog and even a diseased lung? This is cheating! It’s unfair! It works
    • medidiigo
      medidiigo on 19 Sep 14
       
      A picture is worth a thousand words. It's time we tap into the power of the emotional connection in our presentations. Students and colleagues will remember major points because they are connected to an emotionally charged visual image.
  • Once a younger worker hears the story of what happened to the poor guy who didn’t wear his hardhat on the factory floor, he never forgets the lesson (and he never forgets to wear his hardhat). Stories get our attention and are easier to remember than lists of rules
    • medidiigo
      medidiigo on 19 Sep 14
       
      I love this example. It does a good job of emphasizing the importance of using stories. The story in this example was much more effective than a memo because it struck a chord with the listener who was able to visualize the consequences of not heeding the warning.
    • nathanjenkins
      nathanjenkins on 20 Sep 14
       
      I really enjoy the push for storytelling in this article.  I find the lack of storytelling in our school system one of the great demises.  Everyone craves a good story, everyone needs a good story.  Many cultures thrive on storytelling as one of their main forms of education.
  • If everything is important, then nothing is important. If everything is a priority, then nothing is a priority.
  • “Curse of Knowledge.” The Curse of Knowledge is essentially the condition whereby the deliverer of the message cannot imagine what it’s like not to possess his level of background knowledge on the topic. When he speaks in abstractions to the audience, it makes perfect sense to him but him alone. In his mind, it seems simple and obvious. The six principles—SUCCESs—are your weapons, then, to fight your own Curse of Knowledge (we all have it).
    • medidiigo
      medidiigo on 19 Sep 14
       
      So they are saying that we assume that our audience understands background knowledge at the same level that we do. Isn't it true that we don't want to bore people with information that they already know? Seems like a fine line...
  • it is more effective to target both the visual and auditory processors of working memory
  • One of the components for creating sticking messages is story
    • merle64
      merle64 on 20 Sep 14
       
      Absolutely true!  Our whole lives are a series of stories, with universal truths and we not only reveal ourselves through sharing our stories, we help others feel understood, too.  Wrap a difficult, abstract concept in a story, and you've just created a connecting experience for the audience.  It takes discernment, however, to recognize the stories that communicate our message the very best.
    • tvalline
      tvalline on 24 Sep 14
       
      In addition, we need to make sure these stories are relevant and concise as possible so we don't lose our audience in the details.
  • Research shows that visuals (animation) plus concise, simultaneous narration is better than just narration alone.
    • merle64
      merle64 on 20 Sep 14
       
      A master at this is author and speaker Patrick Lencioni.  His presentations are filled with creative visuals and funny, informative, research-based content that make a person think in new ways.
  • Communication is about getting others to adopt your point of view, to help them understand why you’re excited (or sad, or optimistic or whatever else you are.)If all you want to do is create a file of facts and figures, then cancel the meeting and send in a report.
    • merle64
      merle64 on 20 Sep 14
       
      I love this!  It is both a gift and an art to be able to successfully help people understand "why you're excited, sad, etc."  And it can't be manufactured--it has to be at least somewhat organic in that the presenter truly has to believe in what he/she is communicating, and see purpose driving it. The audience can perceive inauthenticity quickly.
  • If you believe in your idea, sell it. Make your point as hard as you can and get what you came for. Your audience will thank you for it, because deep down, we all want to be sold.
    • merle64
      merle64 on 20 Sep 14
       
      I would add that some people, depending on their personality, "buy in" easier than others.  Some are intrinsically skeptical at first--and it's a slower process to form a connection with the speaker. Our history also has something to do with this.  If we're used to long-winded, uninteresting speakers, we may form a initial resistance against any presenter.  That makes the presenter's job an even more complex (but fascinating!) challenge.  
  • No more than six words on a slide. EVER. There is no presentation so complex that this rule needs to be broken.
    • merle64
      merle64 on 21 Sep 14
       
      This is a challenge!  When I'm working with elementary students on writing lessons, I've used real rough drafts of some of my picture book manuscripts to show the evolution from rough draft to finished picture book.  Lots of text, with me reading. If I'm most honest, it's also the time in the presentation when I feel like I'm losing their attention.  I amp up my theatrics, but that's not enough.  There has to be a better way to show visually  how making changes to a rough draft can dramatically improve the text.  
  • Communication is about getting others to adopt your point of view, to help them understand why you’re excited (or sad, or optimistic or whatever else you are.)If all you want to do is create a file of facts and figures, then cancel the meeting and send in a report.
  • Cognitive load theory
    • Joe Brekke
      Joe Brekke on 21 Sep 14
       
      I'm excited to learn more about this. 
  • Most of us know intuitively (or through experience) that presenting to an audience with text-filled slides does not work, but others — your boss perhaps — may need more convincing.
    • Joe Brekke
      Joe Brekke on 21 Sep 14
       
      With the abundance of district-led presentations we must suffer through each year, it seems that this class should be part of every administrative credential program.
  • Communication is the transfer of emotion.
    • Joe Brekke
      Joe Brekke on 21 Sep 14
       
      This is crucial. I've rarely been moved by an all-staff presentation. A few times, at national conferences with polished speakers, I've had moments of emotional connection. But it is too rare. 
    • marydirksen
      marydirksen on 21 Sep 14
       
      First things first. Create emotion to engage the brain.
    • tvalline
      tvalline on 24 Sep 14
       
      Exactly.  Emotion creates connection and this promotes retention.
  • Our brains have two sides. The right side is emotional, musical and moody. The left side is focused on dexterity, facts and hard data.
    • Joe Brekke
      Joe Brekke on 21 Sep 14
       
      Last year, in the course "Examing: Teaching with the Brain in Mind," we learned this was not true. We were told the brain is not divided into hemispheres as previously thought. The entire brain is working together at the same time. It was a great class, and it is having a profound impact on my teaching (and learning!). 
  • Bullets Are For the NRA
    • Joe Brekke
      Joe Brekke on 21 Sep 14
       
      I love this!
  • “Our mission is to become the international leader in the space industry through maximum team-centered innovation and strategically targeted aerospace initiatives.” Or “...put a man on the moon and return him safely by the end of the decade.”
  • Surprise people.
    • Joe Brekke
      Joe Brekke on 21 Sep 14
       
      This is so risky! I love people who take risks!
  • First, make yourself cue cards.
    • marydirksen
      marydirksen on 21 Sep 14
       
      This is where I need to start creating power points for my audience and NOT just so that I can keep track of my content
  • Second, make slides that reinforce your words, not repeat them
    • marydirksen
      marydirksen on 21 Sep 14
       
      Obvious , but true.
  • its essential meaning
    • marydirksen
      marydirksen on 21 Sep 14
       
      We all want this. Get to the point!
  • real things
    • marydirksen
      marydirksen on 22 Sep 14
       
      That's how we learn, by introducing new ideas with context.
  • No dissolves, spins or other transitions.
    • tvalline
      tvalline on 24 Sep 14
       
      Good to know.  I always thought this helped keep the interest of my audience.  I guess the interest would be on the transition and not on what I'm trying to get them to learn.
  • It is not enough to take people through a laundry list of talking points and information on your slides; you must make them feel something.
    • tvalline
      tvalline on 24 Sep 14
       
      This gets to the root of making information stick.  We must appeal to emotion.  
  • people can not read and listen well at the same time
    • tvalline
      tvalline on 24 Sep 14
       
      This is a key point I think presenters, including myself, often forget.
Joanne Cram

ollie_4-fall14: Educational Leadership: The Quest for Quality--article - 13 views

moodlesw.aeapdonline.org/...view.php

shared by Joanne Cram on 09 Sep 14 - No Cached
  • Student Involvement in the Assessment ProcessStudents learn best when they monitor and take responsibility for their own learning. This means that teachers need to write learning targets in terms that students will understand.
    • bgeanaea11
      bgeanaea11 on 09 Sep 14
       
      This seems to be to be a critical component to engaging students in their learning.
    • joycevermeer
      joycevermeer on 10 Sep 14
       
      Writing learning targets in tersm that students will understand can be a challenge...especially with younger children.
    • scampie1
      scampie1 on 11 Sep 14
       
      Having I can statements make a huge difference in what the learning will be. All students need this!
    • Nicole Wood
      Nicole Wood on 12 Sep 14
       
      I think goal setting and tracking is way students can take responsibility for their own learning.
    • nathanjenkins
      nathanjenkins on 19 Sep 14
       
      Learning targets and "I can" statements reach all students and guide them in their learning, but even more so help to maintain attention for students that get off task easily or loose focus. Having these short-term goals posted in the classroom can aide in self-guidance of the students. A quick gesture to the poster or board with these goals can redirect without too much effort.
    • Joanne Cram
      Joanne Cram on 22 Sep 14
       
      Student involvement in assessment always produces deeper understanding. When students can create their own learning targets (when guided by the educator), this is deeply beneficial because they've created a mini road map to help them navigate through the content. They won't have any surprises, only answers to the learning targets they hoped to gain.
  • Clear Learning TargetsThe assessor needs to have a clear picture of what achievement he or she intends to measure. If we don't begin with clear statements of the intended learning—clear and understandable to everyone, including students—we won't end up with sound assessments.
    • bgeanaea11
      bgeanaea11 on 09 Sep 14
       
      I feel we often assess for the sake of assessing without keeping our focus on what it is we want the student to gain from it in the long run.
    • Deb Vail
      Deb Vail on 12 Sep 14
       
      I completely agree. I was constantly assessing formatively, but I hate to admit that summative assessments that I created for my units were more assessment for the sake of assessment. I should have approached it more big-picture
    • Deb Vail
      Deb Vail on 12 Sep 14
       
      Also, I think that clearly communicated learning targets are so important. How many times have I taken classess or sat through PD and was doing what was asked of me, but I wasn't sure why.
    • Kristina Dvorak
      Kristina Dvorak on 12 Sep 14
       
      I agree, having clear learning targets is helpful for students.  It gives them an idea of what is most important in a lesson and gives students a guide for learning.  
    • Kathleen Goslinga
      Kathleen Goslinga on 13 Sep 14
       
      I agree with Deb and Kristina that students need to have clearly defined learning targets which will guide students as to the area of focus. Assessment should be done for a purpose and an outcomes.
    • criley55
      criley55 on 16 Sep 14
       
      I also agree that we can't keep what we are teaching a mystery to the students. They need to know the learning targets so they know what is expected of them. Then they will be able to connect with the content and engage in the learning.
    • Joanne Cram
      Joanne Cram on 22 Sep 14
       
      I think it's important to have a road map that is constantly being referred to- and instructors that ask the question, are we getting there? If the assessment can't answer that question, maybe the instruction needs to be adjusted, or the assessment needs to be thrown out.
  • Keys to BalanceThe goal of a balanced assessment system is to ensure that all assessment users have access to the data they want when they need it, which in turn directly serves the effective use of multiple measures.
    • bgeanaea11
      bgeanaea11 on 09 Sep 14
       
      I like the use of the tern balance. It implies we need to USE assessments for information instead of just because we feel we need to assess everything. The issue of access is also critical because if we do not give teachers access to the data directly they cannot effectively use it!
    • Kathleen Goslinga
      Kathleen Goslinga on 13 Sep 14
       
      Direct access to data provides teachers with feedback as to whether further instruction is needed in a specific area or if students understand and you can move forward. I often question why we start another unit immediately after a test when there may be a need to step back and review an application before moving forward.
    • joycevermeer
      joycevermeer on 14 Sep 14
       
      If we respond to what the assessment data is telling us we won't always be doing the same things with the same children. Planning for individual and small group instruction becomes necessary if we truly want to scaffold learning.
    • Joanne Cram
      Joanne Cram on 22 Sep 14
       
      Balance as a whole is essential in any learning environment- especially in assessment. Students need to have ample time spent in learning environments that allows them the success they earn in an assessment environment. After that time is used in assessment- students need to know that those assessments will drive the instruction in the future, and they see the value in assessment.
  • ...74 more annotations...
  • What decisions will the assessment inform?
    • bgeanaea11
      bgeanaea11 on 09 Sep 14
       
      This is a good question we should ask before each assessment! Why are we assessing this? What will we do as a result?
    • joycevermeer
      joycevermeer on 10 Sep 14
       
      Yes, and the answer to the question of why we do assessment can't be "because we have to".
    • scampie1
      scampie1 on 11 Sep 14
       
      Or because I have to enter something in a LMS system
    • Deb Vail
      Deb Vail on 12 Sep 14
       
      Great question. I think we often assess because we feel we should and we always do; it's just part of a routine. This question forces more of a big-picture plan for assessment.
  • begin with a clear picture of why he or she is conducting the assessment.
    • Lynn Helmke
      Lynn Helmke on 14 Sep 14
       
      I believe that this statement is so true.  The teacher and students must have a clear picture of why the assessment is happening.  I am afraid that many times it is because the curriculum says that it is time for a particular test or the district has said it is time.  But, then the assessments are only being used to give a letter grade or to get stats for a certain audience like the school board.
    • criley55
      criley55 on 16 Sep 14
       
      I completely agree. We can't let pacing guides dictate when an assessment is necessary or what we use it for.
  • Are results communicated in time to inform the intended decisions?
    • criley55
      criley55 on 16 Sep 14
       
      I know there is never enough time to get everything done but if we are not providing timely feedback, then it was a waste of time to give the assignment in the first place.
    • anonymous
      anonymous on 10 Sep 14
       
      Using results in a timely fashion is so important!
  • Specific, descriptive feedback linked to the targets of instruction and arising from the assessment items or rubrics communicates to students in ways that enable them to immediately take action, thereby promoting further learning.
    • joycevermeer
      joycevermeer on 10 Sep 14
       
      This statement really ties into what we learned in unit 1 about rubrics. Having a rubric helps you to be able to give specific descriptive feedback that make continuous improvemnt more likely.
    • Deb Vail
      Deb Vail on 12 Sep 14
       
      I agree. This is really a biggie. Tmely, specific feedback that is linked to specific learning goals is so important. It takes time, but it sure has an impact on learning.
    • jbdecker
      jbdecker on 13 Sep 14
       
      In starting to teach a course online for the first time this fall being able to easily provide written feedback to each and every student has been a positive of the online format. Yes, it takes time and I don't know exactly how soon the students view the comments that I make but it has the potential to make a real impact on student performance and learning. 
  • next steps in learning
    • joycevermeer
      joycevermeer on 10 Sep 14
       
      Next steps in learning--teachers quickly understand that they must provide this, but don't always see it's connection to how we assess.
    • Kristina Dvorak
      Kristina Dvorak on 13 Sep 14
       
      It might be helpful to look at ourselves as coaches, a coach would give feedback to help an athlete improve.  They wouldn't say, "that's average" and move on.  Our assessments shouldn't do this either.  
  • the need for all assessors and users of assessment results to be assessment literate
    • joycevermeer
      joycevermeer on 10 Sep 14
       
      These examples really help one to understand how various assessment methods have different functions.
  • it's important to know the learning targets represented in the written curriculum.
    • scampie1
      scampie1 on 11 Sep 14
       
      This is a challenge for many of us with the new Iowa Core which has process and content targets. Knowing how to assess processes is new to many of us.
    • scampie1
      scampie1 on 11 Sep 14
       
      It also requires deep understanding of the curriculum.
    • Kristina Dvorak
      Kristina Dvorak on 13 Sep 14
       
      For me, as an art teacher, I have had experience assessing the process.  However, I don't always include it in the final assessment like I should.  It is always interesting to hear the student's perspective in the process they went through when learning.  
  • Most assessments developed beyond the classroom rely largely on selected-response or short-answer formats and are not designed to meet the daily, ongoing information needs of teachers and student
    • scampie1
      scampie1 on 11 Sep 14
       
      Teachers often rely on text book published assessment tools that may or may not reflect the intended learning needs of the teacher.
  • Educators are more likely to attend to issues of quality and serve the best interests of students when we build balanced systems, with assessment-literate user
    • scampie1
      scampie1 on 11 Sep 14
       
      This statement made me think about the LMS some schools have that make formative assessment a challenge. They tend to require grades for weekly reports to parents that may not be reflective of the process of learning.
  • inform students about their own progress
    • Nicole Wood
      Nicole Wood on 12 Sep 14
       
      I think it is always important to keep in mind the value of students taking ownership in their learning and being aware of their own progress toward standards.
    • Kristina Dvorak
      Kristina Dvorak on 12 Sep 14
       
      Yes, when students take ownership of their own learning they are more successful.  It is important to keep in mind when designing assessments.  
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • Sound Assessment Design
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • Sound Assessment Design
  • ods are most likely to produce accurate results for different learning targets.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • Examples of bias include poorly printed test forms, noise distractions, vague directions, and cultural insensitivity.
    • Nicole Wood
      Nicole Wood on 12 Sep 14
       
      This was a good reminder to me that many variables impact assessment results in addition to the just the assessment methods.
    • Deb Vail
      Deb Vail on 12 Sep 14
       
      The vague directions reference is key. It is so critical that directions are clear, but that is easier said than done at times.
    • Diane Jackson
      Diane Jackson on 14 Sep 14
       
      It is easier said than done. I have written directions that I thought were very clear but evidently were not as I had several questions from students. I'm trying to get better at this.
    • anonymous
      anonymous on 14 Sep 14
       
      It's interesting that assessment result inacuracies are connected to external factors. So true!
    • Joanne Cram
      Joanne Cram on 22 Sep 14
       
      So many kids don't have any idea what the instructions are, but are too afraid to ask for clarification because they don't want to stick out. It's essential for teachers to make sure that all students know what is expected of them.
  • A mechanism should be in place for students to track their own progress on learning targets and communicate their status to others.
    • Nicole Wood
      Nicole Wood on 12 Sep 14
       
      I consider data binders a great tool for helping students track their own progress on learning targets. They can also use it to communicate their progress to parents at conferences.
    • jbdecker
      jbdecker on 13 Sep 14
       
      Teachers being able to organize the grade book or other assessment scores in an online classroom environment might be a powerful tool in allowing students to easily see the progress they are making towards a learning target throughout a particular online course. 
    • Diane Jackson
      Diane Jackson on 14 Sep 14
       
      Students having access to the progress they are making would help give students the motivation to keep improving and a sense of accomplishment.
    • criley55
      criley55 on 16 Sep 14
       
      It seems like a lot of work up front getting things set up for students to be able to track their progress but it is much more meaningful when they are taking responsibility for their learning and have that internal motivation.
  • Ongoing classroom assessments serve both formative and summative purposes and meet students' as well as teachers' information needs.
    • Nicole Wood
      Nicole Wood on 12 Sep 14
       
      I think ActivExpressions (used with Interactive Whiteboards) are an outstanding tool for gathering formative data on student learning. They provide immediate feedback and a method of saving results for teachers to review at a later time.
  • students can use the results to self-assess and set goals
    • Deb Vail
      Deb Vail on 12 Sep 14
       
      Students have got to be given time for metacognition and reflection to maximize current learning as well as future learning.
    • Lynn Helmke
      Lynn Helmke on 14 Sep 14
       
      I believe that it is important for students to be involved in setting goals for their learning and monitoring their own progress.  The research has been available for years on this topic.  
    • Diane Jackson
      Diane Jackson on 14 Sep 14
       
      I agree. It is so important to have students involved in their own learning and in monitoring their progress. I know for me it would have been beneficial to have those options when I was in school. "in the olden days" when I was in school, we weren't given options. Would have been nice!
  • provide the results in a way that helps students move forward
  • written test plan
    • Kristina Dvorak
      Kristina Dvorak on 13 Sep 14
       
      This works for some subjects, but not all.  I don't know that I would give my students in drawing a written test.  The written test is a product in my case. 
    • jbdecker
      jbdecker on 13 Sep 14
       
      Kristina, The way I read this is that it wouldn't have to be a written test for the students but that we as instructors should have a written plan that shows how our assessments are assessing the various learning targets we are trying to hit.
  • Clear Purpose
    • Travis Wilkins
      Travis Wilkins on 13 Sep 14
       
      While in the classroom this was a constant struggle when working with many of the assessments that we were being asked to give to students.  Often we as teachers were not sure of the purpose of the assessments we were being asked to give.  While this did not mean that the assessments were not worthwhile, the lack of communication and development of teacher understanding was a big problem.  On some levels I think we are currently seeing similar miscommunication in schools that are for the first time implementing FAST or another DE approved assessment with their students.  I have spoken with teachers that have little or no context to the different tests within the FAST program and therefore are unaware of the purpose.  This does not mean that they are poor assessments or not worth the time - we know differently.  However, without a clear purpose the information gained from the assessment might easily be lost.
  • Who is the decision maker?
    • Travis Wilkins
      Travis Wilkins on 13 Sep 14
       
      This is another area of confusion that I have experienced in the classroom.  As schools started to implement IDM, then RTI, and now MTSS many assessments and interventions started popping up at the elementary level.  Often there was confusion as to what the results of these assessments and interventions would mean, and who would make the decisions.  Having a clear understanding of who will be making the decisions and insuring that those individuals have the background knowledge and understanding to make these decisions is crucial.
    • Travis Wilkins
      Travis Wilkins on 20 Sep 14
       
      This is another area of confusion that I have experienced in the classroom.  As schools started to implement IDM, then RTI, and now MTSS many assessments and interventions started popping up at the elementary level.  Often there was confusion as to what the results of these assessments and interventions would mean, and who would make the decisions.  Having a clear understanding of who will be making the decisions and insuring that those individuals have the background knowledge and understanding to make these decisions is crucial.
  • At the level of annual state/district standardized assessments, they involve where and how teachers can improve instruction—next year.
    • jbdecker
      jbdecker on 13 Sep 14
       
      Our Social Studies department at our school requested the Social Studies test data from lasts years Iowa Tests from our district.  We were told that even though all of our students had taken the test that we would not be given any breakdown of the data.  Needless to say we were more than a little frustrated by this decision. Unfortunately, even though all of our students took the test it costs money to get a breakdown of the data and the district wasn't willing to pay for that at this time. Why give the assessment if you aren't going to use the data from it to try to improve?? 
  • Reasoning targets, which require students to use their knowledge to reason and problem solve.
    • Kathleen Goslinga
      Kathleen Goslinga on 13 Sep 14
       
      I see this directly relating to higher order thinking skills where are students are being encouraged to think at a much deeper level and not settle for a single answer. We need to be questioning how and why certain things take place and this would be one way that students are being held accountable for their own learning.
  • Performance skill targets, which ask students to use knowledge to perform or demonstrate a specific skill, such as reading aloud with fluency.
    • Kathleen Goslinga
      Kathleen Goslinga on 13 Sep 14
       
      The performance skill target provides students with another way to be demonstrate/share their understanding of a specific concept instead of a written test.
    • ajbeyer
      ajbeyer on 17 Sep 14
       
      These type of assessment and targets are the key to know if students have understood the material that has been presented to them! moodle_iowa
  • Product targets, which specify that students will create something, such as a personal health-related fitness plan
    • Kathleen Goslinga
      Kathleen Goslinga on 13 Sep 14
       
      What a great way to differeniate instruction. Learning styles vary and its important to provide students with multiple options in completing an assignment.
    • Diane Jackson
      Diane Jackson on 14 Sep 14
       
      I agree with you. Giving students choice in how to express what they have learned is so important. That's a key component in Universal Design for Learning.
  • A Solid Foundation for a Balanced System
    • Lynn Helmke
      Lynn Helmke on 14 Sep 14
       
      I absolutely agree:   balanced systems for assessing learning with assessment-literate users.  When a district has many teachers, an implementation plan on how to have all teachers assessment-literate is crucial.  Then how is a district going to measure the success?  It needs to be included in the teacher evaluation process. (Lynn
    • anonymous
      anonymous on 14 Sep 14
       
      Many schools are using DuFour's PLC framework to drive teacher collaboration around data points. Wonderful work!
  • Because classroom teachers can effectively use all available assessment methods, including the more labor-intensive methods of performance assessment and personal communication, they can provide information about student progress not typically available from student information systems or standardized test results.
    • Lynn Helmke
      Lynn Helmke on 14 Sep 14
       
      The assessment methods utilized by teachers in the classrooms can have the greatest impact on student learning IF the teachers know how to use assessments to impact instruction. Hence, the need for good professional development concerning assessment. (Lynn)
    • Adrian Evans
      Adrian Evans on 15 Sep 14
       
      You raise an interesting point Lynn, "the need for good professional development concerning assessment" (Helmke, L. 2014). I wonder how such a professional development would be received- both at the different building levels (elementary, middle and high schools) as well as looking at different parts of the state.
    • ajbeyer
      ajbeyer on 17 Sep 14
       
      The teacher is the most powerful player when it comes to assessment. The teacher who sees that child day after day has a more accurate understanding of the performance of the student than a standardized test. This should be a taken into consideration more than the standardized test.
  • Teachers can minimize bias in a number of ways. For example, to ensure accuracy in selected-response assessment formats, they should keep wording simple and focused, aim for the lowest possible reading level, avoid providing clues or making the correct answer obvious, and highlight crucial words (for instance, most, least, except, not).
  • Bias can also creep into assessments and erode accurate results
    • Adrian Evans
      Adrian Evans on 15 Sep 14
       
      I am amazed when I create a test for our Professional Learning Committee, the amount of rigor that we, as teachers, put into choosing the correct verbage and vocabulary for individual questions.
  • Will the users of the results understand them and see the connection to learning?
    • Adrian Evans
      Adrian Evans on 15 Sep 14
       
      The idea of people understanding the results really speaks to me. My wife is an "Instructional Design Strategist" (read Coach) for an elementary school. She knows a lot. She especially knows a lot about assessing at the elementary level, and whenever we would go into a parent-teacher conference for our daughters, she would make sure that the teacher explained the data to me, as she already knew what the score meant. If I just went on what I understood, well my kids were way off the A-D grade charts because they were scoring M and E- little did I know that those meant Meeting and Exceeding...
  • Who will use the results to inform what decisions?
    • Adrian Evans
      Adrian Evans on 15 Sep 14
       
      This is very true. As more and more people (parents, students, teachers, administrators, elected officials as well as the rest of the public) are looking at education, we must be able to justify not only what we are looking to assess but why
  • having more assessments will mean we are more accurately estimating student achievement
    • criley55
      criley55 on 16 Sep 14
       
      Just giving an assessment isn't helping improve student achievement, its' what you do with the information you get from the assessment.
  • Using misinformation to triangulate on student needs defeats the purpose of bringing in more results to inform our decisions.
    • ajbeyer
      ajbeyer on 17 Sep 14
       
      We try to use so much information and I think it's important to use the RIGHT information when when comes to assessing. moodle_iowa
  • Effectively planning for the use of multiple measures means providing assessment balance throughout these three levels, meeting student, teacher, and district information needs.
    • ajbeyer
      ajbeyer on 17 Sep 14
       
      Effective planning starts with the teacher. Planning for the needs and assessments of all learners it where effective assessment can be powerful. If they teacher takes the time to plan the assessment, then his or her teaching will probably match that assessment. moodle_iowa
  • What Assessments Can—and Cannot—Tell Us
    • Travis Wilkins
      Travis Wilkins on 20 Sep 14
       
      This is a component of assessments that I think has flown under the radar for too long.  In my experience in the classroom, we were often inundated with mounds of data that we had been given very little training or time to understand what it could or could not tell us about our students.   Rather than data bing used for decisions for which they were not suited, it was more common for the data to be collected and never used.
  • Effective Communication of Result
    • Travis Wilkins
      Travis Wilkins on 20 Sep 14
       
      This was something that we often struggled with as classroom teachers.  We were collecting more and more data that had the potential to tell us great things about our students, however, the format or system in place did not allow great opportunities to communicate this information with parents.  If we had better system processes in place I think that many of the parents in the community would have been thrilled with the work we were doing.  However, some of our systems limited the communication of results in a timely manner.  While the teachers saw the connection to learning, their were times where I felt the parents did not understand the work we had been doing with their students.
    • Joanne Cram
      Joanne Cram on 22 Sep 14
       
      Since I'm about a week late, I've read through most of these points and my "notes" that I was going to post have all been addressed. This is the one that was most important as a take home to me. I think that assessing without feedback is a huge issue in education. I understand that as teachers, we get busy. But what is the point of giving a grade if there is no learning behind why the grade was assigned?
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