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

  • The tasks have been personalized for kids, not created by them.
    • jnewmanfd
      At this point in the article, I have many thoughts floating around. One major thought comes to mind. Can we ever fully personalize our classrooms? I get the points given here, but as a functioning society don't we have to conform a little bit? As parents, I think we do this to our children more than most of us would like to admit and certainly our schools follow suit. Also this first line here, isn't this what state standards do? Provide some sort of standardized leaning? Or is it simply saying that kids should be able to design how they will progress through a certain standard? A student chooses his or her own path to the end. However, if is a standard of no interest to me and you make me do it anyway is that truly personal learning? I'm starting to feel like flip flopping politician.
  • folly of believing that everything can and should be reduced to numbers.[7
    • jnewmanfd
      This seems to go against our current reality in my school. We're told that everything has to be data driven or evidence based. On the surface that makes sense, but my issue has always been that we are dealing with people not things. We work in a system filled with a multitude of variables and I would agree that there is a folly in believing that everything can be reduced to numbers. The more I read this article, the more I am thinking that we might be looking at turning the traditional school upside down on it's head.
  • Our kids (and we ourselves) are suddenly walking around with access to the sum of human knowledge in our pockets and connections to literally millions of potential teachers. It’s a dramatic shift that requires new literacies to navigate all that access and, importantly, new dispositions to take advantage of it for learning.
    • jnewmanfd
      Yes, our kids today are walking around with infinite knowledge at their finger tips. Yes, they don't know how to use it and when they are provided the opportunity, they don't seem to use it. I'm not saying that they can't or won't. I'm saying that from my experiences, they are trained not to do so. So many students do not realize their own potential for learning. They want to wait for the teacher to tell them what to do, what the correct answer is, or how to go about a particular task. Maybe we trained them too well. I 500% agree that we need to teach this skill. I also know that I have struggled to do this myself. If asked, I would have say, no I don't how to teach these new literacy skills. It's talked about, but I haven't seen any real professional development on the subject. If you know of any, please share.
    • lwinter14
      I couldn't agree more with your ideas about students not knowing how to use the knowledge. Sometimes they ask me the simplest question and are offended that I don't have the answer for them. To which I ask, how could you find the answer? I feel as though they only take advantage of having that knowledge at their fingertips when it's a direct benefit to them and seems simpler than relying on someone else for the information. I encourage so many of my students to think through investigations for themselves and to try and come up with possible answers first. So many of them want to sit and wait for me to tell them everything and haven't realized how much more power there is in learning it if they put in the cognitive effort first. Coming from the same district, I also don't know how we teach them how to persevere through that when they just want to take the easy route, but there have to be some strategies out there that help to break down that "instant gratification mindset."
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  • Personalization is often used in the ed-tech community to describe a student moving through a prescribed set of activities at his own pace. The only choice a student gets is what box to check on the screen and how quickly to move through the exercises.
    • jnewmanfd
      Yikes and ouch. Time for some personal reflection. I would say that I have done exactly this. I'm also fairly sure that personalized learning is what I would have called it. Letting students move at their own pace and not be anchored down by others in the classroom. I agree with most of this article. In fact it sounds like an utopia classroom. Students working on problems in their own way, connecting their own dots, learning new skills so they self progress along their chosen path.... At the end of reading though, I'm right back to my roadblock. How do I even begin to manage this or set it up in the first place? Thinking from the science view, we use a lot of materials and supplies, having to have these items available gives me enough anxiety alone.
  • but every mechanism we use to measure it is through control and compliance.’
    • lwinter14
      I often wrestle with these different questions/thoughts from a high school perspective. Personalization seems like a great way to reach each individual students' interests and needs, but the logistics of measuring progress always surface. How do we ensure students are still meeting all of the state standards and critera so that they can earn a credit that is satisfactory for graduation? How do we make sure that things are coded appropriately so that those courses are recognized by post-secondary institutions? How do we allow personalization but don't limit it because of the need to be compliant for some things?
    • mpercy
      I really think to implement a system which uses a personalized approach, the whole system by which we operate would need to be changed. High school graduation requirements would need to be adjusted as well as college entrance requirements.
  • A personalized environment gives students the freedom to follow a meaningful line of inquiry, while building the skills to connect, synthesize and analyze information into original productions.
    • lwinter14
      This sounds like a great opportunity for a lot of my students, but I'm not sure it will also fit every student's needs. The more flexible schedule and choice inherent within it worries me about some of my students who really struggle with staying on task and making progress. I wonder how much structure would need to be embedded for these students and would it alter it to the point that it wouldn't be considered personalized?
    • mpercy
      In theory, giving students a choice in what and how they learn would eliminate the need to keep them focused and on track. However, we have students in our classrooms today we know would struggle with this! As with any method of teaching, there would be students that would love it and thrive while others would struggle and need more intervention. Not every individual could learn this way.
  • She cautions educators who may be excited about the progressive educational implications for “personalized learning” to make sure everyone they work with is on the same page about what that phrase means.
    • lwinter14
      There are certainly some changes that need to happen on a macro level if we want to reach our students in the optimal way. State assessments would need to change, the way that colleges rate students may need to be different and even the way college is taught could have implications. What happens if we are teaching these high schoolers in innovative ways that are truly personalized, but then a students ends up in a freshmen lecture hall with 300 students and is put back into that cookie-cutter scenario? Will they be prepared with the skills to handle that?
  • However, in order to navigate the system of accountability in the U.S. educational system, many school district leaders require public school educators to teach a specific curriculum that will be evaluated on standardized tests
    • mpercy
      This is a big hurdle to overcome if we are to adopt a personalized learning environment. How can we make sure that students know the curriculum they will be evaluated on before going on to college or other programs after high school. Can they still demonstrate success on these tests?
  • Technology was strikingly absent from these conversations.
    • mpercy
      This surprises me as it has been a focus for many districts to become 1:1 with technology. I would think that to become more personalized technology would need to be implemented.

Personalizing flipped engagement | SmartBrief - 0 views

  • "Personalized" learning is something that we do to kids; "personal" learning is something they do for themselves.
    • Wendy Arch
      This is a great way to look at/describe the differences to colleagues who haven't jumped on the blended/flipped/online learning journey. We hit this problem with Independent Reading. As English teachers, we view this time as "personalized" learning that prompts growth in reading as Kelly Gallagher describes in Readicide ( We hope for personal learning, but the students frequently just see it as pointless down time since they would rather be on their phones.
  • If we can't engage our kids in ideas and explorations that require no technology, then we have surely lost our way.

PLE Articles - 0 views

  • Write and Store Notes
    • lwinter14
      This seems like a tool that would be effective for all of my students. Most of them still take notes in their science notebooks--but a few have dabbled in writing their notes digitally. The problem I see with this is that they write them in separate google documents and then do not find a way to organize them so that they can access them easily when needed. This could be a good tool for them to learn early in their high school career and then carry it on as they get into courses with a larger need for note-taking.
  • The employ of PLEs in the classroom can go horribly wrong if teachers fail to prepare students and set usage parameters.
    • lwinter14
      This is definitely something that I would worry about with my students initially. Because they are used to having technology, I sometimes take for granted the skills I expect them to have when it comes to using different sites. Moodle has been a bigger learning curve for my students than expected, so I know that I would definitely need to prepare my students for setting up and using PLE first. Which also means that I need to feel comfortable explaining what it is and how it works to my students as well.
  • our work must increasingly attend to supporting students in developing their skills and motivations for becoming themselves networked and sophisticated online learners.
    • lwinter14
      I find this becoming more and more true the longer I teach. My frustration comes from where to start in supporting students so that they can become more sophisticated in learning online. For example, I use Moodle for my courses rather than Google Classroom and I run into more hesitation and complaints from students than I anticipated because it is "something different." I'm not sure if it is because only a small subset of teachers are currently pushing their students outside of their comfort zones when it comes to online learning and that's where the pushback is, but I feel like we need more teachers to buy into changing the landscape of online learning beyond Google Classroom. I feel like only then will students start to develop those skills and abilities to grow in their capacity as online learners.
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  • Teachers are challenged to provide the appropriate balance between structured lessons and learner autonomy in order to facilitate self-directed learning.
    • lwinter14
      This is definitely a balance that I am still trying to find within my classroom and even one that I think my students are trying to figure out. There are some days where they would rather take control on their own, but other days when they want to be given more structure and told what to do or how to do something. I think this balance is hard to find depending on the particular student because some really struggle with the autonomy provided in online learning and still need those additional structures in place. Is there a formula to follow in terms of finding that balance? Does the balance vary from class-to-class depending on your students or can it be a one-size-fits-all approach? These are things I know I will figure out in time, but it can be frustrating at first.

Blog - 0 views


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

    This is a great site that can be used a number of different ways. It's a great way to use the computer and demonstrate how to use an online program to students. The program records your voice while and whatever program you are looking at on the screen.

How to Use Technology to Support ELLs in Your Classroom | Common Sense Education - 0 views

    Technology use is a great way to support ELs.

Learn ESL Online | Resources for ESL Students - 1 views

    This is a great source for online resources for English Learners

ol101-s2020: Iowa Online Teaching Standards - 0 views

  • Designs the structure of the course and the presentation of the content to best enhance student learning, including using unit/lesson overviews and reviews, using patterns in lesson sequencing, and using appropriate visual web design techniques (SREB C.14, Varvel V.F)
    • benrobison
      I find this to be most important in regards to meeting the needs and/or learning styles of multiple/different learners.
  • Promotes learning through online collaboration group work that is goal-oriented and focused (SREB C.5, Varvel V.I)
    • benrobison
      This sets apart a quality online learning situation, rather than a work at your own pace, or checklist class, in which authentic learning probably isn't happening.
  • Provides substantive, timely, and constructive feedback to students (SREB D.8, Varvel VI.F, ITS 5.e)
    • benrobison
      I believe that (specifically the timely) part is critical for online teaching/learning success! Since there is such a lag-time with communication in the online setting vs. the face-to-face setting, timely feedback can ease that isolation a bit.
    • blodgett
      Totally agree, a week goes by before you know it, and if a student isn't in front of you, the feedback can get 'lost'.
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  • Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication (SREB E.2)
    • benrobison
      Establishing netiquette standards from the outset will help participants be more successful. This is true of all ages, but in my opinion, these should be more stringent for the younger (high school/middle school) audience.
  • • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
    • blodgett
      Continuous evaluation when you can't always see their faces to see that 'I don't get it look' is a critical part to teaching and reteaching.
  • • Assists students with technology used in the course (Varvel III.C)
    • blodgett
      This is one of the key reasons I'm taking this course. I want to understand what technology is used so I can make sure I have a support structure in place for both teachers and students.
  • intellectual property rights and fair use
    • blodgett
      I get asked this question all the time. Google image search has made it WAY to easy to grab anyone's content regardless of who really owns it.
  • Understands and uses data from assessments to guide instruction
    • jessed44
      Using an LMS such as Moodle can be helpful in not only scoring assessments, but helping to organize the data and determining which items students need further instruction with.
    • jessed44
      Using an LMS such as Moodle can be helpful not only for scoring assessments but for organizing the data so the teacher can make sense of it and help students accordingly.
  • Knows the content of the subject to be taught and understands how to teach the content to students
    • jessed44
      I think that while professional development on pedagogy is important, sometimes our training on knowledge of the content gets overshadowed. This is too bad because the more I have learned about my content, I have been able to come up with more creative ways to teach it!
  • Communicates with students effectively and consistently
    • jessed44
      I often wonder about the right amount of communication with students in an online setting. Obviously you want some, but can there be too much?
    • jessed44
      I sometimes wonder about the appropriate amount of communication in an online course. Obviously we want some, but we also want students to work on independent problem solving as well. For example, how often do I need to respond to discussion posts? There is no way I can respond to all of them in a meaningful way.
  • Aligns assessment with course objectives
    • jessed44
      It is so vital to make sure we assess students fairly and that the assessments are truly what we want students to be able to do, otherwise students can get frustrated and not see the point in what we are having them do.
    • jessed44
      It is so vital to make sure that our assessments clearly align with what we actually want students to do. Otherwise, many students the tasks are meaningless busy work and will not be motivated to do them. Clear articulation is key!
  • Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F)
    • mdickey95
      This is the best way to increase student engagement. When students know the instructor uses their feedback to make adjustments to the course, it is powerful.
  • 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)
    • mdickey95
      Because it takes more effort to get to know students online (not face to face) this may take a lot of effort at first. An experienced online instructor may be able to make some generalizations but a new instructor would need to consider how to determine the needs of the group in a particular cohort when designing a 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)
    • mdickey95
      It would be easy to create a course in which a student interacts only with articles and websites. It takes more thought and creativity to make sure interaction is built in to the class.
  • Has experienced online learning from the perspective of a student (SREB F.1, Varvel II.E)
    • mdickey95
      It would be very difficult to teach an online course if an instructor has never taken one. This would be helpful in knowing how to be proactive with students instead of being reactive to their issues.

ol101-s2020: Iowa Online Course Standards - 0 views

  • A variety of high-quality learning resources and materials are available to increase student success (iN 1.5, 2.11, 4.4, QM 4.5, ROI 5.c)
    • blodgett
      High Quality learning resources means that a video that was 'great' 2 years ago, might be dated now. I can see making sure that we continuously update our content in the online classes is a serious undertaking each year. We can't show the same VCR tape as we did in 1987 anymore :-)
  • • The course content and activities are of sufficient rigor, depth, and breadth to teach the standards being addressed
    • jessed44
      As many teachers do not have significant training in curriculum development, I wonder how much of an issue this may be. Will more standardized online curriculum be developed for K-12 teachers and learners?
  • The course structure has flexibility to accommodate multiple timelines.
    • jessed44
      This is sometimes a challenge because while we want to be flexible, we also want the course to be interactive. If groups of students are working on vastly different timelines, it can create confusion and frustration for all.

Google Sites - 1 views

  • Oct 31
  • Unit 3 - Posted from June 28th - July 4thSurvey Due: July 4th, 2019

ReadWorks - 0 views

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