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Erica Larson

Khan Academy and the mythical math cure - 1 views

blog.genyes.org/...khanacademy

misconceptions How Students Learn Constructivism

shared by Erica Larson on 16 Apr 11 - No Cached
  • Erica Larson on 16 Apr 11
     
    This blog post has some intriguing thoughts about how people learn math and science.
rcordes1961

Screencast.com - 1 views

www.screencast.com

moodle_iowa

shared by rcordes1961 on 05 Jun 11 - Cached
  • rcordes1961 on 05 Jun 11
     
    By TechSmith
Deb Henkes

How Online Education Is Changing the Way We Learn [INFOGRAPHIC] - 1 views

mashable.com/...online-education-infographic

moodle moodle_iowa eLearning onlinelearning

shared by Deb Henkes on 11 Jun 11 - No Cached
    • Deb Henkes
      Deb Henkes on 22 Jun 11
       
      This info graphic really shows how online learning is changing and challenging our traditional mode of educating.
    • Andrea Accola-Sabin
      Andrea Accola-Sabin on 23 Jun 11
       
      Our school offered a blended class through APEX learning. I was in charge of the Algebra II class and the students loved working at their own pace and when they wanted to work. There were time lines for assignments and test, but students could work ahead. If they had questions I was available for them. I don't think that they could do the course completely by themselves. I think that this was a great learning opportunity for the students, to see what is ahead of them in the learning system.
  • How Online Education Is Changing the Way We Learn [INFOGRAPHIC]
  • Check out this infographic from OnlineEducation.net about how the world of online learning has changed and grown over the years.
  • Amy Burns on 11 Jun 11
     
    Impressive graphic....reinforces the need for classes such as the ones through OLLIE.
  • Amy Burns on 11 Jun 11
     
    Ollie Iowa
linda welander

ollie1roberts: Iowa Online Teaching Standards - 1 views

moodle.aeapdonline.org/...view.php

shared by linda welander on 20 Jun 11 - No Cached
  • Communicates with students effectively and consistently
    • Brad Kurtz
      Brad Kurtz on 20 Jun 11
       
      As this is important in a traditional classroom environment, this standard is imperative in online teaching. If something is unclear in the classroom environment, the feedback can be immediate. If there are errors or lack of clarity online, however, all work is delayed until the instructor remedies the situation.
  • Has experienced online learning from the perspective of a student
    • Brad Kurtz
      Brad Kurtz on 20 Jun 11
       
      A good teacher, whether in the classroom or online, must develop a sense of empathy (and humility). Having walked in her/his students' shoes is a key step in this process.
    • Tracey Matt
      Tracey Matt on 28 Jun 11
       
      I totally agree. Understanding both sides is important and makes you a better teacher.
    • Cindy Crall
      Cindy Crall on 28 Jun 11
       
      The experience of being the student is priceless in stepping into the role of the teacher.
  • Selects and uses technologies appropriate to the content that enhance learning
    • Julie Tague
      Julie Tague on 21 Jun 11
       
      There is a difference in having students just "use" technology or having them use it to enhance learning.
    • linda welander
      linda welander on 28 Jun 11
       
      This seems to be exactly what we are trying to do. The collaboration component of the class should provide all of us with a lot of different ideas, websites, and critiques that will save us time and effort. When we can pair the correct technology with our content our students will be the beneficiaries.
    • Tricia Reichert
      Tricia Reichert on 01 Jul 11
       
      We certainly don't want to use technology haphazardly. We need to use it for academic purposes, not simply because we have it or to entertain the students.
  • ...22 more annotations...
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
    • Julie Tague
      Julie Tague on 21 Jun 11
       
      This is always a challenge due to the lack of time and rapid changes and advancements in technology.
    • Cindy Crall
      Cindy Crall on 28 Jun 11
       
      This could be handled through professional development
  • Utilizes a course evaluation and student feedback data to improve the course
    • Nancy Healy
      Nancy Healy on 27 Jun 11
       
      It's a great idea to have students evaluate how the online course is going during and at the conclusion of the course. Ask them what worked and what didn't work and then use this feedback to improve on the next online course.
    • Tracey Matt
      Tracey Matt on 28 Jun 11
       
      I believe evaluation and feedback is imperative!
    • Mary Allen
      Mary Allen on 28 Jun 11
       
      Evaluation and immediate feedback is important in order to show the value of education to students. It keeps them updated and aware of what they need to do.
  • Assists students with technology used in the course
    • Nancy Healy
      Nancy Healy on 27 Jun 11
       
      To be able to assist students with technology during an online course, we need to choose technology that can be taught or demonstrated online (or referred to another website like Atomic Learning) when students have questions.
    • Cindy Crall
      Cindy Crall on 28 Jun 11
       
      To assist with technology during the online course, teachers need to make sure the chosen technology matches with the desired learning, is compatible with ability levels and an established process for questions is in place.
  • Provides and communicates evidence of learning and course data to students and colleagues
    • Tracey Matt
      Tracey Matt on 28 Jun 11
       
      Using technology tools enhance the accuracy of data and the amount of data that can be collected for formative and summative assessment through tools like moodle.
    • Kristin Jeschke
      Kristin Jeschke on 10 Jul 11
       
      I really like the idea of using Moodle or other resources to facilitate data collection for more effective differentiation!
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation (Varvel IV.A, ITS 3.b)
    • Tracey Matt
      Tracey Matt on 28 Jun 11
       
      Using technology like moodle to communicate expectations and learner outcomes to stakeholders is important. Knowing the "why" of the learning is an important piece to the puzzle of learning.
  • Demonstrates ethical conduct as defined by state law and local policies or procedures (ITS 8.a, ITS 8.b)
    • Tracey Matt
      Tracey Matt on 28 Jun 11
       
      Using technology appropriately is a very important part of the teaching process. Being a good role model and explicitly teaching the importance of ethical online behavior is a must for all teachers.
    • Colleen Comer
      Colleen Comer on 10 Jul 11
       
      I agree. There is so much online that is unethical and inappropriate, it is really important that instructors are setting the right kind of example through what they say to students and the material they expose their students to.
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment (SREB C.1, SREB G.6, Varvel V.C, ITS 3.d, ITS 4.b)
    • Charmaine Power
      Charmaine Power on 28 Jun 11
       
      Important not to use online education just to use the technology.
  • Communicates assessment criteria and standards to students, including rubrics for student performances and participation (Varvel VI.D, ITS 5.b)
    • Charmaine Power
      Charmaine Power on 28 Jun 11
       
      If we what a good product from our students they need to what is expected ahead of time.
  • Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
    • Salli Pence
      Salli Pence on 28 Jun 11
       
      Instructions for activities need to be in more detail than face to face. Directions that are not concise may cause the learner to become frustrated. Tutorials or screencasts are especially helpful in on-line courses.
    • Colleen Comer
      Colleen Comer on 10 Jul 11
       
      I agree that this is an essential piece. Instructors in a face-to-face setting can be asked questions directly and students can receive instant feedback and unless students are all online at once, insturctors need to make sure they are detailed and timely in their responses (especially for classes with fast paced timelines).
  • Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners (SREB C.7, Varvel V.H, ITS 4.c)
    • Salli Pence
      Salli Pence on 28 Jun 11
       
      In my opinion, this benchmark is critical whether you are teaching an online course or face-to-face.
    • Nikki Gerling
      Nikki Gerling on 07 Jul 11
       
      I agree Salli. This is really the one that caught my eye the first time reading through these.
  • Understands the differences between teaching online and teaching face-to-face
    • Cindy Crall
      Cindy Crall on 28 Jun 11
       
      Online instruction gives rise to the challenge of knowing your students. Feedback is not immediate which creates confusion at time as a student may believe they interpreted directives correctly when in reality did not.
  • • 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)
    • Mary Allen
      Mary Allen on 28 Jun 11
       
      Moodle aligns with student achievement goals.
  • Provides substantive, timely, and constructive feedback to students (SREB D.8, Varvel VI.F, ITS 5.e)
    • linda welander
      linda welander on 12 Jul 11
       
      I think this is one of the best features that online learning provides. With many of the programs I use students get immediate feedback, not only the correct answer but the reason that answer is correct, as the student completes the lesson. This is essential to today's students because too often once they receive a final score, they fail to read any notes or explanation from the teacher or to question why their answer was not correct.
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere (SREB C.3, Varvel VII.A)
  • Promotes learning through online collaboration group work that is goal-oriented and focused
    • Tricia Reichert
      Tricia Reichert on 01 Jul 11
       
      A good collaborative tool might be a "wiki" that we learned about last week!
  • Sets and models clear expectations for appropriate behavior and proper interaction
    • Tricia Reichert
      Tricia Reichert on 01 Jul 11
       
      In reflecting on this I'm fine with modeling appropriate online behavior, but the question of how to penalize for inappropriate behavior is one that I'm having problems with. Any thoughts?
  • ontinuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
    • Nikki Gerling
      Nikki Gerling on 07 Jul 11
       
      I think that this will be easier by being able to do some of the quizzes and questions and collaboration online. It is a way to provide instant feedback to the students as well as to me.
  • Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.) (SREB B.3, Varvel III.B)
    • Nikki Gerling
      Nikki Gerling on 07 Jul 11
       
      I think this one is one of the reasons I am taking this class. There is a lot to learn when going to an online curriculum or incorporating it into an established curriculum.
    • Kristin Jeschke
      Kristin Jeschke on 10 Jul 11
       
      Even if the class is NOT an online class, to learn new elements of technology and how to infuse them into our classrooms in meaningful ways can certainly help our students stay more engaged.
  • 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
    • Colleen Comer
      Colleen Comer on 10 Jul 11
       
      This would be essential, or anybody could do it. It could ruin the quality of online teachers if they were not held accountable by a higher authority
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content
    • Colleen Comer
      Colleen Comer on 10 Jul 11
       
      This would be the one of the most essential parts of the standards. If a student is only engaging in one sided learning, they are missing out (some of the problem with students not participating in traditional classes).
  • 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)
    • Kristin Jeschke
      Kristin Jeschke on 10 Jul 11
       
      Applying multiple intelligences to online learning proves intriguing. Of course, some limitations exist - - how does the naturalist find relevance and value? However, most of the intelligences can be tapped into via sound clips, video, images, collaboration, blogging, etc. to really enhance the online learning experience.
  • Networks with others involved in online education for the purpose of professional growth (SREB L.1, ITS 7.b)
    • Kristin Jeschke
      Kristin Jeschke on 10 Jul 11
       
      I think one of the best features of this course so far is the opportunity to use Moodle as a place to network and improve skills. With teachers so cramped for time, using online resources such as this could really allow for everyone to grow beyond the confinements of the school day.
  • Brad Kurtz on 20 Jun 11
     
    " Assists students with technology used in the course"
  • Tracey Matt on 28 Jun 11
     
    Teaching students how to respond appropriately using technology is very important to teach our students. When students use technology it is hard to take back comments made, so it is important for them to understand how to use it appropriately the first time.
Chad Otdoerfer

ClassZone - 1 views

www.classzone.com

moodle_iowa

shared by Chad Otdoerfer on 30 Jun 11 - Cached
  • Chad Otdoerfer on 30 Jun 11
     
    Classzone.com is an interactive website that our textbook provides to enrich students' understanding. The website has an online textbook with audio that struggling readers can use. It also has section quizzes, crosswords puzzles, click and drag games, section notes, interactive maps, animated maps, and all kinds of other things. I think it also increases student engagement because students enjoy completing the various activities. .
Julie Townsend

Scaffolding - Emerging Perspectives on Learning, Teaching and Technology - 1 views

projects.coe.uga.edu/...index.php

shared by Julie Townsend on 01 Jul 11 - Cached
  • Conveying an Expert Model An expert model can provide an explicit example of the task as the expert way of accomplishing the task. The techniques for accomplishing the task are clearly expressed. In an implicit demonstration, the information is outlined around the expert model.
    • Julie Townsend
      Julie Townsend on 01 Jul 11
       
      Another mention of modeling.
Ginny Kraus

Failure is Underrated: 5 Subjects Where Mistakes Are a Must | Education.com - 1 views

www.education.com/...ve-subjects-failure-underrated

moodle_iowa

shared by Ginny Kraus on 01 Jul 11 - No Cached
  • Schools can build resiliency by emphasizing exploration over correctness. Here are some of the classes in which we should expect and reward failure: if our students don’t make mistakes, they aren’t trying anything new.
    • Ginny Kraus
      Ginny Kraus on 01 Jul 11
       
      This is why I love science- all results are valuable and there is no single correct target usually. I think students remember their mistakes or unexpected results far better than their supplied one answer. Students need to explore, practice, and trial and error when learning.
  • Ginny Kraus on 01 Jul 11
     
    Making mistakes in school is the best lesson/education of all. This article describes that classes that allow failure, wrong answers, mistakes give the student valuable information.
Barbara Day

Education Week Teacher Professional Development Sourcebook: Writing Re-Launched: Teachi... - 1 views

www.edweek.org/...02digital.h04.html

writing digital moodle_iowa

shared by Barbara Day on 01 Jul 11 - No Cached
  • Another distinction between the two types of writing is that while traditional writing formats, such as journaling, are frequently used for private reflection, digital writing is almost always meant for an audience.
    • Ginny Kraus
      Ginny Kraus on 01 Jul 11
       
      I agree that personal writings are more often found in journaling and by hand while digital writing (wikis, blogs, communications) is for an audience - to be published for others to see.
    • Barbara Day
      Barbara Day on 18 May 14
       
      I like the terminology, digital writing, technology based visual aid.  Wordle or Tagxedo would be good to include in Moodle.
  • Tech-savvy teachers tend to agree that digital writing differs from conventional composition in ways that can spur student engagement and creativity.
  • ...9 more annotations...
  • By design, pen-and-paper composition is a one-person undertaking. But digital writing is often collaborative.
  • they can create a text jointly, through shared documents or wikis, or they can take turns posting on a collective blog.
  • Of the many digital tools Malley uses, Google Docs has been one of the most transformational, he says. Google Docs stores documents on the Web, so they are accessible from anywhere, and allows users to share their work with others—making it easy to edit or co-author a piece.
  • Although digital and traditional writing diverge in some ways, their roots are very much alike.
  • Solid conventional writing skills are the basis for making short films as well,
  • The caveat to using digital tools, many tech-savvy educators note, is to keep focused on instructional goals, and not use technology simply for technology’s sake.
    • Barbara Day
      Barbara Day on 18 May 14
       
      Identify which objectives or Common Core Standards you are meeting. If you can't, then you need to rethink the use of this tool.
  • Outside of their classes, students most often encounter digital writing—that is, writing created or read on a computer or other Internet-connected device, as defined in Because Digital Writing Matters, the book Eidman-Aadahl co-authored. While digital writing melds visual, audio, and text, “so much of school writing is consciously in the other direction,” says Eidman-Aadahl.
  • digital writing skills are critical to “college and career readiness.” Digital writing assignments “match the real world” and give students experience composing “in a form people will actually read,” she says.
  • as part of their oral presentations, students were required to include a technology-based visual aid, such as an interactive poster made through Glogster or a word cloud created with Wordle.
  • Ginny Kraus on 01 Jul 11
     
    Article about using technology for teaching writing in schools.
Dennis OConnor

Remember Everything | Evernote Corporation - 1 views

www.evernote.com

organization software web2.0 productivity

shared by Dennis OConnor on 16 Jul 11 - Cached
  • Dennis OConnor on 16 Jul 11
     
    The only way to cope with the information glut is to employ technology as a filter that represents your interests.  If you have the urge to make old fashioned paper notes about digital information consider Evernote,  Take a look at the program to get the big idea here.
Sandy Ubben

Google Docs Tour - 1 views

www.google.com/...tour1.html

moodle_iowa

shared by Sandy Ubben on 22 Jul 11 - Cached
  • Clint Luscombe on 22 Jul 11
     
    Google Docs Basics
Dennis OConnor

TwHistory - 1 views

www.twhistory.org

research 2.0 cool tools Twitter reading

shared by Dennis OConnor on 05 Sep 11 - No Cached
  • Dennis OConnor on 05 Sep 11
     
    Create historical twitter character then tweet based on history research  Quote from Mark Rounds Web-Ed Tools Paper.li, "Participants choose a historical event, create Twitter accounts for individual characters, pore over primary source documents and think critically about the times, dates, and durations of events to create hundreds of Tweets as they might have been broadcast had Twitter existed before the 21st century. They then submit all those Tweets to the engineers at TwHistory, specifying a start date for their event, and then watch it unfold - over a day, a week, a month or more - reflecting the event's actual duration."
Dennis OConnor

Googlios - 1 views

sites.google.com/...home

portfolios eportfolios resources google googlios

shared by Dennis OConnor on 15 Sep 11 - No Cached
  • Welcome to "Googlios" where free Google tools meet ePortfolios.   This site is intended to be a collection of resources for those interested in using ePortfolios in Education.  Watch the 2 minute Intro video here
  • Dennis OConnor on 15 Sep 11
     
    Many of the participants in the UW-Stout E-Learning and Online Teaching Graduate Certificate Program use Google Sites to create their e-portfolios.  The portfolios are created and used throughout the program. During the practicum, when students become teachers by teaching in one of our graduate classes, they also refine and polish their portfolios. Ultimately the online portfolio becomes a job search tool that helps our graduates show a potential employer what they know. 
Lisa Jacobs

ollie1: Iowa Online Teaching Standards - 1 views

moodle.aeapdonline.org/...view.php

shared by Lisa Jacobs on 27 Sep 11 - No Cached
  • • Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F)
    • Cory Johnson
      Cory Johnson on 27 Sep 11
       
      Anytime that I've taught a course to adult learners, I've found periodic feedback to be an essential component of continuous improvement and meeting students needs. This has always been anonymous. If I am to continue doing this throughout the course, I'll need to find a tool to allow for anonymous input.
    • Ami Leath
      Ami Leath on 03 Oct 11
       
      Looking forward to learning more about this.
  • 4. Understands and uses instructional pedagogy that is appropriate for the online environment and meets the multiple learning needs of students (ITS 4)
    • Cory Johnson
      Cory Johnson on 27 Sep 11
       
      This standard seems incredibly important because it drives home the point that computers don't teach, teachers teach and sometimes they use a computer as an instructional tool. Effective online learning still requires the continuous involvement of a qualified teacher (content and pedagogy), not just develop the content for someone else to put on a website and then let the computer do the teaching.
    • Lylia Chaffin
      Lylia Chaffin on 26 Nov 11
       
      I agree, if you don't have a qualified teacher on board how will you know " the multiple learning needs of the student" . Of course someone could design an assessment that would pinpoint the learning needs of the different students, then just plug in the different methods for each child and .............
  • • Maintains an online social presence that is available, approachable, positive, interactive, and sincere (SREB C.3, Varvel VII.A) • 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)
    • Cory Johnson
      Cory Johnson on 27 Sep 11
       
      These statements go along with my previous comment about the need for online teachers to be involved in the online learning process throughout the course and to interact with their students.
    • Sharon Irelan
      Sharon Irelan on 03 Oct 11
       
      * I think this is important whether you are meeting face to face or online. Learning often takes place best when ideas and suggestions come from the experiences of those that are involved directly with the students. Establishing a means of communication to all those involve can enhance learning for everyone
    • Robin Holtz
      Robin Holtz on 07 Oct 11
       
      In one of my assignments to Evan, I expressed how important that I thought it was to have a very interactive, personal approach as the on-line instructor so that participants feel like they are part of something "real" and not so isolated. I also think that students open up more and share more when the atmosphere in a class is personal and safe and not just repsonses and assignments sent into virtual space.
  • ...29 more annotations...
  • multiple assessment instruments
    • Evan McCormick
      Evan McCormick on 27 Sep 11
       
      It's very important to use multiple data sets, if available, to avoid making data based decisions on limited data.
    • Ami Leath
      Ami Leath on 03 Oct 11
       
      A key point that we stress to EC teachers is to use multiple sources of information to make data-based decisions.
  • Understands and uses data from assessments to guide instruction
    • Evan McCormick
      Evan McCormick on 27 Sep 11
       
      It's important to understand the context of data to make quality decisions about how and when to use it.
  • Has experienced online learning from the perspective of a student (SREB F.1, Varvel II.E)
    • Lynn Hockenberry
      Lynn Hockenberry on 30 Sep 11
       
      Online learning is a great opportunity for professional growth. I think it is essential for an online instructor to experience online learning from the student perspective. Taking this class right now is giving me perspective on several things: Time needed to engage in the class, wide variety of tools availalble, the necessity of students being able to problem solve technological issues and confusions both on their own and through a network of both students and the online instructor.
    • Robin Holtz
      Robin Holtz on 07 Oct 11
       
      Hi Lynn, I would agree that taking this class as a student is helping me to become a better on-line course instructor. I know that Ami and I are always asking ourselves after we add content to our Moodle course..."If I were a student, would I be able to understand these on-line directions or If I were a student, would I be able to find this link on our site? etc. Having a couple of perspectives is a good thing.
    • Teri King
      Teri King on 08 Oct 11
       
      I would absolutely agree to these comments above. This is my first official Moodle course and it has been a real challenge for me. I feel like I am often just roaming about aimlessly, and am having to take very baby steps. I wasn't sure how I would respond to an online course as I am very much a visual and auditory learner. I do best to see it modeled for me first and could not imagine how that could happen in Moodle. The step by step tutorials are the only things allowing me to move forward!! :) Having this experience as a student I would say is CRITICAL prior to ever offering one as the instructor.
  • . Demonstrates competence in planning, designing, and incorporating instructional strategies (ITS 3)
    • Lynn Hockenberry
      Lynn Hockenberry on 30 Sep 11
       
      This standard is the one that would absolutely drive my professional growth plan. I have so much to learn about using appropriate visual web design techniques and selecting technologies appropriate to the content. I am both overwhelmed and excited by the prospect of learning to use these technologies as I build my class
  • Has knowledge of and informs student of their rights to privacy and the conditions under which their work may be shared with others (SREB E.8, Varve
    • Maureen Lonsdale
      Maureen Lonsdale on 01 Oct 11
       
      Online learners need to understand the difference between discussions during a face to face course and posting to an online forum.
  • Selects and uses technologies appropriate to the content that enhance learning
    • Maureen Lonsdale
      Maureen Lonsdale on 01 Oct 11
       
      The key words for me in the criteria are "enhance learning". The list of technology available is endless and new ones are being developed as I type. As an online instructor, I need to understand and know how to use the variety of tools available and always learning about new ones.
    • Ami Leath
      Ami Leath on 06 Oct 11
       
      Agree completely Maureen.  So many choices available, just need to decide which one is the best and the most beneficial.
  • Knows and aligns instruction to the achievement goals
    • Sharon Irelan
      Sharon Irelan on 03 Oct 11
       
      * All teachers and instructors need to be familiar with the Standards and Benchmarks that have been adopted as the guidelines for instruction. The Iowa Core has been adopted to help teachers know the expectations for each grade level or grade span in all content areas. Early Learning Standards have also been developed to help teachers of preschool understand the skills and topics that students will need. Common Core and Early Learning Standards are designed to help all students learn
  • knowledgeable and has the ability to use computer programs
    • Ami Leath
      Ami Leath on 03 Oct 11
       
      Requirement for Online EC Course
    • Robin Holtz
      Robin Holtz on 07 Oct 11
       
      Ami, I highlighted this one, too. I think it gives a pretty clear picture of what competence looks like and it also enables me to build a personal timeline for getting the "education" I need to be competent.
    • Sharon Kurns
      Sharon Kurns on 11 Oct 11
       
      I agree that this one is key to competence in online instruction
  • 2• Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F) • Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a)
  • using patterns in lesson sequencing,
    • Dianne Hinders
      Dianne Hinders on 03 Oct 11
       
      Using patterns in online course design seems like a very effective and efficient way for participants to interact with the content...very "brain-friendly"!
  • Promotes learning through online collaboration group work that is goal-oriented and focused
    • Dianne Hinders
      Dianne Hinders on 03 Oct 11
       
      Using online collaboration as a way of meeting diverse student needs is an area that cannot be overlooked. It seems like it would be easy to put online collaboration in a course, however, without careful consideration to purpose, it could loose it's effectiveness...Teachers must still create the structure for all students to learn.
  • Knows the content of the subject to be taught
    • anonymous
      anonymous on 04 Oct 11
       
      This seems like a no-brainer, but I've sat in college classes where the instructor is clearly just a day ahead of the class. I'm glad the Online standards requires that we know the content. Is there any verification of knowledge?
    • Lisa Jacobs
      Lisa Jacobs on 07 Oct 11
       
      Some states required teachers to pass content assessments. It is difficult to assess a teacher has a level of understanding to provide for flexiblity in teaching the content and modeling the content within a context.
    • Lylia Chaffin
      Lylia Chaffin on 26 Nov 11
       
      Even passing a content evaluation is no guarantee that a person really knows the content well enough to teach it. It is a basic step, but knowing and teaching are two different things.
  • Communicates assessment criteria and standards to students, including rubrics for student performances and participation
    • anonymous
      anonymous on 04 Oct 11
       
      Always good to know what the expectations are. Some folks absolutely have to have them for their piece of mind. Rubrics are very popular. They do provide a means of defining levels of acceptable performance without listing specific skills or testing.
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
    • Angie Hance
      Angie Hance on 05 Oct 11
       
      As this Ollie course suggests, being knowledgeable about what technology is out there is crucial to today's digital learning environments. Whether we are learning side by side with our students or learning ahead of them on our own, it will be the only way to keep up with the future of education.
  • learning theory appropriate to online learning
    • Angie Hance
      Angie Hance on 05 Oct 11
       
      My view of on-line learning is that it is very interactive. Without an understanding of what it can do and can be, teachers may revert back to teaching in the same old way - only in an on-line fashion.
    • Crystal Hornback
      Crystal Hornback on 10 Oct 11
       
      Angie, I completely agree. Since the world of technology is vast, we need to look at multiple ways to provide content to participants.
  • Tailors instruction to meet the different needs of students
    • keri bass
      keri bass on 05 Oct 11
       
      With growing class sizes and diversity, it's important to get to know the students and how they learn, in order to meet their individual educational needs. One size does not fit all.
    • Evan McCormick
      Evan McCormick on 07 Oct 11
       
      How is this possible? What research identifies ways to accomplish this? Classroom teachers struggle with formative assessment and meeting individual needs.
    • Angie Hance
      Angie Hance on 12 Oct 11
       
      At the GHAEA 21st century learning conference last friday, Kevin Honeycutt introduced a variety of ways to tailor instruction. Way cool! The nontraditional learner will have choices!
  • techniques to engage students
    • keri bass
      keri bass on 05 Oct 11
       
      Educators must always be on the lookout for ways to keep students hooked. Disenfranchised student don't make good learners.
  • Provides substantive, timely, and constructive feedback to students
    • Lisa Jacobs
      Lisa Jacobs on 05 Oct 11
       
      Students need feedback that is timelin and provides sutdents in learning the content.
  • Identifies and communicates learning outcomes and expectations
    • Ami Leath
      Ami Leath on 06 Oct 11
       
      It is important to communicate to the course participants what the outcomes and expectations are before the course begins.  I find this beneficial to myself as a participant and as an instructor.
  •  Is 1knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous / asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.) (SREB B.3, Varvel III.B)
  •  Provides substantive, timely, and constructive feedback to students (SREB D.8, Varvel VI.F, ITS 5.e)
  •  Provides substantive, timely, and constructive feedback to students (SREB D.8, Varvel VI.F, ITS 5.e)
    • Robin Holtz
      Robin Holtz on 07 Oct 11
       
      As I begin to create my Moodle course, I do begin to wonder about the time commitment and what it really means to be "timely" in the on-line teaching world. I would imagine there would have to be some boundaries that you would have to create or you might be on-line (or maybe not) all of the time. I am anxious to make the comparison.
  • understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a)
    • Teri King
      Teri King on 08 Oct 11
       
      Serving in my position as a mathematics specialist, it is, indeed, important to know the content of mathematics, but I think this second part of this statement - "understands HOW TO TEACH the content to students - is where I am able to truly be an instructional leader/coach. It is one thing to understand the mathematics involved, but it equally (if not more) important to understand the components of quality instruction that are required for students to obtain a deep understanding of the content taught.
  • 8. Adheres to, models, and guides ethical behavior, including technological use (ITS 8)
    • Crystal Hornback
      Crystal Hornback on 10 Oct 11
       
      As online learning explodes, we need to continually remind participants their words are ever present. Additionally, if the content participants will be contributing to the course relates to their current school positions, the reminder of confidentiality is a must! As instructors it is our charge to remind and insist the practices within the content of the course are upheld to these standards.
  • Demonstrates effective instructional strategies and techniques, appropriate for online education
    • Crystal Hornback
      Crystal Hornback on 10 Oct 11
       
      Participants in online courses deserve to have instruction presented in the most effective manner. As we embark on new technological tools, we have a vast amount of resources for education available at our fingertips. It is understandable that some tools are easier for all learners than others to utilize, but as an instructor it is important to understand the multiple tools available for instruction and utilize the tool with the most effectiveness for the coursework.
    • Sharon Kurns
      Sharon Kurns on 11 Oct 11
       
      How do we know how to present in the most effective manner? It seems that since learners vary in their knowledge and use of online tools, that as instructors we need to use a variety of tools. We will need to match the tool to both the content and our learning goals as well as our learners.
  • Proposed Online Teaching Standards
    • Crystal Hornback
      Crystal Hornback on 10 Oct 11
       
      So glad these are available to us while we are working on developing an online course!
    • Lisa Jacobs
      Lisa Jacobs on 11 Oct 11
       
      Great observation to look beyond the assignment to the bigger picture.
  • Understands the differences between teaching online and teaching face-to-face
    • Sharon Kurns
      Sharon Kurns on 11 Oct 11
       
      How does one demonstrate that they understand the difference between online and face to face instruction
  • These standards are an alignment of the Iowa Teaching Standards (ITS),
    • Angie Hance
      Angie Hance on 12 Oct 11
       
      I wonder if there will be any changes to these for AEA staff (or to the criteria) like the iowa teaching standards.
  • instructional strategies
    • Lisa Jacobs
      Lisa Jacobs on 17 Nov 11
       
      demonstrating bookmarking
Barb Ahrens

Springnote - your online notebook based on wiki - 1 views

springnote.com

moodle_iowa

shared by Barb Ahrens on 30 Sep 11 - Cached
  • Sue Kelso on 30 Sep 11
     
    This site could be useful for students in a writing course. Students could keep track of story ideas and thoughts in the personal notebook. For collaborative groups there is a group notebook. Groups would have the opportunity to build off of the work of others.
  • Barb Ahrens on 16 May 12
     
    A free online notebook based on wiki. Create pages and share files. Allows group members to easily collaborate. Advanced search, numerous templates, and 2GB of free file storage.
lisa rasmussen

ollie4: Building a Better Mousetrap - 1 views

moodle.aeapdonline.org/...view.php

shared by lisa rasmussen on 03 Oct 11 - No Cached
  • the criteria must be made clear to them and the jargon used must not only be understandable to the student but also be linked specifically to classroom instruction.
    • Becky Hinze
      Becky Hinze on 03 Oct 11
       
      "Jargon in student language." Must be tied to instruction!!
    • Jean Van Gilder
      Jean Van Gilder on 04 Oct 11
       
      Sometimes as educators we don't even realize we are using jargon and that students may not comprehend our meaning.
    • Pam Buysman
      Pam Buysman on 05 Oct 11
       
      I think every profession has their unique jargon. It is important to use write our rubrics in "student language."
    • Jessica White
      Jessica White on 09 Oct 11
       
      Student friendly language is so important!
    • lisa rasmussen
      lisa rasmussen on 19 Oct 11
       
      I agree. Kids must understand the language used or the rubric is a useless tool to them.
  • student-generated rubrics, they tend to “think more deeply about their learning.”
    • Becky Hinze
      Becky Hinze on 03 Oct 11
       
      Great idea! Thinking would for sure be at a deeper level. Time consuming!
    • Maryann Angeroth
      Maryann Angeroth on 03 Oct 11
       
      Students would need to struggle with the content and what a quality product would look like in order to build a rubric that does guide the work. They will need to put a lot of thought into answering the question: "What are the components of a high quality 'product'? Once a student can identify this for themselves they will go ahead and develop a quality product.
    • Gayle Olson
      Gayle Olson on 06 Oct 11
       
      I've done this in a very limited way with students designing rubrics for awarding mini-grants for projects. Almost every time I've done it, the student developed rubrics are much tougher than the adult developed ones!
    • David Olson
      David Olson on 09 Oct 11
       
      The rubrics shouldn't be tough. They should accurately reflect the desired learning.
    • Jessica White
      Jessica White on 09 Oct 11
       
      What a great idea! I have not had students create rubrics before.
    • kangas
      kangas on 25 Jun 12
       
      I frequently have students create rubrics for projects to demonstrate their knowledge/mastery of a topic. They are usually harder on themselves when setting the standards for scoring. We use a meets expectations/does not meet expectations/not included system and occasionally add a "exceeds" category. I find that they try harder when they have created it or have options for how to demonstrate it. I may have multiple rubrics for a project based on options available to demonstrate knowledge.
  • explicit performance criteria, along with supporting models of work, make it possible for students to use the attributes of exemplary work to monitor their own performance.”
    • Becky Hinze
      Becky Hinze on 03 Oct 11
       
      Monitor their own learning.....leads to "self-directed learners"....our ultimate goal.
    • Jean Van Gilder
      Jean Van Gilder on 04 Oct 11
       
      I agree; we need to work toward this goal!
    • Gayle Olson
      Gayle Olson on 06 Oct 11
       
      Seems to me this is even more important in an online class where you can't read the instructor's body language, gestures, etc. Nor can the instructor see the totally lost or quizzical look on the students' faces.
    • Kathy Hageman
      Kathy Hageman on 08 Oct 11
       
      Many educators who are proficient at creating rubrics fall short when it comes to including model products to illustrate various levels on the rubric. Time and resources are certainly factors.
    • David Olson
      David Olson on 09 Oct 11
       
      Let's balance showing students exactly what they need to do and the idea of creativity/ innovation
  • ...74 more annotations...
  • Rubrics can be designed to measure either product or process or both; and, they can be designed with dimensions describing the different levels of that “deep learning” so valued in WAC programs.
  • Kenneth Volger, in his study, “The Impact of High-Stakes, State-Mandated Student Performance Assessment on Teacher’s Instructional Practices
  • 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.
    • Gayle Olson
      Gayle Olson on 06 Oct 11
       
      Could also be a way to differentiate among students with different learning styles/needs. Never thought of it that way before. What do others think?
    • Lynne Devaney
      Lynne Devaney on 09 Oct 11
       
      Weighting....the bane of my existence as the person who provides oversight to the SIS! I acknowledge the advantages of using weighting to differentiate for students or to establish prioities of power standards...so for that reason, every effort to keep at educating people on how weighting can play into assessment but the ability for ALL to understand the mathematical implications and cause/effect on grading systems drives me nuts!
  • Steps in developing a scoring rubric
  • Each score category should be defined using description of the work rather than judgments about the work.
  • “Does the assessment help students become the kinds of [citizens] we want them to be?”
    • lisa rasmussen
      lisa rasmussen on 19 Oct 11
       
      Becoming independent citizens and learners is the goal all teachers should have for their students. If teachers find that the assessment process or rubric isn't helping that child to be independent then it is useless.
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      Students becoming involved citizen should be the goal.
  • A 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).
    • Natalie Smithhart
      Natalie Smithhart on 03 Oct 11
       
      I could see how this could easily happen. As a student I think I would of focused more on getting the A then the content of my paper. It can be difficult to write a rubric that lists all the criteria, yet doesn't stifle creativity.
    • Judy Sweetman
      Judy Sweetman on 04 Oct 11
       
      I agree--I would have focused on the "A", too. I always knew the descriptors of the criteria were important, but I am beginning to see just how important they really are. I know that I have tweaked my rubrics every semester, because a student completes an assignment differently. I go back and reread the rubric, and I have to give him/her credit, because my descriptors were not clear enough.
    • Kevin McColley
      Kevin McColley on 05 Oct 11
       
      I've started to see this a little at the high school level in the arts. Telling the kids verbatem what you need to do to get an A or a B sometimes could cut down on 'real' creative ideas and make kids filter what they think about making for their projects.
    • Pam Buysman
      Pam Buysman on 05 Oct 11
       
      This rubric sounds much more like a checklist and provides nothing to describe what a quality essay entails.
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 09 Oct 11
       
      In my experience, most students want to know the minimal about of work it will take to receive the grade that they want.
    • Tim Brickley
      Tim Brickley on 10 Oct 11
       
      Finding the line between exploration and doing the minimum is always a struggle.  Formative assessment may help this process. 
  • And, rubrics cannot be the sole response to a student’s paper;
    • Natalie Smithhart
      Natalie Smithhart on 03 Oct 11
       
      This is important, should help keep students work from becoming to "thoughless". So would you use a rubric to make sure you meet specific criteria, then use another for of assessment to grade creativity?
    • Judy Sweetman
      Judy Sweetman on 04 Oct 11
       
      I think I would include the "creativity" within the rubric if that were part of the grade. I'm thinking that aside from the rubric, students could discuss their papers with a peer and they could also have a conference with the teacher. The verbal assessment would provide the student an opportunity to clarify information and even advocate for specific ideas within the paper.
    • Judy Griffin
      Judy Griffin on 05 Oct 11
       
      I've never understood how to "grade creativity." What does that mean?!
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 09 Oct 11
       
      I can see how rubrics can help in the writing process, but how can they work in a math class?
  • Closer to home, our own successful Allied Health programs depend on rubrics to both assess and encourage student learning.
    • Mark McGaffin
      Mark McGaffin on 04 Oct 11
       
      Not just an assessment tool but also a motivational tool.  It is as useful to teachers as it is to students.  More or less a way for the teacher to communicate to the students what they need to improve on.
    • Judy Sweetman
      Judy Sweetman on 04 Oct 11
       
      ICAM also depends on rubrics to score the written responses for both math and reading.
    • Kevin McColley
      Kevin McColley on 05 Oct 11
       
      I too agree. Teaching K-5 Art classes many students love having access to this 'motivational' tool. For many it keeps them focused and on task, while still having the freedom to be creative!
  • self-assessment
    • Mark McGaffin
      Mark McGaffin on 04 Oct 11
       
      This is what we want as educators, to develop reflective students who can evaluate themselves and decide what actions they need to take to be a better professional.
    • David Olson
      David Olson on 09 Oct 11
       
      Back to Stiggins, it is all about formative vs. summative and Key To Balanced Assessment #5 Student Involvement
    • Jessica White
      Jessica White on 09 Oct 11
       
      Yes, this is always my goal. I always have student use the rubric to self-assess before they turn in the final product.
  • , these critics of rubrics, while their critiques should be considered, mistake the design of specific rubrics with the concept of rubrics in general. Rubrics that are prescriptive rather than descriptive will promote thoughtless and perfunctory writing; such rubrics are as limiting to the development of rhetorical mastery as the five-paragraph essa
  • Rubrics that are prescriptive rather than descriptive will promote thoughtless and perfunctory writing; such rubrics are as limiting to the development of rhetorical mastery as the five-paragraph essa
    • Mark McGaffin
      Mark McGaffin on 04 Oct 11
       
      As teachers we need to be careful and develop rubrics that include AND go beyond the basics of writing.  What do we truly want them to show us.
    • Becky Hinze
      Becky Hinze on 05 Oct 11
       
      It is about the quality of rubric used!
  • insists that rubrics should be non-judgmental:
    • Judy Sweetman
      Judy Sweetman on 04 Oct 11
       
      I think that non-judgmental descriptors are important because they are apt to be more measureable. What is "good" in regards to sentence structure--or anything else? This also implies that we, as teachers, have taught our students much more explicitly. I have modeled current conventions, and scaffolded my students' learning about current conventions. Then the descriptors in the rubric should make perfect sense to my students, and should be attainable for them.
    • Pam Buysman
      Pam Buysman on 05 Oct 11
       
      I realize more and more how important the descriptors are in a rubric. What exactly are we looking for? Words like good, strong, more, most really don't tell the student much and really make it difficult for different evaluators to be consistent in their assessment.
    • lisa rasmussen
      lisa rasmussen on 19 Oct 11
       
      I agree.
  • constructivist approach to teaching
    • Judy Sweetman
      Judy Sweetman on 04 Oct 11
       
      I have long been an advocate of the constructivist philosophy of education, and have also been a proponent of rubrics. I guess I just never thought about how closely constructivism and the use of rubrics were related.
    • Jean Van Gilder
      Jean Van Gilder on 04 Oct 11
       
      Oh yes, I have also been a long time advocate of constructivism. Sometimes though K-12 teachers are nervous about this philosophy and do not feel comfortable constructing rubrics for classroom use.
  • well-designed rubrics help instructors
    • Jean Van Gilder
      Jean Van Gilder on 04 Oct 11
       
      Ahhhh, here is the rub; well designed. We know that sometimes in the regular classroom teachers do not have the luxury of time to create rubrics that are well designed.
    • Judy Griffin
      Judy Griffin on 05 Oct 11
       
      Yes, that is true. Much easier to make a test with T/F and multiple choice - and easier to grade too!
    • Pam Buysman
      Pam Buysman on 05 Oct 11
       
      I agree with both of you. Rubrics need to be well designed if we hope to assess students with any fidelity, but it isn't easy to do that. It takes time as well as patience.
    • Gary Petersen
      Gary Petersen on 15 Oct 11
       
      One aspect of "well designed" is time. For me, time is one component of what I see as my "capacity' issue. Do I also have or lack the background knowledge to design the rubric? Am I sure I know the key dimensions/traits to such a degree that I can measure them with validity.
    • kangas
      kangas on 25 Jun 12
       
      Is it possible to create a basic rubric for writing assignments and edit/adapt to specific topic/assignment? I know I spend hours working on rubrics and then seem to find a paper/project that doesn't fit the rubric quite perfectly. How do you account for work ethic/employability skills (proofreading/grammar) in a rubric?
  • habits of mind practiced in the act of self-assessment.
    • Jean Van Gilder
      Jean Van Gilder on 04 Oct 11
       
      Yes, this hits the nail on the head; we need students to progress in their thinking and self assessment of progress.
    • Nathan Fredericks
      Nathan Fredericks on 05 Oct 11
       
      The challenge in this is getting to know the things they will be using to conduct their self assessments.
    • Gayle Olson
      Gayle Olson on 06 Oct 11
       
      I think that's exactly why a rubric used this way is so helpful - the students don't have to make up their own self-assessment, but can take their cues from what the instructor says is important.
    • linda vann
      linda vann on 12 Oct 11
       
      Amen to all these comments!
  • implied expectations of a college instructor
    • Jean Van Gilder
      Jean Van Gilder on 04 Oct 11
       
      Who among us has not experienced this example?
    • Judy Griffin
      Judy Griffin on 05 Oct 11
       
      Agree... we always try to guess what the instructor wants, and by the end of the semester, some of us have it figured out, other students never do!
    • Nathan Fredericks
      Nathan Fredericks on 05 Oct 11
       
      This reminds me of an expectations for a college paper: Answer the prompt as completely and thoroughly as possible. Imagine why he got responses ranging from 1 paragraph to 10 pages single spaced.
  • produced less interesting essays when they followed the rules [as outlined in a rubric]”
    • Jean Van Gilder
      Jean Van Gilder on 04 Oct 11
       
      I can easily see how this would happen with young people who want to please the teacher by "following the rules." A loss of creative writing!
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 09 Oct 11
       
      I can relate to this. When I had to take the PPST in college, I did not due well on the essay writing portion, so it was recommended that I get writing help. When I took a remedial writing class the instructor said there was nothing wrong with my writing. The difference was that I could write and get feedback for the class and on the test they wanted a specific topic but did not give much information on what guidelines they wanted.
  • developing statistical thinkers
    • Jean Van Gilder
      Jean Van Gilder on 04 Oct 11
       
      Wow, wouldn't this be lovely; producing students who thought statistically! A world I dream of....
  • are not helpful to the students struggling to write the paper
    • Judy Griffin
      Judy Griffin on 05 Oct 11
       
      Like the student who gets a B on a paper with no comments, no red marks, nothing but the B. What can they learn from that??
    • Kevin McColley
      Kevin McColley on 05 Oct 11
       
      Amen sister! It's tough when you have 600 students, but every comment gets them jacked to do better. :)
  • meta-rubric
  • a meta-rubric to assess our rubric.
    • Judy Griffin
      Judy Griffin on 05 Oct 11
       
      A rubric to assess my rubric?! wow! Who wouldv'e thought?!
    • Nathan Fredericks
      Nathan Fredericks on 05 Oct 11
       
      The beauty of redundancies.
    • Becky Hinze
      Becky Hinze on 05 Oct 11
       
      My first thought was.....designing a rubric IS rocket science!!! This could be a tad much for the average teacher and their work load?
    • Gayle Olson
      Gayle Olson on 06 Oct 11
       
      Seems like a checklist might be just as useful and a lot less confusing. I'm imagining the conversation at a grade level meeting using the meta-rubric to analyze a grading rubric and it's sounding like a Monty Python skit in my head!
  • 1. You may give a dimension more weight by multiplying the point by a number greater than one
  • directions for conducting religious services were also printed in red, “rubric,” which comes from the Latin for “red” or “reddish,” has evolved to mean “an established custom or rule of procedure.” (Online dictionary) The term was adopted by educators in the 1980s to refer to a set of standards and/or directions for assessing student outcomes and guiding student learning
    • Kevin McColley
      Kevin McColley on 05 Oct 11
       
      I find this a little humerous that the word rubric spawned from directions used in religious services - correlating the seperation between church and state. A little funny I think.
  • measure the key qualities (also referred to as “traits” or “dimensions”)
    • Pam Buysman
      Pam Buysman on 05 Oct 11
       
      I like the idea of measuring the key qualities, those skills that we determine are essential for students to learn. This is where instruction needs to begin.
  • solving real problems
    • Pam Buysman
      Pam Buysman on 05 Oct 11
       
      Solving real problems equates to having a relevant curriculum. I believe this is one of the essential teaching standards in the Iowa Core.
    • Joletta Yoder
      Joletta Yoder on 07 Oct 11
       
      I believe this is one reason we see such student apathy. Today's students, more than ever before, seem to crave what's real- look at what they gravitate to for entertainment and interaction! In their inner core they know often in education what they're asked to do is jump through hoops or do exercises.
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      I agree, Joletta. Students quickly realize when a task isn't relevant to them, and enthusiasm drops off.
  • there has been “notable increases in the use of open-response questions, creative/critical thinking questions, problem-solving activities, […] writing assignments, and inquiry/investigation.”
    • Joletta Yoder
      Joletta Yoder on 07 Oct 11
       
      Of course, what scares overwhelmed teachers like myself who are teaching more students and more subjects than ever before with more high-stakes consequences, all while trying to be a wife and mother, daughter and friend, is the perceive time-consuming element of assessing such things!
    • Barb Shutt
      Barb Shutt on 09 Oct 11
       
      I have to wonder if our focus on high-stakes test results isn't stiffleing teacher and student creativity? to the point that we only teach what is on the test--and is that all that matters?
    • Nathan Fredericks
      Nathan Fredericks on 05 Oct 11
       
      Don't tell me this is an argment for high stakes tests good. These tests lead to more creative, authentic instructional methods? Kind of interesting.
    • Pam Buysman
      Pam Buysman on 05 Oct 11
       
      Consistenly student after student....again part of creating a well designed rubric. It shouldn't matter who does the assessing if the rubric makes the criteria clear.
    • linda vann
      linda vann on 12 Oct 11
       
      I thoroughly agree! When we evaluate documentation for special education eligibility, we apply a rubric. This rubric is used by at least 12 people and we had to establish inter-rater reliability in order to begin the use of the rubric. And we reached .9 reliability!
  • wooden when writing under the influence of a rubric
    • Becky Hinze
      Becky Hinze on 05 Oct 11
       
      I never thought about this. I'm sure this would cause more difficulty for the gifted writer.
    • David Olson
      David Olson on 09 Oct 11
       
      I see it even more a problem for the struggling writer.
    • lisa rasmussen
      lisa rasmussen on 19 Oct 11
       
      Gracious, learning is a formula for all children. Teachers are guiding them through a process of aquiring skills and information that people who have lived before think is valuable. I think exploring with blending chalks or oil pastels is a skill my students should have. I show them the ways the chalks can be used. They explore. We do an assignment or two with a rubric. They develop confidence with the chalks, and become independent artists. I think the same is true with writing. Use the rubric as a tool to help the student create a persuasive essay. That essay is not the work of an accomplished author, it is a confidence building experience for the child, a learning step. Wow, look what I just did! A student with an interest or gift in writing will never be stifled by this process unless a poor rubric is used. They will learn what that teacher found to be important and will build their own beliefs on what they learned.
  • It’s the design
    • Gayle Olson
      Gayle Olson on 06 Oct 11
       
      As with any tool or technology, it can be used in positive, helpful ways or destructive ways. The tool, in and of itself, isn't amazing or horrible. It depends on how it is used.
    • David Olson
      David Olson on 09 Oct 11
       
      And again...the design should include time spent to involve students in the process
    • Gary Petersen
      Gary Petersen on 15 Oct 11
       
      My "capacity" involves both time and content expertise. Am I sure there are not any "don't know what I don't know" issues. Maybe utilizing the community of colleagues as a filter to check the rubric would help me.
  • freshman composition course
    • Gayle Olson
      Gayle Olson on 06 Oct 11
       
      I think rubrics are particularly helpful in establishing consistency of assessment when there are a number of instructors trying to grade across multiple sections.
    • lisa rasmussen
      lisa rasmussen on 19 Oct 11
       
      I agree.
  • Meaningfully” here means both consistently and accurately
    • Pam Buysman
      Pam Buysman on 06 Oct 11
       
      Consistently....if we do a good job of describing our criteria for evaluation it shouldn't matter who evaluates the student's work. Results should be similar. I guess we'll find out in our group work if this is indeed the case.
    • Tim Brickley
      Tim Brickley on 10 Oct 11
       
      Consistently is sometimes the hardest part of grading.  You really have to separate your thoughts on the student and how you feel as you grade.
  • aligned more closely to real-life learning situation s
    • Joletta Yoder
      Joletta Yoder on 07 Oct 11
       
      Again, I think we know we're right on when it comes to assessment tasks which provide these real-life learning situations. We're to prepare kids for the real world and students crave realness yet it seems to be challenging for us to do in education consistently.
    • Tim Brickley
      Tim Brickley on 10 Oct 11
       
      Two challenges I have with real world assignments.  When making something for real the product the students make and the product the client wants/expects don't always agree.  Using a rubric can help but getting true buy in from the students isn't always easy.
  • assess outcomes in learning situations that require critical thinking and are multidimensional
    • Nancy Peterman
      Nancy Peterman on 07 Oct 11
       
      Activities that stretch student learning into the higher order thinking and measure more than their ability to recite facts and dates.
  • they should articulate the vital features that they are looking for and make these features known to the student
    • Nancy Peterman
      Nancy Peterman on 07 Oct 11
       
      By being specific on the expectations of a project, students can take ownership, be creative, and produce quality items. This provides a "pro" because the students are actively engaged.
    • Kathy Hageman
      Kathy Hageman on 08 Oct 11
       
      Students also take ownership and benefit from the critical thinking required to articulate the traits of a high quality product when they help develop the rubric.
  • Clearly defining the purpose of assessment and what you want to assess is the first step in developing a quality rubric.
    • Nancy Peterman
      Nancy Peterman on 07 Oct 11
       
      The important point is not the assessment tool itself, but that it is a "quality" tool used to measure multiple pieces.
  • when rubrics are published in the classroom, students striving to achieve the descriptions at the higher end of the scale in effect guide their own learning
    • Kathy Hageman
      Kathy Hageman on 08 Oct 11
       
      For educators, recognizing the appropriate instances in which a rubric will help students rise to higher levels of achievement and then creating a well-designed rubric are both critical. Let's use rubrics efficiently and appropriately!
  • rubrics that are outside of the students “zone of proximal development” are useless to the students
    • Kathy Hageman
      Kathy Hageman on 08 Oct 11
       
      Look at rubric descriptors with your students. Ask them to clarify their understanding: "How would you say that in 'eighth grade words'?"
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      I agree. This is also important when involving parents in the education process who are not in the classroom hearing the content or language used.
  • 1. the vital “traits,” key qualities, or “dimensions,” to be rated, and 2. the “rating scale.”
  • With your colleagues,
  • Share the rubric with your students
  • full partners”
    • Barb Shutt
      Barb Shutt on 09 Oct 11
       
      what if they don't know what they don't know--I think examples are useful here...
    • Gary Petersen
      Gary Petersen on 15 Oct 11
       
      I would think involvement would be to the extent that it enhances the clarity, understanding, and alignment to instruction. Even is the involvement doesn't enhance the rubric, it may help students "think more deeply about their learning."
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      I agree. Students should be involved, but guidance is essential.
  • increases the likelihood of a quality product.
    • Barb Shutt
      Barb Shutt on 09 Oct 11
       
      x
  • bring fairness into assessment on numerous levels:
    • Barb Shutt
      Barb Shutt on 09 Oct 11
       
      I had never really thought of it from a fairness angle before.
    • Lynne Devaney
      Lynne Devaney on 09 Oct 11
       
      I think it is so important to include students, particularly at-risk students in the rubric writing process. So often, we bring our middle class (often white) assumptions to the assessment process and by including explicit expectations and collaboration with students we have a better chance of making sure we have common understandig between teacher and student.
    • Tim Brickley
      Tim Brickley on 10 Oct 11
       
      Great thought on establishing a common understanding.  
    • lisa rasmussen
      lisa rasmussen on 19 Oct 11
       
      In an unfair world we need to make learning something that is available to all children. Too many kids have parents who do not value learning. Those kids need a teacher early on who will level things up for them and give them a chance. Learning should be a fair opportunity for all.
  • But she did it without saying anything coherent.
    • Barb Shutt
      Barb Shutt on 09 Oct 11
       
      Sounds like a poorly crafted rubric that forgot content. Poor generalization, I think,
    • lisa rasmussen
      lisa rasmussen on 19 Oct 11
       
      I think I love the way this child thinks.
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      I love this type of student.
  • dehumanize the act of writing
    • Barb Shutt
      Barb Shutt on 09 Oct 11
       
      Pretty strong language, but I think this is true in some circumstances.
  • rubric, as it takes apart or breaks up the rating system for each trait; a rubric that uses only a single scale is called a holistic rubric. A holistic rubric is more efficient and the best choice when criteria overlap and cannot be adequately separated; an analytical rubric, however, will yield more detailed information about student performance and, therefore, will provide the student with more specific feedback.
    • Nathan Fredericks
      Nathan Fredericks on 10 Oct 11
       
      I think this is most interesting.
    • lisa rasmussen
      lisa rasmussen on 19 Oct 11
       
      yes.
    • Barb Shutt
      Barb Shutt on 09 Oct 11
       
      These terms are new to me as they are used to describe rubrics....analytical and holistic--looks like they both work in different ways.
  • Develop a continuum (scale) for describing the range of products/performances on each of the dimensions.
    • Barb Shutt
      Barb Shutt on 09 Oct 11
       
      This is learning progressions.
  • form a significant part of the undergraduate engineering curriculum
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 09 Oct 11
       
      Engineering is a field that is all about applying what is learned, from building roads to building bridges. I can see how rubrics can be used to score performance based projects.
  • problem-solving, inquiry-based, student-centered
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 09 Oct 11
       
      Everything that Iowa core is focusing on.
  • state mandated testing
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 09 Oct 11
       
      I am not sure what state mandated test in Iowa uses a rubric. ITED does not use one to my knowledge.
  • A search on Google will list hundreds (of thousands) of sites
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 09 Oct 11
       
      Sure there are thousands of sites, but are all of them "good". You still need to determine if it is a quality product.
  • Or you can build your own rubric from scratch
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 09 Oct 11
       
      This is something that I am not comfortable at all with. I took one class in college that required one rubric for a project and that was the last I even heard of the term rubric for 1o years. My math classes did not use rubrics to assess so this is new territory for me.
    • lisa rasmussen
      lisa rasmussen on 19 Oct 11
       
      I find that "grading" 600 student's work is just too overwhelming to use a nely srafted rubric for each assignment. In an art room i need to be very flexible with assignments. I may have a paint assignment planned but building activities like an assembly or class picture day may mean that I can't get out the paint that day. The rubric must be easily switched up for lesson changes.
    • lisa rasmussen
      lisa rasmussen on 19 Oct 11
       
      *newly crafted rubric. sorry
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      Our new art curriculum incluses a rubric for the final assignment in each unit. Of course all art rooms are equiped with different tools and supplies. The rubric requires tweaking to meet the specific assignment I am presenting. The overall goals remain as intended, perhaps centering on portraiture for example, while detail change as to the manner in which we completed the assignment.
  • 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.”
    • Lynne Devaney
      Lynne Devaney on 09 Oct 11
       
      Isn't it all about the combination of a well-written rubric and the onging conversations between the teacher and student as they work along on the journey? If the only conversation is the rubric....you get what you get. If the teacher is working with a student as they progress along the continuum of the rubric, it seems like the chances of deep learning is possible.
  • The second step is deciding who your audience is going to be.
  • “Is the assessment responsive to what we know about how [students] learn?” and
    • Lynne Devaney
      Lynne Devaney on 10 Oct 11
       
      Do we ( as a team or school has a model been agreed upon?) clearly know the students in our classrooms learn? Have we identified the criteria about the kinds of citizens we want?
    • Tim Brickley
      Tim Brickley on 10 Oct 11
       
      This is a major push in our district.  
  • a system which some educators see as stultifying and others see as empowering
    • Nathan Fredericks
      Nathan Fredericks on 10 Oct 11
       
      We've been seeing this demonstrated through some of our PD at our school.
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      This was the focus of our PD just this last week.
  • system
    • linda vann
      linda vann on 12 Oct 11
       
      The notion of a SYSTEM of assessment is important to me - not just the use of one tool, but rather a wholistic approach for the need for varying types of assessment.
    • Nathan Fredericks
      Nathan Fredericks on 10 Oct 11
       
      I find this kind of problematic to believe. Sometimes what current conventions describe can provide implicit judgements as well.
  • because their methods do not reveal the current goals of solving real problems and using statistical reasoning.
  • after
  • dangers of those that are poorly designed
  • dangers of those that are poorly designed
    • Gary Petersen
      Gary Petersen on 15 Oct 11
       
      Again, poorly designed are the key words. Rubrics can be dangerous.
  • “Perhaps the greatest potential value of classroom assessment is realized when we open the assessment process up and welcome students into that process
  • they reduce learning to a hit or miss endeavor
    • Gary Petersen
      Gary Petersen on 15 Oct 11
       
      Given the assessments I have been given during my high school and college expereince (quite some time ago), I thank God I had the ability to land on the "hit" side more often than the "miss" side. Not every learner was so lucky.
  • had been more expressive in previous writing assignments
    • Gary Petersen
      Gary Petersen on 15 Oct 11
       
      ...use of multiple assessments would be warranted.
  • Adopt a rubric
    • Gary Petersen
      Gary Petersen on 15 Oct 11
       
      I've always liked the "adopt, adapt, and apply" principle.
  • 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
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      I agree completely. Knowledge shared is powerful. there is no reason the teacher should not model sharing. That shouldn't be threatening to the fully prepared teacher.
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      I agree coimpletely. Knowledge shared is powerful. There is no reason the teacher should not model sharing. That shouldn't be threatening to the fully prepared teacher.
  • reflect the critical vocabulary that you use in your classroom.
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      This should be a tool that each child associates with the teacher using it band the content of the class. Yes, it should sound more like the daily classroom language used.
  • Maryann Angeroth on 03 Oct 11
     
    Why can't the rubric address both the mechanics of a well written piece and the creative process? What would be wrong with adding the free writing activity which leads to the creative, coherent and well written piece?
  • ...3 more comments...
  • Maryann Angeroth on 03 Oct 11
     
    Here is a link to a journal article by Kenneth Volger that discusses the study. http://www.questia.com/googleScholar.qst?docId=5000653057
  • Maryann Angeroth on 03 Oct 11
     
    In addition to having the student weight the aspect she values the most, how about having her choose the aspect of writing that she is struggling with the most and self assess that piece?
  • Maryann Angeroth on 03 Oct 11
     
    If we adopt student developed rubrics are these the steps they would go through too? If so this is a higher order thinking activity about the subject.
  • Maryann Angeroth on 03 Oct 11
     
    This reminds me of last Monday when we were kicking off new AIW (Authentic Intellectual Work) teams. We went through an exercise to determine the difference between evaluative and descriptive. It isn't easy to stay in the descriptive mode.
  • Maryann Angeroth on 03 Oct 11
     
    I LOVE this statement.
Marjorie Nash

UDL - 1 views

udltechtoolkit.wikispaces.com

assistive technology special education UDL

shared by Marjorie Nash on 03 Oct 11 - Cached
    • Lisa Jellum
      Lisa Jellum on 04 Oct 11
       
      Click on one of the topics to go to a listing of technologies to use.
  • Marjorie Nash on 07 Nov 11
     
    This site has so many tools to use for struggling students. I like how it it set up with categories to help narrow the search for things.
C Richardson

Kevin Honeycutt - Tradigital Learning - 1 views

kevinhoneycutt.org/

teaching

shared by C Richardson on 09 Oct 11 - No Cached
  • C Richardson on 09 Oct 11
     
    A balance between past, present and future is essential as we move education forward. Join me as I work with educators and share what I see and learn!
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