Finding enough time
to plan, assess, analyze, and create custom and individualized learning
experiences for each student is an ongoing complaint and struggle. Moreover,
the state-required standardized, biased, and high stakes assessments do not
always show student learning
as efficiently or effectively as evidence-informed and performed-based assessments do.
My goal
is to find creative solutions to implementing individualized learning
experiences and timely, effective formative and summative assessments for every
student in the classroom.
Possible Solutions/Thoughts-
ReplyDeleteMy muses (C. Yowell, E. Eidman-Aadahl, and S. Grant) have helped me unpack my problem by redirecting the focus of my initial problem and helping me reconsider where the real issue actually lies. Initially, I thought my problem statement/point-of-view was simply about making planning and assessments in a more time effective manner to help enable teachers to implement individualized learning experiences and assessments for every student in the classroom. However, I realized I was looking at the problem backwards. Through my muses, I discovered that there were ways to engage and motivate students to not only take responsibility for their own learning, but also show their knowledge through an effective connected learning structure. Because teachers are the ones who are required to find ways to get students to learn, the result is often disengaged, unmotivated, dependent learners that must be assessed by the teacher. By having students use multiple forms (text, videos, digital tools) to support their learning of their own interests, along with the social aspect (sharing and learning from peers and mentors with social media) and recognition in a real-world context as a way of alternative assessment and insight into skills learned (with badging, performing, micro-credentialing, or immersive/game-based assessment), we can use connected learning to motivate students to learn independently (Ray, Jackson, & Cupaiuolo, 2014). Moreover, learning is too often measured out of context, rather than in a real-world context. According to Connie Yowell (Ray et al., 2014), “Content is just the context for participation” and “the Holy Grail in learning and education is context.” Finding the right context for the content needed to be learned, and by using students’ interests and learning styles to motivate and connect their knowledge, will allow students to become more successful at building their own learning experiences and constructing that knowledge into real-world applications, rather than needing to be assessed out of context. This alleviates the teacher from the time constraints of preparing, assessing, and customizing every student’s learning experience too (Ray et al., 2014).
The SAMR model helps unpack the problem by challenging me, through its hierarchical framework, to find transformative solutions and tools that will help students discover and learn about topics of interest and be immersed in a connected learning structure at deeper levels (modifying and redefining). As stated in Susan Oxnevad’s article (2013), “The higher the level of an activity the greater the educational benefit.” I believe the key to successful technology integration is finding appropriate digital tools/toolkits for the task each student may require and to efficiently use them. It is these toolkits that are “essential for designing learning experiences that reach the Modification and Transformation level of the SAMR model,” she (2013) continues. As I plan for this transformation in my teaching and as I redefine the learning in my classroom, I want to keep in mind to not only use tools that allow for student feedback and comments (such as blogs), extending the walls of the classroom, but also offer students a chance to choose their own tools to demonstrate learning, be guided by a rubric and planning tools (script), and use a wiki (like Google Docs) as a workspace.
Resources-
Oxnevad, S. (July 4, 2013). Using SAMR to teach above the line. Getting Smart. Retrieved from http://gettingsmart.com/2013/07/using-samr-to-teach-above-the-line/
Ray, B., Jackson, S., & Cupaiuolo, C. Eds. (2014). Leading thinkers: Digital media & learning. Spotlight on Digital Media & Learning Series. MacArthur Foundation. Retrieved from http://www.amazon.com/Leading-Thinkers-Digital-Media-Learning-ebook/dp/B00LBMD9RC
We are lucky that we do have a computer assistant, but she's a very good teacher. She has students using tech in creative and unusual ways. Since we no longer have tech coaches coming to the school on a regular basis, she is a go-to-person for help and ideas also. I agree that students need digital literacy and even knowing typing skills is really important.
ReplyDeleteIn my problem, I'm also looking for a variety of ways to demonstrate student learning.
Hopefully we can develop some good ideas together!
DeleteTime is a great topic! It is something I too would like to apply through the assistance in computers. I know looking at the websites or apps using peer assessment like in Edmodo can make the grading process more efficient and minimizing the paperwork.
ReplyDeleteExactly! Yes, I have a website for my classroom and am always looking for good assessment resources to add to it, like Edmodo, so that the students and I have more effective resources at our finger tips. I didn't have that one on there yet. Thanks for the suggestion!
DeleteI agree that time is a great topic. I have very little planning time any more because of meetings. For instance this next week we have 40 minutes of planning. The rest of our planning time is taken up with meetings. I have had to find other times to get grading done and feedback given. Planning happens late at night and over weekends. One tool I recently started using for formative math assessments is Assistments out of Worcester Polytech. Students get instant feedback and so do I. I think getting feedback will be much easier once we have more devices and can use something like Socrative…but we do not have wireless or the devices yet. Edmodo has snapshot assessments. So much promise in technology.
ReplyDeleteI agree! The possibilities for saving time by having assessments already made and being able to provide us data automatically has the potential to change our lives! Thanks for the suggestions for Socrative and Assistments for math. I will add those to my website as well. Love these ideas! (If only we could find a way to transform the school day to be more multi-subject integrated and find better ways of assessing students than the required high-stakes testing too!)
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