USF 679 Assessing and Improving Student Learning with Technology
The modules in this course provided me the opportunity to look at my classroom structures and approach to assessing learning through a different lens. As I reflect on my classroom procedures and compare those procedures to the resources provided in this class I found many ways I can improve the learning journey for my students.
The element that I pulled from this class the most was incorporating motivational techniques and a non-linear approach to my curriculum. With over 2 decades of experience with my curriculum, I know where I want my students to be at the end of the semester. I have also learned that not every student works at the same pace or has the same interests level in each unit. I plan to take a non-linear approach to my curriculum by introducing my curriculum as a whole and allowing the students to choose their learning path.
By taking a non-linear approach I am hoping to help the slower workers in my class not feel as if they are 'behind' the rest of the class. I want them to learn at their pace, not at the pace of the fastest workers in the class.
Below are a collection of my reflections on the resources from each unit.
Module 2
One Strategy I have used in the past is the use of Exit slips. Students respond to a prompt and explain what they learned in their own words. This can be done with paper and pen. This exercise is formative because it is informing me as the instructor about where the students in their learning process. Review of the exit slips can show mastery or deficiencies in regards to the prompts. This process leads to adjustment in daily presentations and future assessments.
Multiple tools can be used to create a digital Exit Ticket. One tool would be the use of a reflection google doc pushed out through Google classroom as “make a copy for each student” . The document can be formatted with a table that leaves room for prompts and student responses.
An online formative assessment tool should be timely.. In order to be effective feedback from a formative assessment must be done in a timely manner that gives the learner a chance to improve their learning.
An assessment tool should indicate what students have already mastered and the areas where improvement is needed. As an instructor I need to know where my students are at in the learning process and meet them there.
And thus the final feature an assessment tool should have is that it should lead to improved learning and teaching. According to the article Formative Assessment: Tracking Student Learning in Real Time ““Formative assessment leads to a change in behavior for both student and teacher.””. Both the learner and teacher should be able to use the assessment tool to make adjustments in delivery and learning.
Module 3
Module 3 took a dive into 'grades' and what they communicate back to the students. Do the grades we give students reflect what they have learned or are they simply compensation for work completed.
In the Rick Wormeli, video 
he points out that in the grades should be a communication of what has been learned. Grades should indicate master of content and bounded by evidence. According to Wormeli Grades should not be used as compensation.
In the Gonzalez / Sackstein Podcast, Sackstein believes that “teachers need to separate behaviors and achievement and consider grading to be a way of communicating achievement, not compliance.” Making grades tied to conformity actions places the focus on following rules instead of focusing on the learning process. As I reflect on my years of teaching, I have based many of my ‘grading’ protocols on a compensation model. In the past, I had viewed the assignments in my class as preparing students for the grind of the real world. You have duties that are assigned, you have due dates, you need to get the job done on time. You are rewarded by being given a grade for your work.
I completely ran my class on what Wormeli would call a compensation system. I still believe there is value in this model of instruction / grading. However this system was never really never tied to learning. The system I was taught and used was really just rewarding students for doing the work. The learning was incidental. They had to learn the technology tools to do the job. They show some evidence of learning because they accomplished the task and used the tools I asked them to use. But did they really prove they understand the tool and how to apply it in real life situations? If I am being honest, I am not sure what level execution they could use these tools in real life.
Another point I appreciated from the Sackstein podcast was that her objective is for her students to achieve “mastery of standards in a particular area.” And what is key in her approach is the understanding that “it’s not going to take all of them the same amount of time to master those skills and forcing them to master it at the same time is unfair.” Sackstein uses a system where evaluation is not final at any point during the semester on any particular standard. Students are at
Module 2
One Strategy I have used in the past is the use of Exit slips. Students respond to a prompt and explain what they learned in their own words. This can be done with paper and pen. This exercise is formative because it is informing me as the instructor about where the students in their learning process. Review of the exit slips can show mastery or deficiencies in regards to the prompts. This process leads to adjustment in daily presentations and future assessments.
Multiple tools can be used to create a digital Exit Ticket. One tool would be the use of a reflection google doc pushed out through Google classroom as “make a copy for each student” . The document can be formatted with a table that leaves room for prompts and student responses.
An online formative assessment tool should be timely.. In order to be effective feedback from a formative assessment must be done in a timely manner that gives the learner a chance to improve their learning.
An assessment tool should indicate what students have already mastered and the areas where improvement is needed. As an instructor I need to know where my students are at in the learning process and meet them there.
And thus the final feature an assessment tool should have is that it should lead to improved learning and teaching. According to the article Formative Assessment: Tracking Student Learning in Real Time ““Formative assessment leads to a change in behavior for both student and teacher.””. Both the learner and teacher should be able to use the assessment tool to make adjustments in delivery and learning.
Module 3
Module 3 took a dive into 'grades' and what they communicate back to the students. Do the grades we give students reflect what they have learned or are they simply compensation for work completed.
In the Rick Wormeli, video he points out that in the grades should be a communication of what has been learned. Grades should indicate master of content and bounded by evidence. According to Wormeli Grades should not be used as compensation.
In the Gonzalez / Sackstein Podcast, Sackstein believes that “teachers need to separate behaviors and achievement and consider grading to be a way of communicating achievement, not compliance.” Making grades tied to conformity actions places the focus on following rules instead of focusing on the learning process. As I reflect on my years of teaching, I have based many of my ‘grading’ protocols on a compensation model. In the past, I had viewed the assignments in my class as preparing students for the grind of the real world. You have duties that are assigned, you have due dates, you need to get the job done on time. You are rewarded by being given a grade for your work.
I completely ran my class on what Wormeli would call a compensation system. I still believe there is value in this model of instruction / grading. However this system was never really never tied to learning. The system I was taught and used was really just rewarding students for doing the work. The learning was incidental. They had to learn the technology tools to do the job. They show some evidence of learning because they accomplished the task and used the tools I asked them to use. But did they really prove they understand the tool and how to apply it in real life situations? If I am being honest, I am not sure what level execution they could use these tools in real life.
Another point I appreciated from the Sackstein podcast was that her objective is for her students to achieve “mastery of standards in a particular area.” And what is key in her approach is the understanding that “it’s not going to take all of them the same amount of time to master those skills and forcing them to master it at the same time is unfair.” Sackstein uses a system where evaluation is not final at any point during the semester on any particular standard. Students are at
NI - No Information,
A - Approaching Standard,
M - Meets Standards,
E - Exceed Standards.
Sackstein accompanies these evaluation levels with feedback to help the student continue to grow in their mastery of the standard. In Sackstein’s class, the mastery of standards is not tied to a timeline.
In Dylan Hyman’s video, She pointed out that ‘“65% of kids in primary school today will do jobs that do not exist today!” This tells me that we need to be teaching students to be life-long learners. We must teach transferable skills and we need to train them on how to be independent discovery learners.This spoke to me as a computer teacher because it seems like technolgy is in a constant state of change. Many years ago we converted an old “keyboarding” curriculum into a basic computer application concepts course. The class has continuously evolved as technology changes, existing tools are updated to new versions, and new technologies emerge. In this class I try to teach discovery approach to Spreadsheet software, Presentation Software, and Document production software. I give students experiences in at least 2 different applications in each category. We compare similarities and differences while emphasizing that while the tool may change the basic concepts behind the application will be similar to one of the ones you have worked in.
In technology education student’s need to be comfortable in investigating and exploring new tools. This is possibly the most important skill I teach. Many times I will introduce a new application and tell students to take the next 30 minutes and “Play around with the application.” I will give them some loose parameters about what I want tools I want them to work with, but in reality I just want them to learn that it is ok to explore a new tool. I like these days were the kids explore, but never know how to fit it in the gradebook. The resources in the last two modules about formative and summative assessments have made me more comfortable with giving activities like this without grading it.
Hyman referenced testing is like “a very very accurate telescope that are focused on just a few stars at the expense of a universe of knowledge.” Instead of giving the students time to explore, I could show the student how to do a specific task. The students would follow along and do it. But will they remember how to do the task in the future? Will they apply the knowledge in a situation they need to apply it? Will my student’s just be limited to the skills that I know? Exploration allows my students to find new ways of doing things that I could not bring to the class. When I am caught up in the “Grading” everything we do in class cycle, I sacrifice the exploration portion where kids learn through spontaneous discovery.
Overall this module gave me though provoking ideas on how to transform my teaching from a compensatory grader to one that will use formative assessments to guide students towards mastery of standards.
Module 4
Is personalized learning possible in your classroom? If so, how could/do you manage it?
As I read through the resources, I struggled to see a consistent routine of personalized learning in my class. The two main subjects I teach are basic level technology courses. Students learn basic tools in Google, Microsoft, and a multitude of other programs. I present a tool, students work along with me using the tool, and then student work on a formative assessment practicing using the tool.
In the article Students As Agents and Teachers As Coaches Stefanie Blouin explains: “Differentiation starts with academic goals that are the same for the group. Personalization builds on these common standards but also considers the personal learning goals that are especially meaningful to each student. Furthermore, personalization not only shifts classroom instruction, it also shifts the role of students and teachers.” This shift in mindset is the aha moment for me.
Is it ok for me to not be the ‘Show’ in front of the room?
Can I trust in the students to take ownership in their learning and create their own learning path?
I will try to approach the concept of personalized learning with this new mindset (but still some skepticism). One way I could use personalized learning is by giving student’s choice on what path they want to take in learning the courses required objectives. During the pandemic our team created learning videos for each lesson. I could post the entire semester worth of objectives and Formative assessments in Google classroom. I would divide each unit into a group and number the assignments so the students would still follow a logical learning progression in the given computer program. But the students would be given a choice on which program they want to learn first. Students could work through the various formative exercises to learn to use the tools listed in the objectives of the unit. When ready, they could prove their ability in a specific program by completing a summative activity that shows their mastery.
By taking this approach I would will have transformed my student’s into what Blouin called ‘Active Agents’ that take ownership in “what they learn (content), how and how fast they learn (process and pace), and/or, how they demonstrate their learning (work products).”
What are the toughest struggles you foresee when implementing personalized learning in your classroom?
Here are a couple problems I foresee:
- A certain portion of my student’s would become overwhelmed with the large amount of formative assessments that are given at the beginning of class.
- A different portion of my student’s would work through the formative and summative assessments so fast they would be done way before the end semester. In a utopian world this would be great, except that is not how a school semester works and I still need to keep those students occupied.
- Providing individual critical feedback on formative assessments would be very difficult if my students were turning in different assessments at the same time.
Spring 2022 Experiment
I used a self-paced program this semester with my Microsoft Office Exam Prep course that lead students through tutorials and exercises in Word, PowerPoint, and Excel. Every student was on a different pace. Students completed formative assessments, the program provided feedback on errors. And when they were ready they completed Summative assessments at their own pace. I experienced a wide range of student achievement with this method. Some students could not get out of the Microsoft Word unit while others completed all three programs with 3 weeks to spare. I was OK with this different level of achievement. But the tricky part comes in when I need to assign the dreaded Grade. The one student that barely completed Word worked really hard all semester, learned a lot about the program. It just took him longer. Others that completed all 3 programs worked hard to and learned a lot about all 3 programs.
How do you assign traditional grades to this?
I think the concept of “Badging” would be a great tool in this situation. Students earn badges by showing mastery of a tool. My 1 student would receive a Microsoft Word Associate badge while other students could earn Associate badges in Word, PowerPoint and Excel.
Creating Digital Badge board with Google Docs as shown in the Sean JunkinsYoutube Video
Minimize Videocould be used to visually give ‘credit’ within my course for objectives learned. Additionally by sharing the Badge Board with the class, Students in the class can see who has earned a badge in a specific unit. As the semester progresses each student could become an expert in that area and could assist students who are getting to that unit at a later date.
How can personalized learning be assessed for your students?
For my students, doing the “tasks” within the formative assessment projects provides them the opportunity to experience the tools that we are trying master. Each project is designed to feature a few old tools for reinforcement and new tools for learning. Timely Feedback would be critical for the student’s learning to continue. I would use Google Classroom to push the formative assessments out to the students. When a student has completed an assessment they would turn it in and place a private comment in the assignment indicating they are ready for it to be assessed. If we are in class I would call the student back to my desk to review the assessment with the student and indicate where they did or did not show their ability to use the tools related to the objectives. If a student completed the assessment outside of class I would use the comment features in Google Classroom to provide feedback.
When a student has shown mastery of a unit’s learning objectives then the student could request the unit summative assessment. If focused on personalized learning, the summative assessment should give students the choice on how they want to show that they have mastered the learning objectives. One student may show his ability to use Google Slides tools by creating a google slide presentation that includes the use of all the tools in the learning objectives. Or another student my create a WeVideo demonstrating himself using all the Google Slide tools in the learning objectives. A third student may create a google doc in which they explain how to use each Google Slide tool in the learning objectives. As the instructor I am looking for mastery of the tools in the learning objectives. If the student has proven their ability to effectively use the tools then they would get “credit” for each learning object that they met.
The use of a class digital badge board would be a motivational tool as well as a way to visually show other students who they can go to for assistance.
Module 5After looking at all the resources in this module I thought more deeply about the Grid Method and how it could be applied to my curriculum.
According to this Danielson Framework rubric found on TeachBetter.com
- “A Grid Method educator provides students varied learning opportunities dependent on student learning styles, accessibility to technology, and student needs.”
- The Grid Method uses a multitude of available resources to to “build an environment dedicated to growth mastery”.
- In a grid method learning environment the “educators act as a facilitator of learning throughout the day-to-day class period.”
According to this Article from the website Maneuvering The Middle, the grid method breaks up a whole curriculum into digestible parts that are scaffolded into learning pathways towards mastery of learning standards. By utilizing a google doc, an educator creates a hyperdoc that contains Learning Objectives and a 4 step process for students to follow in their journey towards mastery.
- What is knowledge RECALL & REPRODUCTION
- How can the knowledge be used? SKILLS & CONCEPTS
- Why can this knowledge be used? STRATEGIC THINKING
- What else can be done with the Knowledge? EXTENDED THINKING
In theMr and Mrs Social Studies videothe speaker defines the Grid Method as a a method for mastery learning that gives students the flexibility to work at their own pace. In her example she created a Hyperdoc utilizing google docs that contained formative activities that students would work through on their journey toward mastery of learning targets.
The grid method would be used in my computer education classroom as a vehicle to move students toward mastery of topics. Similar to the badging system I created in the previous unit, this methodology allows students to see the entire path toward mastery. Instead of the educator pushing out 1 formative assignment each day with no clear vision of the end of the learning path, students can see where they should be able to produce at the end of the grid. The grid will move them through activities that will lead them to full mastery of a concept.
The grid method applies learning standards and mastery learning into methodology to deliver the content. What makes a big impression on this method is the “big picture” view that the student can see when they open the grid. Students can see where they are going and should better understand why they are progressing through the various formative activities. Similar to the approach I wanted to take in Module 4, I would give students the choice of 6 units to start the semester. Using the Grid method I can provide students with an entire unit of information in 1 google doc. This would take me as a teacher off the rat race of providing activities everyday to make sure they are busy. My energy and time during the school day can be spent helping and talking with students in their journey towards mastery.
Grading
As a school community we have been evolving over the last few years to a Formative / Summative concept. %80 of the student’s grade is based off of Summative assessments and 20% off of Formative assessments. This has been a major shift in our grading processes. In the past we have had approximately 42 class periods in a semester, we had ~42 activities with rubrics that assessed whether a student was able to follow directions, use the tools, and do the work. Grading was tedious, overwhelming, and in the end probably not conducive to creating change in learning. The move to Formative / Summative has helped us focus on only a couple ‘graded’ skills in the formatives. The next step in the evolution process will be to create more rigor in our summative assessments as well as the possibility of choice. I want my students to be able to show me they have mastered the concepts we have covered. I don’t want them to just follow directions. I want them to take ownership of the knowledge they have gained and show me how they can use it.
As an elective course on the secondary level, I have always been conscious of a rigorous grading system that would cause too many students to struggle. I have always been more concerned with the experiences that the students are gaining in my class and how experiences with the tools they use transfers to their other classes. I have always struggled in my mind how to make those gained experiences fit into a gradebook.
The Standards based learning is a different lens to look at how my class worked. I really didn’t understand Standards based learning until experiencing it as a parent through my son’s grade school. I like the methodology and focus on specific targets. I also like the concept that student’s are on a journey toward that mastery and will get there at different times. So how do we assign grades at a given point in a semester? Does every student start with a “0%” or “F” because they have gained no mastery yet and slowly work up the Mastery level. Do students have exempts in the Gradebook until they prove they have mastered a concept? So student’s have a “100%” to start and earn points in summative assessments. I don’t want to focus on Grades. I would rather focus on communication and improving learning. But how do I fit that into my online district gradebook.
Module 6In my Introduction to Computer Applications course I had students create portfolios to showcase their learning. This project was originally designed to be part of the student’s ‘Final Exam grade’ that counted for 20% of the overall grade. In computer applications I have never felt comfortable using a traditional Multiple Choice and Matching type of test at the end of the year to showcase their learning. What I wanted was 2 things. I wanted the students to be able to show me what they learned throughout the semester as well as have a place to reference the things they learned when they moved onto other classes. I have executed this Final Portfolio a couple of different ways. When I first started this assignment I would use the last 3 days of the semester to have kids build a Blogger site that displayed their learning in our 6 units. I would give the student’s prompts to follow in the creation. I have also tried having the students build the portfolio throughout the year by giving time at the end of each unit to build their reflection on learning. More recently, I have had the students use Google Sites to create their portfolio. The way I approached the portfolio assignment was a learning portfolio “giving students chances to collect evidence of their own growth and progress as learners over time” (Bill Ferriter Blog)
During the pandemic, this portfolio assignment was sadly one of the exercises that I pushed to the side. Students were struggling to get the unit assessments completed so I ditched the portfolios. I look forward to adding them back into my curriculum in the fall. This module opened my eyes to the fact that there is more I can be doing with my portfolio activities.
The article 7 Important Questions Before Implementing Digital Portfolios made me think about my student portfolio assignment as a more permanent tool. Item #6 in the article stated “ by the time kids graduate grade 12, you should be able to google them and find good stuff about them.” What a simple but profound statement. My high school students will soon be in the workforce competing for jobs. My clas is a perfect place give them the opportunity to create a portfolio that expands beyond the individual class and showcases accomplishments and skills that are transferable to the workforce. Giving my students a chance to view this portfolio as a digital footprint and a place to showcase their abilities is a new way I will approach it next year.
The nice thing about a Blogger page or a Google Site is that they are not permanent. Providing ungraded verbal/written feedback to students will help them continue to improve their portfolio. Providing a well written rubric and an assignment where students need to evaluate their own work with the rubric can help improve their ability to self-reflect and improve their portfolios. With the understanding that the portfolio will not be graded until the end of the semester, students can always go back, revise, and edit their pages and posts. By setting aside time during the school year I can give students the opportunity to to express themselves in a blogger about their personal interests and skills. I liked the idea of providing prompts throughout the year for the students to reflect on. These prompts may be curriculum/unit related or more wholistic prompts to help them build the portfolio to be a reflection of their full self.
Module 7In my Introduction to Computer Applications course I had students create portfolios to showcase their learning. This project was originally designed to be part of the student’s ‘Final Exam grade’ that counted for 20% of the overall grade. In computer applications I have never felt comfortable using a traditional Multiple Choice and Matching type of test at the end of the year to showcase their learning. What I wanted was 2 things. I wanted the students to be able to show me what they learned throughout the semester as well as have a place to reference the things they learned when they moved onto other classes. I have executed this Final Portfolio a couple of different ways. When I first started this assignment I would use the last 3 days of the semester to have kids build a Blogger site that displayed their learning in our 6 units. I would give the student’s prompts to follow in the creation. I have also tried having the students build the portfolio throughout the year by giving time at the end of each unit to build their reflection on learning. More recently, I have had the students use Google Sites to create their portfolio. The way I approached the portfolio assignment was a learning portfolio “giving students chances to collect evidence of their own growth and progress as learners over time” (Bill Ferriter Blog)
During the pandemic, this portfolio assignment was sadly one of the exercises that I pushed to the side. Students were struggling to get the unit assessments completed so I ditched the portfolios. I look forward to adding them back into my curriculum in the fall. This module opened my eyes to the fact that there is more I can be doing with my portfolio activities.
The article 7 Important Questions Before Implementing Digital Portfolios made me think about my student portfolio assignment as a more permanent tool. Item #6 in the article stated “ by the time kids graduate grade 12, you should be able to google them and find good stuff about them.” What a simple but profound statement. My high school students will soon be in the workforce competing for jobs. My clas is a perfect place give them the opportunity to create a portfolio that expands beyond the individual class and showcases accomplishments and skills that are transferable to the workforce. Giving my students a chance to view this portfolio as a digital footprint and a place to showcase their abilities is a new way I will approach it next year.
The nice thing about a Blogger page or a Google Site is that they are not permanent. Providing ungraded verbal/written feedback to students will help them continue to improve their portfolio. Providing a well written rubric and an assignment where students need to evaluate their own work with the rubric can help improve their ability to self-reflect and improve their portfolios. With the understanding that the portfolio will not be graded until the end of the semester, students can always go back, revise, and edit their pages and posts. By setting aside time during the school year I can give students the opportunity to to express themselves in a blogger about their personal interests and skills. I liked the idea of providing prompts throughout the year for the students to reflect on. These prompts may be curriculum/unit related or more wholistic prompts to help them build the portfolio to be a reflection of their full self.
Module 8
Is Gamification a passing phase in Education?
Gamification involves ”the process of adding game elements or mechanics to an experience to increase engagement or enjoyment.” The game element is separate from the learning content and are used to enhance learning, motivation, or engagement.
I do not believe gamification is a passing phase it has been around too long for it to be a phase.. Gamification techniques like separating students into competing groups, using timed flashcards, or developing a currency system where students earn and spend credits have been used for years. I distinctly remember my elementary teachers in the 80's using these techniques.
I do not believe however that a practice should continue just because it seemingly worked in our own personal experiences.
For some students being placed in a competitive environment brings the best out in them. They compete for grades, points, bathroom breaks, or simply being the best. However, I do not believe that is true for all learners and for some competition could have a negative effect. If a student never 'wins' the learning game, what happens to their learning ego? Do they start to think of themselves as not smart? Not good enough? These unintentional consequences of public gamification techniques should be considered. Modifications should be made to be inclusive and make all learners feel worthy.
Entering into a competition environment should be something a child chooses to do. Being thrust into a competitive environment when they are not competitive or are not intellectually or emotionally ready to compete can had negative consequences.
Sackstein accompanies these evaluation levels with feedback to help the student continue to grow in their mastery of the standard. In Sackstein’s class, the mastery of standards is not tied to a timeline.
In Dylan Hyman’s video, She pointed out that ‘“65% of kids in primary school today will do jobs that do not exist today!” This tells me that we need to be teaching students to be life-long learners. We must teach transferable skills and we need to train them on how to be independent discovery learners.This spoke to me as a computer teacher because it seems like technolgy is in a constant state of change. Many years ago we converted an old “keyboarding” curriculum into a basic computer application concepts course. The class has continuously evolved as technology changes, existing tools are updated to new versions, and new technologies emerge. In this class I try to teach discovery approach to Spreadsheet software, Presentation Software, and Document production software. I give students experiences in at least 2 different applications in each category. We compare similarities and differences while emphasizing that while the tool may change the basic concepts behind the application will be similar to one of the ones you have worked in.
In technology education student’s need to be comfortable in investigating and exploring new tools. This is possibly the most important skill I teach. Many times I will introduce a new application and tell students to take the next 30 minutes and “Play around with the application.” I will give them some loose parameters about what I want tools I want them to work with, but in reality I just want them to learn that it is ok to explore a new tool. I like these days were the kids explore, but never know how to fit it in the gradebook. The resources in the last two modules about formative and summative assessments have made me more comfortable with giving activities like this without grading it.
Hyman referenced testing is like “a very very accurate telescope that are focused on just a few stars at the expense of a universe of knowledge.” Instead of giving the students time to explore, I could show the student how to do a specific task. The students would follow along and do it. But will they remember how to do the task in the future? Will they apply the knowledge in a situation they need to apply it? Will my student’s just be limited to the skills that I know? Exploration allows my students to find new ways of doing things that I could not bring to the class. When I am caught up in the “Grading” everything we do in class cycle, I sacrifice the exploration portion where kids learn through spontaneous discovery.
Overall this module gave me though provoking ideas on how to transform my teaching from a compensatory grader to one that will use formative assessments to guide students towards mastery of standards.
Is personalized learning possible in your classroom? If so, how could/do you manage it?
As I read through the resources, I struggled to see a consistent routine of personalized learning in my class. The two main subjects I teach are basic level technology courses. Students learn basic tools in Google, Microsoft, and a multitude of other programs. I present a tool, students work along with me using the tool, and then student work on a formative assessment practicing using the tool.
In the article Students As Agents and Teachers As Coaches Stefanie Blouin explains: “Differentiation starts with academic goals that are the same for the group. Personalization builds on these common standards but also considers the personal learning goals that are especially meaningful to each student. Furthermore, personalization not only shifts classroom instruction, it also shifts the role of students and teachers.” This shift in mindset is the aha moment for me.
Is it ok for me to not be the ‘Show’ in front of the room?
Can I trust in the students to take ownership in their learning and create their own learning path?
I will try to approach the concept of personalized learning with this new mindset (but still some skepticism). One way I could use personalized learning is by giving student’s choice on what path they want to take in learning the courses required objectives. During the pandemic our team created learning videos for each lesson. I could post the entire semester worth of objectives and Formative assessments in Google classroom. I would divide each unit into a group and number the assignments so the students would still follow a logical learning progression in the given computer program. But the students would be given a choice on which program they want to learn first. Students could work through the various formative exercises to learn to use the tools listed in the objectives of the unit. When ready, they could prove their ability in a specific program by completing a summative activity that shows their mastery.
By taking this approach I would will have transformed my student’s into what Blouin called ‘Active Agents’ that take ownership in “what they learn (content), how and how fast they learn (process and pace), and/or, how they demonstrate their learning (work products).”
What are the toughest struggles you foresee when implementing personalized learning in your classroom?
Here are a couple problems I foresee:
- A certain portion of my student’s would become overwhelmed with the large amount of formative assessments that are given at the beginning of class.
- A different portion of my student’s would work through the formative and summative assessments so fast they would be done way before the end semester. In a utopian world this would be great, except that is not how a school semester works and I still need to keep those students occupied.
- Providing individual critical feedback on formative assessments would be very difficult if my students were turning in different assessments at the same time.
Spring 2022 Experiment
I used a self-paced program this semester with my Microsoft Office Exam Prep course that lead students through tutorials and exercises in Word, PowerPoint, and Excel. Every student was on a different pace. Students completed formative assessments, the program provided feedback on errors. And when they were ready they completed Summative assessments at their own pace. I experienced a wide range of student achievement with this method. Some students could not get out of the Microsoft Word unit while others completed all three programs with 3 weeks to spare. I was OK with this different level of achievement. But the tricky part comes in when I need to assign the dreaded Grade. The one student that barely completed Word worked really hard all semester, learned a lot about the program. It just took him longer. Others that completed all 3 programs worked hard to and learned a lot about all 3 programs.
How do you assign traditional grades to this?
I think the concept of “Badging” would be a great tool in this situation. Students earn badges by showing mastery of a tool. My 1 student would receive a Microsoft Word Associate badge while other students could earn Associate badges in Word, PowerPoint and Excel.
Creating Digital Badge board with Google Docs as shown in the Sean JunkinsYoutube Video
Minimize Videocould be used to visually give ‘credit’ within my course for objectives learned. Additionally by sharing the Badge Board with the class, Students in the class can see who has earned a badge in a specific unit. As the semester progresses each student could become an expert in that area and could assist students who are getting to that unit at a later date.
How can personalized learning be assessed for your students?
For my students, doing the “tasks” within the formative assessment projects provides them the opportunity to experience the tools that we are trying master. Each project is designed to feature a few old tools for reinforcement and new tools for learning. Timely Feedback would be critical for the student’s learning to continue. I would use Google Classroom to push the formative assessments out to the students. When a student has completed an assessment they would turn it in and place a private comment in the assignment indicating they are ready for it to be assessed. If we are in class I would call the student back to my desk to review the assessment with the student and indicate where they did or did not show their ability to use the tools related to the objectives. If a student completed the assessment outside of class I would use the comment features in Google Classroom to provide feedback.
When a student has shown mastery of a unit’s learning objectives then the student could request the unit summative assessment. If focused on personalized learning, the summative assessment should give students the choice on how they want to show that they have mastered the learning objectives. One student may show his ability to use Google Slides tools by creating a google slide presentation that includes the use of all the tools in the learning objectives. Or another student my create a WeVideo demonstrating himself using all the Google Slide tools in the learning objectives. A third student may create a google doc in which they explain how to use each Google Slide tool in the learning objectives. As the instructor I am looking for mastery of the tools in the learning objectives. If the student has proven their ability to effectively use the tools then they would get “credit” for each learning object that they met.
The use of a class digital badge board would be a motivational tool as well as a way to visually show other students who they can go to for assistance.
After looking at all the resources in this module I thought more deeply about the Grid Method and how it could be applied to my curriculum.
According to this Danielson Framework rubric found on TeachBetter.com
- “A Grid Method educator provides students varied learning opportunities dependent on student learning styles, accessibility to technology, and student needs.”
- The Grid Method uses a multitude of available resources to to “build an environment dedicated to growth mastery”.
- In a grid method learning environment the “educators act as a facilitator of learning throughout the day-to-day class period.”
According to this Article from the website Maneuvering The Middle, the grid method breaks up a whole curriculum into digestible parts that are scaffolded into learning pathways towards mastery of learning standards. By utilizing a google doc, an educator creates a hyperdoc that contains Learning Objectives and a 4 step process for students to follow in their journey towards mastery.
- What is knowledge RECALL & REPRODUCTION
- How can the knowledge be used? SKILLS & CONCEPTS
- Why can this knowledge be used? STRATEGIC THINKING
- What else can be done with the Knowledge? EXTENDED THINKING
In theMr and Mrs Social Studies videothe speaker defines the Grid Method as a a method for mastery learning that gives students the flexibility to work at their own pace. In her example she created a Hyperdoc utilizing google docs that contained formative activities that students would work through on their journey toward mastery of learning targets.
The grid method would be used in my computer education classroom as a vehicle to move students toward mastery of topics. Similar to the badging system I created in the previous unit, this methodology allows students to see the entire path toward mastery. Instead of the educator pushing out 1 formative assignment each day with no clear vision of the end of the learning path, students can see where they should be able to produce at the end of the grid. The grid will move them through activities that will lead them to full mastery of a concept.
The grid method applies learning standards and mastery learning into methodology to deliver the content. What makes a big impression on this method is the “big picture” view that the student can see when they open the grid. Students can see where they are going and should better understand why they are progressing through the various formative activities. Similar to the approach I wanted to take in Module 4, I would give students the choice of 6 units to start the semester. Using the Grid method I can provide students with an entire unit of information in 1 google doc. This would take me as a teacher off the rat race of providing activities everyday to make sure they are busy. My energy and time during the school day can be spent helping and talking with students in their journey towards mastery.
Grading
As a school community we have been evolving over the last few years to a Formative / Summative concept. %80 of the student’s grade is based off of Summative assessments and 20% off of Formative assessments. This has been a major shift in our grading processes. In the past we have had approximately 42 class periods in a semester, we had ~42 activities with rubrics that assessed whether a student was able to follow directions, use the tools, and do the work. Grading was tedious, overwhelming, and in the end probably not conducive to creating change in learning. The move to Formative / Summative has helped us focus on only a couple ‘graded’ skills in the formatives. The next step in the evolution process will be to create more rigor in our summative assessments as well as the possibility of choice. I want my students to be able to show me they have mastered the concepts we have covered. I don’t want them to just follow directions. I want them to take ownership of the knowledge they have gained and show me how they can use it.
As an elective course on the secondary level, I have always been conscious of a rigorous grading system that would cause too many students to struggle. I have always been more concerned with the experiences that the students are gaining in my class and how experiences with the tools they use transfers to their other classes. I have always struggled in my mind how to make those gained experiences fit into a gradebook.
The Standards based learning is a different lens to look at how my class worked. I really didn’t understand Standards based learning until experiencing it as a parent through my son’s grade school. I like the methodology and focus on specific targets. I also like the concept that student’s are on a journey toward that mastery and will get there at different times. So how do we assign grades at a given point in a semester? Does every student start with a “0%” or “F” because they have gained no mastery yet and slowly work up the Mastery level. Do students have exempts in the Gradebook until they prove they have mastered a concept? So student’s have a “100%” to start and earn points in summative assessments. I don’t want to focus on Grades. I would rather focus on communication and improving learning. But how do I fit that into my online district gradebook.
During the pandemic, this portfolio assignment was sadly one of the exercises that I pushed to the side. Students were struggling to get the unit assessments completed so I ditched the portfolios. I look forward to adding them back into my curriculum in the fall. This module opened my eyes to the fact that there is more I can be doing with my portfolio activities.
The article 7 Important Questions Before Implementing Digital Portfolios made me think about my student portfolio assignment as a more permanent tool. Item #6 in the article stated “ by the time kids graduate grade 12, you should be able to google them and find good stuff about them.” What a simple but profound statement. My high school students will soon be in the workforce competing for jobs. My clas is a perfect place give them the opportunity to create a portfolio that expands beyond the individual class and showcases accomplishments and skills that are transferable to the workforce. Giving my students a chance to view this portfolio as a digital footprint and a place to showcase their abilities is a new way I will approach it next year.
The nice thing about a Blogger page or a Google Site is that they are not permanent. Providing ungraded verbal/written feedback to students will help them continue to improve their portfolio. Providing a well written rubric and an assignment where students need to evaluate their own work with the rubric can help improve their ability to self-reflect and improve their portfolios. With the understanding that the portfolio will not be graded until the end of the semester, students can always go back, revise, and edit their pages and posts. By setting aside time during the school year I can give students the opportunity to to express themselves in a blogger about their personal interests and skills. I liked the idea of providing prompts throughout the year for the students to reflect on. These prompts may be curriculum/unit related or more wholistic prompts to help them build the portfolio to be a reflection of their full self.
In my Introduction to Computer Applications course I had students create portfolios to showcase their learning. This project was originally designed to be part of the student’s ‘Final Exam grade’ that counted for 20% of the overall grade. In computer applications I have never felt comfortable using a traditional Multiple Choice and Matching type of test at the end of the year to showcase their learning. What I wanted was 2 things. I wanted the students to be able to show me what they learned throughout the semester as well as have a place to reference the things they learned when they moved onto other classes. I have executed this Final Portfolio a couple of different ways. When I first started this assignment I would use the last 3 days of the semester to have kids build a Blogger site that displayed their learning in our 6 units. I would give the student’s prompts to follow in the creation. I have also tried having the students build the portfolio throughout the year by giving time at the end of each unit to build their reflection on learning. More recently, I have had the students use Google Sites to create their portfolio. The way I approached the portfolio assignment was a learning portfolio “giving students chances to collect evidence of their own growth and progress as learners over time” (Bill Ferriter Blog)
During the pandemic, this portfolio assignment was sadly one of the exercises that I pushed to the side. Students were struggling to get the unit assessments completed so I ditched the portfolios. I look forward to adding them back into my curriculum in the fall. This module opened my eyes to the fact that there is more I can be doing with my portfolio activities.
The article 7 Important Questions Before Implementing Digital Portfolios made me think about my student portfolio assignment as a more permanent tool. Item #6 in the article stated “ by the time kids graduate grade 12, you should be able to google them and find good stuff about them.” What a simple but profound statement. My high school students will soon be in the workforce competing for jobs. My clas is a perfect place give them the opportunity to create a portfolio that expands beyond the individual class and showcases accomplishments and skills that are transferable to the workforce. Giving my students a chance to view this portfolio as a digital footprint and a place to showcase their abilities is a new way I will approach it next year.
The nice thing about a Blogger page or a Google Site is that they are not permanent. Providing ungraded verbal/written feedback to students will help them continue to improve their portfolio. Providing a well written rubric and an assignment where students need to evaluate their own work with the rubric can help improve their ability to self-reflect and improve their portfolios. With the understanding that the portfolio will not be graded until the end of the semester, students can always go back, revise, and edit their pages and posts. By setting aside time during the school year I can give students the opportunity to to express themselves in a blogger about their personal interests and skills. I liked the idea of providing prompts throughout the year for the students to reflect on. These prompts may be curriculum/unit related or more wholistic prompts to help them build the portfolio to be a reflection of their full self.
Is Gamification a passing phase in Education?
Gamification involves ”the process of adding game elements or mechanics to an experience to increase engagement or enjoyment.” The game element is separate from the learning content and are used to enhance learning, motivation, or engagement.
I do not believe gamification is a passing phase it has been around too long for it to be a phase.. Gamification techniques like separating students into competing groups, using timed flashcards, or developing a currency system where students earn and spend credits have been used for years. I distinctly remember my elementary teachers in the 80's using these techniques.
I do not believe however that a practice should continue just because it seemingly worked in our own personal experiences.
For some students being placed in a competitive environment brings the best out in them. They compete for grades, points, bathroom breaks, or simply being the best. However, I do not believe that is true for all learners and for some competition could have a negative effect. If a student never 'wins' the learning game, what happens to their learning ego? Do they start to think of themselves as not smart? Not good enough? These unintentional consequences of public gamification techniques should be considered. Modifications should be made to be inclusive and make all learners feel worthy.
Entering into a competition environment should be something a child chooses to do. Being thrust into a competitive environment when they are not competitive or are not intellectually or emotionally ready to compete can had negative consequences.
“Formative Assessment: Tracking Student Learning in Real Time.” RSS, www.activelylearn.com/post/formative-assessment-tracking-student-learning-in-real-time.
“Could You Teach Without Grades?” Cult of Pedagogy, 11 Jan. 2019, www.cultofpedagogy.com/starr-sackstein/.
“Digital Badge Boards with Google Docs.” YouTube, 20 Dec. 2016, youtu.be/2G9qEudqTvk.
Stefanie Blouin, “Defining Personalization: Students As Agents and Teachers As Coaches.” NGLC, 31 May 2022, www.nextgenlearning.org/blog/defining-personalization-students-agents-and-teachers
-coaches.
Brack, P. B., Brack, T., Says, K. C., & Curren, K. (2021, April 16). The Grid Method: Student Paced Mastery Learning. Retrieved from https://www.maneuveringthemiddle.com/what-is-the-grid-method/
Danielson Framework Alignment Free Download. (2019, May 09). Retrieved from https://www.teachbetter.com/danielsonframeworkdownload/
How to Use the Grid Method in Your Classroom: Mastery Learning. (2018, November 11). Retrieved from https://youtu.be/p4kTquq9g5k
Ferriter, B., Ferriter, B., 24, L. W., 25, B. F., 19, J. B., 15, J. C., . . . 14, R. S. (2017, February 14). My Digital Portfolio Project Planning. Retrieved from https://blog.williamferriter.com/2017/02/14/my-digital-portfolio-project-planning/
Bailey, S. (2018, March 20). #109 - Making Data Work for Teachers. Retrieved from https://theedtechpodcast.com/109-making-data-work-for-teachers/
What is Game-based Learning? (2020, September 24). Retrieved from https://www.growthengineering.co.uk/what-is-game-based-learning/