tag:blogger.com,1999:blog-35514645073539830362024-03-14T02:15:25.897-07:00Shared Practice in Teaching and Teacher EducationAnonymoushttp://www.blogger.com/profile/06153846809046659053noreply@blogger.comBlogger93125tag:blogger.com,1999:blog-3551464507353983036.post-87665416712512632012017-02-14T06:22:00.002-08:002017-02-14T07:18:43.892-08:00Using Technology to Make Essential Questions an Essential Part of Instruction (updated post)<i><br class="Apple-interchange-newline" /></i> In an extremely thoughtful and well-written post, <a href="http://grantwiggins.wordpress.com/2013/02/08/on-genuine-vs-bogus-inquiry-using-eqs-properly/">On genuine vs. bogus inquiry</a>, Grant Wiggins writes<br />
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<i>Merely posting the EQs and occasionally reminding kids of it is pointless: the aim is to use the question to frame specific activities, to provide perspective and focus, to prioritize the course, and to signal to students that, eventually, THEY must - on their own - pose this and other key questions.</i></div>
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My understanding and application of Essential Questions has developed over time. As a teacher who was asked to post EQs daily and include them in lesson plans without any instruction as to why or how to do that effectively, I felt that EQs were a waste of time and just another thing to do. Later, as an instructional coach, I worked to help teachers write EQs that were aligned with their content standards and learning outcomes. Early on, my focus was on wording the EQs well. Eventually, I came to understand that EQs are meaningless unless they are used during instruction. The purpose of EQs is to help both the teacher and students focus on key content and develop the ability to ask and answer meaningful questions about content and processes. I encourage in-service and pre-service teachers I work with to ask EQs aloud at the start of a lesson, during the lesson, and again at the end. An EQ should frame the lesson or unit of instruction and provide a context for the learning to happen. EQs give students a learning outcome to work toward and should allow learners to respond in multiple ways over time. Keep in mind that students should not be able to answer an EQ with one word. EQs should prompt a thorough response to demonstrate depth of understanding.</div>
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Let me digress for a moment...</div>
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Attention is a necessary prerequisite of learning. Educators have to find a way to help students attend to important content. Selective attention involves the ability to choose where to focus your attention. Today's students are bombarded with stimuli and often need help attending to what's important. We also need to help students develop strategies for self-regulating their attention. Check your classroom environment. Is there a chance that your classroom is too stimulating for some students? Work to remove distractions. I encourage you to try these <a href="http://www.pbs.org/wgbh/misunderstoodminds/attention.html">auditory and visual attention tests</a> to experience what it's like for some students to attend when there are distractions in the environment.</div>
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After reading Wiggins' post, I immediately started to think through how technology can support teachers in making EQs meaningful. Below are some tools to help you integrate EQs into teaching and learning in your classroom and help you view them as more than just "one more thing to do".<br />
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<span style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"> </span><span style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em; text-align: left;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCmi_0Cdz83LC9mkBuF5TG-eLoqthhk-EqgDqH_Wo92xwLiZCCb8RnGv6wrGo9yjfCoMYPXuz3GZ-jHCkCK_5qSrBvSAJJMV6H8Y3eGiePV5flORSE8UefQWdw-y6olAAv5IregbVk66E/s1600/Canvas_6268005.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCmi_0Cdz83LC9mkBuF5TG-eLoqthhk-EqgDqH_Wo92xwLiZCCb8RnGv6wrGo9yjfCoMYPXuz3GZ-jHCkCK_5qSrBvSAJJMV6H8Y3eGiePV5flORSE8UefQWdw-y6olAAv5IregbVk66E/s200/Canvas_6268005.png" width="200" /></a>Use <a href="https://www.canvaslms.com/try-canvas">Canvas</a> to connect assignments, discussions, and content to EQs. First, add your EQs as learning outcomes, and then import those outcomes to rubrics to explicitly connect assignments and discussions with EQs. Once you connect outcomes to rubrics, the Learning Mastery Gradebook in Canvas allows you to easily track student progress toward learning outcomes. </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgMERT7ULygNH0u7UxcrFoUezQFd7x1rTsieKd1AMIZtzcV1A3RSBlofjvZCQJAWbFUKSbE5tnvU3XQ-D0tP-7RmT1D-01SgJseF6woPAu6CdZIRW94lDGj7xvT1zX-6zZXP1ua5kbz8O4/s1600/hero_logo.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="173" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgMERT7ULygNH0u7UxcrFoUezQFd7x1rTsieKd1AMIZtzcV1A3RSBlofjvZCQJAWbFUKSbE5tnvU3XQ-D0tP-7RmT1D-01SgJseF6woPAu6CdZIRW94lDGj7xvT1zX-6zZXP1ua5kbz8O4/s200/hero_logo.png" width="200" /></a></div>
Use Google Classroom to post EQs and have students compose responses and engage in ongoing conversation around the EQs. You can also label assignments with specific EQs to help students make a connection between learning outcomes and tasks.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj5YhjqA4MwxsRRQpKTcpCBXo2qGmLAgtJ_E4ZddAiSnPTI3NH_3SJHvm8jIabaZNNjUCqhi3FDYoT-JNx77BMnzuC5gnZ9pH1jYOOyULYgWyvXSAPvA860MtevJjqALlmttjLvUmWKhcQ/s1600/Flipgrid_logo.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="105" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj5YhjqA4MwxsRRQpKTcpCBXo2qGmLAgtJ_E4ZddAiSnPTI3NH_3SJHvm8jIabaZNNjUCqhi3FDYoT-JNx77BMnzuC5gnZ9pH1jYOOyULYgWyvXSAPvA860MtevJjqALlmttjLvUmWKhcQ/s200/Flipgrid_logo.png" width="200" /></a></div>
Use <a href="https://info.flipgrid.com/">Flipgrid</a> to create a video-based discussion focused on an EQ. Create a new topic and pose the EQ as either a text or video prompt. Students can use flipgrid.com or the free mobile app to post a short video reply (up to 3 minutes). Encourage students to reply to one another's initial videos to deepen the conversation. You can provide video or text feedback on each student's reply and use Flipgrid's rating scale to evaluate the thoughtfulness of student responses.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgYzl5pHP4qeJy037DaR_Z4E9j7FUEceAscr7ykhN_n58OL9hxlr-7g4nbVKQ4m4H6tv0Apx7hAG0kcELeXw4JoZHcsqzMt2huW_wjNHsbvWreQRn26-seDfb0Mzu0dHdmRIAPfAh6Tl04/s1600/socrative-logo.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="115" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgYzl5pHP4qeJy037DaR_Z4E9j7FUEceAscr7ykhN_n58OL9hxlr-7g4nbVKQ4m4H6tv0Apx7hAG0kcELeXw4JoZHcsqzMt2huW_wjNHsbvWreQRn26-seDfb0Mzu0dHdmRIAPfAh6Tl04/s1600/socrative-logo.png" width="200" /></a></div>
<a href="http://www.socrative.com/">Socrative </a>allows teachers to create individual or team-based quizzes containing open-ended, true/false, or multiple-choice questions. Students can respond through any device. Use Socrative to find out what students know before a lesson or unit of instruction. Use the stand-alone question feature to ask an EQ throughout a unit of instruction and get instant feedback. Students feel safe to respond anonymously and don't risk looking foolish in front of their peers.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhV13VwCZ1xKOkmHF-PIaU8OW_GuDI6wxQxcx3iTKrBaORDjUXtSyM8qGkbGN-RIuAlze5mnJziHcaugCxJVekNN-N_AD1FAA89kw3DNcUeGfiStbCElpAlo7sRdPJmAipJCEs8xw3M1Jo/s1600/poll+everywhere.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="140" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhV13VwCZ1xKOkmHF-PIaU8OW_GuDI6wxQxcx3iTKrBaORDjUXtSyM8qGkbGN-RIuAlze5mnJziHcaugCxJVekNN-N_AD1FAA89kw3DNcUeGfiStbCElpAlo7sRdPJmAipJCEs8xw3M1Jo/s1600/poll+everywhere.jpg" width="200" /></a></div>
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<a href="http://www.polleverywhere.com/">Poll Everywhere</a> provides a simple platform for asking EQs and allowing students to respond through any device. Set up an open-ended poll and allow students to respond prior to, during, and after a unit of instruction or learning experience.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwRQe_ZW4iLJNMeFe8NbK_e1OfFvY8wQ-ynYnriT5ruiGDWxCXc445M5d_kSUyJk2LnkDxDhLYAgd1Hm4jFr3S43VHLYMTMoY2WolGQPjcgkSzPbXn_OIB5QrEOjAMGJ_asFO1qB0bong/s1600/padlet.PNG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="115" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwRQe_ZW4iLJNMeFe8NbK_e1OfFvY8wQ-ynYnriT5ruiGDWxCXc445M5d_kSUyJk2LnkDxDhLYAgd1Hm4jFr3S43VHLYMTMoY2WolGQPjcgkSzPbXn_OIB5QrEOjAMGJ_asFO1qB0bong/s1600/padlet.PNG" width="200" /></a></div>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg7myq9hpwgXJiy4kfm5vJlSNEqCxE6KWfAKYmGH5pwD6jSo0AUL9jjXUPUrY422df-sL795pApzMQCPf0yMpWIxJZ4X3H6wHQK44hneneMrhZlvKK_M1xeF6lj8rxYm5r5jyu5e8Yl_to/s1600/at-twitter.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg7myq9hpwgXJiy4kfm5vJlSNEqCxE6KWfAKYmGH5pwD6jSo0AUL9jjXUPUrY422df-sL795pApzMQCPf0yMpWIxJZ4X3H6wHQK44hneneMrhZlvKK_M1xeF6lj8rxYm5r5jyu5e8Yl_to/s1600/at-twitter.png" width="200" /></a><br />
Use <a href="http://www.wallwisher.com/">Padlet</a> to pose questions and have students respond by posting sticky notes to a wall you've created. Padlet allows students to add text, images, videos, or hyperlinks to their sticky note responses. Students can also take the lead on posting questions and prompts for their peers.<br />
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Host a <a href="http://www.twitter.com/">Twitter </a>chat using a classroom-specific hashtag focused on the EQ for your unit of instruction. Pose the EQ at the start of the conversation, and encourage students to respond to you and one another. Work toward releasing ownership to students by asking them to pose questions and moderate chats. View chat archives to see how students' understandings have developed over time.<br />
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Blogs allow for more thorough and developed responses to EQs than other tools I've mentioned here. Students can include a variety of media in their blog posts. Encourage students to comment on classmates' posts to challenge and extend their thinking with regard to the EQ.<br />
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Keeping in mind what we know about attention and learning, think about how helpful it is for your students when you give them cues that help them focus on and attend to key information. Essential questions are one approach, and these technology tools can help you use EQs in meaningful ways to deepen students' understanding of key content. What other strategies do you use to help students attend in your classroom? What other tech tools can you use to integrate EQs meaningfully?<br />
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Anonymoushttp://www.blogger.com/profile/06153846809046659053noreply@blogger.com0tag:blogger.com,1999:blog-3551464507353983036.post-14177273256185068552016-04-19T08:30:00.001-07:002016-04-19T10:16:08.966-07:00Technology for Formative Assessments: Updated Post<span style="background-color: white;"><span style="color: #555555; font-family: "trebuchet ms" , "trebuchet" , "verdana" , sans-serif; font-size: 14px;">In 2012 I wrote a <a href="http://techtipsforteachersblog.blogspot.com/2012/04/technology-for-formative-assessments.html">blog post about using technology for formative assessments</a>. It has been my post popular blog post by far, with over 14,000 views. Over the past few years, technology has continued to evolve and has made it even easier for educators to embed formative assessments into instruction and be immediately </span></span><span style="background-color: white; color: #555555; font-family: "trebuchet ms" , "trebuchet" , "verdana" , sans-serif; font-size: 14px;">responsive</span><span style="background-color: white; color: #555555; font-family: "trebuchet ms" , "trebuchet" , "verdana" , sans-serif; font-size: 14px;"> </span><span style="background-color: white; color: #555555; font-family: "trebuchet ms" , "trebuchet" , "verdana" , sans-serif; font-size: 14px;">to student learning needs. Today, I have updated my original post to include what I believe to be some of the most promising practices and tools for formative assessments. </span><br />
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<span style="background-color: white;"><span style="color: #555555; font-family: "trebuchet ms" , "trebuchet" , "verdana" , sans-serif; font-size: 14px;">In my experience, teachers tend to rely more heavily on summative assessments (assessment OF learning) than formative assessments (assessment FOR learning). There is power in formative assessments and their ability to inform instruction and improve student learning. Take just a moment to reflect: How often do you go through this process?</span><br style="color: #555555; font-family: 'Trebuchet MS', Trebuchet, Verdana, sans-serif; font-size: 14px;" /><br style="color: #555555; font-family: 'Trebuchet MS', Trebuchet, Verdana, sans-serif; font-size: 14px;" /><span style="color: #555555; font-family: "trebuchet ms" , "trebuchet" , "verdana" , sans-serif; font-size: 14px;">1. Give end-of-chapter tests, unit tests, vocabulary quizzes, etc.</span><br style="color: #555555; font-family: 'Trebuchet MS', Trebuchet, Verdana, sans-serif; font-size: 14px;" /><span style="color: #555555; font-family: "trebuchet ms" , "trebuchet" , "verdana" , sans-serif; font-size: 14px;">2. Record the grades.</span><br style="color: #555555; font-family: 'Trebuchet MS', Trebuchet, Verdana, sans-serif; font-size: 14px;" /><span style="color: #555555; font-family: "trebuchet ms" , "trebuchet" , "verdana" , sans-serif; font-size: 14px;">3. Return the papers.</span><br style="color: #555555; font-family: 'Trebuchet MS', Trebuchet, Verdana, sans-serif; font-size: 14px;" /><span style="color: #555555; font-family: "trebuchet ms" , "trebuchet" , "verdana" , sans-serif; font-size: 14px;">4. Move on.</span><br style="color: #555555; font-family: 'Trebuchet MS', Trebuchet, Verdana, sans-serif; font-size: 14px;" /><br style="color: #555555; font-family: 'Trebuchet MS', Trebuchet, Verdana, sans-serif; font-size: 14px;" /><span style="color: #555555; font-family: "trebuchet ms" , "trebuchet" , "verdana" , sans-serif; font-size: 14px;">Who benefits from this summative assessment process? No one. What if, instead, you give an assessment BEFORE the unit to determine what students already know and don't know and DURING the unit to track learning progress and make teaching adjustments? This formative assessment cycle feeds into planning and instruction and has much more meaning for both teacher and students.</span><br style="color: #555555; font-family: 'Trebuchet MS', Trebuchet, Verdana, sans-serif; font-size: 14px;" /><br style="color: #555555; font-family: 'Trebuchet MS', Trebuchet, Verdana, sans-serif; font-size: 14px;" /><span style="color: #555555; font-family: "trebuchet ms" , "trebuchet" , "verdana" , sans-serif; font-size: 14px;">Last semester, my pre-service teachers and I were discussing formative and summative assessments. I gave them a short quiz using </span><a href="http://socrative.com/" style="color: #3d85c6; font-family: 'Trebuchet MS', Trebuchet, Verdana, sans-serif; font-size: 14px; text-decoration: none;">Socrative</a><span style="color: #555555; font-family: "trebuchet ms" , "trebuchet" , "verdana" , sans-serif; font-size: 14px;"> and asked them to determine whether they would identify various assessment formats as formative or summative. Their results were mixed, which led to a meaningful conversation about what makes an assessment formative or summative. Through the discussion, my students came to realize that whether an assessment is summative or formative depends on what the teacher does afterward. Can a chapter test be formative? Absolutely, if the teacher uses the results to identify gaps in understanding and provide instruction to help students meet learning goals for the chapter. Can a pre-test be summative? You bet, if the teacher doesn't change his/her plans for instruction based on data from the test.</span><br style="color: #555555; font-family: 'Trebuchet MS', Trebuchet, Verdana, sans-serif; font-size: 14px;" /><br style="color: #555555; font-family: 'Trebuchet MS', Trebuchet, Verdana, sans-serif; font-size: 14px;" /><span style="color: #555555; font-family: "trebuchet ms" , "trebuchet" , "verdana" , sans-serif; font-size: 14px;">The beauty of formative assessments is that they can be informal and easy to implement. A formative assessment can be as simple as a ticket out the door or asking students to hold up 1, 2, or 3 fingers depending on their understanding of the lesson. Technology can make the formative assessment process even easier and provide tools for analyzing data quickly and painlessly. There are many free web tools that allow teachers to create and deliver formative assessments in just a few minutes and collect student results instantly. Keep reading to learn about a few of my favorites.</span></span><br />
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<span style="color: #555555; font-family: "trebuchet ms" , "trebuchet" , "verdana" , sans-serif;"><span style="background-color: white; font-size: 14px;"><a href="http://goformative.com/">Formative </a>has recently become the assessment tool I recommend most frequently due to its capacity to transform feedback from one-way communication into a two-way conversation. As with many online assessment tools, Formative allows teachers to design assessments that include a variety of question types and embed multiple types of content, including images and videos. However, there are a couple of great features that set Formative apart from the crowd. One time-saving feature allows you to upload an existing document and transform it to an online formative assessment with just a few clicks. This feature enables teachers to convert existing paper-based assessments, including handouts, graphic organizers, and other documents, into digital assessments with online data analysis capability. Teachers love this time-saving feature that prevents them from having to recreate an existing assessment in order to transform it to a digital assessment. </span></span><br />
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<span style="color: #555555; font-family: "trebuchet ms" , "trebuchet" , "verdana" , sans-serif;"><span style="background-color: white; font-size: 14px;">But wait... there's more! The truly trans<i>formative</i> thing about Formative (see what I did there?) is the ability for teachers to provide instant, real-time feedback on student responses while students are engaged with the assessment. Before a student even submits a response, the teacher can track the response in real time and provide feedback that immediately becomes visible to the student. During the assessment, the student can reply to the teacher's feedback and engage in a conversation about the work. By monitoring student responses on the assessment dashboard, a teacher can see how each student is responding and provide feedback to multiple students in real time. This type of functionality can enable teachers to design truly personalized learning environments, where each student receives the instruction he or she needs at the precise moment of need.</span></span><br />
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<span style="color: #555555; font-family: "trebuchet ms" , "trebuchet" , "verdana" , sans-serif; font-size: large;"><span style="background-color: white;">Nearpod</span></span></h3>
<span style="color: #555555; font-family: "trebuchet ms" , "trebuchet" , "verdana" , sans-serif;"><span style="background-color: white; font-size: 14px;"><a href="https://nearpod.com/">Nearpod </a>is not solely an assessment tool, but it includes great potential for formative assessment. One of the best things about Nearpod is the ability for teachers to seamlessly embed formative assessments into instruction. When I work with pre-service and in-service teachers on ideas around formative assessment, I refer to teachers as potters at a potters wheel, with two hands that work together to shape student learning. One hand is the instruction hand, while the other is the assessment hand. A potter doesn't stop using one hand while using the other. Similarly, master teachers don't stop teaching to assess, and stop assessing to teach. Nearpod is a tool that allows teachers to use both hands to seamlessly assess student learning and then use student responses to immediately adjust instruction. To do this, Nearpod allows teachers to embed assessment items (multiple choice, short answer, annotation) into a presentation that can include a variety of content types (text, images, videos, websites). During a Nearpod lesson, the teacher can track each student's response as well as track overall class progress. An additional feature allows the teacher to push a student's response out to all devices anonymously for analysis and discussion.</span></span><br />
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<span style="color: #555555; font-family: "trebuchet ms" , "trebuchet" , "verdana" , sans-serif;"><span style="background-color: white; font-size: 14px;">One way Nearpod can facilitate a shift toward student-driven, personalized learning is through use of the Homework feature. The traditional Nearpod lesson feature is teacher-paced. However, the Homework feature allows students to control the pace, reviewing and interacting with content as often as needed to master learning outcomes. The Homework feature can also enable you to "clone" the teacher by pushing out different lessons to different students and/or groups of students. For example, while the teacher works with a small group, the rest of the class can be working on personalized Nearpod lessons with embedded formative assessments. Imagine several different student groups simultaneously each engaging in unique, interactive lessons designed specifically for them while controlling the pace of their learning. While teaching a small group lesson, the teacher can also monitor student responses from other lessons and make immediate adjustments to instruction. </span></span><br />
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<span style="background-color: white;"><a href="http://www.socrative.com/" style="color: #3d85c6; font-family: 'Trebuchet MS', Trebuchet, Verdana, sans-serif; font-size: 14px; text-decoration: none;">Socrative </a><span style="color: #555555; font-family: "trebuchet ms" , "trebuchet" , "verdana" , sans-serif; font-size: 14px;">has been my go-to online assessment tool for several years. This free web tool has lots of capability and works across devices. Teachers can create self-paced quizzes, exit tickets, and quiz games, or deliver stand-alone multiple-choice, true/false, or short answer questions. Students respond to questions using a computer, tablet, or phone. A variety of devices can be used during any given assessment. My favorite Socrative feature is the report that is generated immediately following each assessment. Each assessment generates a detailed report automatically and instantly. Teachers can download reports or have them sent via email. Learn more and get some great ideas by visiting the </span><a href="http://www.socrative.com/garden/" style="color: #3d85c6; font-family: 'Trebuchet MS', Trebuchet, Verdana, sans-serif; font-size: 14px; text-decoration: none;">Socrative Garden</a><span style="color: #555555; font-family: "trebuchet ms" , "trebuchet" , "verdana" , sans-serif;"><span style="font-size: 14px;">.</span></span></span><br />
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<span style="background-color: white;"><span style="color: #555555; font-family: "trebuchet ms" , "trebuchet" , "verdana" , sans-serif;"><span style="font-size: 14px;"><a href="https://plickers.com/">Plickers </a>is a low-tech formative assessment option that enables teachers to gather and analyze student responses in real time when student devices are not available. Most digital formative assessment tools require that students have access to devices, either individually or in small groups. With Plickers, only the teacher needs a device. Students respond to multiple-choice items by holding up cards that can be purchased or printed from the Plickers site. As students hold up their cards, the teacher scans the room with a mobile device, instantly collecting individual and whole-class data. A teacher can deliver a Plickers assessment in a minute or less, gathering real-time information about student understanding in time to immediately adjust instruction. </span></span></span><br />
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<span style="color: #555555; font-family: "trebuchet ms" , "trebuchet" , "verdana" , sans-serif;"><span style="background-color: white; font-size: 14px;"><a href="https://getkahoot.com/">Kahoot </a>is a game-based assessment tool that appeals to students who love competition. To play Kahoot, students visit kahoot.it on their mobile devices and join the assessment using a code distributed by the teacher. Points are awarded for accuracy and speed, which turns a formative assessment into a fast-paced game. I have used Kahoot with elementary students, college freshmen, and adult learners, and it's always a fun experience. As with the other tools shared in this post, Kahoot provides teachers with the ability to quickly gather information about student learning and use that data to make adjustments to instruction. </span></span><br />
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<span style="background-color: white;"><span style="color: #555555; font-family: "trebuchet ms" , "trebuchet" , "verdana" , sans-serif; font-size: 14px;">Another assessment tool I use regularly (with my pre-service teachers and during professional development for in-service teachers) is </span><a href="http://www.polleverywhere.com/" style="color: #3d85c6; font-family: 'Trebuchet MS', Trebuchet, Verdana, sans-serif; font-size: 14px; text-decoration: none;">Poll Everywhere</a><span style="color: #555555; font-family: "trebuchet ms" , "trebuchet" , "verdana" , sans-serif; font-size: 14px;">, a free polling site that allows you to poll the audience with multiple-choice or open-ended questions. Students can respond via SMS, Twitter, </span><a href="http://pollev.com/" style="color: #3d85c6; font-family: 'Trebuchet MS', Trebuchet, Verdana, sans-serif; font-size: 14px; text-decoration: none;">http://pollev.com</a><span style="color: #555555; font-family: "trebuchet ms" , "trebuchet" , "verdana" , sans-serif; font-size: 14px;">, or a private link. As you create a poll, you choose how you would like to receive responses. You can give students a few options or narrow their choices to one or two. When you display the poll, on-screen instructions will assist students with responding. Poll Everywhere saves your previous polls so you can review past results at any time. Following a poll, you can instantly generate a word cloud from responses. You also have several options for displaying your questions: embed in a blog or other website, share via Twitter or Facebook, share a live link, embed in PowerPoint, or download for Prezi.</span></span><br />
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<span style="background-color: white;">Google Forms</span></h3>
<span style="background-color: white;"><span style="color: #555555; font-family: "trebuchet ms" , "trebuchet" , "verdana" , sans-serif; font-size: 14px;">Google Forms are my personal favorite among the types of Google Docs available to Gmail users. Google Forms allows you to quickly create an assessment with a variety of question types: multiple choice, short answer, checkboxes, choose from a list, scale, and grid. You can deliver an assessment via Google Forms by sending the Form through email, sharing the link, or embedding it into a website. The ultimate feature is that Google automatically generates a spreadsheet upon creation of a Form. As soon as you create and save the Form, Google Docs adds a spreadsheet to your Docs list. Each time someone fills out the form, a new row is entered into the spreadsheet containing that individual's responses. Data within the spreadsheet can then be sorted and analyzed quickly and easily. You can also view a summary of responses with just one click, which provides percentages and circle graphs of data collected. If you're interested in using Google Forms for formative assessments, be sure to check out </span><a href="http://www.flubaroo.com/" style="color: #3d85c6; font-family: 'Trebuchet MS', Trebuchet, Verdana, sans-serif; font-size: 14px; text-decoration: none;">Flubaroo</a><span style="color: #555555; font-family: "trebuchet ms" , "trebuchet" , "verdana" , sans-serif; font-size: 14px;">, a script that will enable Google Docs to automatically grade responses to your assessments.</span></span><br />
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<span style="background-color: white;">Padlet</span></h3>
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<span style="background-color: white;"><a href="http://www.padlet.com/"><span style="color: #3d85c6;">P</span>adlet </a>is another great choice for informal formative assessments. Teachers create a wall, post one or many questions or prompts, and share the link with students who then post their responses to the wall as sticky notes. Teachers have the option to moderate responses, which keeps all sticky notes hidden until approved by the teacher. Sticky notes can contain text, images, video, and links. These media options allow teachers to post image or video prompts or direct students to a website. Students can also include these different types of media in their responses, allowing them to respond creatively. Padlet works great as an exit ticket, a warm-up activity, a status-of-the-class, or a progress check. </span></div>
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<span style="background-color: white;">Each of these free web tools enables a teacher to create an assessment within just a few minutes, deliver the assessment through a variety of devices and platforms, collect data instantly, and analyze results to inform future instruction. While these are my top choices, there are many other web tools that would be a good fit for formative assessments. Please leave a comment and tell me about your favorite technology for formative assessments. </span><br />
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Anonymoushttp://www.blogger.com/profile/06153846809046659053noreply@blogger.com0tag:blogger.com,1999:blog-3551464507353983036.post-74746894278030611592016-02-14T11:52:00.002-08:002016-02-14T11:52:27.063-08:00Rethinking School: A Conversation for Digital Learning Day 2016<div style="text-align: center;">
Watch the live feed scheduled for Wednesday, February 17th at 10:00 am ET</div>
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Anonymoushttp://www.blogger.com/profile/06153846809046659053noreply@blogger.com0tag:blogger.com,1999:blog-3551464507353983036.post-53528063618861188922016-01-13T08:03:00.000-08:002016-01-13T08:03:19.579-08:00Using Video to Orient Students to a New SemesterEach semester, I rely heavily on the use of video to orient students to a new semester. Orientation videos, demos, and tutorials can help ease students into a new semester, particularly in online courses, and <a href="https://www.facebook.com/NCLEXMastery/videos/942776072443623/">prevent this reaction in students</a>. The start of the semester certainly isn't the only time it's beneficial to use video, but I've come to realize that the time it takes to create these videos early in the semester pays off in huge ways.<br />
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Below, I share a few videos I created over the past week in preparation for the start of the spring semester. I use Camtasia or Snagit for nearly all video creation. However, you will notice that one of the videos below was created using Screencast-o-matic, as my Camtastia software needed to be updated at the time.<br />
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course orientation video</div>
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course orientation video<br /><iframe width="320" height="266" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/JgQ2_VDqoOs/0.jpg" src="https://www.youtube.com/embed/JgQ2_VDqoOs?feature=player_embedded" frameborder="0" allowfullscreen></iframe></div>
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explanation of using playlists for blended learning, created for my student teachers in blended classrooms<br /><iframe width="320" height="266" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/_CVEU2zOKP0/0.jpg" src="https://www.youtube.com/embed/_CVEU2zOKP0?feature=player_embedded" frameborder="0" allowfullscreen></iframe></div>
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demo of Diigo Groups for resource-sharing and discussion<br /><iframe width="320" height="266" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/Q24SR5tLC7o/0.jpg" src="https://www.youtube.com/embed/Q24SR5tLC7o?feature=player_embedded" frameborder="0" allowfullscreen></iframe></div>
<br />Anonymoushttp://www.blogger.com/profile/06153846809046659053noreply@blogger.com0tag:blogger.com,1999:blog-3551464507353983036.post-83943002010991104402015-05-18T18:57:00.003-07:002015-05-18T18:57:55.298-07:00Preparing Teaching Candidates for Blended and Online Environments<div style="background-color: white; box-sizing: border-box; color: #666666; font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 2.6rem; padding: 0px;">
<i>This post was originally written by Jayme Linton for Fractus Learning. <a href="http://www.fractuslearning.com/2015/05/11/preparing-teaching-candidates-blended-online-environments/?utm_content=bufferf497d&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer">Read the original post here</a>.<span id="goog_1724753430"></span><span id="goog_1724753431"></span><a href="https://www.blogger.com/"></a></i></div>
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There is a growing need for today’s pre-service teachers to be equipped with skills and competencies for blended, online, and technology-rich teaching and learning environments. As teaching candidates progress through teacher education programs, they should be <span style="box-sizing: border-box; font-weight: 700;">exploring</span>,<span style="box-sizing: border-box; font-weight: 700;">evaluating</span>, and <span style="box-sizing: border-box; font-weight: 700;">applying</span> methods and tools for effective instruction in the dynamic learning environments that exist in today’s K-12 schools.</div>
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At <a href="http://www.lr.edu/otid" sl-processed="1" style="-webkit-transition: all 0.1s ease-in-out; border-bottom-color: rgb(221, 221, 221); border-bottom-style: solid; border-bottom-width: 1px; box-sizing: border-box; color: #e74c3c; text-decoration: none; transition: all 0.1s ease-in-out;" target="_blank">Lenoir-Rhyne University</a> in Hickory, North Carolina, faculty in the School of Education have developed pathways to help teaching candidates gain experience exploring, evaluating, and applying methods for online and blended instruction. Elementary, middle grades, and secondary teaching candidates at Lenoir-Rhyne University have the option of <span style="box-sizing: border-box; font-weight: 700;">pursuing a track in blended or online learning</span> as part of their teacher preparation program. We believe that graduates from these programs are better equipped to meet the needs of today’s learners and adapt to changing teaching and learning environments.</div>
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There are multiple opportunities to assist pre-service teachers in developing competencies for blended and online instruction, including modeling, coursework, and field experiences. In this post, I share the <span style="box-sizing: border-box; font-weight: 700;">pathways we have developed</span> at Lenoir-Rhyne University to prepare our teaching candidates for the field in the hopes that these structures and methods can be adapted by other teacher education programs.</div>
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Purposeful Modeling</h3>
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Secondary education majors in Lenoir-Rhyne’s Master of Arts in Teaching program are presented with the opportunity to obtain a graduate certificate in online teaching and instructional design through a combination of coursework and field experiences. Students pursuing the online teaching track complete coursework in <span style="box-sizing: border-box; font-weight: 700;">online methods</span>, <span style="box-sizing: border-box; font-weight: 700;">instructional design</span>, technologies for <span style="box-sizing: border-box; font-weight: 700;">online learning environments</span>, and foundations in <span style="box-sizing: border-box; font-weight: 700;">distance education</span>. Undergraduate elementary and middle grades education majors have the opportunity to begin graduate coursework in blended learning during their senior year. These courses include blended methods and technologies for blended learning environments.</div>
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Courses in blended and online learning, instructional design, and technologies for blended and online learning are taught by full-time faculty who <span style="box-sizing: border-box; font-weight: 700;">model effective blended and online methods</span> in their courses. This purposeful modeling is designed to help teaching candidates bridge theory and practice. Teaching candidates graduating from a blended or online teaching track will have experienced effective blended and online methods from both a student and teacher perspective.</div>
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Experience and Mentoring</h3>
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In addition to coursework in blended and online methods, Lenoir-Rhyne University teaching candidates also have the opportunity to complete a blended or virtual student teaching experience, allowing them to apply methods from their coursework in authentic K-12 settings. This opportunity is made available due to collaborative partnerships with local school districts and the North Carolina Virtual Public School (NCVPS). These partnerships allow Lenoir-Rhyne University School of Education faculty to <span style="box-sizing: border-box; font-weight: 700;">match teaching candidates with mentor teachers</span>who are currently teaching in blended and online settings.</div>
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Elementary and middle grades teaching candidates pursuing the blended learning pathway complete a blended practicum in a local school district, designing and facilitating face-to-face and online instruction under the supervision of a mentor teacher and university supervisor. The blended practicum allows teaching candidates to develop flexibility and fluency with methods for diverse teaching and learning environments.</div>
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In The Field</h3>
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Teaching candidates pursuing the online teaching track at the secondary level complete a year-long traditional, <span style="box-sizing: border-box; font-weight: 700;">brick-and-mortar residency</span> in a local classroom as well as a <span style="box-sizing: border-box; font-weight: 700;">semester-long virtual practicum</span> with an online course through NCVPS. In the virtual practicum, teaching candidates complete an online student teaching experience similar to traditional student teaching, whereby candidates take on teaching responsibilities for a specific period of time. The virtual practicum allows future secondary teachers to gain real experience designing and facilitating online learning experiences for diverse students from across the state. These blended and online field experiences are essential for today’s future educators.</div>
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Research on preparation for blended and online instruction advocates for coursework and practica focused on effective methods for designing and facilitating instruction in such environments (<em style="box-sizing: border-box;">Journell et al., 2013; Kennedy & Archambault, 2012a</em>). However, most teacher education programs have yet to provide these learning experiences for teaching candidates, thereby failing to adequately prepare them for their futures in the profession (<em style="box-sizing: border-box;">Barbour et al., 2013</em>). At Lenoir-Rhyne University, we have designed and implemented learning pathways to prepare teaching candidates for effective blended and online instruction. It is my hope that by<span style="box-sizing: border-box; font-weight: 700;">sharing our approach</span> to teacher preparation for blended and online instruction, other teacher educators will envision possibilities for incorporating components of blended and online learning into their courses and programs to better prepare teaching candidates for their futures.</div>
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To learn more about the blended and online teaching pathways at Lenoir-Rhyne University, contact Assistant Professor and Program Coordinator Dr. Jayme Linton at <a href="mailto:jayme.linton@lr.edu" sl-processed="1" style="-webkit-transition: all 0.1s ease-in-out; border-bottom-color: rgb(221, 221, 221); border-bottom-style: solid; border-bottom-width: 1px; box-sizing: border-box; color: #e74c3c; text-decoration: none; transition: all 0.1s ease-in-out;" target="_blank">jayme.linton@lr.edu</a>.</div>
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References</h4>
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<em style="box-sizing: border-box;">Barbour, M. K., Siko, J., Gross, E., & Waddell, K. (2013). Virtually unprepared: Examining the preparation of K-12 online teachers. In R. Hartshorne, T. L. Heafner, & T. M. Petty, (Eds.), Teacher education programs and online learning tools: Innovations in teacher preparation (pp. 120-143). Hershey, PA: IGI Global.</em></div>
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<em style="box-sizing: border-box;">Davis, N. E. & Roblyer, M. D. (2005). Preparing teachers for the “schools that technology built”: Evaluation of a program to train teachers for virtual schooling. Journal of Research on Technology in Education, 37(4), 399-409.</em></div>
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<em style="box-sizing: border-box;">Duncan, H. E., & Barnett, J. (2009). Experiencing online pedagogy: A Canadian case study. Teaching Education, 21(3), 247-262.</em></div>
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<em style="box-sizing: border-box;">Ferdig, R. E., Cavanaugh, C., Dipietro, M., Black, E. W., & Dawson, K. (2009). Virtual schooling standards and best practices for teacher education. Journal of Technology and Teacher Education, 17(4), 203-226.</em></div>
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<em style="box-sizing: border-box;">Journell, W., Beeson, M. W., Crave, J. J., Gomez, M., Linton, J. N., Taylor, M. O. (2013). Training teachers for virtual classrooms: A description of an experimental course in online pedagogy. In R. Hartshorne, T. L. Heafner, & T. M. Petty, (Eds.), Teacher education programs and online learning tools: Innovations in teacher preparation (pp. 120-143). Hershey, PA: IGI Global.</em></div>
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<em style="box-sizing: border-box;">Kennedy, K. & Archambault, L. (2012a). Design and development of field experiences in K-12 online learning environments. The Journal of Applied Instructional Design, 2(1), 35-49.</em></div>
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<em style="box-sizing: border-box;">Kennedy, K. & Archambault, L. (2012b). Offering preservice teachers field experiences in K-12 online learning: A national survey of teacher education programs. Journal of Teacher Education, 63(3), 185-200.</em></div>
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<em style="box-sizing: border-box;">Malin, G. G. (2010). 21st century fieldwork: How pre-service teachers connected theory and practice in a hybrid high school setting. Journal of Online Learning and Teaching, 6(4), 812-819.</em></div>
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<em style="box-sizing: border-box;">National Education Association. (2006). Guide to teaching online courses. Retrieved from http://www.nea.org/assets/docs/onlineteachguide.pdf</em></div>
Anonymoushttp://www.blogger.com/profile/06153846809046659053noreply@blogger.com0tag:blogger.com,1999:blog-3551464507353983036.post-46958794318809729752015-03-04T07:54:00.002-08:002015-03-04T07:54:26.524-08:00Tips for NCTIES NewbiesThis week, over two thousand educators from across North Carolina will gather in Raleigh for the annual conference of the NC Technology in Education Society (NCTIES). This gathering gives geeks like me a chance to play with new ideas and connect with awesome people. I look forward to NCTIES all year, and I'm excited that this year's conference is finally here!<br />
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If you are attending NCTIES this year for the first time, or if you are wondering how you can make the most of your experience, check out my tips for NCTIES newbies below. Have additional tips to add? Please leave a comment!<br />
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Make it Personal</h3>
This year's conference theme is Make it Personal. The best advice I can give NCTIES participants is to do just that. The next two days are designed to give you time, space and resources to explore ideas that interest you. This is your time to be selfish.<br />
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Get Connected</h3>
Lots of lots of NCTIES participants will be sharing ideas and resources via Twitter, Google+ and other networks. Even folks who are #NotatNCTIES will be active in these networks. Get connected with folks in these spaces to keep the conversation going beyond the sessions. A huge benefit of engaging in the conference backchannel conversations is that you can learn from multiple sessions at once. I encourage you to set up an #ncties15 column in Tweetdeck to make it easier to join in the conversation. Meet some great NC educators at the #NCed meet-up Thursday morning at 7:30 am (location TBD). Check the #ncties15 hashtag for a location announcement Wednesday evening.<br />
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Don't Just Focus on the Sessions</h3>
Don't get me wrong.... NCTIES sessions are great. The conference schedule is filled with some amazing presenters with incredible ideas and resources to share. Some of my favorite learning, however, takes place before, after and in-between sessions. Take advantage of opportunities to sit and chat with old or new friends and play with your new ideas.<br />
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Have Fun</h3>
There are plenty of opportunities to have fun at NCTIES. Get your karaoke on at the Digital Jam Thursday evening at 7:30 pm, get your game on in the Coding and Gaming Playground, play Lucas Gillispie's <a href="http://edurealms.com/other-stuff-2/conference-quest/">Conference Quest</a> and chat with students during the Student Showcase.<br />
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What are your tips for making the most of the NCTIES experience? Please share them below.<br />
<br />Anonymoushttp://www.blogger.com/profile/06153846809046659053noreply@blogger.com0tag:blogger.com,1999:blog-3551464507353983036.post-74512587855514752662015-02-11T12:33:00.001-08:002015-02-11T12:33:22.788-08:00Be Intentional About Time and Learning<div style="color: #333333; font-family: sans-serif, Arial, Verdana, 'Trebuchet MS';">
In today's schools, time is a constant. That is, all students are given the same amount of time (7 hours a day, 180 days a year) to master skills and concepts. However, students are quite different, and they learn in different ways. Since these students, who learn differently, have the same instruction and the same amount of time to master skills and concepts, the result is that learning is a variable. Learning varies by student. Given the same amount of time and instruction, students progress at varying rates. </div>
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Educators must find a way to make time the variable so that learning can become constant for all students. In order for all students to make equitable progress, some students will need more time and instruction while others need less. Ten years ago, in a typical classroom, it would have been extremely difficult to provide this type of learning environment, in which all students progress at their own rates and each student receives the time and instruction he/she needs.</div>
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However, with today's technologies, it is not only possible but quite easy to create a learning environment that uses time as a variable in order to make learning a constant for all students. So why aren't more schools doing that?</div>
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The answer is that it requires teachers and school and district leaders to rethink teaching and learning. To rethink how we use time. To rethink how and why we use technology. To rethink the role of the teacher and the role of the learner. </div>
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<span style="background-color: white;">A great example of the use of technology to make time a variable so that learning is a constant can be found at Ranson IB Middle School in Charlotte, NC, where my friend <a href="https://www.twitter.com/htdcompletely">Romain Bertrand</a> serves as a multi-classroom leader. Read <a href="https://www.edsurge.com/n/2014-03-19-how-to-teach-800-middle-schoolers?utm_content=bufferabd44&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer">here</a> and <a href="https://www.edsurge.com/n/2014-03-20-reaching-800-students-with-a-stylus-and-an-ipad?utm_content=bufferd5f45&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer">here</a> about Ranson's use of blended learning models to meet the learning needs of all students. </span></div>
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<span style="background-color: white;">Please leave a comment to share your own examples of teachers and schools that are rethinking time and learning. </span></div>
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Anonymoushttp://www.blogger.com/profile/06153846809046659053noreply@blogger.com0tag:blogger.com,1999:blog-3551464507353983036.post-70209007731340609502014-10-21T10:03:00.001-07:002014-10-21T10:03:23.200-07:00Be Intentional about Scheduling for Student Learning<br />
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<b>I believe that <i>intentionality</i> is the missing piece in today's schools. </b></div>
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There's so much hype and clamor to figure out what's the best new tech tool, what's the latest and greatest program for struggling readers, what's the most ideal class size, how to create new structures for professional development, etc. I'll let you in on a little secret....<br />
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We don't need anything new.<br />
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We don't. Teachers, schools, and districts have enough tools in their toolboxes. What we need, more than anything, is <i><b>intentionality</b></i> about how we use what we have and what we know. And so, this post begins a new series about being intentional in our choices around teaching and learning.<br />
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In this first post, I'd like to tackle the issue of scheduling the school day. Notice that the title of this post refers to scheduling for student learning. I wonder if folks who are responsible for designing school schedules even <i>consider</i> student learning, let alone use student learning to drive their decisions. I posed this question on Twitter earlier today: Does the way we schedule the school day facilitate or hinder learning? Below are responses from a couple of my #nced friends.<br />
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I believe many of us would admit that school days are structured around the needs and wants of adults as opposed to the needs of children. Think about your school day. Who decided the day would be structured in that way, and why was that decision made in the way that it was? If you can't answer those questions, find someone who can. If no one can, then perhaps it's time for a fresh conversation. I would argue for school and district leadership teams to throw away existing schedules (and everything they know about school schedules for that matter) and start anew. If we could design the ideal schedule<i> for student learning</i>, what would that schedule look like?<br />
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I spent three hours this morning in a second grade classroom. During that time, I taught two reading groups, one math group, and one word study group. Oh, and we had a 30-minute recess and a 30-minute lunch. I spend quite a bit of time in elementary schools (admittedly less in middle and high schools), and the thing I notice most often is this: Everyone in the building is rushed. All the time. Think about that for a moment. Does student learning happen best when the teacher and students are rushed? Are teachers their most effective selves in that environment? Is there time for deep learning? For collaborative conversations? For reflection? For asking questions?<br />
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It seems to me that we're so busy completing tasks (Math journal? Check. Word sort? Check. Reading group? Check.) that we lose sight of our overall goal. Why is that? Who says the school day has to be rushed? Why do we feel the need to squeeze every content area into the school day?<br />
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So what's the solution? I believe there are an infinite number of possible solutions. I also believe that we won't find any of them without asking "Why?" and embracing a willingness to <i>rethink everything</i>. Below are some ideas to consider if we really want to be more intentional about scheduling for student learning.<br />
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<li>Instead of breaking the school day into a million pieces, let's create and honor large chunks of uninterrupted time for teaching and learning. Design a morning, a class period, or an entire day around a quality essential question. Focus teacher and student energy, time, and resources on digging deep enough to develop meaningful responses to the essential question. </li>
<li>With your students, collaboratively develop learning outcomes for the class period, day, week, or unit. Allow students to work toward those learning outcomes at their own pace, using whatever resources and processes best support their learning. Create opportunities for students to come together collaboratively as well as curl up in a corner on their own to pursue deep learning. Be available for one-on-one, small group, and whole group mini-lessons as needed.</li>
<li>Start small. Take one day a week, and throw out your typical schedule. Spend the entire day focused on a complex, real-world issue. Give students time to grapple with the issue and engage in productive struggle. Also give students an authentic audience with which to share their work.</li>
<li>Focus less on deliverables and more on the process. Do we really need hard evidence that students have met or are working toward learning outcomes? If the teacher is eavesdropping and kid-watching, there will be more than enough evidence of student thinking. Don't waste your learners' time filling out worksheets just so you have something to grade. Allow them instead to engage in meaningful learning. </li>
<li>Implement sustained silent reading and writing time. Readers and writers need uninterrupted time to read and write. Allow students to choose their own texts and topics. No worksheets. No graphic organizers. Just reading and writing. And while you're at it, grab a book or writer's notebook and pull up a seat.</li>
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I would love to hear your ideas for being more intentional about scheduling for student learning. Also, stay tuned for my next post about <b><i>intentionality</i></b> in teaching and learning.Anonymoushttp://www.blogger.com/profile/06153846809046659053noreply@blogger.com0tag:blogger.com,1999:blog-3551464507353983036.post-33783451647454845832014-09-24T05:26:00.001-07:002014-09-24T05:26:38.759-07:00Substitution is Not a Bad Thing: Thoughts on the SAMR ModelLet me start by saying that I am a fan of the SAMR model. I think SAMR can help teachers think about ways to use technology to provide engaging and meaningful learning experiences for students. (If SAMR is new to you, you may want to read <a href="http://hookedoninnovation.com/2013/12/10/taking-a-dip-in-the-samr-swimming-pool/?utm_content=buffer6009e&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer">this</a> and <a href="http://hookedoninnovation.com/2014/08/01/samr-swimming-lessons/?utm_content=buffer57016&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer">this</a>.)<br />
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Although I see value in SAMR as a framework, I think we are heading down a dangerous path by placing too much emphasis on the levels. Lately, I have heard many educators profess that teachers should not use technology as a substitute. They say that all teachers should be working toward redefinition, all the time, and that there's no place for substitution in the classroom. I argue that there is a time and place for all levels of SAMR in the classroom, and that great teachers know when and why.<br />
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The truly great teachers move fluidly among all levels of the SAMR model, making choices about technology use <i>after</i> making choices about students' learning needs. These teachers understand that the use of a tool is not what determines student engagement and learning. They also understand that technology is not always effective/appropriate for all learning outcomes.<br />
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I frequently use my iPad as a calculator, my iPhone to listen to music, and my computer to take notes. Similarly, students often use tools in these ways, substituting the tool for another way of doing the task. Is that a bad thing?<br />
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If students use an iPad as a calculator, does that mean they aren't thinking about math in complex ways? Absolutely not. These students could be using the calculator app to solve relevant and complicated math problems.<br />
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If students use a computer to take notes, does that mean they aren't thinking about the content in deep and personally meaning ways? Absolutely not. These students could be responding to thoughtful and complex questions posed by the teacher or their peers.<br />
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Case in point:<br />
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A former colleague and friend of mine, <a href="https://www.twitter.com/friendbrooke">Brooke Simpson</a>, is the most exceptional math teacher I have ever observed. While Brooke is adept at technology use in the classroom, her exceptionality lies not in her use of technology but in the ways she gets students to think and talk about math. In Brooke's classroom, her students do not just <i>do</i> math, they <i>understand</i> math. From the first day of school, Brooke has her students thinking and talking about math in ways that are more complex than many adults understand.<br />
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On numerous occasions, Brooke's students would use the <a href="https://itunes.apple.com/us/app/abc-magnetic-alphabet-hd-learn/id379404787?mt=8">Magnetic Alphabet</a> app as a substitution for number tiles. Brooke would select a secret number and provide clues to help students figure out the secret number. Early in the year, these clues may be simple, such as "My number is between the number of days in a weekend and the number of days in a week." Later in the year, her clues would be more complex, such as "My number is a factor of 12 and a multiple of 3." Although Brooke's students used the Magnetic Alphabet app as a direct substitute for number tiles, they were thinking about mathematics in sophisticated ways.<br />
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If you were to remove all technology from Brooke's classroom, she would remain a master teacher. I could give many more examples (as I'm sure you could) of master teachers who cultivate a love of learning in their students and impact student growth in profound ways with or without technology.<br />
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If technology is not what makes the difference, then what is it? It's the teacher. It's always been the teacher. Master teachers are those we remember years later, the ones who instilled in us a passion to learn, the ones who gave us skills that opened new doors in our lives, the ones who knew us and helped us know ourselves.<br />
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Let's stop guilting teachers into feeling bad for using technology as a substitute for traditional tasks. Master teachers engage their students and foster a depth of thinking with whatever tools they have available, and what often sets these teachers apart is their understanding of when technology is appropriate/effective and when it is not.<br />
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As we continue to engage in conversations about technology, let's keep our focus on what's really important. We need to find ways to build capacity in all teachers so that they can all be Brooke Simpsons and the other exceptional teachers we have known. Sure, technology professional development can be a good thing. But let's not forget about professional learning experiences that can help teachers learn to ask thoughtful questions, design relevant and authentic assessments, and be responsive to their students' needs.<br />
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And please, can we stop bashing teachers for using technology as a substitute? Focus on the learning instead of the tool, and then you'll finally be able to see what redefined student learning looks like.Anonymoushttp://www.blogger.com/profile/06153846809046659053noreply@blogger.com1tag:blogger.com,1999:blog-3551464507353983036.post-75605224130948323442014-09-04T18:37:00.002-07:002014-09-04T18:37:17.902-07:00Update: Gamification and Outcomes-Based Grading in Teacher EducationIn July, I wrote a <a href="http://techtipsforteachersblog.blogspot.com/2014/07/gamification-and-outcomes-based-grading.html">post describing my efforts to gamify a course</a> for this fall semester. I'm using quests, outcomes-based grading, badges, and XPs (experience points) to model a gamified learning experience for students in my course on emerging web and mobile technologies. As part of this approach, I designed a pre-assessment, which my students completed within the first few days of the semester. The pre-assessment was vital for this course, in particular, because students in this graduate-level course vary widely in their background and experiences with technology. This pre-assessment provided students an opportunity to show what they know and is allowing me to customize the learning experience for students.<br />
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Based on students' pre-assessment responses, I awarded students XPs that can be applied toward specific quests (modules) in the course. For instance, when a student demonstrated on the pre-assessment that she has a great deal of expertise in concepts related to digital literacy, I awarded her XPs to be applied toward the digital citizenship quest. Later in the semester, when this student begins working on the digital citizenship quest, she can choose how to apply her pre-assessment XPs. Applying XPs from previously learned concepts and experiences can keep students from completing assignments that are unnecessary.<br />
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Since each student enters our classrooms with a unique set of strengths and needs, it is important to recognize and celebrate what students know and can do. It is equally important to recognize what students do not yet know and cannot yet do. Based on pre-assessment results, I know the strengths and gaps in each student's understanding of course concepts. Perhaps even more importantly, after completing the pre-assessment, my students now have an understanding of their own skills and competencies in relation to course learning outcomes. After pre-assessment results were in, a few students messaged me to say that they were surprised at how much they either did or didn't know.<br />
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It is impossible to overstate the importance of this level of self-awareness. Without a pre-assessment or some other opportunity to activate students' prior knowledge in relation to course learning outcomes, my students and I would be moving blindly ahead, tackling each topic and task without regard for students' strengths and needs. In online courses, which many instructors design and construct in their entirety before the semester begins, it can be difficult to envision ways to customize learning for students. This approach has helped me strike a balance between the need to design the course in advance and the need to be responsive to the unique learners in my course.Anonymoushttp://www.blogger.com/profile/06153846809046659053noreply@blogger.com1tag:blogger.com,1999:blog-3551464507353983036.post-30976666945702374962014-08-10T19:08:00.000-07:002014-08-10T19:08:53.635-07:00Using Google Drive for Student Collaboration in Face-to-Face and Online CoursesI use Google Drive daily for creating, editing, organizing, and sharing documents for both personal and professional uses. Google Drive is a tremendous resource for me as an educator, and I use it often for lesson planning, brainstorming, and other teacher-centered activities. I find the most potential in Google Drive, however, in the ways I use it with students.<br />
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In both face-to-face and online classes, I use Google Drive for collaboration among students and with others outside the four walls of the classroom. Google docs and spreadsheets work beautifully with many common interactive learning experiences, such as Think-Pair-Share and peer feedback. In face-to-face courses, Google Drive can serve as a resource for documenting the talk and processes that occur as students collaborate. As an online instructor, I've found that Google Drive allows me to easily incorporate interactive and collaborative learning experiences with students who are separated by distance and time. For instance, I designed the spreadsheet below for an activity that tasked students with exploring new-to-them web tools, sharing their learning with their peers, and providing feedback on their classmates' thoughts. This interaction could take place synchronously (at the same time) or asynchronously (not at the same time) and could happen via any device.<br />
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The other examples included below represent uses of Google docs for collaboration that work in face-to-face, online synchronous, and online asynchronous settings.<br />
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<b>Jigsaw</b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiAWfY1Np4ip0MxnOPZIyPeKRBVr8SkLf8bbyFZmmY7AWFmXzf0IclhoXh85HZn3PrHSRqB1ryY0R3jIpfu5JqnLFUmTvEgyZlUdvMb0eNS9z6JWx1ox0CfQmxFbFIz10BXhUANLI6G1bc/s1600/Google+docs+collaboration.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiAWfY1Np4ip0MxnOPZIyPeKRBVr8SkLf8bbyFZmmY7AWFmXzf0IclhoXh85HZn3PrHSRqB1ryY0R3jIpfu5JqnLFUmTvEgyZlUdvMb0eNS9z6JWx1ox0CfQmxFbFIz10BXhUANLI6G1bc/s1600/Google+docs+collaboration.jpg" height="370" width="400" /></a></div>
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<b>Peer Feedback</b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEinZeKsa-shw7xyU9duhNbBg7b1hDdLOHy5ZJi_2I0BBI0oVBQ-a0A0Mfw2xZnmw-fpBhzFaq65OcWYQ8tVf24x1fO9aQFaIDUqBHRMNALtlgbQEFcL2dVgsrIgpgz4tqY6f9GkPWq8Kio/s1600/Google+docs+feedback.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEinZeKsa-shw7xyU9duhNbBg7b1hDdLOHy5ZJi_2I0BBI0oVBQ-a0A0Mfw2xZnmw-fpBhzFaq65OcWYQ8tVf24x1fO9aQFaIDUqBHRMNALtlgbQEFcL2dVgsrIgpgz4tqY6f9GkPWq8Kio/s1600/Google+docs+feedback.jpg" height="397" width="400" /></a></div>
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<b>Collaborative Brainstorming</b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg6oRPJav6WK8J7AJsuxdvUtD5ca_BmAIa0-h62161-za3z3QnAHXai-Fr9LK7smRMOdwCRy-fq8NpN6hnxhk6Vjb1Es0zKDMKONUfze9UAZRYCCGiHlTgTinG0lvIRLSwS7muYpxWA8F4/s1600/Google+docs+collaboration+2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg6oRPJav6WK8J7AJsuxdvUtD5ca_BmAIa0-h62161-za3z3QnAHXai-Fr9LK7smRMOdwCRy-fq8NpN6hnxhk6Vjb1Es0zKDMKONUfze9UAZRYCCGiHlTgTinG0lvIRLSwS7muYpxWA8F4/s1600/Google+docs+collaboration+2.jpg" height="318" width="640" /></a></div>
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<b>Collaborative Note-taking</b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgCgU4g0Tzk-mggVXlmNp0tyzD_1G3KmnCTouvNy9rKNTTANd77Xk_bY6zBKVyz6B-6wGzNmxGdKDJb9Wf1LZfdkRSoHEo7MPKG18Nbl1Ed6r0t0_UtXpmvCJ3I1mGLm-8nhCIh_7wduBU/s1600/Google+docs+note-taking.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgCgU4g0Tzk-mggVXlmNp0tyzD_1G3KmnCTouvNy9rKNTTANd77Xk_bY6zBKVyz6B-6wGzNmxGdKDJb9Wf1LZfdkRSoHEo7MPKG18Nbl1Ed6r0t0_UtXpmvCJ3I1mGLm-8nhCIh_7wduBU/s1600/Google+docs+note-taking.jpg" height="480" width="640" /></a></div>
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Since Docs and Sheets can be shared locally or globally, they also provide a way to bring outside experts and other students into those collaborative learning experiences. As students in my technology course explored trending ed tech topics, they were asked to reach out to other educators via Twitter, Google+, and other networks. The Google spreadsheet below allowed my students to record their own learning and also allowed other educators to add their thoughts, experiences, and resources.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiLSWdR1FRu2145_97KlwHiUl1LzBUaWoUA5fx9lAcJAhrJeuC0EeYmIZuup51WKo7RSyGnV0VbJjrYqdw8qr1DtKzfP09290U5wpOX_UCqPWycU7nOSNbOui4UTIiYHzeRdXQ0W7zHjcA/s1600/Google+spreadsheets+collaboration+2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiLSWdR1FRu2145_97KlwHiUl1LzBUaWoUA5fx9lAcJAhrJeuC0EeYmIZuup51WKo7RSyGnV0VbJjrYqdw8qr1DtKzfP09290U5wpOX_UCqPWycU7nOSNbOui4UTIiYHzeRdXQ0W7zHjcA/s1600/Google+spreadsheets+collaboration+2.jpg" height="342" width="640" /></a></div>
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There are countless possibilities for structuring Google docs and spreadsheets for collaboration in face-to-face and online courses. I would love to hear (and steal) your ideas, so please share by leaving a comment. Thanks!<br />
<br />Anonymoushttp://www.blogger.com/profile/06153846809046659053noreply@blogger.com1tag:blogger.com,1999:blog-3551464507353983036.post-88632379638116367182014-07-11T13:07:00.002-07:002014-07-11T13:07:36.952-07:00Gamification and Outcomes-Based Grading in Teacher EducationIn the fall semester, I will be teaching my first semester-long gamified course. Thankfully, I have a short summer session in which to experiment with some gamification techniques in order to make revisions for the fall semester. I'm sharing my ideas below in the hopes of getting feedback from you and possibly sparking an idea that could help transform teaching and learning in other classrooms. Below are items taken directly from my syllabus. Feel free to borrow and adapt these ideas for your own contexts.<div>
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<i>This course was designed using a <a href="http://en.wikipedia.org/wiki/Gamification">gamification</a> approach, which refers to the use of game mechanics in non-game settings. Throughout the course, students will earn experience points (XPs) for completing tasks. As students earn XPs, these points will accumulate and enable students to earn badges to represent their learning. Upon completion of each quest, a badge will be awarded to each student. For each quest, three levels of badges are available: Explorer, Journeyman, and Master. These badges represent the amount of XPs earned by each student during a given quest. To earn a badge at a greater level of difficulty, students will have the opportunity to revise or repeat tasks.</i></div>
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<b>Badges for Each Quest:</b></div>
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21-30 XPs = Master </div>
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11-20 XPs = Journeyman </div>
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0-10 XPs = Explorer </div>
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Badge for Digital Citizenship Quest</div>
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<b>Grading Scale for Determining Final Course Grade:</b></div>
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240-300 XPs = A </div>
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180-239 XPs = B </div>
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120-179 XPs = C </div>
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60-119 XPs = D </div>
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0-59 XPs = F</div>
<i><br />At the beginning of the semester, all students will complete a course pre-assessment. The purpose of the pre-assessment is to provide formative information to the students and the instructor regarding students’ previous learning experiences and areas of expertise. Experience points (XPs) may be earned through the pre-assessment, as students demonstrate mastery of concepts and tools. The instructor will determine the amount of XPs earned (if any) by a given student based on performance on the pre-assessment. Students will have the opportunity to apply XPs toward specific tasks within quests based on their pre-assessment performance.</i></div>
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Along with using gamification techniques, I have also transitioned all of my courses to an outcomes-based grading system. Canvas makes it easy to integrate outcomes-based grading into course assignments by giving instructors the option of using the Learning Mastery gradebook instead of a traditional gradebook. Assignments and rubrics are aligned with course learning outcomes. My students and I will be able to track progress toward course outcomes, and grades will be meaningful for both me and my students. Below are the learning outcomes for one of my courses in Canvas. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgaMm22DyrjWEgG4mt4LgkyEejfO12e5XcqFt9Pr4dSZk9BlreMX8RMAYQNYu3Da2gXtlqERbYnJ9yIdXoh0yqor7dex43zVwzTXfnGYCKB8N1bQIaaRrM1UdnT0UFe6YFwQuhZkwhyphenhyphenl_0/s1600/learning+outcomes.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgaMm22DyrjWEgG4mt4LgkyEejfO12e5XcqFt9Pr4dSZk9BlreMX8RMAYQNYu3Da2gXtlqERbYnJ9yIdXoh0yqor7dex43zVwzTXfnGYCKB8N1bQIaaRrM1UdnT0UFe6YFwQuhZkwhyphenhyphenl_0/s1600/learning+outcomes.jpg" height="232" width="640" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjfaCK81vs9_-XZuvY2VWli-4b-DcW2428XivL-KfILzNKwMMEKekoTkXujrqyRv-L2R2bw8yPOdsWlp4kdRB2o0PwBh8v0-CNXZlUsXicqPFRJahGm8qPNzmC2tIg4yrWBgUbRPWY-jLc/s1600/mastery+gradebook.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjfaCK81vs9_-XZuvY2VWli-4b-DcW2428XivL-KfILzNKwMMEKekoTkXujrqyRv-L2R2bw8yPOdsWlp4kdRB2o0PwBh8v0-CNXZlUsXicqPFRJahGm8qPNzmC2tIg4yrWBgUbRPWY-jLc/s1600/mastery+gradebook.jpg" height="328" width="640" /></a></div>
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Learning Mastery Gradebook in Canvas</div>
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I welcome your feedback on my first attempt at gamification and my shift toward outcomes-based grading. Feel free to leave a comment to let me know how you're using these methods in your courses.</div>
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Anonymoushttp://www.blogger.com/profile/06153846809046659053noreply@blogger.com1tag:blogger.com,1999:blog-3551464507353983036.post-1804395690608480712014-07-01T09:20:00.000-07:002014-07-01T09:20:01.349-07:00ISTE 2014 Day 4: Play as learningThis morning I participated in an interactive session about gaming in teacher education. During the session, I was able to download the software for the game, create an avatar, and play in an immersive classroom-based gaming experience for pre-service and new teachers. The game (<a href="http://quest2teach.strikingly.com/">Quest2Teach</a>) places teachers in a virtual context and allows them to experience authentic challenges they will face in their future or current classrooms. In this immersive environment, teachers face multiple opportunities for real-world decision-making and receive immediate feedback on their choices and actions. The actions and choices made by gamers in Quest2Teach affect how the context responds to them. For example, the clothes chosen by the gamer when designing an avatar will later influence how students behave in the virtual classroom. Decisions about how much time to spend working on a lesson plan, how to respond to a specific student question, and how to respond to feedback from colleagues and supervisors alter the gaming experience and personalize the learning environment for the gamer.<br />
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The designers of Quest2Teach explained that immersive environments can help to bridge the gap between theory and coursework in a teacher education program and actual experience in a classroom. Before students are faced with classroom management challenges and critical feedback from a mentor teacher, for instance, immersive environments such as Quest2Teach can provide opportunities for pre-service teachers to face those challenges, take risks, and fail in a safe environment. Further, the immersive classroom helps gamers learn from their mistakes by providing feedback on their actions and teaching through that feedback. <br />
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While most pre-service teachers may not be gamers, experiences in immersive games can create a more interactive, authentic learning experience while preparing them for their real work as teachers. And gaming is just plain fun. If you don't believe me, just reflect on how many educators asked you for your networking game code this week.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhaojvYzL7kjU_KAIaHtWFB0xIxZkfg9naBnpcje0TDt0HLKGm4lGL2Jo7nNMeJNXvCdHqOh4o5HZCocSA-dd6PpVteVqV6SBarVZ3LTbH42g1gIhJrMlCIp8B8h-dQfNWyUG8tsqTVMzI/s1600/hmdiorfpucj94f4pxm4x.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhaojvYzL7kjU_KAIaHtWFB0xIxZkfg9naBnpcje0TDt0HLKGm4lGL2Jo7nNMeJNXvCdHqOh4o5HZCocSA-dd6PpVteVqV6SBarVZ3LTbH42g1gIhJrMlCIp8B8h-dQfNWyUG8tsqTVMzI/s1600/hmdiorfpucj94f4pxm4x.png" height="225" width="400" /></a></div>
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<span style="font-size: x-small;">Image from <a href="http://quest2teach.strikingly.com/">Quest2Teach</a> gallery</span></div>
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<br />Anonymoushttp://www.blogger.com/profile/06153846809046659053noreply@blogger.com0tag:blogger.com,1999:blog-3551464507353983036.post-61870965629938389772014-06-30T12:12:00.000-07:002014-06-30T12:12:11.718-07:00ISTE 2014 Day 3: What should we be doing here?Many educators are using approaches such as blended and flipped learning to maximize instructional time and increase opportunities for learners to interact with content, with the instructor, and with one another. At the heart of this movement is this question: <b><i>What is the best use of classroom time?</i> </b><br />
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If you feel that students should be engaged with tackling authentic challenges during class time, collaborating with one another, and purposefully using available resources, then you may agree that technology can allow you to maximize learning opportunities by putting more static teaching and learning tasks online or moving them outside of the regular school day.<br />
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So what I'm wondering today is this: If we believe that student learning happens in interactive, collaborative, and authentic environments, why don't we apply that same thinking to professional learning? We are still learners, after all.<br />
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With the abundance of technology we have available for professional learning (just take a look around you at ISTE 2014), we have tremendous opportunities to put static professional learning tasks and resources online and make better use of the time we spend together.<br />
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This week, there are roughly 20,000 educators in one building with similar passions and purposes. How often does that happen? How are we using our time, and is that the best use of this time? I see many missed opportunities in the way we could be structuring our professional learning experiences and engaging with one another (here at ISTE 2014 and beyond the conference).<br />
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I've talked to several attendees throughout the conference about their best conference experiences, and most them have expressed that the interactive workshops, playgrounds, and poster sessions have been their most amazing learning experiences. Why? Because they were given opportunities to talk with other educators, explore resources, and apply ideas and resources to their own contexts. Kudos to presenters like the <a href="http://www.edtechchef.com/">Iron Chef</a> crew who are giving conference attendees opportunities to interact with each other and tackle difficult challenges.<br />
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P.S. I'm sitting in a lecture session right now as I write this post because I am completely checked out mentally. At ISTE 2015, I will be more purposeful about attending sessions that are explicitly interactive and authentic. I also hope that conference planners will design more opportunities for attendees to engage and play.Anonymoushttp://www.blogger.com/profile/06153846809046659053noreply@blogger.com0tag:blogger.com,1999:blog-3551464507353983036.post-71259505442372292972014-06-30T07:34:00.003-07:002014-07-01T19:58:31.651-07:00ISTE 2014 Day 2: Connecting with other teacher educatorsFor me, day 2 of the ISTE 2014 conference was all about connecting with other folks who do what I do. One of the most powerful aspects of conferences like this is the opportunity to connect face-to-face with other folks who serve in similar roles, share similar passions, and have innovative ideas they're willing to share.<br />
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I had the awesome opportunity to present an interactive panel session with my friends and colleagues <a href="https://www.twitter.com/bethanyvsmith">Bethany Smith</a>, <a href="https://www.twitter.com/dmantz7">Dean Mantz</a>, and <a href="https://www.twitter.com/teachingwithsoul">Lisa Dabbs</a>. We shared strategies and resources we use to engage pre-service teachers, including developing a PLN, using the TPACK framework to make sound instructional technology decisions, developing digital citizenship skills, and blogging. During and after the session, we connected with several teacher educators who are doing this same work in their courses and are interested in sharing ideas and resources and connecting our pre-service teachers with one another. Throughout the day, I was also able to meet up with colleagues who belong to the ISTE Teacher Educator PLN (#tepln). I love making face-to-face connections with other teacher educators I've interacted with online who have been a tremendous resource for me. </div>
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One piece of advice for #iste2014 attendees: Take advantage of opportunities to sit and have a conversation with someone. Don't feel guilty for missing a session to make time for a valuable conversation. There is great value in these connections and conversations, and you never know where those connections may lead. </div>
Anonymoushttp://www.blogger.com/profile/06153846809046659053noreply@blogger.com0tag:blogger.com,1999:blog-3551464507353983036.post-56974191748287710442014-06-28T20:33:00.003-07:002014-06-28T20:33:40.284-07:00ISTE 2014 Day 1: Authentic and Engaged LearningMy friend <a href="https://www.twitter.com/mwedwards">Melissa Edwards</a> and I have challenged each other to write a blog post for each day of the ISTE 2014 conference. Today was an amazing first day of the conference for me. I was honored to attend a luncheon where this year's Making IT Happen winners were recognized. It's inspiring to hear stories of educators who are doing the hard work it takes to bring about change in teaching and learning with technology.<br />
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The highlight of my day, however, was participating in a thought-provoking conversation with <a href="https://www.twitter.com/web20classroom">Steven Anderson</a>, <a href="https://www.twitter.com/thomascmurray">Thomas Murray</a>, <a href="https://www.twitter.com/bethstill">Beth Still</a>, and <a href="https://www.twitter.com/kylepace">Kyle Pace</a> as part of the ClassFlow EDULounge. We talked about what engaged and authentic learning looks like, the role of assessment in learning, and the future of educational technology. I had several take-aways from the conversation, including:<br />
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<li>Engaged learning is authentic learning. This applies to both teacher learning and student learning. </li>
<li>Teachers need to shift the focus away from allowing a tool to drive the learning toward meaningful uses of technology for specific teaching and learning purposes. </li>
<li>Administrators must align their expectations for teacher evaluation and teacher support with innovative teaching and learning. </li>
<li>Sustained, authentic professional learning opportunities are necessary for teachers to develop fluency with purposeful technology integration. </li>
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As with my ISTE 2013 experience, I am again realizing that the power of conferences is in the conversations. I'm looking forward to the conversations that are in store tomorrow. </div>
Anonymoushttp://www.blogger.com/profile/06153846809046659053noreply@blogger.com1tag:blogger.com,1999:blog-3551464507353983036.post-57117252661887208412014-05-01T10:57:00.003-07:002014-05-04T08:20:37.902-07:00Why NC Needs the Common CoreI've updated this post, adding new resources to articles in support of and opposition to the CCSS at the end of the post.<br />
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Districts and schools across the state have spent enormous amounts of money on providing professional learning opportunities as well as stipends for teachers to work on curriculum alignment, assessment development, and unit and lesson planning. Disregarding this when districts have little to no professional development funding would be the worst kind of stewardship.<br />
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Teacher education programs have revised their curricula to prepare future educators for developing students' proficiency with the Common Core State Standards. Graduates from our teacher education programs are in the position to be leaders in curriculum and instruction, perhaps having more exposure to the CCSS in their preparation programs than some in-service teachers. Shifting away from the CCSS would not only harm in-service teachers but also put teacher education graduates at a disadvantage.<br />
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The spiraling nature of the Standards for English Language Arts has given teachers at different grade levels a common language to use when discussing teaching and learning. This consistency benefits schools and districts, but more importantly, it benefits students. The CCSS enables teachers to collaborate across grade levels and design a consistent learning experience for students from Kindergarten to 12th grade.<br />
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The CCSS, while not perfect (nor is any other set of content standards) aim to develop students' conceptual understandings of mathematics. In the past, many students learned math in procedural ways separated from meaningful contexts and real reasons to do math. When we focus on conceptual understandings, as the CCSS advocate, students are able to understand the "why" behind mathematics. Building a strong conceptual understanding of mathematics in the early grades is paramount. I fear that abandoning the Common Core would signal a return to a focus on procedural mathematics in which students only develop a surface-level understanding.<br />
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Student transiency rates are high, and<a href="http://www.nap.edu/openbook.php?record_id=12853&page=9"> transiency has been linked to decreased student achievement and increased dropout</a>. Having a consistent set of content standards is one way to lessen the negative impacts of student transiency.<br />
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Contrary to popular belief, the Common Core is not linked to the devastating practice happening across North Carolina right now known as Read to Achieve. North Carolina has, for years, been assessment-crazed. The CCSS did not change that.<br />
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Folks who think the Common Core isn't working due to poor results on standardized assessments obviously don't understand how learning actually happens. You cannot transition to new content standards one year and expect all students to be proficient the next. When NC shifted to the CCSS, many students struggled due to gaps in their understanding, as is to be expected. Students in 5th grade, for example, did not have the benefit of developing strong conceptual mathematical understandings from Kindergarten. Giving up on the CCSS now would only cause another drop in test scores, as students are faced yet again with a transition to a new set of content standards.<br />
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The North Carolina Chamber of Commerce expressed that repealing the Common Core "would be such a step backwards that it could adversely impact the hiring of future workers."<a href="http://pulse.ncpolicywatch.org/2014/04/25/nc-chamber-rejects-legislative-proposal-to-ditch-common-core/"> Read more here</a>.<br />
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Don't just take my word for it. Below are links to other articles representing both sides of the Common Core debate. Honestly, I have yet to read a solid case for repealing the standards. The cases being made in opposition to the Common Core focus on implementation, not the standards themselves. If implementation is the issue, then states are to blame, not the standards.<br />
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<a href="http://www.thedurhamnews.com/2014/05/02/3823249/terry-mccann-i-will-not-teach.html">Terry McCann: I Will Not Teach the Common Core</a><br />
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<a href="http://www.bizjournals.com/triangle/prnewswire/press_releases/North_Carolina/2014/05/01/DC17847">Policy Analysis: North Carolina Should Stay the Course on Common Core</a><br />
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<a href="http://www.ncpolicywatch.com/2014/05/01/replacing-common-core-to-cost-nc-more-than-millions/">Replacing Common Core to Cost NC More than Millions</a><br />
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<a href="http://blog.heritage.org/2014/04/30/common-core-pushback-grows-tar-heel-state/">Common Core: Pushback Grows in the Tarheel State</a><br />
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<a href="http://www.ncforum.org/wp-content/uploads/2014/05/Common-Core-Policy-Brief.pdf">NC Should Stay the Course with Common Core</a><br />
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<br />Anonymoushttp://www.blogger.com/profile/06153846809046659053noreply@blogger.com2tag:blogger.com,1999:blog-3551464507353983036.post-72716970825462550272014-04-17T08:01:00.004-07:002014-04-17T08:03:12.043-07:00Project-Based Learning in Teacher Education <div>
<span style="font-family: Arial;"><span style="font-size: 15px; line-height: 17.25px; white-space: pre-wrap;">Teacher educators are sometimes guilty (me included) of teaching students <i>about</i> effective pedagogical approaches instead of teaching students <i>through </i>those effective approaches. Over the past two semesters, I have been intentional about explicitly modeling effective pedagogical techniques and providing time for students to reflect on potential applications for their future classrooms. </span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 15px; line-height: 17.25px; white-space: pre-wrap;">One approach to teaching and learning that I want my students to be comfortable with is project-based learning (PBL). To have students explore trending topics in educational technology, I've designed a PBL task for my Technology in the Classroom course. My students and I will meet via Google Hangouts, I'll pose the challenge and set some parameters, and then I'll turn them loose. Instructions for the PBL task are below. </span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 15px; line-height: 17.25px; white-space: pre-wrap;"><br /></span></span></div>
<ol style="margin-bottom: 0pt; margin-top: 0pt;">
<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Choose a partner.</span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Choose one of these trending topics in educational technology:</span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: lower-alpha; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">1-to-1, flipped learning, BYOD, gamification, or gaming</span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: lower-alpha; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Record your names on this </span><span style="background-color: transparent; color: #1155cc; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;"><a href="https://docs.google.com/spreadsheets/d/1oJP7M-I-zyuvAkRLOo5UfeKHeFXyEtGl3SwsRDtbigw/edit?usp=sharing" style="text-decoration: none;">Google </a>Spreadsheet</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">.</span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Find information & resources related to your topic. Learn enough about it that you could talk about it to someone else without sounding like an idiot.</span></div>
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<ol style="margin-bottom: 0pt; margin-top: 0pt;">
<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: lower-alpha; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">What is it? What are the benefits? What are the pitfalls? What details would a teacher need to know?</span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: lower-alpha; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Record your responses to these questions on the Google Spreadsheet.</span></div>
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</ol>
<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Connect with educators who are interested in, experts in, or involved in your topic.</span></div>
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<ol style="margin-bottom: 0pt; margin-top: 0pt;">
<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: lower-alpha; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Twitter search, hashtag, Google+ community, blogs</span></div>
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</ol>
<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Develop 3 questions for educators who know a lot about your topic.</span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Reach out to educators about your topic and try to gather some responses to your questions. In addition to getting real-time answers, you may also find answers in blog posts or other places. You’re trying to get responses before we come back together at the end of class.</span></div>
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<ol style="margin-bottom: 0pt; margin-top: 0pt;">
<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: lower-alpha; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Think about how to get your questions out to a broad audience as well as to specific people you’ve targeted.</span></div>
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</ol>
<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Record what you find out from others on the Google Spreadsheet.</span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Join our GHO at 5:30 to share, process, and reflect!</span></div>
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</ol>
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<span style="font-family: Arial;"><span style="font-size: 15px; line-height: 17.25px; white-space: pre-wrap;"><br /></span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 15px; line-height: 17.25px; white-space: pre-wrap;">This is my first time with this particular assignment, and I'm very much looking forward to learning alongside my students. As I revise this task for future sections, I realize that I need to remove some parameters and provide only a question that needs an answer. I'm hoping to gather feedback from my students about how to improve this learning experience and incorporate more PBL into our teacher education program.</span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 15px; line-height: 17.25px; white-space: pre-wrap;"><br /></span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 15px; line-height: 17.25px; white-space: pre-wrap;">After students complete the task, we're going to come back together in a Google Hangout to reflect on the experience. I'll be using the following questions to guide the conversation. </span></span></div>
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<ul style="margin-bottom: 0pt; margin-top: 0pt;">
<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">In what ways does today’s information-abundant society change the role of the teacher?</span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">What does school look like when the teacher no longer has (or needs to have) all the answers?</span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">What are some implications for your future classroom?</span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">What are some other ways I could have structured today’s class so that you could learn this content? What would be benefits and limitations of those different approaches?</span></li>
</ul>
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<span style="font-family: Arial;"><span style="font-size: 15px; white-space: pre-wrap;"><br /></span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 15px; white-space: pre-wrap;">Have you considered your own thoughts about the questions above? Teachers who don't embrace the implications of today's information-rich society risk quickly becoming irrelevant. It's imperative that we engage other educators in conversations about implications for schools, teaching, and learning in light of the abundant information our students have in their pockets.</span></span></div>
Anonymoushttp://www.blogger.com/profile/06153846809046659053noreply@blogger.com0tag:blogger.com,1999:blog-3551464507353983036.post-10812446431145489372014-04-08T07:17:00.000-07:002014-04-08T07:17:04.178-07:00Discussing Effective Assessment Practices with Pre-Service TeachersToday at 12:30 pm ET, <a href="https://www.twitter.com/hewsonk27">Kurtis Hewson</a> will be a virtual guest speaker in my assessment course. Kurtis is my <a href="http://edteachchat.wordpress.com/">#edteach </a>colleague and a valuable member of my PLN. He will be speaking with some of my pre-service teachers today about balanced assessments and considerations for designing performance tasks and rubrics. The conversation will be live streamed below.<br />
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Kurtis created this <a href="https://todaysmeet.com/hewson">Today's Meet backchannel</a> for the conversation. Feel free to watch the live stream and join the conversation via Today's Meet. We would love to hear your perspective. Kurtis also graciously shared <a href="https://drive.google.com/folderview?id=0B_JXKQMwe2mRM0RlckdISXAwQ2s&usp=sharing">these resources</a> to support and extend the conversation. We hope you'll join us today at 12:30 pm ET!</div>
Anonymoushttp://www.blogger.com/profile/06153846809046659053noreply@blogger.com0tag:blogger.com,1999:blog-3551464507353983036.post-41875123721309342912014-04-07T16:29:00.001-07:002014-04-07T16:29:51.814-07:007 Questions to Consider Before Assigning Homework<br />
<h4>
Does the homework matter?</h4>
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In the bigger picture of the school day, the school week, the school year, and the students' overall educational experience, will the homework have any impact? Is the homework relevant to the students' lives outside of school? Can you say that the homework truly matters?<br />
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<h4>
Do you value family time?</h4>
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Students spend the majority of their waking hours at school, away from their families. When you account for dinner, bath time, sports practice, creative arts, and other commitments, there is very little downtime in the evening for most families. Often, homework eats away whatever downtime is left. If we want to raise a generation that values family time, we need to respect their time with their families.<br />
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<h4>
Are you maximizing instructional time during the school day?</h4>
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As a parent who values family time, I want to be assured that teachers are maximizing instructional time during the school day. Are the learning experiences that you design during the school day valuable, relevant, and necessary? If teachers focus on designing rich learning experiences during the school day, homework can become a thing of the past.<br />
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<h4>
Is the homework for students or their parents?</h4>
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Consider what you're really measuring when you assign homework. Is the homework a measure of student learning or a measure of parent involvement? My 6-year-old daughter currently has a month-long homework assignment asking her to draw the moon each day as part of a unit on the phases of the moon. As a space nerd, I totally appreciate the homework. However, this homework is for me, not for my 6-year old. She is not independent enough to be expected to work on a month-long homework assignment, not even taking into account the lack of visibility on cloudy days and that the times of moonrise / moonset don't always align with bedtime. There have been several cloudy nights when we've relied on the Internet to draw the moon. What does this mean for our students who don't have the kind of parental help at home that is necessary for this type of homework?<br />
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<h4>
Are we preparing students to be good citizens?</h4>
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Some teachers assign homework in an attempt to "prepare students for the real world." I don't think I want to live in a world in which people come home from a day at work only to fill out worksheet after worksheet and struggle to find time to do something fun with their families. We need to foster good citizenship, which involves balancing time between work, family, and community engagement.<br />
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<h4>
Is the homework differentiated?</h4>
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If you've decided that the homework you're assigning is, in fact, valuable and worthwhile, have you considered that not all students need the same homework? If the purpose of the homework is to review important concepts or extend students' understanding, then of course not every student will have the same needs for review and/or extension.<br />
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<h4>
Are you planning to give meaningful feedback on the homework?</h4>
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If you're asking students to spend their time away from school doing schoolwork, I surely hope you are planning to spend at least that much time giving meaningful feedback and using the work to guide your future instruction. As a former classroom teacher, I'll admit that I did not do this well. Homework can easily pile up and become a low priority for the teacher. However, if this is your typical practice, I urge you to reconsider. Show students that you value the time they invested in the work by investing time of your own.<br />
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<br />Anonymoushttp://www.blogger.com/profile/06153846809046659053noreply@blogger.com2tag:blogger.com,1999:blog-3551464507353983036.post-26631848519655015422014-03-13T09:06:00.001-07:002014-03-13T09:06:20.685-07:00Holding students accountable for readingIn the courses I teach, students are typically responsible for reading and thinking about the reading before coming to class. I've had conversations with several colleagues about ways to hold students accountable for doing the reading and, more importantly, for <i>thinking</i> about the reading so that they're prepared to interact with the ideas during class. Some folks prefer to give quizzes on assigned readings to hold students accountable. My preference is to design learning experiences that require students to apply their thoughts from the reading. There are a lot of ways to do this. In my experience, when students know that they're expected to collaborate with their peers and share their thinking during class, they are more likely to be prepared for that work by engaging with the reading before class. In this way, students' peers hold them accountable for thinking about the reading, not me. Below are a few strategies for holding students accountable for reading, for thinking about the reading, and for coming to class prepared to engage with their peers.<br />
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<h3>
Speed Dating</h3>
Speed dating allows students to interact with several peers in a short amount of time. Students talk for a short time (1 or 2 minutes) with a classmate, typically in response to a question or set of questions. After the specified time period has passed, students rotate and have a conversation with another peer. Sometimes the questions for each dating round remain the same, but sometimes I'll post a different question or set of questions for each round. Last week in my assessment course, students went through three rounds of speed dating. During each round, there was a different question or set of questions to guide the conversation. Those questions are below.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjovtwqZhGxjYqkt1Rx6YPNstmpIYGJWoL2PKUlMfyrMAU-OoZN9U7Axv16cUGvk44jr-ERb3P7eToB2xhInVcYo3hHWWIkKDjiMtue1oJkI7pal-Ylljx7dtBg9HXFc4qEeAdeA11cggE/s1600/speed+dating+questions.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjovtwqZhGxjYqkt1Rx6YPNstmpIYGJWoL2PKUlMfyrMAU-OoZN9U7Axv16cUGvk44jr-ERb3P7eToB2xhInVcYo3hHWWIkKDjiMtue1oJkI7pal-Ylljx7dtBg9HXFc4qEeAdeA11cggE/s1600/speed+dating+questions.png" height="160" width="320" /></a></div>
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<h3>
Gallery Walk</h3>
A gallery walk can take many different forms but is typically structured so that students work collaboratively to brainstorm ideas and display them for the class. Groups then move around the room (or explore different displays on their devices) to review ideas that were shared by their classmates. I like to incorporate peer feedback by asking students to leave comments on other groups' displays. Again, in a relatively short amount of time, students have the opportunity to interact with their peers and learn from multiple perspectives. Today, I used the Educreations app for a mid-term gallery walk, asking students to reflect on topics we've focused on for the first half of the semester.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQp8_qPhJY5XRAoQSaI2BKclaBWGkH1IOjxsHjAW26rzVpTlFaYXPj7vz3jnQFwnMdnzRRa5t3slNEJwu4lJrdd-ODHBt3ujLsTG3RqYalCt9_3UBF74H3wi0gjthvlXRhflZ5VA4YGrk/s1600/photo.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQp8_qPhJY5XRAoQSaI2BKclaBWGkH1IOjxsHjAW26rzVpTlFaYXPj7vz3jnQFwnMdnzRRa5t3slNEJwu4lJrdd-ODHBt3ujLsTG3RqYalCt9_3UBF74H3wi0gjthvlXRhflZ5VA4YGrk/s1600/photo.PNG" height="240" width="320" /></a></div>
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<h3>
Games</h3>
I use Triptico often to engage students in a game-based review of the reading. Triptico is one of the only web tools I've actually purchased the premium account for, and I'm glad I did. Triptico makes it easy to build interactive games to review important content. In addition to game-like activities, Triptico also includes cool timers, task cards, spinners, and quizzes. Below are a couple of examples of Triptico activities I've used recently.<br />
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RAFTs, Menus, and Choice Boards</h3>
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I believe that it's extremely important that teacher educators model effective instructional practices, such as differentiation, in their coursework. Rather than simply telling students that they need to differentiate learning opportunities for students, I model that for my own students. RAFTs, choice boards, and menus are some tools I use often in order to give students choice. Below is a RAFT I used with students in my assessment course earlier this semester. </div>
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<h3>
Free-Write</h3>
While I'm using more collaborative than independent learning experiences this semester, that changes each semester depending on my students' preferences. I use Google Forms at the beginning of the semester to find out how my students learn best, and I make a conscious effort to design learning experiences that meet my students' needs (more about that <a href="http://techtipsforteachersblog.blogspot.com/2014/01/giving-students-choice-in-getting-to.html">here</a>). Some students prefer to reflect on their thoughts independently, and some do their best thinking when they have the chance to write out their thoughts before talking with others. Freewrite is a quick and easy strategy to give students time to process and reflect. In addition to individual freewrites, a collaborative freewrite strategy I like to use is 4-2-1 Freewrite. First, each student identifies the 4 most important ideas from a text, a video, or some other learning experience. Students then work in pairs to narrow down their two lists of 4 ideas to a list of the 2 most important ideas. The act of narrowing 2 lists of 4 ideas down to a single list of 2 ideas takes some negotiating, which can be a powerful learning experience. Next, pairs partner up with other pairs to form groups of 4. In those groups of 4, pairs share their lists of 2 most important ideas. Each group of 4 must identify the single most important idea from the lists that were shared. Finally, each student freewrites for 3 minutes about the 1 most important idea that was selected by the group.<br />
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There are countless other ways to engage students with ideas from texts and from their peers. I'd love to hear about the strategies you use often. Feel free to leave a comment below.Anonymoushttp://www.blogger.com/profile/06153846809046659053noreply@blogger.com0tag:blogger.com,1999:blog-3551464507353983036.post-83459885159909293182014-01-20T18:25:00.001-08:002014-01-23T11:54:27.543-08:00Why our Grading Practices Suck, and What We Can Do About It<span style="font-family: inherit;">I always get excited for class (well, almost always), but I am particularly excited to meet with the pre-service teachers in my assessment course tomorrow. This week, we're exploring widely-used grading practices that just, well, suck. I'm looking forward to hearing about my students' past experiences with grades and engaging in dialogue about ways to improve our broken grading system. I don't have time for a lengthy blog post at the moment, so instead of writing a narrative post, I'm basically going to bullet out my lesson plan for class this week. I hope you'll take the time to explore the resources below, reflect on your own grading practices, and create a plan of action for using grades in less toxic ways. Feel free to adapt any of these ideas below if you're planning to facilitate a conversation about grading with colleagues. </span><br />
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<span style="font-family: inherit;"><u><a href="http://www.amazon.com/Repair-Kit-Grading-Assessment-Institute/dp/0132488639">15 Fixes for Broken Grades</a></u></span></h4>
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<li><span style="font-family: inherit;"><span style="font-family: inherit;"><a href="https://sakai.lampschools.org/access/lessonbuilder/item/5811020/group/LR-EDU-279-01-SP14/15%20Fixes%20for%20Broken%20Grades/15%20Fixes%20for%20Broken%20Grades%20-%201%20page%20overview.pdf">One-page overview</a></span></span></li>
<li><span style="font-family: inherit;"><span style="font-family: inherit;">Agree / Disagree human continuum for each statement</span></span></li>
<li><span style="font-family: inherit;"><span style="font-family: inherit;">Brief discussion around the 15 fixes -- share past experiences (positive/negative... why?)</span></span></li>
<li><span style="font-family: inherit;"><span style="font-family: inherit;">Develop an argument FOR and AGAINST including these factors in grades: </span><span style="font-family: inherit;">student behavior, reduced marks on late work, points for extra credit, reduced marks for cheating, attendance, or group scores. </span></span></li>
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<span style="font-family: inherit;"><u>Toxic Grading Practices</u></span></h4>
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<li><a href="http://youtu.be/h-QF9Q4gxVM">Watch this video </a>by Rick Wormeli (Standards-Based Grading)</li>
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<li><span style="font-family: inherit;">Pause after each main point to journal and discuss</span></li>
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<li>The Dilemma of the Zero</li>
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<li>Facilitate activity 4.4 from <a href="http://mymassp.com/files/ARK-StudyGuide.pdf">study guide </a></li>
<li>Discuss the soundness of the teacher's actions. What could the teacher have done differently? Why?</li>
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<li><a href="http://youtu.be/jduiAnm-O3w">Watch this video</a> by Doug Reeves (Toxic Grading Practices)</li>
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<li>Discuss each toxic practice & alternative suggestions (zero, averages, semester-killer)</li>
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<li>What's in a "B"?</li>
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<li>Facilitate activity 2.2 from <a href="http://mymassp.com/files/ARK-StudyGuide.pdf">study guide</a> </li>
<li>Analyze list comparing what grades should tell us vs. what's actually included in grades</li>
<li>What things on either list are troubling to you? Why?</li>
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<u>One Solution: Standards-Based Grading (SBG)</u></h4>
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<li><a href="http://youtu.be/E7m4762pjH8">Video introduction to SBG</a></li>
<li>Reflect on article: <a href="http://www.ascd.org/publications/educational_leadership/oct08/vol66/num02/Seven_Reasons_for_Standards-Based_Grading.aspx">Seven Reasons for Standards-Based Grading</a> -- How does SBG compare to your experiences with grading as a student? What makes sense? What doesn't?</li>
<li><span style="font-family: inherit;">In groups of 2 or 3, sketch out a sample traditional grade book & a grade book using SBG</span></li>
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<li><span style="font-family: inherit;">What's the same? different? Which method best serves the purposes of assessment and grading?</span></li>
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<li>Virtual guest speaker to share how and why he uses SBG (<a href="https://www.twitter.com/schoutech">David Schouweiler</a>, teacher at Newton-Conover High School). You can view the Google Hangout with Mr. Schouweiler below.</li>
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<u>Putting It All Together</u></h4>
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<li><span style="font-family: inherit;">Work in groups of 3 or 4 to construct a list of ineffective & effective grading practices, based on the readings, videos, and class discussions</span></li>
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<li><span style="font-family: inherit;">3 columns: What not to do | What to do | Why</span></li>
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<span style="font-family: inherit;">Exit Ticket: I used to think.... Now I think.... Because....</span><br />
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<u>Reflections from Pre-Service Teachers</u></h4>
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I used to think that there was only one way to grade. Now I think that there are other ways and that there are ways to think out of the box, because standards-based grading actually grades the content that the student is learning instead of factoring in other things like tardiness and behavior.</blockquote>
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I used to think grading was simple - just check to see if it's right or wrong. Now I think (know) that it is a lot more than that. There are so many things you have to consider because it's more than just right or wrong answers. Teachers should be more conscious when they grade. </blockquote>
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I used to think number grades were the easiest way to go about grading. Now I think standards-based grading is the most meaningful and smartest way to go because I feel like students will be eager to learn more and students will learn more as well.</blockquote>
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I used to think grading was a one way thing. Now I don't because we have discussed many types of grading. </blockquote>
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I used to think the grading system didn't show students' true ability. Now I know what I thought is true, based on all the evidence I have learned in this class.</blockquote>
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I used to think that percentage grading was the only way to grade. Now I think that teachers are breaking the mold, pioneering out of the norm to reach the students because of Mr. Shoe. It is amazing to see people try to start something new and have it be beneficial.</blockquote>
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I used to think the 7-point grading scale was the only / right way to grade. Now I think nobody should use it because it isn't fair or a true representation of a grade. </blockquote>
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I used to think grading could only be shown by numbers and percentages. Now I think that there are better ways to convey someone else's knowledge because of looking at standards-based grading. </blockquote>
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I used to think the standard had a just meaning. Now I think that it has no significant effect because a number cannot tell you what you are doing wrong.</blockquote>
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I used to think grading was pretty much just like the things we talk about the "wrong ways". Now I think it is not a good representation of a student's knowledge because the "F" region is so harsh between 60 - 0. I've never given much thought into this new way. I really like it.</blockquote>
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<h3>
Other resources:</h3>
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<a href="https://sakai.lampschools.org/access/lessonbuilder/item/5811021/group/LR-EDU-279-01-SP14/15%20Fixes%20for%20Broken%20Grades/Case%20Against%20Percentage%20Grades%20_Guskey_.pdf">The Case Against Zero</a></div>
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TED Talk: <a href="http://youtu.be/bn_sCLoQNVs">Standards-Based Grading and the Game of School</a></div>
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<a href="http://ojrsd.com/modules/groups/homepagefiles/cms/1654530/File/Curr%20&%20Inst/Standards_Based_Grading.pdf">Standards-Based Grading FAQ</a></div>
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<a href="http://www.ascd.org/publications/educational-leadership/feb08/vol65/num05/Effective-Grading-Practices.aspx">Leading to Change / Effective Grading Practices</a></div>
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Anonymoushttp://www.blogger.com/profile/06153846809046659053noreply@blogger.com0tag:blogger.com,1999:blog-3551464507353983036.post-40031849430807231452014-01-14T05:45:00.002-08:002014-01-14T05:45:07.834-08:00Giving Students Choice in "Getting to Know You" ActivitiesEach semester, I try to get to know my students as people first and learners second. One way I get information about them as learners is through a Google Form <a href="https://docs.google.com/forms/d/1q2LhkZAaimuNshlgllQbOfgoDDrKu7859WSRRH2etTQ/viewform">like this one</a>. Once I gather responses from my students on the first day of class, I can begin to adjust my teaching practices to better meet the needs of the learners in my class.<br />
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This semester, I'm teaching a course for pre-service teachers on assessment, research, and decision-making. This is my first time teaching the course, and I always get excited about teaching a new course. I'm certain that I learn more than my students the first time around. In all of my courses, I try to model effective teaching and assessment practices for the future teachers in my classroom. In this assessment course in particular, I will be emphasizing fair and meaningful approaches to assessment and instructional decision-making. For the first class meeting, I'm giving students choice in how they participate in a "getting to know you" activity. I'm fortunate to have an iPad cart to use in class and plan to use it during almost every class meeting. Many of the choices below were designed to give students time to get familiar with the iPads. However, I've also provided some non-tech options for students who would prefer to create something in a different way. I can't wait to see what they create.<br />
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<iframe height="1000" src="https://docs.google.com/document/d/1W0__5FPncSlwsklOBKJC9acFlJJ64PhknHDYk5UgDA0/pub?embedded=true" width="700"></iframe>
Anonymoushttp://www.blogger.com/profile/06153846809046659053noreply@blogger.com2tag:blogger.com,1999:blog-3551464507353983036.post-90019377438185532392013-12-31T11:40:00.000-08:002013-12-31T11:40:00.714-08:0011 random facts. Because Andrew.I was tagged by 3 friends in the blogging homework meme but decided to break the rules and post <a href="http://techtipsforteachersblog.blogspot.com/">11 questions about education that need answers </a>rather than 11 random facts and responses to someone else's 11 questions. It has been brought to my attention (ahem.... <a href="https://www.twitter.com/thomasson_engl">Andrew</a>) that, while ignoring rules is admirable, posting questions for others without responding to any myself is not quite fair. So, in the spirit of equity, below are 11 random facts about me for anyone who may be interested. Some of these are not-so-random for those of you who know me well.<br />
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1. I've always wanted to be an astronaut. Still do. I'm a huge nerd when it comes to all things space. As a classroom teacher, I was selected for a week-long <a href="http://www.nccat.org/s/1099/start.aspx">NCCAT</a> seminar at Space Camp in Huntsville, Alabama. It was, without a doubt, one of the best weeks of my life. So much fun. At the time, my first graders were convinced that I actually went to the moon.<br />
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2. I'm a recent Mac convert. I've been PC my entire life, with the exception of iPad, iPod Touch, & iPhone. Last summer, a local school district partnered with me so that my STEM campers could use the district's iPads. I used iMovie on the MacBook Air that was with the iPad cart to create videos for campers' parents. That was the turning point for me. After using the MacBook Air during the summer, it was really, really, really tough to go back to using my PC. Since last summer, my husband has surprised me with both a MacBook Pro and an iMac. I'm completely spoiled now and love my Macs.<br />
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3. My husband and I have two beautiful children (6 and 2 years old) and are in the process of adopting siblings through a local adoption agency. We're still several months away from being licensed and are super excited about expanding our family!<br />
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4. Katie Wood Ray was my writing methods professor and student teaching supervisor. For most of you, that probably means nothing. But for some of you, you know that's a big deal. Katie is a Heinemann author and speaker on writing workshop, and I was most definitely in the right place at the right time in my undergraduate program. She is the reason I am a professor.<br />
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5. I didn't want to be a teacher. Like, ever. I always did well in school and was encouraged by family and others to be a doctor, so that (and astronaut) is what I always thought I would do. I can't remember ever wanting to do anything else. I was a pre-med biology major when I first went to undergrad, but decided my sophomore year that I didn't have the stomach for it. Since I'd never thought about another career, I was lost and had no idea what to do. I had a long conversation with my advisor, and she recommended that I take an introductory education course. After just a few class meetings, I found my calling. I honestly don't know how I'd missed it all along.<br />
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6. My first year teaching, I taught in Marietta, GA. The move from student teaching in the rural mountains of NC to teaching just outside of Atlanta was like culture shock for me. I faced a lot of challenges that year, as do all first-year teachers, and I learned so much from my students. After that year, I moved to Hickory, NC, where I live today.<br />
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7. I've owned 9 cars, and I've been driving for 18 years. Two reasons: I've had several accidents (only one of which was my fault) and my husband works at Carmax.<br />
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8. I play piano. I took lessons from 6 to 16 years old. I don't play nearly as much as I'd like, mostly because my free time is spent on doctoral work. I've played for a couple of weddings, and my favorite thing to do is play duets my mother.<br />
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9. I almost flunked keyboarding in high school. I was a really fast typer because for several summers I did clerical work at my mom's office. My keyboarding teacher didn't understand how I moved through assignments so quickly, and I think she didn't like my attitude about it all, which probably wasn't great. My mom came to the school to talk to the teacher, which was the second time she'd ever done that. (The first time was in 4th grade when I went from being the kid who loved school so much I cried when I had to stay home on sick days to being the kid who was literally sick to my stomach every morning because I hated school so much. My teacher was a very, very not-nice person.)<br />
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10. I'm allergic to furry creatures, which is sad because my daughter wants a dog in the worst way and I refuse to take a pill every day or get regular shots. I wasn't always allergic to furry things. We actually had dogs and cats while I was growing up, and it never bothered me. I developed allergies in my early twenties, which my doctor told me is completely normal. Apparently someone can not be allergic to something one day and develop an allergy the very next. I'm hoping one day the allergy will go away as quickly as it came.<br />
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11. I was on the TV show Club Dance on The Nashville Network when I was an undergrad at Western Carolina University (Go Cats!). For one of my PE credits, I took folk and line dancing. The culminating assignment for the class was an appearance and group line dance on Club Dance. I'm pretty sure I have it recorded on VHS if anyone is looking for a good laugh.<br />
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<br />Anonymoushttp://www.blogger.com/profile/06153846809046659053noreply@blogger.com0tag:blogger.com,1999:blog-3551464507353983036.post-57740518560209631522013-12-22T21:08:00.006-08:002013-12-31T10:48:39.337-08:0011 Questions that Need AnswersYou may have seen the blogging homework floating around your PLN. Bloggers are sharing info about themselves, then tagging other bloggers to do the same. I have now been tagged by 3 friends, so I decided it's time to write a post. Thanks <a href="http://transformingtheclassroom.edublogs.org/">Jaime</a>, <a href="http://craigsworld37.blogspot.com/2013/12/the-11-game.html">Craig</a>, & <a href="http://insidetheclassroomoutsidethebox.wordpress.com/2013/12/22/im-participating-in-the-blogger-homework-meme/">Jill</a> for sending this my way. I'm going to play along, but I'm not going to play by the rules. Instead of sharing 11 random facts and sending 11 questions to other bloggers, I'm going to ask 11 questions that need answers. These are the questions that keep me up at night.<br />
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I'll tag 11 bloggers in my post in the hopes of getting a conversation started around these 11 issues. Time and again, my PLN has come through for me in searching for answers to questions and, more importantly, finding the right questions to ask. So here goes...<br />
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1. How can we cultivate a <i>risk-taking, innovative</i> learning environment in a <i>high-stakes testing</i> culture?<br />
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2. How can we <i>recruit</i> promising prospective teachers and <i>keep</i> effective educators in the classroom?<br />
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3. How can we increase the amount of connected educators who <i>actually do </i>what they blog and tweet about?<br />
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4. If we know that <i>collaborative planning</i> is powerful, why don't we create time and space for teachers to do that regularly?<br />
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5. How are schools <i>empowering teacher leaders</i>?<br />
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6. How should we really be <i>measuring educator effectiveness</i>?<br />
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7. What kinds of <i>support</i> do K-12 schools need from teacher educators and educational researchers?<br />
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8. How can we <i>empower educators to use classroom assessments </i>to inform instruction rather than externally controlling the assessment environment in our classrooms?<br />
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9. Why do we insist on <i>teaching kids to hate reading</i> by pushing programs that use extrinsic rewards?<br />
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10. What do the <i>best school administrators do</i>? How can we spread that to less effective administrators?<br />
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11. How can we <i>expand collaboration across schools</i> so that we continually help each other better <i>meet the needs of our students</i>?<br />
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Responses from my PLN:<br />
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<a href="https://www.twitter.com/mccoyderek">Derek McCoy</a>, North Carolina principal and valuable member of my PLN, posted<a href="http://mccoyderek.com/2013/12/27/response-to-questions-that-need-answering/"> his responses to my 11 questions here</a>. Check them out and post your own response to keep the conversation going.<br />
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<a href="https://www.twitter.com/jenniferlagarde">Jennifer LaGarde</a>, librarian extraordinaire and North Carolina Educator-on-Loan, developed <a href="http://www.librarygirl.net/2013/12/11-questions-about-libraries-that-need.html">11 questions (about libraries) that need answers</a>. Her questions for teacher librarians are thoughtful and urgent, particularly for libraries today.<br />
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My dear friend, North Carolina high school English teacher and #coflip co-founder <a href="https://www.twitter.com/thomasson_engl">Andrew Thomasson</a>, posted <a href="http://www.concertedchaos.com/1/post/2013/12/sunshine-awards-2013.html">his responses to my 11 questions here</a>. As with everything Andrew writes, his responses are thoughtful and well-written. Andrew is also giving me grief about my posting questions without first answering someone else's, so I'll have to see what I can do.<br />
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In the spirit of the bloggers who tagged me in their posts, I'm tagging the following 11 bloggers that I hope will engage in this conversation with me. There are plenty of other folks who are non-bloggers that I hope will join the conversation.<br />
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<a href="http://kurtishewson.wordpress.com/">Kurtis Hewson</a><br />
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<a href="http://www.concertedchaos.com/index.html">Andrew Thomasson</a><br />
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<a href="http://blog.web20classroom.org/">Steven Anderson</a><br />
<br />
<a href="http://www.melissaedwards.org/">Melissa Edwards</a><br />
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<a href="http://www.andrewmarcinek.com/">Andy Marcinek</a><br />
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<a href="http://mjmaher.weebly.com/">Michael Maher</a><br />
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<a href="http://georgecouros.ca/blog/">George Couros</a><br />
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<a href="http://www.teachingquality.org/blogs/billferriter">Bill Ferriter</a><br />
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<a href="http://jeffpaulcarpenter.blogspot.com/">Jeff Carpenter</a><br />
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<a href="http://edge.ascd.org/service/searchEverything.kickAction?as=127586&u=19789171&mediaType=blog&sortType=recent&tab=yes&includeBlog=on&member=blog">Steven Weber</a><br />
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<a href="http://mccoyderek.com/">Derek McCoy</a><br />
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