RSA #4: Determining utility of formative assessment through virtual community

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Again the importance of community within courses, even on-line, appears to be the key factor in enhancing learning and achievement for students. A study done at the University of Northern Colorado found that graduate students stated the importance of the sense of community in the on-line courses every time they were asked to evaluate their achievement it was connected to their sense of community. It was important to all students to be able to communicate on-line. The sharing of viewpoints and experiences enhanced the learning of other students within the course. Overall students believed that polling, breakout groups and discussion boards were formative assessment that contributed to their success due to their ability to belong to the community and communicate with one another in these formats.

The text cites Harasim and others (1996), in reflecting on the evaluation of online courses, state: “In keeping with a learner-centered approach, evaluation and assessment should be part of the learning-teaching process, embedded in class activities and in the interactions between learners and teachers” (p. 167). The number one tip was to create dialogue as a source of assessment. The rubric on page 211 is very detailed and lists the suggested criteria for discussion in an on-line course for evaluation. Other suggestions that the text included in relation to formative assessment involve student self-assessment and collaborative assessment, as well as, taking into account student participation as a part of the grade. It stated that significant weight should be placed on students that are interactive. This is a strong connection to the evidence provided in the research done at the University of Northern Colorado in that it is extremely beneficial to have a sense of community and rewarding students for participating with others is an essential part of the course for all students to achieve and gain the most from their on-line courses.

References:

Glassmeyer, D. M., Dibbs, R. A., & Jensen, R. (2011). DETERMINING UTILITY OF FORMATIVE ASSESSMENT THROUGH VIRTUAL COMMUNITY Perspectives of Online Graduate Students. Quarterly Review Of Distance Education, 12(1), 23-35.

Palloff, R. & Pratt, K. (2007). Building Online Learning Communities: Effective strategies for the virtual classroom, (2nd ed.). San Franciso: Jossey-Bass. ISBN: 978-0-7879-8825-8, pages 3-65.

RSA #3: Make Learning Personal

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How can we make learning more personal within the classroom and within an on-line learning classroom? How does it compare? How is it different? And what can we do as teachers to enhance the learning community?

“There is one important element, however, that sets online distance learning apart from the traditional classroom setting: Key to the learning process are the interactions among students themselves, the interactions between faculty and students, and the collaboration in the learning that results from those interactions (Palloff 2007).” This statement and more detail later in the reading stating that in a face-to-face setting teachers do not need to focus as much on developing a community as it happens more naturally. It leads to the question, “Should we?”

“Being a part of a community that is intentionally built on recognizing, valuing, and learning from the diversity within that community can further deepen students’ understanding of self, others, and the global community in which they live and work (Powell 2010).

Some ideas to enhance the sense of community and make learning more personal is to:

1. Teaching students listening and helping skills at the beginning of a course sequence

2. Utilize diversity as part of the planning process

3. Provide opportunities for reflection

4. Allow students to get to know each other beyond a superficial level

5. Students must learn to work together toward academic achievement

6. Focus on collaboration instead of competition

7. Educating students about diversity & promoting appreciation for differences (remembering that a student’s culture is more than just race or ethnicity… consider family, hometowns, affiliated groups, etc.)

8. Group project reflection questions analyzing team member roles and strengths and weaknesses of the group in the learning process.

9. Do not limit teaching to the curriculum, stop asking “how to” and start asking “what for”

10. Frequent contact between students and professors

References:

Palloff, R. & Pratt, K. (2007). Building Online Learning Communities: Effective strategies for the virtual classroom, (2nd ed.). San Franciso: Jossey-Bass. ISBN: 978-0-7879-8825-8, pages 3-65.

Powell, J. D., & Lines, J. I. (2010). Make learning personal: Recommendations for classroom practice. About Campus, 15(2), 20-25. doi:10.1002/abc.20018

RSA 2: SMART Goals, SMART Schools

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The article gives reference to a specific school in Wisconsin that has begun to set SMART goals that are directly tied to improvement of student learning. It emphasized that SMART goals be written by the teachers who will implement the goals with students and they should choose goals that are meaningful to them as long as they are related to student achievement. “What happens in these schools is beginning to happen in many schools across the country: Teachers take collective responsibility for improving student learning, and principals take responsibility for establishing school cultures where this can happen” (O’Neill 2000). The article also suggests using Pareto analysis to help focus and break down data on one or two goals. It is important to stay focused on specific goals for the year and be specific. If you set too many they will not be accomplished. The Pareto analysis asks teachers to further break down the goal into indicators, measures and targets (O’Neill 2000).

In DuFour, Chapter 6, it discusses the importance of SMART goals and linking them to district goals. Every goal that we set at Stevenson High School must be connected to our district goal. I believe it is a very powerful tool when you have many teams working toward the same vision. Instead of breaking it down into the Pareto analysis, it is suggested to set strategies and action steps, state who is responsible, set timelines and describe evidence of effectiveness (DuFour 2010).

Setting SMART goals seems to be at the center for assuring that the PLC’s maintain consistent focus on student learning and have a major impact of school success. It is important that when setting SMART goals that they are set by teachers implementing them, but continue to be linked with the school’s vision.

References:

DuFour, R., DuFour, R., Eaker, R., Many, T. (2010). Learning by doing: A handbook for professional learning communities at work (2nd ed., pp. 59-154). Bloomington, IN: Solution Tree Press.

O'Neill, Jan. "SMART Goals, SMART Schools." Educational Leadership 57.5 (2000): 46-50. ERIC. Web. 26 Jan. 2012.

RSA1: Leading edge: The best staff development is in the workplace, not in a workshop

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As schools are being introduced to the PLC model and as schools are adding missions and visions for their school, it is necessary to consider when and how it will be presented to the staff. For schools that do not currently have common assessments, formative assessment, and set intervention plans it is important to consider how this information will be taught to the people who ultimately will be supporting and driving the model.

Chapter 3 alerted attention to creating a focus on learning for the students; there is also a learning curve for teachers to adjust their educational philosophies in order to switch to a PLC model. It is important to recognize how, when and what is presented to the teachers of the school and make it be of the upmost importance when schools are in the pre-initiation and initiation phases of moving toward the PLC model. Chapter 5 focuses on building the collaborative culture of a PLC it does not focus on how to present the information to teachers. I consistently believe Stevenson is in the sustaining stage, so most of the education philosophies are brought to new teachers through new teacher meetings, but what about a school that is just starting? And do our new teachers learn this philosophy best through new teacher meetings or are they learning through the day-to-day culture of the school? The article would point toward their day-to-day experience being more effective than the new teacher meetings. I would image that at schools in the initiation stages most of this information is probably presenting during staff development time. Should schools consider this article and ask themselves it teachers will get on board if they are taught in a workshop?

The main points of the article include, “School leaders must end this distinction between working and learning and create conditions that enable staff to grow and learn as part of their daily or weekly work routines” (DuFour 2004). The journal article discusses the ineffectiveness on on-site staff development and suggests the following to leaders developing on-site staff development:

1. It should have a clear, cohert focus.

2. Challenge teachers to apply new learning.

3. Ask, “Will this help improve and how can we measure the impact on student learning?”

4. Recognize that it will take time, patience and persistence.

References:

DuFour, R., DuFour, R., Eaker, R., Many, T. (2010). Learning by doing: A handbook for professional learning communities at work (2nd ed., pp. 59-154). Bloomington, IN: Solution Tree Press.

DuFour, Rick. "Leading Edge: The Best Staff Development Is in the Workplace, Not in a Workshop." Journal of Staff Development 25.2 (2004).

Gourmet Foods

A little taste of Gourmet Foods.