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bdowney

How to Differentiate Instruction: Twenty Years and Counting - 0 views

www.ascd.org/...ascd-webinar-archive.aspx

moodle_iowa

shared by bdowney on 07 May 17 - No Cached
  • bdowney on 07 May 17
     
    Carol Tomlinson has captured the history of Differentiation in her new book. This is summary tempts you to read her book.
bdowney

How can you make vocabulary stick? - 0 views

www.ascd.org/...-vocabulary-stick-webinar.aspx

moodle_iowa

shared by bdowney on 07 May 17 - No Cached
  • bdowney on 07 May 17
     
    Marilee Sprenger is a highly regarded educator, presenter, and author who has taught students from prekindergarten through graduate school and has been translating neuroscience research into practice for more than 20 years. Teaching Standard 1 Demonstrates ability to enhance academic performance and support for implementation of the school dist rict's student achievement goals.
jbuerman

Array - SoftChalk - 1 views

softchalk.com/canvas

moodle_iowa

shared by jbuerman on 29 May 17 - No Cached
  • jbuerman on 29 May 17
     
    How to integrate SoftChalk with Canvas - includes Canvas integration guide
jbuerman

ChemVantage - 0 views

www.chemvantage.org

moodle_iowa

shared by jbuerman on 29 May 17 - No Cached
  • jbuerman on 29 May 17
     
    LTI for Canvas
LaRae Arment

"Personalized" vs. "Personal" Learning - 0 views

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

shared by LaRae Arment on 10 Jun 17 - No Cached
  • A personalized environment gives students the freedom to follow a meaningful line of inquiry, while building the skills to connect, synthesize and analyze information into original productions
    • arieux1
      arieux1 on 10 Jun 17
       
      While I wanted to highlight this entire paragraph, I thought this was the one that stuck out the most. This was a really concise way to describe personalization and I just wanted to note how directly this section of the article addressed the entire issue of what this really is.
    • julie_carroll
      julie_carroll on 13 Jun 17
       
      Yes! This mantra can guide my new PBL course in the fall; writing it down now....
    • kathleenweyers
      kathleenweyers on 13 Jun 17
       
      Yes, this does fit with PBL!
  • Technology was strikingly absent from these conversations
    • arieux1
      arieux1 on 10 Jun 17
       
      This was surprising to me. When I think of personalization, I tend to include technology in it. This idea makes total sense, though, because if a student doesn't view tech as necessary or it isn't part of it, it shouldn't be forced.
    • ecsexton1
      ecsexton1 on 11 Jun 17
       
      I always picture personalized learning with technology too, but then I think about what is the point of teachers? Parents could just home school their kids. I'm still kind of confused about the teacher's role in personalized learning.
    • kellijhall
      kellijhall on 11 Jun 17
       
      Honestly, this makes me happy to hear because a lot of educators are quick to jump to technology without evaluating what is truly needed.
    • eswartzendruber
      eswartzendruber on 14 Jun 17
       
      I am also surprised by this. Society now demands that students understand how to use technology, and I think as teachers we feel pressured to use the latest and greatest website/tool in our classrooms. I agree with Jared that if it isn't necessary or the student wants to use different tools for his/her work, they should be able to.
    • heidimeyer
      heidimeyer on 14 Jun 17
       
      This was shocking to me. Technology seems to be a huge part in every day learning for students. It's refreshing to know that it's not necessarily the best route to go.
    • jhenning40
      jhenning40 on 15 Jun 17
       
      This surprises me as well; technology is such and integral and inescapable part of our lives, especially those of our students, that I would think this would be high on the list.
    • annabrousard
      annabrousard on 19 Jun 17
       
      I, too, was very surprised about how technology was absent. I guess it does make sense because if a student does not want to use technology then they do not have to. It would be totally up to them.
  • We don’t need personalization as much as we need to promote and give opportunities for our kids to do personal learning
    • arieux1
      arieux1 on 10 Jun 17
       
      I couldn't agree with this more. I think that a lot of personalization is actually allowing students to learn at their own pace, but in order through a prescribed curriculum. It may be more valuable to allow students to do some learning of what they want how they want.
    • ecsexton1
      ecsexton1 on 11 Jun 17
       
      How do you envision this working for you in your classroom? How do we get kids to do personal learning?
    • nthurm
      nthurm on 20 Jun 17
       
      I think the key words are "promote and give opportunities for our kids to DO." At all levels, kids are going to have more success from doing instead of just recreating or reenacting someone else's work/ideas. This is something I have worked on improving every year since some of my very first lessons taught.
  • ...53 more annotations...
  • having my students read the literature at home and come into class ready to discuss it
    • arieux1
      arieux1 on 10 Jun 17
       
      Haha! As a former ELA teacher, several of my colleagues and I argued this exact point a few years ago. That's funny.
    • efabscha
      efabscha on 11 Jun 17
       
      This is still the expectation in many of our college classes!
    • rmeyer1130
      rmeyer1130 on 12 Jun 17
       
      And in band, we have always lived with a model of teaching during small lesson groups and then assigning home practice to gain mastery of a skill. I spend valuable teaching minutes teaching home practice strategies and reflecting on those strategies at lessons. I want kids to set goals and practice the lessons on their own at home.
  • they’ll master a set of skills mandated by people who have never met them
  • skills are acquired sequentially
  • context
    • ecsexton1
      ecsexton1 on 11 Jun 17
       
      I'm concerned that teachers are not teaching enough deep learning in the general education classroom in grade K-4. There is so much focus on getting 120 minutes of reading but it mainly goes toward the daily 5 and not enough connected learning to the world. How do we incorporate deep learning into the daily 5?
    • kathleenweyers
      kathleenweyers on 13 Jun 17
       
      good question! One way might be reading multiple books/articles on the same topic. More cross-curricular including SS and SCI topics
    • kspedersen
      kspedersen on 15 Jun 17
       
      I agree! That this can be tricky. The Daily 5 is a model and teachers need to figure out how to fill the model with meaningful material that accesses the whole child. I like the idea above about integrating other subjects into the reading block and I actually think that the Daily 5 model is a good way to do that!
  • of what deep learning now requires in a connected world.
  • better test scores. And, if that’s what we value as the most important outcome of schooling,
    • ecsexton1
      ecsexton1 on 11 Jun 17
       
      I had terrible test scores as a child and I get test anxiety about if I have enough time to finish the test. How can educators think that test scores are the best outcome for students?
  • However, in order to navigate the system of accountability in the U.S. educational system, many school district leaders require public school educators to teach a specific curriculum that will be evaluated on standardized tests, while at the same time telling teachers to be innovative and creative within their classrooms.
    • efabscha
      efabscha on 11 Jun 17
       
      How can we use personalization when so much pressure is put on teachers and students to meet the core standards and to do well on standardized assessments?
    • rmeyer1130
      rmeyer1130 on 12 Jun 17
       
      Agreed. And while there are elements of PL that can be used within the current structure of our school system, I am not exactly sure I an visualize just how every student is learning and being assessed.
    • trgriffin1
      trgriffin1 on 14 Jun 17
       
      This is exactly what I was referring to in an earlier comment - as teachers we do what we can in the paradigm we are in. I think part of the goal of courses like this is to create within our current confines.
    • kspedersen
      kspedersen on 15 Jun 17
       
      I agree with all of the above comments. For the sake of conversation, however, I would like to question how constraining our current structure truly is? Although we do use the common core/curriculum to tell us what we need to teach students, the core does not dictate how we teach them. I wonder if we sometimes create more obstacles for ourselves because, at the end of the day, it is perhaps easier to follow along in a manual than to create 25 separate lessons that involve more personalization.
    • annabrousard
      annabrousard on 19 Jun 17
       
      I love the idea of personalization however I feel if my principal walked in and saw all of my students doing different activities she would NOT be happy. She would ask me what learning scales everyone is working on and I am not sure I would know how to respond.
  • Personalization promises better student achievement and, I believe, a more effective delivery method than any one teacher with 25 or 30 students in a classroom can compete with. It’s a no-brainer, right?
    • efabscha
      efabscha on 11 Jun 17
       
      So what does this mean? We will have more teachers? Or we will look to the students to act as teachers at times?
    • kellijhall
      kellijhall on 11 Jun 17
       
      How do we accomplish this within current reality?
    • rmeyer1130
      rmeyer1130 on 12 Jun 17
       
      I don't think it's as easy as a "no brainer," do you??
  • Certain forms of technology can be used to support progressive education, but meaningful (and truly personal) learning never requires technology
    • efabscha
      efabscha on 11 Jun 17
       
      This surprises me as there is such a push for technology in the classroom today!
    • kellijhall
      kellijhall on 11 Jun 17
       
      Not to mention how you are pushed into using it over paper-pencil when your district is 1-1. I worry about what message it is sending to my students when I struggle so much with reading their handwriting!
    • julie_carroll
      julie_carroll on 13 Jun 17
       
      It's a good reminder! Old-fashioned, face-to-face discussions and creative construction of meaning (i.e. brainstorming) still works!
    • kathleenweyers
      kathleenweyers on 13 Jun 17
       
      But technology can be a powerful tool for learning, creating, collaborating and such. Here is a simple example. Reading this article with other classmates and seeing their thinking pushes my thinking. How about connecting to an expert or author on Skype? That would create a learning opportunity far better than just reading about an author. Just saying, tech can be more powerful than the traditional methods of learning!
    • heidimeyer
      heidimeyer on 14 Jun 17
       
      I agree there is power in learning with technology. However, the kids today have lost the simple art of communication in person. We need to focus on building more relationships out from behind the screens. The Skype idea is something my school implements and is an awesome learning experience we couldn't have otherwise. However, the students need to know how to have the eye contact, confidence and ability to be prepared talk to someone. This is taught and learned away from a screen.
    • katieconnolly20
      katieconnolly20 on 15 Jun 17
       
      I babysit for many families and have seen the impact technology has on their home lives. Technology is so readily available. Children in today's society relay on technology in many ways and parents relay on it to entertain their children. With this said, I believe we will continue to see technology playing a key role in our schools. I feel that there is a time and place for technology to be used. Some people have commented that their schools are 1:1 with technology. As a kindergarten teacher and educator, I feel that technology has a time and place. However there are important skills that I strive to have my students learn without technology such as social skills and writing skills. It will be interesting to see how technology continues to be utilized in schools.
    • efabscha
      efabscha on 11 Jun 17
       
      But most kids love technology!? I guess it doesn't have to be a requirement, but it should always be a option!
  • ed-tech community to describe a student moving through a prescribed set of activities at his own pace.
    • efabscha
      efabscha on 11 Jun 17
       
      I like this idea, but the classroom management piece makes me a bit nervous.
    • kellijhall
      kellijhall on 11 Jun 17
       
      This is what is often explained to teachers when personalized learning is brought up.
    • anonymous
      anonymous on 12 Jun 17
       
      If a course is truly personalized, shouldn't the student be creating the pathway and goals while the teacher guides rather than prescribing the activities?
    • kathleenweyers
      kathleenweyers on 13 Jun 17
       
      So this reminds me of ST Math or Reflex Math. Even though the students is self-paced, it would not be considered "PL" in the truest form because the teacher is still assigning the content.
    • anonymous
      anonymous on 14 Jun 17
       
      I agree Kathleen! We individualize the content the student is deficient in by assigning skills but there is no student choice. Just some 'fun' in learning through the online program.
  • “We often say we want creativity and innovation – personalization – but every mechanism we use to measure it is through control and compliance,”
  • “personal” learning is something they do for themselves.
    • julie_carroll
      julie_carroll on 13 Jun 17
       
      Personalized vs. Personal Learning
    • heidimeyer
      heidimeyer on 14 Jun 17
       
      This was profound for me!
  • personalization only comes when students have authentic choice over how to tackle a problem.
    • anonymous
      anonymous on 12 Jun 17
       
      Yes!! When there are authentic choices, student buy-in and motivation increases. I like how the author included the phrase 'tackle a problem.' In the workplace, our students will be expected to sovle authentic problems adn this is a great way to build those critical thinking and resilency skills.
    • heidimeyer
      heidimeyer on 14 Jun 17
       
      Yes!! I agree with you 100%. Nothing can prepare our students more than allowing them the opportunity to authentically tackle problems.
    • katieconnolly20
      katieconnolly20 on 15 Jun 17
       
      As you both said, I agree with this statement 100%. I think it is awesome to allow students to authentically chose how to handle a problem. In kindergarten, I teach the importance of problem solving. I give my students prompts that allow them to become respectful leaders. I think problem solving is a great life skill that students can benefit from no matter their grade level!
  • the prevailing narrative seems to be that we can’t engage kids without technology,
    • anonymous
      anonymous on 12 Jun 17
       
      I've noticed with my own students, that their excitement and engagement with technology has decreased as they increase the amount of time the are using technology in their gen. ed. classrooms. Since they are using technology to use programs that place them in a prescribed path after taking a placement test, they are loosing interest because they have lost the authentic connection to the content. The technology instruction is redundent and unpersonalized. They are missing the personal interactions with the teacher, discussing ideas with group members, and the choices provided in authentic learning. Students in my classroom are now more engaged through group work or hands on learning than technology.
    • anonymous
      anonymous on 12 Jun 17
       
      Has anyone noticed this in their own classrooms as well? I believe technology should enhance instruction, not replace it in the elementary setting.
    • eswartzendruber
      eswartzendruber on 14 Jun 17
       
      Yes, I could see how this would be the case. We use a program similar to what you're discussing. As a district, we're supposed to be utilizing this online tool, but how effective is the tool if the students are no longer engaged with it?
    • annabrousard
      annabrousard on 19 Jun 17
       
      I definitely see this. I have trouble keeping my student's attention if I do not have the work projected onto the Smart Board.
  • monitor students’ progress
    • anonymous
      anonymous on 12 Jun 17
       
      This frame of thinking challenges me. As a special education teacher, we monitor progress on reading fluency weekly. We need to follow a research-based curriculum and every week my students are tested and we I evalute their graphs. This information is legally required. How can I impliment a true personalized learning experience for my students when I am required to teach a research based intervention? Has personalized learning been applied successfully in a special education setting?
    • kspedersen
      kspedersen on 15 Jun 17
       
      This is a really good question and one that I am wondering about as well. Although I teach in a general education classroom, we too have to follow certain guidelines and use research-based curriculum. I wonder if personalized learning is only feasible for students who are at or above grade level?
  • our thinking about what we want our kids to learn and our changed roles in that process matters
    • rmeyer1130
      rmeyer1130 on 12 Jun 17
       
      I love this article and what the author seems to be struggling with is what I struggle with. For the students enrolled in beginning band, I cannot make it a totally free learning environment. I can offer choice and give kids some freedom in choosing which exercises demonstrate learning targets, but what I want kids to learn is not really the student choice. Is it enough to say that band itself is an elective and if kids chose to explore band, then that is part of a personalized learning model?
    • rmeyer1130
      rmeyer1130 on 12 Jun 17
       
      I am all for student involvement in making some of their own choices as they learn, but maybe I can't look past the needs of my content area to imagine a change in paradigm for all learners
  • but every mechanism we use to measure it is through control and compliance.’
    • julie_carroll
      julie_carroll on 13 Jun 17
       
      We do function within a system...the question is how to negotiate that system to personalize for our students.
    • trgriffin1
      trgriffin1 on 13 Jun 17
       
      I think this is the hardest thing for both the teachers and students - it is easy to talk about PL, but once rubber hits the road it is very complex to make it work within the traditional confines of the school day and grading structures.
    • jhenning40
      jhenning40 on 15 Jun 17
       
      There seems to be a big contradiction, at least in my mind, with matching personalized learning to the need/desire to tie everything to particular standard and grade. Our current system and expectation of a grade seems to limit the true sense of personalized learning.
  • choice
    • julie_carroll
      julie_carroll on 13 Jun 17
       
      Ah- now I understand that if the choice is created and given by the teacher, it might not be personalization. Our district uses E 20/20 in some extreme cases and it generally does NOT meet any student's learning needs.
    • LaRae Arment
      LaRae Arment on 28 Jun 17
       
      I think this is where the disconnect is, many my district will do online learning but it isn't personailzed because it is driven by the program that the district uses and students just fly though he program to get done. In the end I don't think they learned anything from their courses. If it were personalized they would take more ownership in their learning.
  • resource rich
    • julie_carroll
      julie_carroll on 13 Jun 17
       
      Partnering with community businesses and community organizations.
    • jhenning40
      jhenning40 on 15 Jun 17
       
      That's a good point. There are often so many other experts within our own schools and communities who could be valuable resources for our learners.
  • agency
  • changing just about everything
    • julie_carroll
      julie_carroll on 13 Jun 17
       
      Makes me think of the directive "we can no longer teach what kids can simply Google." So, learning becomes more inquiry-based and connected to real-life purposes.
    • LaRae Arment
      LaRae Arment on 28 Jun 17
       
      I recently heard that if a student can google the answer then we are not teaching them the higher order thinking that the industries are seeking now in their future employees. Google tends to give the surface answers and not the think out of the box answers unless they take the time to really dive into resources (which most won't take that time).
  • drive their own education
    • julie_carroll
      julie_carroll on 13 Jun 17
       
      For me it keeps coming back to this: who drives the learning - the teacher or the student?
    • nthurm
      nthurm on 20 Jun 17
       
      Do they know how to identify what specifically does drive their own education? We do a lot of modeling before asking the students to do different work. I think this is going to take some brainstorming as to HOW to help kids see what helps them learn.
  • You’re “free to expand as a standardized individual.”[
    • julie_carroll
      julie_carroll on 13 Jun 17
       
      Ha! We have the "individual vs. society" discussion in my class each year and many students notice the irony of trying to be an individual by doing something that conforms to someone else's norms (i.e. dying your hair blue...like millions of other teens trying to be individuals is a classic 9th grader example).
    • trgriffin1
      trgriffin1 on 14 Jun 17
       
      This is a great point! It is hard to fit in and stand out:) It is hard to excel in school if you risk doing something different.
    • eswartzendruber
      eswartzendruber on 14 Jun 17
       
      I love reading your comments, Julie! That might be a challenge with personalized learning as well. Students struggle to be their own learner and achieve their personal goals - yet at this age, so many kids are drawn to the social dynamics of groups and trying to stay close in their developing friendships. As a fourth grade teacher I see students experimenting with the individual vs. group struggle on a regular basis. This will certainly be a challenge to stay on top of!
  • caring teacher who knows each child we
    • julie_carroll
      julie_carroll on 13 Jun 17
       
      Yes! The most important "method" of teaching.
    • trgriffin1
      trgriffin1 on 14 Jun 17
       
      I think the core of PL is this - knowing the who/what/why/how for each student, this is true even within current school structures.
    • kspedersen
      kspedersen on 15 Jun 17
       
      I agree! We need to care about our students as people, not just as learners and I think that this will create great success for not only the teacher but for our students as well.
    • nthurm
      nthurm on 20 Jun 17
       
      While I agree, it takes MORE than caring! If caring is all it took, I'd be golden, but figuring out how to implement it for 50-100 kids is where I struggle. I hope to learn this by the end of the course.
  • not created by them
  • construction of meaning
  • learning with and from one another.
  • collaboration and takes place in a community.
    • julie_carroll
      julie_carroll on 13 Jun 17
       
      I am grateful to read this...my students report each year that some of their biggest "ah-ha" moments come from their peers. I know I learn so much each year from my students; there's no way I can be the "sage on the stage" when we're all in this learning thing together!
  • a textbook is still a textbook. You want to really engage kids? Give them opportunities to learn personally, to create their own texts and courses of study, and to pursue that learning with others in and out of the classroom who share a passion.
  • moving ownership of learning away from the teacher and more toward the student.
  • the best thing we can do for kids is empower them to make regular, important, thoughtful decisions about their own learning, what they learn and how they learn it,
  • we cherish our commitment to individualism yet experience a “relentless pressure to conform.” Each of us can do what he likes as long as he ends up fundamentally similar to everyone else:
  • Personal learning entails working with each child to create projects of intellectual discovery that reflect his or her unique needs and interests.
    • nthurm
      nthurm on 20 Jun 17
       
      I'm sure this is an aim for most teachers. How to do it for EVERY student is what I hope to learn!
  • preoccupation with data data data data data.   Elsewhere, I’ve written about the folly of believing that everything can and should be reduced to numbers.[
  • For many educators that’s not the true meaning of “personalized learning.”
    • trgriffin1
      trgriffin1 on 14 Jun 17
       
      While I agree it isn't the true meaning, nor the widely accepted meeting, however I think it is the reality for what teachers can do in the current structure. When transcripts, grade scales, grade books and class sizes are currently where they are, this is the compromise or baby step towards the largest goal.
  • “personalized learning”
    • trgriffin1
      trgriffin1 on 14 Jun 17
       
      I think there is a difference between the technical definition and the operational definition. When you read about innovative schools who do all kinds of things, the easy criticism is that they can do what we can't. There is truth there, but the reality is that we need to try to do what is best for all of our students regardless of the status quo, especially when the status quo isn't working at the highest level.
  • It’s had an enormous effect on media, business, politics and journalism, and its effect on education
    • trgriffin1
      trgriffin1 on 14 Jun 17
       
      To his point, I think this statement is taken out of context to conflate tech and learning. Districts spend a lot of money on tech but not enough is done to change how teaching happens or tech pedagogy.
  • new dispositions to take advantage of it for learning.
    • trgriffin1
      trgriffin1 on 14 Jun 17
       
      I believe this is the major gap. Many taking this course are already jumping in (or did a while ago) but I think we too often ignore where others are in relation to that change. There are still teachers who refuse to integrate anything but a few substitutions for what they have always done, instead of real change.
    • eswartzendruber
      eswartzendruber on 14 Jun 17
       
      That's when teachers who believe in this change of learning need to use student work and proof of student motivation in order to get other teachers on board!
    • nthurm
      nthurm on 20 Jun 17
       
      I would say, as educators, we fall into this trap when using technology. We need to look at what purpose the technology we are using is providing. Would it be more effective or simpler to understand without the newest technology? I'm not against technology, but sometimes we get so excited about what we found out on the internet that we don't keep an objective eye when choosing to implement it into our classrooms.
  • not be trained to wait for opportunities that someone else has selected for delivery
    • trgriffin1
      trgriffin1 on 14 Jun 17
       
      I think this connects well with the notion of dispositions - we need to create a system that supports learners who know how to learn - the whole candles to light instead of buckets to fill - but schools typically operate as bucket filling stations. A lot of students, families, and teachers need to support for this transition.
  • surely lost our way
    • trgriffin1
      trgriffin1 on 14 Jun 17
       
      I completely agree - I HATE hearing the word 'cool' when a learning about a new resource or tool. Things being cool doesn't lead to learning or engagement.
  • By assigning the lecture at home, we’re still in charge of delivering the curriculum, just at a different time
    • trgriffin1
      trgriffin1 on 14 Jun 17
       
      I think this is the current status of innovative teaching and learning for a lot of teachers. Flipped = Engagement = Innovative = Personalized etc. Really though, I think the good intentions are there, but the time, energy and resources aren't to move beyond intentions for a critical mass.
  • goals and practices
  • resemble standardized tests. When we hear a phrase such as “
    • trgriffin1
      trgriffin1 on 14 Jun 17
       
      This makes PL a tough sell - it isn't worth the time if it doesn't help the existing goals, but it isn't really PL if the goals are already defined.
  • reductive rubrics
    • trgriffin1
      trgriffin1 on 14 Jun 17
       
      I see a lot of SBG and SRG teachers explain how they can measure every discrete skill in an ELA standard with the right rubric, I feel that fits the cliche - seeing the forest through the trees. Every aspect of school can't be all or nothing - it is like the polar opposite of high stakes testing; a similar but different problem.
  • Personal learning tends to nourish kids’ curiosity and deepen their enthusiasm
    • heidimeyer
      heidimeyer on 14 Jun 17
       
      That's what I strive to do but the linear curriculum can really hold the teacher and student back.
  • t is clear that all children don’t learn the same way
    • katieconnolly20
      katieconnolly20 on 15 Jun 17
       
      How do we as teachers make sure that all students needs are met and that they are all able to gain the same amount of knowledge? I feel that there are so many different types of learners and sometimes as a teacher am overwhelmed by the different kinds of learns in my classroom. I struggle with how to meet each students needs to make sure I am doing my best as an educator.
    • jhenning40
      jhenning40 on 15 Jun 17
       
      I think an important piece is to help students (and parents) understand the type of learner they are. Students who know what works best for them (auditory, visual, reading silently and hearing it read out loud, etc.) can begin to take steps towards helping their learning and success.
    • annabrousard
      annabrousard on 19 Jun 17
       
      I wonder if schools will ever start grouping students by learning type. For example, if there are 3 sections of second grade, one teacher might teach to the auditory learners, one the visual learners, and one the hands-on type.
    • LaRae Arment
      LaRae Arment on 28 Jun 17
       
      I like the idea of grouping students by their learning styles. It would really hit that personalized learning. However, what would happen if there was an unbalanced separation in learning styles. Do you think that schools would accommodate or would it be too expensive? I see this working really well in both special educ classrooms and regular educ rooms.
  • a textbook is still a textbook. You want to really engage kids? Give them opportunities to learn personally, to create their own texts and courses of study, and to pursue that learning with others in and out of the classroom who share a passion.
    • katieconnolly20
      katieconnolly20 on 15 Jun 17
       
      I love this part of this text. As a kindergarten teacher, I believe it is important for students to have that exploration and discovery time in the classroom. They need to learn at a young age to be their own teachers. It has amazed me during our center time this past year what five and six year olds are able to discover and share with me!
    • LaRae Arment
      LaRae Arment on 28 Jun 17
       
      Yes! I think this can work at any level for learners. Why would we want to limit a learner to stop at a certain point and not stretch themselves in a direction that will better them as a students. I believe this is where students discover their interests and strong points with a little bit of freedom.
  • engagement”
  • industrialized form of education that pumps out cookie-cutter students
    • nthurm
      nthurm on 20 Jun 17
       
      These words used here could easily offend someone who has been in education, those who have created good lessons with ways to reach various children: "industrialized," "pumps out," and "cookie-cutter students." Not a great idea at the beginning of an article if you wish for veteran teachers to read and learn from ideas presented about personalized learning - might seem like another buzz term because there have been a lot of them throughout the years!
  • tware
    • nthurm
      nthurm on 20 Jun 17
       
      This is a problem in itself when there is no funding to do this!
  • “’Personalized’ learning is something that we do to kids; ‘personal’ learning is something they do for themselves.”[4]
  • “It’s so much cheaper to buy a new computer than to pay a teacher’s salary year after year.”[11]
    • nthurm
      nthurm on 20 Jun 17
       
      This is what I fear for the future of education! Going one-to-one and seeing the push for technology in lesson planning worries me that education is not going to need the person in the future!
nthurm

Why Personalized Learning Matters to a New Generation of College Students | EdSurge News - 0 views

www.edsurge.com/...generation-of-college-students

moodle_iowa education

shared by nthurm on 11 Jun 17 - No Cached
  • the most significant theme that emerged was the challenge of helping students that come to class with wildly different starting knowledge and skill levels
  • We’ve gone from serving small numbers of select college-bound students, ages 18 to 22 years old, to trying to accommodate almost anyone.
  • “We don’t need more college-ready students; we need more student-ready colleges.”
  • ...1 more annotation...
  • we have to experiment with education that’s tailored to individual people
kmolitor

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

www.edutopia.org/ed-instruction-ten-key-lessons

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

Adaptive Learning System Articles - 0 views

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

shared by kathleenweyers on 13 Jun 17 - No Cached
  • How much you trust your adaptive technology depends a lot on what it is supposed to do.
    • rmeyer1130
      rmeyer1130 on 13 Jun 17
       
      Yes! I am trying to keep in mind that none of these technologies are really meant to replace a person, but if they aid in a student's learning of some areas or learning targets, the technology is a good thing.
    • kellijhall
      kellijhall on 19 Jun 17
       
      I feel like I have this discussion with parents a lot. At my school, we (unfortunately) have a lot of parents who give their students technology whenever they want. Some of these parents then try to get me to use their programs in class because they believe it is better for their student. It can be a tricky conversation to navigate..
  • Adaptive technologies can have real value and are not going away. They can free up faculty to spend more time doing what they do best in the classroom—work that is not replicable by a machine.
    • rmeyer1130
      rmeyer1130 on 13 Jun 17
       
      When I am skeptical, I need to remember this. Teachers can still be active in a child's learning, but utilizing technologies when appropriate can be a good thing.
    • kellijhall
      kellijhall on 19 Jun 17
       
      I like to utilize technology when the students aren't with me because I am working with their peers. Math stations or Literacy menu choices can be a great time for students to explore some of these resources. As a teacher, I can't meet with every student during every minute of the day so I agree that these technologies can sometimes be an alternative, but not a replacement, for the teacher at appropriate times of the day.
    • kspedersen
      kspedersen on 21 Jun 17
       
      This statement really struck me. Often times I don't utilize technology because I don't believe that it is as meaningful as it can be; but, it is better than nothing. I cannot meet with every student every single minute of the day and often times technology can be a good stand-in. However, I do find it difficult to find meaningful applications, but perhaps I need to have a more open-mind and not be so critical.
  • mportant to note, of course, is that in-person instruction does not fall out of the picture in most cases; in fact, it many strengthen instruction as faculty take on a more supporting, coaching role, with less time devoted to delivery of content, which students may or may not already have mastered, and more time focused on one-to-one student engagement and self-paced guidance through a curriculum.
    • rmeyer1130
      rmeyer1130 on 13 Jun 17
       
      I like this point. Adaptive technology is not taking the place of teachers. It is finding smart ways to organize time.
    • kspedersen
      kspedersen on 21 Jun 17
       
      I agree. Adaptive technology is not in place of the instructor, rather it is an added layer of instruction. I believe that adaptive technology is a great tool and can make instruction even more meaningful by allowing students to be fully engaged more throughout the day.
  • ...14 more annotations...
  • some confusion persists about the role of this technology and how drastically it may impact traditional instruction
    • rmeyer1130
      rmeyer1130 on 13 Jun 17
       
      I think we're all mindful of job security! At what point will technologies be perceived as the better alternative to real teachers in traditional teaching roles?
    • kellijhall
      kellijhall on 19 Jun 17
       
      Agreed! However, are we also setting up our students for future success of using technology to learn something new as adults? (Other than using YouTube videos!)
  • Adaptive technology can follow a student’s progress as they work and recognize which concepts they’ve mastered and in which areas they need further instruction.
  • That umbrella term covers a range of approaches and models, Newman said, including competency-based learning, differentiated instruction and tutorial models, as well as adaptive learning.
  • all adaptive software tries to mimic some aspect of what a good teacher does, given that every student has individual needs.
    • arieux1
      arieux1 on 25 Jun 17
       
      Important for me to remember as I start working on the lab. Hopefully, computers will never replace teachers... but I've seen too many movies.
  • They are not expected to know everything that the instructor knows, but they are good at helping to ensure that the students get the basics right
    • arieux1
      arieux1 on 25 Jun 17
       
      In my mind, this is what I'd use OLPs for. I've studied them as part of my blended learning training. To me, they are a way to augment what is being done in the classroom in a personalized way. This statement is pretty much how I'd put it.
  • Students get real-time response to their work
    • arieux1
      arieux1 on 25 Jun 17
       
      What I like about the idea of adaptive learning tech is this. Students can work on the low level, building block skills when and where they want, as quickly as is needed for them. The tech does this automatically, taking it off the teacher's plate. Knowing this kind of stuff will help the teacher drill down to what is needed.
  • Adaptive tech can help them get past those hurdles with a little extra help
    • arieux1
      arieux1 on 25 Jun 17
       
      In Iowa, we probably don't see as much dropout as other parts of the world. But students do fall behind and don't achieve to the level they should - not just for them, but for the future they will encounter. Providing them with tools to overcome the gaps is something we should aspire to as teachers.
  • Educators, of course, have been doing this for centuries. What is new about this practice today, however, is simply the use of technology
    • arieux1
      arieux1 on 25 Jun 17
       
      So this is the thing. Teachers need to move students into the higher levels of thinking and learning to meet the needs of the future. Letting a program ensure students learn these building blocks makes it easier for the teachers to scaffold them to the higher realms of thinking.
  • Adding the tech makes it possible to personalize at scale
    • arieux1
      arieux1 on 25 Jun 17
       
      Ah, now that's cool! I like that sentence because it encourages people to use the tech to personalize more easily and practically for all students.
  • "Do you want them to read something, watch something and then answer a multiple choice quiz, or do you want them to build a bridge with a simulator that gives them specific feedback and specific activity based on that?"
    • arieux1
      arieux1 on 25 Jun 17
       
      This is a good question regardless of what you teach, the level you teach at, and the approach you take. I just wanted to point that out.
  • good” education is entirely quantifiable and therefore manageable by computer.
    • kathleenweyers
      kathleenweyers on 07 Jul 17
       
      I think this is a valid point, that adaptive tech should not be a student's entire educational experience.  Much of learning cannot be measured by a computer program!  A combination of both is best!
  • technology can help make the adaptations easier and more streamlined.
    • kathleenweyers
      kathleenweyers on 07 Jul 17
       
      Technology can be far more efficient in teaching kids things that are measurable, like math facts of sight words.  Other things, like analyzing the tone of a poem may be less measurable using technology.
  • incorporating the right mix of online and face-to-face instruction where suitable.
    • kathleenweyers
      kathleenweyers on 07 Jul 17
       
      Adaptive technology does not mean the teacher is no longer needed.  It can help students be more successful and motivated because they are learning at their own pace at their own level, but teacher intervention can and should still occur.
  • this data to evaluate student proficiencies and generates "insights" and predictions that lead to recommendations and, ultimately, an individual learning path.
    • kathleenweyers
      kathleenweyers on 07 Jul 17
       
      In the data driven world we live in, there are so many benefits to having immediate date.  Teachers do not have to grade a bunch of work to figure out where kids are in their learning path.  Teachers can easily see where kids struggle and step in to provide remediation much more quickly than not using the tech.
benrobison

Screen Recorder & Video Editor | Screencast-O-Matic - 0 views

screencast-o-matic.com

o moodle_iowa ollie_iowa

shared by benrobison on 13 Jun 17 - No Cached
  • jessicaseim on 13 Jun 17
     
    This is a great site that can be used a number of different ways. It's a great way to use the computer and demonstrate how to use an online program to students. The program records your voice while and whatever program you are looking at on the screen.
LaRae Arment

PLE Articles - 2 views

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

shared by LaRae Arment on 14 Jun 17 - No Cached
  • The concept of PLE is not a way to replace classroom learning, but to enhance it.
    • arieux1
      arieux1 on 14 Jun 17
       
      I think this is important to point out at the beginning. At first, personalized learning (I believe) makes the teacher feel irrelevant. That's not true, but it seems like it.
  • PLEs place a large amount of responsibility on students and thus requires a high level of self-management and awareness
    • arieux1
      arieux1 on 14 Jun 17
       
      I think this is good to point out. These skills aren't often turned over to the kids, so they must be explicitly taught. I think self-reflection is probably the best way to instill this in students.
    • heidimeyer
      heidimeyer on 15 Jun 17
       
      Teaching students how to self-manage is critical. I wonder how successful this is with younger elementary students.
    • anonymous
      anonymous on 16 Jun 17
       
      I was wondering the same thing, Heidi, about how this would work for elementary students. I know we want this to be as student focused as possible, but I wonder if at first PLEs are modeled with students creating a basic one that has resources they have used before and are the same as the ones the teacher modeled and as students begin to work more with it, they can add their own resources. I slow work in progress.
    • trgriffin1
      trgriffin1 on 16 Jun 17
       
      This is a major shift - it is a change in the culture of the school and the classroom as well for the individual. We have to support this transition.
    • efabscha
      efabscha on 17 Jun 17
       
      Heidi, I am also wondering the same thing. Do they have certain ages where personalized learning works best?
    • jhenning40
      jhenning40 on 20 Jun 17
       
      ckeninger, I think your idea of a modeled and guided first round is essential. That would help them see and understand the process before trying a "true" PLE.
    • nthurm
      nthurm on 21 Jun 17
       
      YES! Digital citizenship and message etiquette cross curricular ideas!!
    • rmeyer1130
      rmeyer1130 on 28 Jun 17
       
      Great uses for teaching media etiquette!
    • rmeyer1130
      rmeyer1130 on 28 Jun 17
       
      But you do have to wonder about those kids who are not engaged and responsible... will a PLE make school harder? Or will you feel like you still invest lots of individual attention to kids who need it?
  • The idea of having one site to log into daily and then a pre-constructed  dashboard of all the learning tools and spaces available to us seemed appealing
    • arieux1
      arieux1 on 14 Jun 17
       
      That seems like a good way to let groups do research on their own but still with some facilitation. Throwing lots of resources on there, teaching them how to use them and skills required (as they come up), and then turn them loose.
    • heidimeyer
      heidimeyer on 15 Jun 17
       
      Wow! This is my first time learning about Symbaloo. What a great tool that allows students to quickly access what they need.
    • julie_carroll
      julie_carroll on 16 Jun 17
       
      We set up a Symbaloo for my daughter's college search to keep all the websites handy for both of us. In a way, I felt like it was the same of just having bookmarks in a folder, but it looked cool.
    • trgriffin1
      trgriffin1 on 16 Jun 17
       
      I think it is a great tool if you learn to use it. I have helped people create it, but so many go to the same page every time they log in and then google everything as needed. It could be a great way to focus students and avoid surfing.
    • katieconnolly20
      katieconnolly20 on 17 Jun 17
       
      I also have never used symbaloo but find it to be very appealing. I think in the upper grade levels students would get a lot of use out of it. A question I have is how can it be successfully utilized in lower elementary classrooms? I think I could add sites that we use on computers but a lot of these sites require reading and my students are just learning how to read. Any ideas?
    • LaRae Arment
      LaRae Arment on 05 Jul 17
       
      I am unfamiliar with Symbaloo, but can see how it would be benefical to my students as an organization tool. I also see it as a time saver for students that are researching.
  • ...37 more annotations...
  • I only wish that students could edit the webmix in their own accounts (and if they can, I haven’t discovered how yet), but that is really a minor wrinkle for us at this point; I also wish I could publish the webmix with a public URL accessible to non-Symbaloo users.
    • arieux1
      arieux1 on 14 Jun 17
       
      These seem like the types of things I was going to have them do with this. Maybe not, but at the very least these are things to look into as I explore this resources.
  • A PLE is the method students use to organize their self-directed online learning, including the tools they employ to gather information, conduct research, and present their findings.    As the name implies, PLEs give learners a high degree of control over their work by allowing them to customize the learning experience and connect to others, including experts in the field.
    • arieux1
      arieux1 on 14 Jun 17
       
      That's a great definition, so I marked it. It sort of encompasses what it is and why it's important, in addition to providing some ideas.
    • heidimeyer
      heidimeyer on 15 Jun 17
       
      Love this definition!
    • julie_carroll
      julie_carroll on 16 Jun 17
       
      saving this definition to share with my students this fall....
    • trgriffin1
      trgriffin1 on 16 Jun 17
       
      I think something like this is helpful to get everyone on the same page.
    • rmeyer1130
      rmeyer1130 on 28 Jun 17
       
      This is a great definition, as others have posted... but I just continue to see pros and cons to all this self-directed online learning for so many of our kids. Good for many... not the best fit for many others.
  • our work must increasingly attend to supporting students in developing their skills and motivations for becoming themselves networked and sophisticated online learners
    • arieux1
      arieux1 on 14 Jun 17
       
      Nice! As an instructional coach, I've constantly been saying "the person talking is the person learning" (for two years!) in order to have the teachers understand that if they talk for the entire period (i.e. are the holder of all knowledge, content, and skills), all the students are getting is short term learning and dependence on the teacher. I feel like this is the same idea.
    • julie_carroll
      julie_carroll on 16 Jun 17
       
      Indeed, working with students to become not only savvy consumers of media and information ("fake news?"), but working with students to sharpen the skill of organization of said information is key to their navigating an increasingly complex information-world.
    • trgriffin1
      trgriffin1 on 16 Jun 17
       
      I agree - however I don't know how many of my colleagues do. This all goes back to being student centered and student driven.
  • ou can provide a tile linking to a web page describing a number  of exploratory activities a student will need to engage in, but make the path for accomplishing these activities (e.g., the numbers and types of tiles used) up to the student.
    • arieux1
      arieux1 on 14 Jun 17
       
      Now that's a good idea!
  • teachers’ provision of the right balance between structured lessons and autonomy; let’s never forget it is an ongoing balancing act.
    • heidimeyer
      heidimeyer on 15 Jun 17
       
      I love this and want to strive for this but this also terrifies me. I'm in the "awareness" stage of learning about PL. My concerns are, How will I truly balance this? Is it the right balance?
    • jhenning40
      jhenning40 on 20 Jun 17
       
      I'm also concerned about balance for each individual student. Some students will naturally blossom with independent learning, but others will need more consistent help until they have the skills or confidence to do more independent work (hopefully only at first, I anticipate some will need continuous support)
    • nthurm
      nthurm on 21 Jun 17
       
      I love opening a highlighted section to make a comment...and there's more than just ME thinking about the "perfect balance." It means I'm not alone in being anxious about it. Part of me believes that, like SBG and common core, students will adapt and this will become second nature to them if we present it in a positive manner like we do know what's best for them- because we do. :)
  • as an instructor, you can make a webmix quite interactive.
    • heidimeyer
      heidimeyer on 15 Jun 17
       
      I like that the instructor can still play a role in students' Symbaloo. The examples given are a great way to engage students.
  • Learning Management Systems (LMS)
    • anonymous
      anonymous on 16 Jun 17
       
      There is great information describing the differences between LMS and PLE but what is a specifc example of a LMS? Would this be like our school library reference page that has specific links that students use for the states projects year after year?
  • Teachers are challenged to provide the appropriate balance between structured lessons and learner autonomy in order to facilitate self-directed learning
    • anonymous
      anonymous on 16 Jun 17
       
      Where is this balance? Is there is a suggested ratio of teacher input/lesson to student directed learning? Does it depend on the age of the student?
    • katieconnolly20
      katieconnolly20 on 17 Jun 17
       
      These are great questions. I have found myself wondering the same thing. For me, allowing my students to be their own learners and not depend on me is a hard concept for me to grasp. I am a kindergarten teacher. It make me question at what age is this all appropriate and how can I set up my students to be able to be successful learners on their own. Many of my students are not responsible enough to handle facilitating their own learning. Does anyone have ideas on how I can prepare them for this?
    • eswartzendruber
      eswartzendruber on 17 Jun 17
       
      I agree. I keep reading that there's a balance or strategies, but I'm unsure of what those are.
    • jhenning40
      jhenning40 on 20 Jun 17
       
      I also wonder: does it have to be an equal balance? What I mean is does the process start with a more teacher-heavy interaction, where the teacher frontloads, teaches strategies, and models; once students have that background knowledge, does the balance shift to student-centered? The balance may not always be equal, but on the whole both groups play an equal part -- just something I"m curious about as I think about how I might create this type of learning in my own class.
    • rmeyer1130
      rmeyer1130 on 28 Jun 17
       
      Agreed. The balance between human contact and online learning. Life skills learned through working and playing with each other cannot take a backseat to online skill progress.
    • LaRae Arment
      LaRae Arment on 05 Jul 17
       
      I agree with the balance. From experience with our students and using online programs. Communication and soft skills are some of those skills that can't be learned online.
  • The gallery view allows you to preview webmixes before adding them to your Symbaloo dashboard.
    • anonymous
      anonymous on 16 Jun 17
       
      Wow! I didn't know you could search for webmixes and then add them to your dashboard. I wonder if other teachers have created webmixes for their students to reference. A teacher could make a webmix to share with students on their personal dashboards to get them started. What a great example of the collaboration of online tools.
    • LaRae Arment
      LaRae Arment on 05 Jul 17
       
      It would be nice if there are already created webmixes out there to help get a start in learning how to utilize Symbaloo.
  • on.
    • anonymous
      anonymous on 16 Jun 17
       
      Wow! There are a lot of components to the Networked Student in the image below. My concern is ensuring students have the foundation for these components before they start PL. Practicing digital responsibility is an important piece. When we provide students with technology, we are giving them access to a lot of information and responsibilty. This can be positive or negative.
  • chart
    • julie_carroll
      julie_carroll on 16 Jun 17
       
      Ah ha! I was just wondering whether NTN's "Echo" system would be my students' PLE...nope. I'm curious to keep reading to see how Echo can blend with a PLE for my PBL students next year...
    • julie_carroll
      julie_carroll on 16 Jun 17
       
      Also...I'm saving these images throughout the class to my Pinterest Board for further reference!
  • social media platform
    • julie_carroll
      julie_carroll on 16 Jun 17
       
      Could a Google Classroom or Google Hangout that students create be considered a PLE?
    • LaRae Arment
      LaRae Arment on 05 Jul 17
       
      I also wondered this as I was reading the article. I use Google classroom but more as an information board for student organization.
  • learner controlled
    • julie_carroll
      julie_carroll on 16 Jun 17
       
      In this way, PLEs seem to mirror one defining component of PL: learned controlled. But, I would assume the "facilitator" (teacher) would also have access....
    • trgriffin1
      trgriffin1 on 16 Jun 17
       
      I think as we learn about how to be the facilitators in courses like this, we also need to think about how we will train our students to be this type of learner.
  • Netvibes
    • julie_carroll
      julie_carroll on 16 Jun 17
       
      Okay - I've never heard of Netvibes...I'll check it out as a possibility for my pbl students this fall.
  • the aggregato
    • julie_carroll
      julie_carroll on 16 Jun 17
       
      catchy name: the aggregator!
  • A collection of resources related to a problem-based learning challenge
    • julie_carroll
      julie_carroll on 16 Jun 17
       
      And here is the "fit" for New Tech...we will definitely be offering Symbaloo as a PLE option for our PBL students!
  • These tools provide a medium for students to create their own learning space that is more natural and unique to their interests and learning styles
    • trgriffin1
      trgriffin1 on 16 Jun 17
       
      The only problem is when a student doesn't want to use the tech - rare, but it happens.
    • katieconnolly20
      katieconnolly20 on 17 Jun 17
       
      Do you have this happen in your classroom? How do you handle this situation if so?
  • The development of PLEs represents a shift in focus from teacher centered classrooms to more learner centered classrooms.
    • trgriffin1
      trgriffin1 on 16 Jun 17
       
      I think this is difficult because it shifts not only the center, but the ownership and control. The fear is what might happen if the teacher gives up control or the teacher giving up their pet project or unit that they enjoy. It is hard not to be selfish sometimes when you invest so much of yourself into something.
    • efabscha
      efabscha on 17 Jun 17
       
      I truly wonder what this might look like for teachers. Would there be way more preparation or maybe less preparation is needed? The thought makes me nervous!
    • katieconnolly20
      katieconnolly20 on 17 Jun 17
       
      I agree! I feel that as students take charge of their own learning, it will mean less work for us as teachers. I am also curious of what this looks like. As a kindergarten teacher, I feel that there will need to front load what personalized learning looks like. I will still need to make sure my students are being responsible learners.
    • annabrousard
      annabrousard on 19 Jun 17
       
      In DMPS we are moving to schools for rigor which is all about creating student centered classrooms so I wonder if this will be something that DMPS looks into as well.
    • rmeyer1130
      rmeyer1130 on 28 Jun 17
       
      I feel like it would create MORE work, but in a different way. You have to always be aware of what all of your kids are working on and touch base and provide supports as needed. Less in control of their learning, means you're less in control of what you'll be expected to do each day.
  • begin developing their Symbaloo webmixes
    • trgriffin1
      trgriffin1 on 16 Jun 17
       
      I see myself having a menu for students to put in their own webmix and then having additions as we go along.
    • efabscha
      efabscha on 17 Jun 17
       
      What types of sources would you require students to put in their menu?
  •  I also encourage you to check out the videos and blog posts at SymbalooEDU
    • trgriffin1
      trgriffin1 on 16 Jun 17
       
      These are really helpful
  • grounding them intentionally in an environment of information tools and productive applications
    • trgriffin1
      trgriffin1 on 16 Jun 17
       
      I like the line 'productive applications' - I think this connects back to training our students to be successful in the PLE
  • An eportfolio
    • trgriffin1
      trgriffin1 on 16 Jun 17
       
      I plan to use Google Sites for the portfolio in my course, but I see Symbaloo as their dashboard/launchpad. We will use Moodle, an online textbook, and myriad online resources.
    • efabscha
      efabscha on 17 Jun 17
       
      When students create an eportfolio is this something that can be shared with parents as well? Does it follow them all through school?
  • support learning anywhere
    • eswartzendruber
      eswartzendruber on 17 Jun 17
       
      This is a huge benefit considering one of our biggest goals of teaching is to make students lifelong learners. However, what happens when students don't have access to resources outside of school?
    • annabrousard
      annabrousard on 19 Jun 17
       
      This is a really great idea so that the learning does not stop just because the school day does.
    • rmeyer1130
      rmeyer1130 on 28 Jun 17
       
      Of course, it also makes the gap bigger between children who have support and resources at home, and those students who do not.
  • strategies in place to guide and support these learners
    • eswartzendruber
      eswartzendruber on 17 Jun 17
       
      What are these strategies? As a 4th grade teacher, I have a handful of students who struggle to work independently and trust themselves while taking control of their learning.
    • annabrousard
      annabrousard on 19 Jun 17
       
      I also would like to see some strategies to help with these students.
    • jhenning40
      jhenning40 on 20 Jun 17
       
      I agree some strategies would be helpful. I can anticipate that many students will need some frontloading or strategies in order to be successful with their first PLE.
    • nthurm
      nthurm on 21 Jun 17
       
      Agreed! I would love some ideas as well.
  • Symbaloo
    • eswartzendruber
      eswartzendruber on 17 Jun 17
       
      As an elementary teacher, I think Symbaloo allows for more management. When meeting with students regarding their PL, we can find/add websites to Symbaloo together especially if they can't edit the "webmix" in their own accounts.
  • photo collages
  • Some instructors empower students to use their own mobile devices such as tablets and smartphones as a means to create PLEs.
  • Symbaloo,
  • tiles
  • It’s easy to use
  • Students can extend their learning into questions to parents, email conversations, Facebook posts or even twitter hashtags.
    • nthurm
      nthurm on 21 Jun 17
       
      Great ideas for book sharing instead of journaling! This helps in reference to my PLP for this course.
  • set usage parameters
  • so that they can collaborate and discover information
    • nthurm
      nthurm on 21 Jun 17
       
      LOVE this idea for collaboration and opportunity to teach each other!
  • she explains, are no longer the primary or even the best source of information available to students
    • nthurm
      nthurm on 21 Jun 17
       
      This is scary and exciting all at once! I can't help but wonder what teachers who have been in the trade for 25+ years must think about this.
  • webmixes
    • nthurm
      nthurm on 21 Jun 17
       
      I hope I get a better idea of what a "webmix" is as I start the tour of Symbaloo; can't find a definition so I'm guessing it is a term used with this database.
  • select group of individuals (via email).
    • nthurm
      nthurm on 21 Jun 17
       
      This would be good for class sharing that you don't necessarily want others to have access to.
    • LaRae Arment
      LaRae Arment on 05 Jul 17
       
      Great to know!
  • collaborating and sharing with others
    • LaRae Arment
      LaRae Arment on 05 Jul 17
       
      Collaboration is key for students to get the experience of working with others especially if it is a situation that they are not in a regular education classroom environment.
  • heidimeyer on 15 Jun 17
     
    "PLEs place a large amount of responsibility on students and thus requires a high level of self-management and awareness"
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