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susanbrown87

ollie-afe-2020summer: Educational Leadership: The Quest for Quality--article - 4 views

moodlesw.aealearningonline.org/...view.php

shared by susanbrown87 on 02 Aug 20 - No Cached
  • We're betting that the instructional hours sacrificed to testing will return dividends in the form of better instructional decisions and improved high-stakes test scores.
    • dsunderman
      dsunderman on 02 Aug 20
       
      As an elementary teacher, I spend. so much time with my learners that I feel I can pretty accurately predict the outcome of the assessment. So the loss of instructional time is very frustrating. I know that middle school and high school teachers do not get as much time with their learners, so maybe this is not as true for them.
    • erinlullmann
      erinlullmann on 06 Aug 20
       
      This is a common concern for the majority of our elementary teachers as well. We have to have 5 data points (assessments) for every standard we are reporting out, in every subject area, per quarter. We feel like all we do is assess and we don't have enough time to actually teach what we need to be teaching in between assessments.
  • Creating a plan like this for each assessment helps assessors sync what they taught with what they're assessing.
    • dsunderman
      dsunderman on 02 Aug 20
       
      When do teachers have time to create a plan like this for each assessment? Our math series has something similar already laid out, but I won't lie I don't always have or take the time to look at it.
  • avoid providing clues or making the correct answer obvious, and highlight crucial words (for instance, most, least, except, not).
    • dsunderman
      dsunderman on 02 Aug 20
       
      I struggle when writing multiple choice with not making the write answer obvious. I had not thought to highlight key directional words. I talk to my class about reading carefully and how one little word can change the question but I like the idea of highlight those words.
  • ...15 more annotations...
  • Are results communicated in time to inform the intended decisions? Will the users of the results understand them and see the connection to learning? Do the results provide clear direction for what to do next?
    • dsunderman
      dsunderman on 02 Aug 20
       
      This was a struggle when we suddenly went online in the spring. My students were so use to face to face feedback that I really struggled getting them to look at the feedback through Schoology. I plan to teach that skill right away this fall.
  • Because classroom teachers can effectively use all available assessment methods, including the more labor-intensive methods of performance assessment and personal communication, they can provide information about student progress not typically available from student information systems or standardized test results
    • dsunderman
      dsunderman on 02 Aug 20
       
      So true and ofter forgotten or overlooked.
  • a
  • The four categories of learning targets
    • bushb13
      bushb13 on 05 Aug 20
       
      We are required to post content and language targets each day. I really like how this puts learning targets in four categories and provides examples. This information would make it helpful when determining and writing the targets for each class period.
    • erinlullmann
      erinlullmann on 06 Aug 20
       
      I agree. In addition, I think it would be helpful to look at the standard from the Iowa Core that we are trying to instruct or assess. The wording of the standard should help indicate which type of learning target it should be and therefore we need to make sure to teach and assess it accordingly. Often times, teachers will slightly tweak the wording in a standard to change it from a performance skill to a knowledge target.
  • Specific, descriptive feedback linked to the targets of instruction and arising from the assessment items or rubrics communicates to students in ways that enable them to immediately take action, thereby promoting further learning.
    • bushb13
      bushb13 on 05 Aug 20
       
      I know how important specific and descriptive feedback is for students to understand their mistakes and move forward. I use various forms of formative assessment, but struggle to be timely when the feedback must be very specific. In face-to-face classes, this can be done quickly. How can I be efficient with providing constructive feedback in an online course?
  • Figure 2 clarifies which assessment methods are most likely to produce accurate results for different learning targets.
    • bushb13
      bushb13 on 05 Aug 20
       
      Figure 2 provides an efficient and helpful way to determine which type of assessment method is best for various types of learning targets. It would also be helpful for ensuring that you use various types of assessment methods on your classes.
    • erinlullmann
      erinlullmann on 06 Aug 20
       
      I love this table. It clearly outlines the purpose for learning/type of learning target and aligns the assessment methods. I think this would be extremely beneficial to teachers who are in the process of writing assessments.
  • assessment-literate teachers would not Use a reading score from a state accountability test as a diagnostic instrument for reading group placement.
    • bushb13
      bushb13 on 05 Aug 20
       
      In my school district, a student's ELA score on the Iowa Statewide Assessment of Student Progress (ISASP) is used to determine if a student is placed in an LA Support class. In a previous section, the article states that standardized test scores can serve functions related to student placement and selection. Does this mean it is okay to use standardized test scores to determine placement or that it isn't appropriate?
    • erinlullmann
      erinlullmann on 06 Aug 20
       
      I think you brought up a great point. We also use FAST and ISASP to determine placement in courses. However, when I read the bulleted statement that you highlighted, I interpreted it differently than course placement. In my mind, this was referring to a teacher using something like FAST CBM-Reading results (like a words per minute score) to determine placement in a small reading group during classtime. The FAST assessment is meant to screen students for possible reading difficulties. It is not meant to be used as a diagnostic assessment, which would be an assessment that could pinpoint specific gaps in the students knowledge. In reading this could be a decoding issue, a letter-sound correspondence issue, a phonemic awareness issue, etc. When making small reading groups, we would need to take into account much more information than simply words per minute from the FAST assessment to determine strengths and needs of a student.
  • assessment literate—to know what constitutes appropriate and inappropriate uses of assessment results
    • erinlullmann
      erinlullmann on 06 Aug 20
       
      I believe that in my district, especially at the elementary level, we have the need to increase our assessment literacy. As an instruction coach, I am considering including this topic in professional development sessions in the future. Does anyone have suggestions for books, videos, speakers, or resources that would be beneficial for this task?
  • Students learn best when they monitor and take responsibility for their own learning.
    • erinlullmann
      erinlullmann on 06 Aug 20
       
      John Hattie's meta-analysis found that students self-reported their grades had an effect size of 1.33. This means that by self-reporting grades a student can more than triple the amount of learning in one year's time. When students truly understand what is expected of them, what success looks like, and they have tools to help them determine where they are at in the learning progression, they are more motivated and engaged in learning and therefore will learn more and achieve at higher levels. Knowing that though (and I'm coming from an elementary background) - how can we build this into our classrooms? What does this look like for kindergartners?
  • teachers must provide the results in a way that helps students move forward.
  • Specific, descriptive feedback linked to the targets of instruction and arising from the assessment items or rubrics communicates to students in ways that enable them to immediately take action, thereby promoting further learning.
    • susanbrown87
      susanbrown87 on 07 Aug 20
       
      I think this step gets missed sometimes due to time constraints in the classroom when face to face. This is something I need to improve on, without it the assessment is essentially worthless. Online this spring I was able to give more specific feedback to all as they competed assignments.
  • We're betting that the instructional hours sacrificed to testing will return dividends in the form of better instructional decisions and improved high-stakes test scores.
    • susanbrown87
      susanbrown87 on 07 Aug 20
       
      A few years ago we found ourselves testing 4 times a year and in some subjects 7 times a year. It felt like all we did was test and teachers were not using the results to drive instruction so the time was wasted. Whenever assessments are given the results are only worth the time if incorporated into instruction. The more we tested we found the students putting forth less effort and we didn't feel like the assessments were accurate representations of ability.
  • Students learn best when they monitor and take responsibility for their own learning.
    • susanbrown87
      susanbrown87 on 07 Aug 20
       
      I agree with you, students learn more when they take responsibility for their learning. Any ideas on how to motivate them to do this? There are a few that jump up to the plate, its hard to get all to see the benefit.
  • assessment-literate teachers would not Use a reading score from a state accountability test as a diagnostic instrument for reading group placement.
    • susanbrown87
      susanbrown87 on 07 Aug 20
       
      In addition to the FAST score our district also looked at results from the NWEA test that was taken 3 times a year to plan interventions and group students.
  • Because classroom teachers can effectively use all available assessment methods, including the more labor-intensive methods of performance assessment and personal communication, they can provide information about student progress not typically available from student information systems or standardized test results
    • susanbrown87
      susanbrown87 on 07 Aug 20
       
      Often stakeholders do not see this. I wonder if going standards based would be beneficial to allow everyone to see the progress and success rather than just a number. This makes communication so important.
joanmusich

ollie-afe-2020summer: Educational Leadership: The Quest for Quality--article - 0 views

moodlesw.aealearningonline.org/...view.php

Rubric

shared by joanmusich on 03 Aug 20 - No Cached
  • This key ensures that the assessor has translated the learning targets into assessments that will yield accurate results
    • jbuerman
      jbuerman on 03 Aug 20
       
      Multiple questions to ensure the learning target has been met. Should not be distracting questions that are not focused on the learning target.
  • noise distractions
    • jbuerman
      jbuerman on 03 Aug 20
       
      This makes me wonder about students that may be taking tests at home this year - do they have a quiet space for this?
  • teachers need to write learning targets in terms that students will understand
    • jbuerman
      jbuerman on 03 Aug 20
       
      Learning targets should be simple statements and not the big standard - for example, the state standard. Also parent friendly language through grading programs
    • joanmusich
      joanmusich on 05 Aug 20
       
      I totally agree! Some standards, I do not even understand what it is saying. How would we expect kids to get it? And if they cannot understand the first thing given to them for a new unit, they may be immediately turned off.
  • ...5 more annotations...
  • The classroom is also a practical location to give students multiple opportunities to demonstrate what they know and can do, adding to the accuracy of the information available from that level of assessment.
    • jbuerman
      jbuerman on 03 Aug 20
       
      The 'classroom' will be broadened a bit this year - I will have to be taking notes and recording online conversations to ensure I am assessing properly what a student knows.
    • joanmusich
      joanmusich on 05 Aug 20
       
      Up above it talks about "Who is the decision maker?" This statement really says that the teacher need to be involved with all decisions. It is very difficult for others to look at a test score and just make a decision when they may not even know the student.
  • instructional hours sacrificed
    • joanmusich
      joanmusich on 05 Aug 20
       
      And what about students just getting tired of testing. We try to assess their classwork and lessons. Then, there are multiple standardizes tests we make them take - in multiple classes. They get tired of testing!
  • by explaining why you think that will happen."
    • joanmusich
      joanmusich on 05 Aug 20
       
      Is this part of a check-in along the way? Or does the assessor have students go back and make adjustments? If not, will students take the time to look back at it?
  • Because classroom teachers can effectively use all available assessment methods, including the more labor-intensive methods of performance assessment and personal communication, they can provide information about student progress not typically available from student information systems or standardized test results.
    • joanmusich
      joanmusich on 11 Aug 20
       
      A teacher really needs to "see" the work of students. Just looking at scores that were automatically scored does not give a teacher the whole picture.
  • In such an intentionally designed and comprehensive system, a wealth of data emerges.
    • joanmusich
      joanmusich on 05 Aug 20
       
      It is very important that an assessment is intentionally designed. If things are just thrown together, there may be data, but the data may not be reliable or worthwhile.
dsunderman

ollie-afe-2020summer: Building a Better Mousetrap - 0 views

moodlesw.aealearningonline.org/...view.php

shared by dsunderman on 10 Aug 20 - No Cached
  • In short, well-designed rubrics help instructors in all disciplines meaningfully assess the outcomes of the more complicated assignments that are the basis of the problem-solving, inquiry-based, student-centered pedagogy replacing the traditional lecture-based, teacher-centered approach in tertiary education.
    • dsunderman
      dsunderman on 10 Aug 20
       
      I agree that well written rubrics can make grading much easier. If this is the short version of this statement, I would had to see the long version :)
  • However, given their association with standardized assessment and the dangers of those that are poorly designed, rubrics are not without their critics
    • dsunderman
      dsunderman on 10 Aug 20
       
      My grade level tries to use rubrics to grade writing assignments. I know we need to work on these as they do not really make grading easier, i'm thinking they fall into the poorly designed category.
  • Rubrics can be used either for “filtering”—as they are used in placement testing—or for “latticing,” or “scaffolding”—if they are shared with students prior to the completion of any given assignment.
    • dsunderman
      dsunderman on 10 Aug 20
       
      I try to use rubrics for scaffolding. I share them with my students at the beginning of the assignment. I struggle with making sure we look at them throughout, so that they are truly useful.
  • ...2 more annotations...
  • Moreover, some teachers have noticed how students who were good writers become wooden when writing under the influence of a rubric. Dona Patrick, an elementary school teacher noticed that while her sixth grade students did well on their state writing test, those students who had been natural writers, those students who had “stylistic voices full of humor and surprises, produced less interesting essays when they followed the rules [as outlined in a rubric]” (Mathews).
    • dsunderman
      dsunderman on 10 Aug 20
       
      I can see this happening. We you look at the works of published authors (for me I am thinking of kids books) they often don't follow the mechanics of writing that we force kids to use.
  • An instructor can measure student learning by referring to detailed, specific descriptions of the trait as it manifests itself at different levels. For example, a trait like “support” might be described at the higher end of the rating scale as “extensive, reliable, and well-documented support” while at the lower end it might be described as “unconnected or irrelevant support.”
    • dsunderman
      dsunderman on 10 Aug 20
       
      As a teacher I struggle to know for sure what I am looking for with these "detailed" description. I feel students would also struggle.
susanbrown87

ollie-afe-2020summer: Building a Better Mousetrap - 2 views

moodlesw.aealearningonline.org/...view.php

shared by susanbrown87 on 10 Aug 20 - No Cached
  • rubrics can help the student with self-assessment; what is most important here is not the final product the students produce, but the habits of mind practiced in the act of self-assessment.
    • jbuerman
      jbuerman on 10 Aug 20
       
      Rubrics are very helpful with student self-assessment. Students are able to clearly see what an instructor will be looking for while grading and can decide if they need to learn more or have enough.
    • erinlullmann
      erinlullmann on 15 Aug 20
       
      I agree! Hattie rates student self-reported grades as the top influence on student performance and achievement. Wow! If we could create well-written rubrics and use them effectively with students, imagine the growth that could occur!
  • we ought to illicit student input when constructing rubrics
    • jbuerman
      jbuerman on 10 Aug 20
       
      I could see this being true sometimes - or maybe even as a review afterwards. Students could be used to provide feedback and improve the rubric.
  • General rubrics can be applied to various assignments
    • jbuerman
      jbuerman on 10 Aug 20
       
      These are nice, so students can see consistency across the board for certain types of assignments
  • ...15 more annotations...
  • While many educators make a compelling argument for sharing rubrics with students, others worry that doing so will encourage formulaic writing.
    • jbuerman
      jbuerman on 10 Aug 20
       
      This is definitely an issue with rubrics. Once the criteria have been met - students stop working on the assignment and turn it in. I definitely like the idea of promoting creativity, application and going above and beyond to challenge students.
  • That is, does the rubric use the same critical vocabulary used in our instruction? Does the rubric encourage risk taking? Creativity? Self-expression?
    • joanmusich
      joanmusich on 11 Aug 20
       
      I really like these questions when you are creating a rubric. This may help with some of the drop in writing quality from good writers that follow the rubric.
  • Each score category should be defined using description of the work rather than judgments about the work.”
    • joanmusich
      joanmusich on 11 Aug 20
       
      I really like this. I think remembering to use descriptions not judgements will make it easier to write the descriptors in the rating scale.
  • give a dimension more weight by multiplying the point by a number greater than one.
    • joanmusich
      joanmusich on 11 Aug 20
       
      I like the idea of multiplying to increase the value of a section. You can still have the same scale for each dimension, but multiplying one will show that it is of more improtance or entails more work. Plus, this puts math to work and as a math teacher, that's a plus!
  • some teachers have noticed how students who were good writers become wooden when writing under the influence of a rubric.
    • joanmusich
      joanmusich on 11 Aug 20
       
      I found this very interesting. I have never realized that using a rubric could backfire. We must be very careful not to impede great work through a rubric.
    • susanbrown87
      susanbrown87 on 17 Aug 20
       
      I can see how students would only do the bare minimum for a rubric. That's why writing a good rubric is so important. There may need to be different categories depending on expectations and not the same rubric used for all writing.
  • The result is many students struggle blindly, especially non-traditional, unsuccessful, or under-prepared students, who tend to miss many of the implied expectations of a college instructor, expectations that better prepared, traditional students readily internalize.
    • bushb13
      bushb13 on 12 Aug 20
       
      It is important to provide clear expectations in Rubrics or other assessment tools so ALL students have an understanding of the task.
    • susanbrown87
      susanbrown87 on 17 Aug 20
       
      It is very difficult to write an essay assessment for a professor when you have no idea what to include in the essay. When there are not clear expectations success is probable.
  • rubrics allow for widespread assessment of higher-level thinking skills, performance-based assessment is replacing or complementing more traditional modes of testing; this in turn means that teachers are changing their instructional modes
    • bushb13
      bushb13 on 12 Aug 20
       
      I do find that when I have determined rubrics can be used to assess certain tasks or projects the student work requires more higher-order thinking skills and I am changing the way I teach the content or facilitate the learning process.
  • the ISBE’s rubric rates each trait on separate six-point scales—as long as each point on the scale is well-defined.
    • bushb13
      bushb13 on 12 Aug 20
       
      I was surprised to read this point. It seems like six levels of performance would be excessive and result in really nit-picky differences between the levels. Most examples don't have this many performance levels...
  • Steps in developing a scoring rubric
    • bushb13
      bushb13 on 12 Aug 20
       
      This section of the article makes the development of an effective rubric seem like a daunting task. I don't think I have ever done all of these steps when using a rubric with my students. This is very useful info, but really makes me wonder how often rubrics are used properly in a classroom.
    • erinlullmann
      erinlullmann on 15 Aug 20
       
      I agree. This does seem like it would fit well with PLC work. I wish more of our teachers took the time to really evaluate their assessments and rubrics in this way. The conversations that would happen when following these steps would be very beneficial in bringing the team to a common understanding of expectations for student learning as well as expectations for student performance. But it always goes back to this - when do we have the time to do this?
    • erinlullmann
      erinlullmann on 15 Aug 20
       
      The key here is "well-designed" and I'm not sure the majority of educators know or understand how to create well-designed rubrics. Often times we call something a rubric that probably wouldn't meet the rubric definition we've learned about in this class. I also like that the author defines meaningfully as consistently and accurately. Those are two descriptors that would definitely be goals of mine when I'm trying to assess a complicated task or assignment such as an essay.
  • “Meaningfully” here means both consistently and accurately
  • When students are full partners in the assessment process, as Mary Jo Skillings and Robin Ferrel illustrate in their study on student-generated rubrics, they tend to “think more deeply about their learning.”
    • erinlullmann
      erinlullmann on 15 Aug 20
       
      Any time students can be part of the process leads them to feeling some level of ownership and that ownership will most likely motivate them to do their best. When students create the rubric and have a say in the assessment process, they would have to fully understand the concept and the expectations. That deeper level of understanding would hopefully cause them to do better on the assessment than if they didn't have a part in the process because they have internalized it and understand it at a deeper level.
  • Well-designed rubrics, though, should not do this
    • erinlullmann
      erinlullmann on 15 Aug 20
       
      I'm starting to second guess myself and my ability to create a well-designed rubric. I wish the article gave us an example of a well-designed rubric and a poorly designed rubric at each level of schooling. Those examples and non-examples would really help me understand more clearly the difference between rubrics that this article is referring to.
    • erinlullmann
      erinlullmann on 15 Aug 20
       
      I do like that at the end of the article there are specific tips for creating rubrics, but I really wish there were examples.
  • Is the assessment responsive to what we know about how [students] learn?” and “Does the assessment help students become the kinds of [citizens] we want them to be?”
    • susanbrown87
      susanbrown87 on 17 Aug 20
       
      I think this is important to ask, it may not help all students learn best using a rubric. Are we being cognizant of different learning styles? How often do we ask ourselves if the assessment we're using helps students become a better citizen?
  • Can different scorers consistently apply the rubric?
    • susanbrown87
      susanbrown87 on 17 Aug 20
       
      It will be interesting to see how we all compared with the rubric we made for the essay we assessed about the cities. Discussing grading with colleagues, there are many views and even with a rubric I think it would be hard to be consistent among different teachers.
dsunderman

ollie-afe-2020summer: Article: Attributes from Effective Formative Assessment (CCSSO) - 3 views

moodlesw.aealearningonline.org/...view.php

shared by dsunderman on 11 Aug 20 - No Cached
  • Formative assessment is not an adjunct to teaching but, rather, integrated into instruction and learning with teachers and students receiving frequent feedback.
    • dsunderman
      dsunderman on 11 Aug 20
       
      Formative assessment is such an important part of instruction. I struggle more with being consistent with it when teaching reading.
  • informal observations and conversations
    • dsunderman
      dsunderman on 11 Aug 20
       
      These are crucial means of formative assessment for me and would be so hard in an online environment.
  • The process requires the teacher to share learning goals with students and provide opportunities for students to monitor their ongoing progress.
    • dsunderman
      dsunderman on 11 Aug 20
       
      I struggle with how to consistently do this. I talk about our learning target during lessons but how do I get that in the hands of students. Being online where you could post it might make this part easier. Well written rubrics would also help.
  • ...16 more annotations...
  • Learning Progressions: Learning progressions should clearly articulate the sub-goals of the ultimate learning goal.
    • dsunderman
      dsunderman on 11 Aug 20
       
      How do you find the time to write a learning progression for every unit of study?
  • To support both self- and peer-assessment, the teacher must provide structure and support so students learn to be reflective of their own work and that of their peers, allowing them to provide meaningful and constructive feedback.
    • dsunderman
      dsunderman on 11 Aug 20
       
      I would love to see how some effectively teaching this. Every year this is a struggle, so much so that I just want to pull my hair out and give up!
    • susanbrown87
      susanbrown87 on 21 Aug 20
       
      I find it difficult to teach students to accept the assessment/constructive feedback given from peers and not take it personally. Some students hold back feedback to protect peers who are not open to help in this manner. It is definitely important to practice and provide lots of guidance for peer feedback.
  • Descriptive Feedback: Students should be provided with evidence-based feedback that is linked to the intended instructional outcomes and criteria for success.
    • bushb13
      bushb13 on 17 Aug 20
       
      I know it is VERY important to provide descriptive and timely feedback. How do we do this when we have 150 (or more) students?
    • susanbrown87
      susanbrown87 on 21 Aug 20
       
      It is hard to give purposeful, descriptive feedback for all assignments students engage in. Online may make it easier to reach all depending on the time constraints or the number of students you have in classes.
  • Creating such a culture requires teachers to model these behaviors during interactions with students, to actively teach the classroom norms, and to build the students’ skills in constructive self- and peer-assessment.
    • bushb13
      bushb13 on 17 Aug 20
       
      It can be challenging to build a positive classroom culture when you are able to work with students face-to-face. I wonder what strategies virtual or online teachers use to facilitate this process...
  • They are able to connect formative assessment opportunities to the short-term goals to keep track of how well their students’ learning is moving forward.
    • bushb13
      bushb13 on 17 Aug 20
       
      I love the idea of aligning the formative assessments with my identified sub-goals or sub-skills for an overall unit. I may not plan a formal learning progression for each big idea or concept, but I think this is a strategy I can implement in my lesson planning.
  • teachers must first identify and then communicate the instructional goal to students
    • bushb13
      bushb13 on 17 Aug 20
       
      I think this helps teachers and students. When you have to identify the learning targets or instructional goals of a lesson to the students, it requires you to take the time to determine the purpose or goal for each lesson, task, activity, etc. This helps you to determine if the lesson is really addressing the necessary learning targets.
    • susanbrown87
      susanbrown87 on 21 Aug 20
       
      I think this is needed but not always done by teachers. There is much lost when students do not know upfront what the goal of a lesson or unit is. Teachers need to inform students of the why every time they teach so they know the purpose of learning.
  • Increasing numbers of educators regard formative assessment as a way not only to improve student learning, but also to increase student scores on significant achievement examinations
    • jbuerman
      jbuerman on 20 Aug 20
       
      Formative assessment helps ensure that each student is doing the learning for themselves rather than relying on students around them to help with everything.
  • Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.
    • jbuerman
      jbuerman on 20 Aug 20
       
      Formative assessment definitely helps personalize learning - students that have not mastered the subject are more apt to ask for help to understand the material.
    • susanbrown87
      susanbrown87 on 21 Aug 20
       
      Formative assessment is essential for teachers to improve learning and fill in the gaps of students.
  • a process
    • jbuerman
      jbuerman on 20 Aug 20
       
      This is definitely a process to help students understand that the results should be informative to them and the teacher.
  • students will know whether they are successfully progressing
    • jbuerman
      jbuerman on 20 Aug 20
       
      Students take more ownership of their learning when they understand what the final goal is rather than just doing what the teacher says to do.
  • partners in learning
    • jbuerman
      jbuerman on 20 Aug 20
       
      This is great! Students can make huge progress in their learning when they understand that teachers are trying to help them learn!
  • These range from informal observations and conversations to purposefully planned instructionally embedded techniques designed to elicit evidence of student learning to inform and adjust instruction.
    • dsunderman
      dsunderman on 22 Aug 20
       
      At the 4th grade level I feel informal observation is by far one of the most effective forms of formative assessment. We spend so much time with our students and have the opportunity to real get to know them as a learner and a person.
  • From a learning progression teachers have the big picture of what students need to learn, as well as sufficient detail for planning instruction to meet short-term goals
    • dsunderman
      dsunderman on 22 Aug 20
       
      This is a very valid point but when do you find the time to write a progression for every unit?
  • Specific, timely feedback should be based on the learning goal and criteria for success.
    • dsunderman
      dsunderman on 22 Aug 20
       
      I find specific and timely feedback especially when it comes to writing instruction very challenging. One of my goals this year to work with my grade level team to improve our rubrics for writing.
  • To support both self- and peer-assessment, the teacher must provide structure and support so students learn to be reflective of their own work and that of their peers, allowing them to provide meaningful and constructive feedback.
    • dsunderman
      dsunderman on 22 Aug 20
       
      I really struggle with teaching students how to give good peer feedback. I would love to find a well laid out plan for teaching this concept.
  • 5. Collaboration: A classroom culture in which teachers and students are partners in learning should be established.
    • dsunderman
      dsunderman on 22 Aug 20
       
      I feel this should be step 1. Without this best laid plans can mean nothing.
erinlullmann

ollie-afe-2020summer: Article: Attributes from Effective Formative Assessment (CCSSO) - 0 views

moodlesw.aealearningonline.org/...view.php

shared by erinlullmann on 20 Aug 20 - No Cached
  • provide evidence that is used by teachers and students
    • joanmusich
      joanmusich on 20 Aug 20
       
      Assessment are not just for teachers to use, we must teach students to use them as well.
    • erinlullmann
      erinlullmann on 22 Aug 20
       
      I totally agree! This is a very often forgotten step in the process.
  • The students must be actively involved in the systematic process intended to improve their learning.
    • joanmusich
      joanmusich on 20 Aug 20
       
      The teacher is not the only one that uses a formative assessment, so we must teach the students to use it to improve their learning.
  • information should be communicated using language readily understood by students, and may be accompanied by realistic examples of those that meet and do not meet the criteria.
    • joanmusich
      joanmusich on 20 Aug 20
       
      Teachers cannot make formatives so "fancy" that students cannot understand what they are being asked to do. Using both good and not so good examples is a great way to help students "see" what is expected.
  • ...7 more annotations...
  • the students know the goal, where their response differed from the criteria, and how they can improve their explanations.
    • joanmusich
      joanmusich on 20 Aug 20
       
      I like this guide to give feedback: restate the goal, tell them what they did correct, point out where their work differed from the criteria, and then be sure to tell them how they can improve.
  • Helping students think meta-cognitively about their own learning fosters the idea that learning is their responsibility
    • joanmusich
      joanmusich on 20 Aug 20
       
      I feel that teaching students to take responsibility for their learning is a huge part of teaching. So much more success can be seen when students take that responsibility.
  • Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.
    • erinlullmann
      erinlullmann on 22 Aug 20
       
      A few important parts of this definition that stand out to me: *FA is used by teachers AND students - I'm not sure that every teacher is making sure that students are using formative assessments to improve their understanding. Are students invited in to the process? Are they given their assessments back to self-assess and self-reflect? *FA need to provide feedback - putting a grade on the top of a FA and then calling that feedback is simply not enough. How are we communicating to students / and how are students communicating to teachers with feedback? Are both parties using the information to make changes? *FA needs to provide feedback in order for adjustments to be made to teaching and learning. Is this happening in every classroom and with every FA? I don't think so. Often times, I see teachers who have a unit plan written in their grade books (today I will do this, tomorrow I will do this...). Even when they get FA data that suggests students are not understanding the material, the teacher still moves on to keep pace with the unit as it was laid out. Some of this is due to outside pressures to cover the content in a short amount of time. But some of it may be due to a lack of understanding on the teacher's part to how they need to adjust their instruction to meet the students' needs. *Finally, the goal of FA is to improve students' achievement of the intended outcomes. We have to look at FA as a navigation system for our destination. The route may be "recalculating" several times due to FA data, but if we use the data to help us, we can steer the learning back on course. *
  • formative assessment be regarded as a process
    • erinlullmann
      erinlullmann on 22 Aug 20
       
      Another common misconception. I work with many teachers who struggle to move beyond the test or quiz. An assessment is something you give to the students for them to do. However, formative assessment can come in many forms and can happen throughout the lesson and the learning process. It isn't at the end.
  • teachers must provide the criteria by which learning will be assessed so that students will know whether they are successfully progressing toward the goal.
    • erinlullmann
      erinlullmann on 22 Aug 20
       
      John Hattie discusses success criteria as well in Visible Learning. Students (and teachers) need to have a clear understanding and vision for what is expected for their learning. What is the end goal? What would that look like if the students was successful? I
  • Where am I going? Where am I now? How can I close the gap?
    • erinlullmann
      erinlullmann on 22 Aug 20
       
      This is exactly what John Hattie talks about in Chapter 7 of Visible Learning.
  • However, for students to be actively and successfully involved in their own learning, they must feel that they are bona fide partners in the learning process
    • erinlullmann
      erinlullmann on 22 Aug 20
       
      Students need to feel like learning is something that they are in control of rather than something that is being done to them.
susanbrown87

Article(s): Self- and Peer-Assessment Online - 2 views

moodlesw.aealearningonline.org/...view.php

shared by susanbrown87 on 21 Aug 20 - No Cached
  • Represent a student's progress over time
    • jbuerman
      jbuerman on 21 Aug 20
       
      I think this would be a great way for students to collect information throughout their school career to show what they've learned and to see how far they've come. Now with digital tools, students could create a digital portfolio to showcase their work for every grade/class.
    • erinlullmann
      erinlullmann on 29 Aug 20
       
      I think this is a great idea!
    • susanbrown87
      susanbrown87 on 30 Aug 20
       
      This was talked about in our school when we went 1-1. The important part that was missed is it was more of summative work included than the progress made by students. This is somewhat defeating to the purpose.
  • taught strategies for self monitoring and self assessment
    • jbuerman
      jbuerman on 21 Aug 20
       
      This is definitely something that needs to be taught and students need to understand what it's being used for. Those that see the importance of self-monitoring are students that excel in their learning!
  • Students may be reluctant to make judgements regarding their peers.
    • jbuerman
      jbuerman on 21 Aug 20
       
      Using anonymous digital tools could make this a little less intimidating for students.
  • ...23 more annotations...
  • Showing students examples of effective and ineffective pieces of work can help to make those definitions real and relevant
    • jbuerman
      jbuerman on 21 Aug 20
       
      Showing these different pieces of work is critical to helping the students be able to judge their own work. We are often our own worst critics and sometimes need to recognize that we are doing things the right way!
    • erinlullmann
      erinlullmann on 29 Aug 20
       
      I agree. Have you ever heard of the strategy "My Favorite No"? I'm thinking that it might be getting toward the self-and peer-assessment avenue. The teacher selects a student's assignment that has an error - but she refers to it as her "favorite error" because it will help us all learn. Then she shares that student's work (anonymously). The entire class gives feedback on the error and how to fix it as well as discusses why the teacher chose this error to showcase. This strategy creates an environment in which students are taught that mistakes are learning opportunities. It also helps students be more reflective of their work.
  • a team grade AND a grade allocated for the peer evaluation
    • jbuerman
      jbuerman on 21 Aug 20
       
      I think this is a great idea - especially in online learning. For small group work, having students rate their team as well as each other based on their work will be a good idea since the teacher will not be "present" in every second of the group meetings. (I'm thinking of breakout rooms on Zoom or students meeting in small groups outside of class time)
  • •Students feel ill equipped to undertake the assessment.
    • bushb13
      bushb13 on 22 Aug 20
       
      It is important to be able to reflect on your own work to learn and make improvements. How do we teach these skills to students?
  • students that cannot provide feedback due to the lack of necessary skills, whether it be education background or language
    • bushb13
      bushb13 on 22 Aug 20
       
      I know there are students in my school district that fall into this group. They may want to actively participate, but don't have the skills. I think this is when it is VERY important to scaffold the task, so students can learn the process in small steps.
    • susanbrown87
      susanbrown87 on 30 Aug 20
       
      I agree. Giving students specific things to look for and trespond to as Evan has in our class would be very helpful and give students more direction in evaluating.
  • Over and over again, students rejected their own judgments of their work in favor of guessing how their teacher or professor would grade it
    • bushb13
      bushb13 on 22 Aug 20
       
      I think this happens a lot when we ask students to complete a self-assessment. It is difficult for anyone to think of self-assessment as a tool to learn and make the work better, rather than a method to "grade" the work.
  • Overall this assignment works well, though perhaps a contributing factor to its success, is thesize of the groups which are usually limited to 4 participants, and often are as small as 3 team members.
    • bushb13
      bushb13 on 22 Aug 20
       
      This method seems like it would help an instructor manage or facilitate lots of students in a large online course. Assigning them small groups, monitoring the groups, and providing feedback to a limited number of participants at a time would help me (the instructor) provide more effective feedback.
  • •Provides more relevant feedback to students as it is generated by their peers.
    • bushb13
      bushb13 on 22 Aug 20
       
      I agree that students like to hear the ideas and feedback from their peers. However, the feedback must be relevant and useful. This means we also have to teach students how provide effective feedback. This takes more time to plan and more class time to teach...
  • •increase student responsibility and autonomy
    • dsunderman
      dsunderman on 29 Aug 20
       
      I find these tricky skills to instill in my 4th graders. For some students the maturity level is not there to master this. Other students have not been asked to take on responsibility outside of school.
    • erinlullmann
      erinlullmann on 29 Aug 20
       
      At what age can peer and self assessments be done with a level of success? Is this feasible in elementary school?
  • •lift the role and status of the student from passive learner to active leaner and assessor (this also encourages a deeper approach to learning)
    • dsunderman
      dsunderman on 29 Aug 20
       
      Active learners are so much more invested in their learning. It is an awesome thing to see.
  • •Agreed marking criteria means there can be little confusion about assignment outcomes and expectations.
    • dsunderman
      dsunderman on 29 Aug 20
       
      Expectations must be very clear and well laid out or this process is painful for all.
  • •When operating successfully can reduce a lecturer's marking load.
    • dsunderman
      dsunderman on 29 Aug 20
       
      Love this!
  • •The process has a degree of risk with respect to reliability of grades as peer pressure to apply elevated grades or friendships may influence the assessment, though this can be reduced if students can submit their assessments independent of the group.
    • dsunderman
      dsunderman on 29 Aug 20
       
      At the 4th grade level I would not use peer assessment as part of a students grade. 4th grade is a good starting point for teaching students how to peer assess and how to use that feedback to improve their work.
  • •Potentially increases lecturer workload by needing to brief students on the process as well as on-going guidance on performing self evaluation.
    • dsunderman
      dsunderman on 29 Aug 20
       
      I struggle with laying out the process well so students do not become frustrated with it.
  • students must have a clear understanding of what they are to look for in their peers' work
    • erinlullmann
      erinlullmann on 29 Aug 20
       
      This statement resonated with me because often times I hear teachers express concerns about peer assessment because students won't know how to give good feedback. It all comes back to whether or not students have a clear understanding of the expectations - the model. If students truly understand what is expected - and they value the project - they will be able to give quality feedback to each other.
  • For peer evaluation to work effectively, the learning environment in the classroom must be supportive
  • Group work can be more successful when students are involved in developing the assessment process
  • They also recommend that teachers share expectations for assignments and define quality
    • erinlullmann
      erinlullmann on 29 Aug 20
       
      I believe John Hattie would call these expectations/definitions of quality "success criteria."
  • There are ways of framing and then using self-assessment that can help students develop that all-important ability of looking objectively at their work and then making changes that improve its quality.
    • erinlullmann
      erinlullmann on 29 Aug 20
       
      I often said to my former 5th graders, "Check your work before you turn your assignment in." or "Go back and check your work." The students would simply look at their paper for a few more seconds and then try to turn it in again. I used to get so frustrated. What I didn't realize back then was that the students didn't know how to check their work. I needed to explicitly teach them what that looks like as well as what they should be checking for. Did they even know the success criteria? Did I give them any expectations for quality?
  • by viewing each groups’ discussion board within the LMS. In cases with a non-participating group member, he intervenes with an email to the student.
    • erinlullmann
      erinlullmann on 29 Aug 20
       
      This would be an example of how an online course would be easier to do this than with a face-to-face course. The idea that as the teacher you could look over the group discussions via the LMS and have a clear undrstanding of the participation of all group memebers is something that you wouldn't have in an oral discussion via a face-to-face setting. It is also one of the most common issues with group work - what if one of the members isn't doing anything?
  • Self evaluation and team grade.
    • erinlullmann
      erinlullmann on 29 Aug 20
       
      Would there ever need to be a situation in which you utilized all three assessments of group work - peer, self, and team?
  • ‘Forcing’ the individual student to assess their own behaviour, as opposed to others is more constructive – it supports the aim of developing collaboration skills, along with the knowledge component.
    • susanbrown87
      susanbrown87 on 30 Aug 20
       
      The whole point is to increase collaboration. Students need to realize the importance of this. Forcing them to see if they are a contributing team member which is greatly valued in the workforce.
  • The instructor must explain expectations clearly to them before they begin.
    • susanbrown87
      susanbrown87 on 30 Aug 20
       
      I see this all to often being neglected. Whether it is overlooked, taken for granted or for high school and college students teachers think it has been taught before. In order to be effective this has to happen from each instructor.
  • •Encourages student involvement and responsibility
    • susanbrown87
      susanbrown87 on 30 Aug 20
       
      Anytime we can encourage the students to be more responsible for their own learning is a plus. When students self assess they can take control of their learning. This would need to be modeled to be effective.
joanmusich

Article(s): Self- and Peer-Assessment Online - 1 views

moodlesw.aealearningonline.org/...view.php

Peer and Self Assessement

shared by joanmusich on 22 Aug 20 - No Cached
  • Students feel ill equipped to undertake the assessment.
    • joanmusich
      joanmusich on 22 Aug 20
       
      This needs to be part of the learning process. We need to teach them how to do this and allow them to gain confidence in a non-threatening way.
  • reflect on their own work with the goal of learning more, making the work better, and thereby improving the chances for a good grade.
    • joanmusich
      joanmusich on 22 Aug 20
       
      I like the idea of doing the self-assessment during the activity vs. at the end. Most students still see the end result as the grade they get. We can use that to gradually get them to use it for learning and self-motivation (even though they may not realize it).
  • they didn’t value their opinions
    • joanmusich
      joanmusich on 22 Aug 20
       
      I found this very interesting. I never thought that students do not value their own opinion. I suppose students have grown accustom to doing the work and the teacher tells them if they are right or wrong.
  • ...3 more annotations...
  • tension between their own and the teacher’s expectations
    • joanmusich
      joanmusich on 22 Aug 20
       
      A rubric or checklist might help in this situation. Maybe even a rubric that students help build then both the teacher and the student's expectations are included.
  • the points do not motivate the student to participate in the project on the front end, but more allows the other group members to express his or her dissatisfaction with the other group members lack of participation or cooperation.
    • joanmusich
      joanmusich on 22 Aug 20
       
      I never thought that a participation grade from peers does not motivate a group member to contribute. So, it is just used to satisfy the group members' that work hard. This is interesting.
  • it supports the aim of developing collaboration skills
    • joanmusich
      joanmusich on 22 Aug 20
       
      If being graded by a peer on participation does not motivate a student, why would grading themselves make a difference? They seem satisfied with not working too hard and will take the average or less than average grade.
Deborah Cleveland

ol101-f2020: Iowa Online Course Standards - 3 views

moodlesw.aealearningonline.org/...view.php

shared by Deborah Cleveland on 17 Sep 20 - No Cached
  • The course content and activities are of sufficient rigor, depth, and breadth to teach the standards being addressed
    • Janet Wills
      Janet Wills on 17 Sep 20
       
      hardest thing to do- not get caught up in whistles and bells-- stay focused on what's important
  • • All resources and materials used in the course are appropriately cited and obey copyright and fair use. (iN 4.9, QM 4.3)
    • travisnuss
      travisnuss on 20 Sep 20
       
      I would like to have more information and help to make sure I am doing this correctly, especially since I don't cite anything I use pretty much makes me sure I am not doing this correctly. Copyright is still fuzzy to me even though we spent time in one of the Blending/Flipping classes on it.
  • A. Course Overview
    • travisnuss
      travisnuss on 20 Sep 20
       
      This is something I feel as a school we really need to sit down and think about and come up with some common language for integrity and netiquette. We have realized three weeks in the school year, that this wasn't something discussed with our hybride students and many of them did not realize they were responsible for the online work on the days they weren't in school, not just the work they got when they are in school. The feeling is that most of our staff felt that the students would pick that up on their own and now that we are a few weeks in, both the students and teachers are trying to adjust to that minor detail.
  • ...10 more annotations...
  • The course provider offers orientation training
    • brippentrop-nuss
      brippentrop-nuss on 22 Sep 20
       
      I feel this is something we should work on as a district or by building level to have some common expectations. Teachers could build on it with their own expectations but lets give them the foundation to start. I fell we missed the mark on this with our hybrid students and even our online students who are working through online courses from an outside vendor.
  • Learner Engagement
    • brippentrop-nuss
      brippentrop-nuss on 22 Sep 20
       
      This one I'm struggling with in my one section of 100% online students. I need to learn some strategies to have students interact through zoom.
  • Learner Engagement
    • Deborah Cleveland
      Deborah Cleveland on 23 Sep 20
       
      I have been reading "The Online Teaching Survivial Guide" and it does a nice job of talking about these three types of interactions and how to build those into a course.
  • instructor-student interaction,
    • Deborah Cleveland
      Deborah Cleveland on 23 Sep 20
       
      Module Introductions and mini-lessons (text, video, podcast) Announcments that remind, coach, suggest, and inspire Explanations and interactions with students via email, forums, and live events.
  • student-student interaction
    • Deborah Cleveland
      Deborah Cleveland on 23 Sep 20
       
      Opportunities for small group work that encourages student to student interaction could include problem-solving, gaming, or collaborative writing. One other thing that the book mentioned is to start student-student interaction casually. This allows people to get comfortable with each other and the processes of working as a group without having to wrestle with new content.
  • student interaction with the content
  • Technologies are chosen that are accessible to students (iN 4.7, QM 6.4)
  • Technologies are chosen that are accessible to students (iN 4.7, QM 6.4
  • ogies are chosen that are accessible to students (iN 4.7, QM 6.4
    • Deborah Cleveland
      Deborah Cleveland on 23 Sep 20
       
      With so much technology out there it can be overwhelming. One thing that I did this summer was encourage teachers to find out what the district/school was making accessible to them and their students and then build their capacity around using that tool. Sometimes this was hard because they had to give up similar tools that did the same thing, but for the sake of consistency with students and also ensuring that all students have access to it...knowing what your school or district is using in essential.
  • student interaction with the content
    • Deborah Cleveland
      Deborah Cleveland on 23 Sep 20
       
      In an online course, digital content is king. Digital content allows for learners to engage in it anywhere, anytime, and often while doing other things (think podcasts while workingout). The good news is there is a ton of content out there. The bad news is as a instructor, I need to sift through it all and decide what is the best content for my learners (keeping in mind that what might be perfect for one learner may not be the case for another). One suggestion that the book had was to have learners identify resources that extended their learning around the core concepts of the course.
dsnydersvjags

ol101-f2020: Iowa Online Teaching Standards - 1 views

moodlesw.aealearningonline.org/...view.php

shared by dsnydersvjags on 17 Sep 20 - No Cached
  • Knows the content of the subject
    • Janet Wills
      Janet Wills on 17 Sep 20
       
      I like to keep in mind that content is king- any technology used has to be useful to help students understand the content or learn skills
    • erinlullmann
      erinlullmann on 20 Sep 20
       
      This is definitely something that has been on my mind throughout remote learning and as my school moves toward 1:1 devices. We can't simply use technology for the sake of using technology. How can the technology enrich the learning of the content?
  • Demonstrates competence in planning, designing, and incorporating instructional strategie
    • Janet Wills
      Janet Wills on 17 Sep 20
       
      need to have a knowledge of tools available and a way to curate them
  • Networks with others involved in online education for the purpose of professional growth
    • Janet Wills
      Janet Wills on 17 Sep 20
       
      important to know who in your district you can bounce ideas off of and be able to help colleagues
  • ...19 more annotations...
  • appropriate for online education
    • arbonneannie1
      arbonneannie1 on 18 Sep 20
       
      This goes hand in hand with a few others; however, I felt it was noteworthy as a reminder that online instruction is different from face-to-face instruction and effective practices will likely look different in each place. Make sure to plan with that purpose in mind.
    • erinlullmann
      erinlullmann on 20 Sep 20
       
      I completely agree! This is where I think many teachers are struggling right now with remote teaching - we are trying to do what we do in the face-to-face classroom and transfer it to online. This is not necessarily the fault of the teacher as we haven't been trained on quality online instruction. This is my goal for the current school year - to develop a PD plan for our teachers on how to instruct online.
    • travisnuss
      travisnuss on 20 Sep 20
       
      I've been trying to create a blending learning environment this year that both my students who are "hybrid" and face to face can utilize. I think if I was creating curriculum as well as a separate online course, I'm looking at burning out pretty fast. I've already noticed the amount of extra time it is taking to get my five different preps to be appropriate for both.
  • including rubrics for student performances and participation
    • arbonneannie1
      arbonneannie1 on 18 Sep 20
       
      Communication is key in any learning environment; however, it seems to have a larger role in the online world. I appreciate the reminder of including rubrics as they serve as a great communication tool on expectations and assessment.
  • Tailors instruction to meet the different needs of students
    • arbonneannie1
      arbonneannie1 on 18 Sep 20
       
      This is an area I need to continue to learn more about. It seems that the online environment lends itself well to differentiation.
    • erinlullmann
      erinlullmann on 20 Sep 20
       
      This is an area that also presents challenges in my mind. What does that differentiation look like for online environments?
  • Creates a learning community that encourages collaboration
    • arbonneannie1
      arbonneannie1 on 18 Sep 20
       
      This is one of many reasons why I enrolled in the 101 course. Collaboration looks different in the online classroom and I want to continue to develop tools to provide the optimum collaborative environment.
  • Utilizes a course evaluation and student feedback data to improve the course
    • erinlullmann
      erinlullmann on 20 Sep 20
       
      This is something that is not included in the Iowa Teaching Standards. I like the idea of this, but I think as the teacher of the course it can be a little scary to ask students for their feedback. It should be a part of every course both face to face as well as online after students are at an age in which they can effectively offer feedback. I think there are ways that questions can be asked to get quality feedback instead of just "I didn't like this course." I also appreciate that the emphasis of this standard is on improving the course based on the feedback. The continuous process of improvement is so important for all teachers.
  • Proposed Online Teaching Standards
    • erinlullmann
      erinlullmann on 20 Sep 20
       
      My professional learning goal for the current school year is to create a professional development plan for our elementary teachers as we begin to implement 1:1 devices. I think it would be important / helpful for me to incorporate these standards while I create the plan.
  • Communicates with students effectively and consistently
    • travisnuss
      travisnuss on 20 Sep 20
       
      This is one I am struggling with right now with my hybrid students. Unless they communicate with me on the days they aren't in school, I haven't done the best reaching out those students to see what their needs are. Fortunately, the days they are in class, I do try and touch base with them to see where they are at, if they need help and if they can get that help during the day while they are in school.
  • Aligns assessment with course objectives
    • brippentrop-nuss
      brippentrop-nuss on 22 Sep 20
       
      Key in any assessments. Important to include formative assessments to make sure students are on track to meet course objectives
  • Has experienced online learning from the perspective of a student
    • brippentrop-nuss
      brippentrop-nuss on 22 Sep 20
       
      Although helpful to understand some of what the students are experiencing. It could be a struggle if you are a frequent online student and are "use" to the structure on online course it's easy to forget what it feels like to be a new online learner. Also, adults sometimes learn different than students.
  • student feedback data to improve the course (Varvel VI.F)
    • cjd203
      cjd203 on 24 Sep 20
       
      I think that using feedback is a great tool to get a feel for how students feel about a course. what kinds of things could be added or removed to improve the overall experience for the learner.
  • student feedback data to improve the course (Varvel VI.F)
  • synchronous/asynchronous
    • cjd203
      cjd203 on 24 Sep 20
       
      The use of synchronous and asynchronous instruction in online teaching, jumped out at me. It has been an area of focus and discussion in some of the other B/F classes I have enrolled in. I wasn't aware of the difference between the two models before taking such classes.
  • ailors instruction to meet the different needs of students, including different learning styles,
    • cjd203
      cjd203 on 24 Sep 20
       
      I think the concept of differentiation is well understood by most educators but often poorly implemented. A great way to meet the needs of a diverse group of learners is to use an intelligence inventory at the beginning of the year to identify different learning styles. Allowing for choice and autonomy in the classroom supports differentiation as well.
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation
    • cjd203
      cjd203 on 24 Sep 20
       
      I feel like most teachers/educators do this when they go through their syllabi at the beginning of a course. I try to do it with each unit that we do as well to make sure learners are aware of learning targets. I have seen some teachers write objectives on the board daily to keep students on track (this is great practice).
  • Demonstrates ability to enhance academic performance and support for the agency's student achievement goals
  • • 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)
    • dsnydersvjags
      dsnydersvjags on 28 Sep 20
       
      Whew! Not yet - but I am working on it. I am fairly tech savvy, but sometimes the amount of computer work needed is overwhelming and I just get tired of sitting. I love being able to interact with my students - I learn more about them from the face to face, and it is tougher to get to know them when we are online.
    • dsnydersvjags
      dsnydersvjags on 28 Sep 20
       
      Whew! Not yet - but I am working on it. I am fairly tech savvy, but sometimes the amount of computer work needed is overwhelming and I just get tired of sitting. I love being able to interact with my students - I learn more about them from the face to face, and it is tougher to get to know them when we are online.
  • • Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F)
    • dsnydersvjags
      dsnydersvjags on 28 Sep 20
       
      This is always good for me - especially in my ICCC classes. I want to know how effective I have been. I want that student feedback - even if it is 'bad' - that way I know what I need to improve and/or work on for the next time I teach that course.
    • dsnydersvjags
      dsnydersvjags on 28 Sep 20
       
      This is always good for me - especially in my ICCC classes. I want to know how effective I have been. I want that student feedback - even if it is 'bad' - that way I know what I need to improve and/or work on for the next time I teach that course.
  • • 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)
    • dsnydersvjags
      dsnydersvjags on 28 Sep 20
       
      This is a huge challenge - especially for asynchronous learning. In my ICCC class, it is a little easier, but we sometimes still struggle due to lag time or people's wifi accessibility issues.
    • dsnydersvjags
      dsnydersvjags on 28 Sep 20
       
      This is a huge challenge - especially for asynchronous learning. In my ICCC class, it is a little easier, but we sometimes still struggle due to lag time or people's wifi accessibility issues.
  • • Has experienced online learning from the perspective of a student (SREB F.1, Varvel II.E)
    • dsnydersvjags
      dsnydersvjags on 28 Sep 20
       
      I think this is really important - if you don't know what it feels like from the other side of the screen, you won't know what issues you should be worrying about.
    • dsnydersvjags
      dsnydersvjags on 28 Sep 20
       
      I think this is really important - if you don't know what it feels like from the other side of the screen, you won't know what issues you should be worrying about.
susanbrown87

ol101-f2020: Iowa Online Course Standards - 1 views

moodlesw.aealearningonline.org/...view.php

shared by susanbrown87 on 20 Sep 20 - No Cached
  • The course instruction includes activities that engage students in active learning.
    • erinlullmann
      erinlullmann on 20 Sep 20
       
      When I talk to my teachers about integrating technology into the elementary classroom, I'm often suggesting ways that the technology can help increase student engagement. I'd like to learn about more ways to increase engagement using technology.
  • Instruction provides students with multiple learning paths to master the content, addressing individual student needs, learning styles and preferences
    • erinlullmann
      erinlullmann on 20 Sep 20
       
      I think this is a potential way that technology can do something that face-to-face struggles to do on a day-to-day, lesson-by-lesson basis - meet all students' individual needs, learning styles and preferences. That can be extremely challenging in a face-to-face environment - it takes a lot of time and knowledge by the teacher. I would love to see examples of this in action during an online course. Will we explore this concept in the OLLIE series?
  • All resources and materials used in the course are appropriately cited and obey copyright and fair use
    • erinlullmann
      erinlullmann on 20 Sep 20
       
      This is something that I want to remember to do when I'm creating model courses or courses for teachers. We tend to preach to our students to cite our sources and obey copyright laws, but it can be really tempting to just do a Google Images search for that perfect picture or clip art without caring about copyright. I want to make sure to do my best to model correct citing and fair use policies.
  • ...4 more annotations...
  • student-student interaction
    • susanbrown87
      susanbrown87 on 20 Sep 20
       
      I think this is the component most missed in the online learning I've seen for COVID. Teachers interact with students and students with content but the student to student interaction is missing. it takes more creativity and the use of other tools to implement this well.
  • a wide variety of assessment procedures to assess students’ mastery of content
    • susanbrown87
      susanbrown87 on 20 Sep 20
       
      I need to improve in this category. After taking the OLLIE assessment course I see where I need to vary my assessments to include self and peer assessments.
  • alternatives to auditory or visual content, as well as accommodating the use of assistive technologies
    • susanbrown87
      susanbrown87 on 20 Sep 20
       
      This will be especially important for me next quarter as I will have a student with cochlear implants. In an all online course these would definitely be a challenge and something I need more help on depending on the device the student is using or abilities.
  • A variety of high-quality learning resources and materials are available to increase student success
    • susanbrown87
      susanbrown87 on 20 Sep 20
       
      Teaching online will require me to look for the variety in resources. I have my go to sites and strategies. Teaching a course strictly online would force me to increase my resources on the web. Taking the OLLIE courses has helped to increase these resources and tools.
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