Archive for the 'Curriculum' Category

Curriculum Focus, Not Technology Focus

In my public school career I have been a classroom teacher, a technology integration specialist and a technology administrator. In my technology role, I served under the Assistant Superintendent for Instruction. She had a simple mission: Improve students’ academic learning. My mission was equally simple: Improve students’ academic learning through technology. I met with the curriculum chairs to learn about the curriculum, how it was taught, and areas in which teachers and students had the most difficulty. When I met with grade level or curriculum teacher teams, we talked about the curriculum. After carefully listening to them, I usually would suggest some technology tool that might help them in doing their favorite project or in teaching those difficult curriculum areas. I often would have a mock student product to show the teachers what the student learning with technology would look like. I focused on student learning, not on technology.

Likewise, when my Technology department provided professional development, we focused on curriculum such as “Inquiry Science,” “Collaborative Math Projects,” and “A New Look at the Writing Process.” We offered curriculum workshops that involved technology. Usually, the technology transformed the learning process.

People in  the educational technology  field are most effective when they focus foremost on student  academic learning; they are least effective when they “sell” technology to teachers.

Replace Your Textbook with QR codes

Many  teachers dislike their textbooks. The textbooks may include too much or not enough about a learning goal. The textbooks may not arrange materials in the most logical fashion. The textbook may not have enough authentic up-to-the-date materials.  The textbook may not provide  visuals as learning tools.  These books may not provide multiple approaches or differentiated  learning. The textbooks may not provide assessments that assess what the district, school, team, or individual teacher deem as being the most critical.  These heavy textbooks  may not be convenient for the students to have with them outside of class.  These print textbook’s presentation and practice of material may be boring!

School districts, schools, teams or individual teachers now have a choice. They can create their own specially designed  virtual textbook, chapter by chapter or learning concept by learning concept with one page QR  sheets.  An advantage to a QR code textbook is that  the teachers can quickly and easily  change any critical material.  They change  the information on their website page,  wiki page, etc. that is linked to the QR code and the QR code is updated automatically.  In addition, each QR code can contain multiple links to allow for differentiation or choice.

The educator can use a separate QR code for each critical aspect of the learning.  Students simply click on the first QR code to start their learning.

A possible format can be  a separate  QR code for
– the essential question, the media situation/project, the “hook” into the lesson
– the learning goal stated in student language such as  “I  can” statements.  The learning goal can start with low level activities such as basic vocabulary and then work up to concepts.
– various ways to learn the content (videos, podcasts, screencasts of a presentation, a website with written text, an app, etc.)
– various ways to practice the initial  content (an app, a website, etc.)
– various ways to assess  the learning of the content at the lower levels (quick 5-10 item  online quizzes; short performance tasks, etc.)
– various ways to give feedback to students with learning gaps through providing new strategies (links to differentiated strategies such as visual, auditory, physical response, etc.)
– a project with a  higher level thinking activity (PBL, interdisciplinary project, etc.) and its assessment (rubric, checklist, etc.)
– if needed, a formal summative assessment at the higher thinking level.

Creating QR code chapters may sound  like a formidable  task.   However, within one week I had my students, as an end-of-the-course activity,  find  three videos that they felt taught a specific  learning goal well,  find an online quiz that tested the concept, and find a picture that showed an application of the learning.  When students evaluate material, they decide what really helps them to learn.  The materials are “student- approved”.  You can incorporate online materials that you presently use.  If you can work with one other teacher, then you can share your resources.

Get unchained from your textbook so students can learn better.  When will you start on your QR learning textbook?  You might want  to try a QR learning sheet  for a part of a unit or for a unit to figure out what format works best for your students’ learning.

My three formative assessment books, Formative Assessment: Responding to Your Students,  Successful Student Writing Through Formative Assessment, and Improving Foreign Language Speaking Through Formative Assessment, are available at   http://is.gd/tbook

My modern language blogs are  now at  http://bit.ly/imprml

I have developed many  Spanish activities that allow students to begin to express themselves and to begin to move toward spontaneous speaking as in a natural conversation at Teacherspayteachers:  http://bit.ly/tpthtuttle

E-Texts: Innvovation or Status Quo

Many textbooks now have an e-text version.  Do these e-texts improve  student learning?

Some advantages:
– No heavy or bulky textbook to carry; portable
– Font size can be adjusted so students can more easily read or see information.
– Text can be searched
– Often has an online assessment; allows online quizzes  to be graded automatically online
– Often has an online homework management; allows  homework  activities to be graded automatically online
– Has organized the content into  chapters; chapters have various sections
– Text can be copied and pasted from the  e-text into a word processor
– Text can  usually be highlighted
– Usually includes multimedia (pictures, video, audio…)

Some disadvantages:
– Often is an exact  reproduction of the textbook. An E-text probably is   not linked,  therefore,  students cannot  click on words or images to get additional information.
-The e-text is still mainly print (word) based.
– Many images  may supplement  the text but they do not add new information;  images help explain the text instead of the image being the main source of information.
– Usually a student cannot write in the e-text such as writing  comments in the margin
– The user needs an e-reader, a computer or a mobile device to read the e-text.
– Additional exercises are  predominantly word based.
– Most e-text homework managers and on-line quizzes only tell the students if they are right or wrong. They do not provide new strategies for learning the material.
– Since homework and quizzes are done online, the teacher may never review what the students do not know. If the teachers do not review student progress, then the teachers cannot provide formative activities for student  improvement.
– Interactivity  may include activities such as  moving some words around or rearranging pictures but  the e-text interactivity  usually lacks high  interactivity such as simulations.
– Additional exercises are still  predominantly at a  low level of thinking.  They do not engage students in real-life use of the learning.
– Often multimedia is an add-on, rather than an integral part of the basic textbook.  Often multimedia comes after the main learning.
– An  e-text cannot be customized; teacher cannot rearrange parts such as  combining a part from chapter 1, a part from chapter 3, and a  a part from chapter 8 to create a new chapter.
– The digital textbook can be outdated very quickly if the  e-text does not contain links to current events.
– May not show the learners  the priority of the learning concepts within the chapter. What part of the chapter is the most critical? Is the most time and space spent on that critical learning or do minor  concepts get equal time and space?
-E-texts are boring since they are still traditional textbooks.

What are your reactions to using e-texts?

My modern language blogs are  now at  http://bit.ly/imprml

I have developed many  Spanish activities that allow students to begin to express themselves and to begin to move toward spontaneous speaking as in a natural conversation at Teacherspayteachers:  http://bit.ly/tpthtuttle

My three formative assessment books:   http://is.gd/tbook

What is the Role of Technology in the Teaching-Learning process?

A very creative elementary teacher will retire in June because she no longer feels she can teach due to her district’s technology push.  Her district purchased a math online program in which the computer program presents the math concept and  the program has students do stations for a designated amount of time each day. Her job is to make sure that the students rotate through the stations.

Another teacher no longer has time to relate his subject area to the real world because he has to push through his textbook so students can do the  designated  and scheduled online drill and practice for each unit. The district looks at the student data from the online activities as an assessment measure.

A science teacher has to have her students do a specified number of app activities for each unit.  Although this teacher used to do many student inquiry labs, she has had to eliminate those labs in order to provide students time to  complete all the apps.

Finally, students in Carpe Diem schools spend half to  two thirds  of their day doing computer work. These students score well on state tests. (http://news.heartland.org/newspaper-article/2011/04/22/carpe-diem-charter-school-seizes-tomorrows-innovations-today)

What is your view of the role of technology in the  teaching learning process?  Do teachers or technology determine how students spend their learning time? Who/What  makes decisions about what learning gap  students have and supplies a new strategy to overcome the gap?

I have developed many  Spanish activities that allow students to begin to express themselves and to begin to move toward spontaneous speaking as in a natural conversation.  My Spanish spontaneous speaking activities (20+) includes Modified Speed Dating (Students ask  a question from a card-whole class), Structured Speaking (Students substitute in or select words to communicate in pairs),  Role Playing (Students talk as people in pictures or drawing from 2-4 people) and Speaking Mats (Can talk using a wide variety of nouns, verbs and adjectives to express their ideas- pairs or small group),  Spontaneous Speaking (based on visuals or topics in pairs),  and Grammar speaking games (pairs or small group). Available for a nominal fee at Teacherspayteachers:  http://bit.ly/tpthtuttle

My three formative assessment books:   http://is.gd/tbook

Common Core and Modern Languages- Do not panic

No, there are no common core standards for Modern Languages.    Yes, Modern Language teachers are looking at  the English Language Arts Common Core.      No, those teachers should not panic.

I  have been in education for over 40 years.  I have seen many many movements and new  approaches.  I have been in education long enough to see the same movement resurface with a new name.  With each new building principal came a new way of doing things, with each new superintendent came the newest approach, and with each new leader of  state education or professional organization came a new vision.  Usually the new approach, especially the common core in Modern Language,  does not require multiple days of professional development even a half day; most times modern language teachers can make the change within about an hour.

I have used a simple technique to change to any new  approach.    I analyze the new approach thoroughly and then determine
1. What am I presently doing that directly fits in that approach?
2. What am I doing that I can modify slightly to fit the approach?  Sometimes it is as simple as a name change or where something goes in a lesson. For example, what  is the new name for an anticipatory set?  I believe that Common Core English just uses different labels than we do in Modern Languages when we use the labels from ACTFL or state guidelines.
3. What do I have to change completely or add to what I already do?

I am waiting for someone to develop the magic cheat sheet that converts  the English Language Arts Common Core to Modern Language learning.  We already do  them, we just have to give our activities a new name or number.

I have attended two workshops on Common Core and Modern Languages  and neither kept it simple. In fact, I walked out more confused than when I went in.  A Modern Language department could do a  CC to ML conversion chart  in about a fifty minute meeting.

If you know of anyone who has developed the magic conversion chart, please let me know so I can share it with other Modern Language teachers.

I have developed many  Spanish activities that allow students to begin to express themselves and to begin to move toward spontaneous speaking as in a natural conversation.  My Spanish spontaneous speaking activities (20+) includes Modified Speed Dating (Students ask  a question from a card-whole class), Structured Speaking (Students substitute in or select words to communicate in pairs),  Role Playing (Students talk as people in pictures or drawing from 2-4 people) and Speaking Mats (Can talk using a wide variety of nouns, verbs and adjectives to express their ideas- pairs or small group),  Spontaneous Speaking (based on visuals or topics in pairs),  and Grammar speaking games (pairs or small group). Available for a nominal fee at Teacherspayteachers:  http://bit.ly/tpthtuttle

My three formative assessment books:   http://is.gd/tbook

Problems with Institutional Assessment

Assessment dominates education from K-12 through college.   There are different types of assessment, formative (helps students improve) and summative (grading of students).  However, institutional assessment  involves the bigger picture of how an institution or a department is doing academically.

In institutional assessment, teachers enter data into a  mega-database. For example, teachers may enter their students’ grades  on each section of the final. Then someone, often a department head,  analyzes the overall results using the online data, to assess the student learning across specific courses and across the department.

Institutional assessment has some basic flows
1) Most institutions have not identified a specific  enough curriculum that can be assessed.  Many contain very general statements of learning.  For example, English might state that  students will write a well-written essay. Has the English department specified what constitutes a well-written essay?  Likewise, a Modern language department may have the curriculum statement  “The student should speak in sentences that have relatively simple structures and concrete vocabulary”.  What does “speak” mean?  Does it mean to be able to talk about one’s life, to hold a conversation. to repeat from memory?  When there are only general  learning statements, there cannot be any  meaningful assessment.

2) If departments have identified specific learning goals, what is the priority of those learning goals? For example, in English the purpose of writing is to communicate ideas or feelings.  Shouldn’t the organization of ideas be more important than the spelling?  Or does spelling/grammar have the same assessment weight as organization?  Likewise,  in  Modern Languages, are all skills (listening, speaking, reading and writing) treated equally in assessment weighting even though both in class and in the real world, people listen and speak almost double the amount that they read and write?  Have the specific learning goals and their priority been communicated to the teachers/students through a department website/wiki?

3) The departments do not have exemplars that show the quality that they expect of students.  Does the English department share  electronically with all English teachers essays that show what constitutes a high level paper,  an acceptable paper, and a non-acceptable paper?  Again, are these exemplars on the department website for each course?  Does the Modern Language department share audio files of  a good ten sentence conversation through their website or an their department app?

4) They have vague assessment tools.  The English department has a generic rubric (has good organization,  conveys ideas, etc.) that can be interpreted differently by different people.   What type of essay will be the written? An autobiographical essay requires a very different approach than a contrast essay.  In Modern Languages, how will writing be assessed – holistically or analytically?  If different educators can come up with different scores for the same student, then the assessment tool does not accurately measure learning.  Teachers can receive a digital image of the rubric and work assessed using that rubric.   How well does the assessment tool match up with how the information was taught in class?  Is the assessment tool such as the final developed  at the  competency level or at the highly competent level?  Students may be competent but not highly competent

5) The departments do not do a thorough analysis to get at the root problem once they have discovered a gap.   If the students do not achieve well, was it due to the  students’ lack of effort, a misunderstanding of  how to answer the  assessment question, a specific word in the  assessment question,   the thinking level of the test question,    the structure of the assessment item,  the textbook, the textbook’s powerpoints,  the teacher’s explanation, the homework, or  the online work?  Usually much additional exploration is needed to determine the real reason for the gap. Once the  department identifies the gap, what  specific strategy will help the students over come this gap?  Will the department suggest  technology-based strategies that appeal to students such as Youtube videos, interactive websites,  interactive apps  and that help the students directly overcome the gap?

6) Most important of all, how does the institutional assessment help  students improve in the course right now?  Most institutions assess once a semester.  After the analysis, the department  focuses on  what changes will happen in the future year.  Unless regular assessment is done in small intervals  throughout the year and changes made almost instantly, then the assessment does not benefit  the present students.  Next year’s students may be very different than the students who took this assessment.  Classroom teachers need access to the online data and analysis so they can take class time to provide  the students new learning strategies.  Then, students can be successful learners!

How does your institution assess  student learning?

My Spanish spontaneous speaking activities (20+) includes Modified Speed Dating (Students ask  a question from a card-whole class), Structured Speaking (Students substitute in or select words to communicate in pairs),  Role Playing (Students talk as people in pictures or drawing from 2-4 people) and Speaking Mats (Can talk using a wide variety of nouns, verbs and adjectives to express their ideas- pairs or small group),  Spontaneous Speaking (based on visuals or topics in pairs),  and Grammar speaking games (pairs or small group). Available for a nominal fee at Teacherspayteachers:  http://bit.ly/tpthtuttle

My three formative assessment books:   http://is.gd/tbook

Teachers as Producers, Not Consumers, at Faculty Meetings

Many teachers  consider  faculty or department meetings a waste  of time. They often complain that a memo could have given the critical information, that a person talked to long about nothing, or that they had better things to do that would  help their students. An administrator can transform meetings so that teachers move from being passive consumers to active producers.

Instead of having someone talk about ways to improve student learning, have the teachers group together by subject area and go to a designated room.  Each subject area group can think of the students’ major learning blocks in their curriculum and have the team suggest specific strategies that students can use to overcome those blocks.  The principal, curriculum leader, librarian,  or technology integration specialist would have set up a private  subject area curriculum wiki such as pbworks (pbworks.com) for this group.  Someone  in the group will word process in the wiki each learning block and the strategies that the teacher suggests.  For example, a teacher may identify that students often have trouble in finding evidence to support a position such as in a Social Studies Document Based Question (DBQ) in which students have to find references from historical documents to prove a certain statement. A teacher may offer that she has students identify the key word in the original statement in a red highlighter and then has students highlight in red that word or any synonym each time it appears in the document. Usually the highlighted words become the key to the students finding sentence that provides the necessary evidence.   If any  teacher has a video, website, podcast, etc that he/she uses, he/she  can give that link to the recorder.  The recorder lists the learning block and all the strategies that directly help students overcome that block.   At the end of the faculty meeting, the teachers end up  with a large variety of strategies that can help students as  they encounter difficulties in their learning.

Furthermore, the teachers can check the subject area wiki anytime to remind themselves of the new strategies that their students can use. The teachers can add more as they counter additional learning blocks and figure out effective strategies to help their students.  The  wiki becomes a living document that offers teachers useful student learning strategies.

Tuttle’s formative assessment books:   http://is.gd/tbook


RSS Education with Technology

  • Tech Integration Teacher, What time is it? August 23, 2016
    When someone asks what time it is, that person wants to know the time, not the history of the clock, not how a clock works, and not what other types of clocks there are. Classroom teachers want to help their students improve their academic learning through technology. Sometimes they need help with technology so they go […]
    hgtuttle
  • Curriculum Focus, Not Technology Focus July 28, 2016
    In my public school career I have been a classroom teacher, a technology integration specialist and a technology administrator. In my technology role, I served under the Assistant Superintendent for Instruction. She had a simple mission: Improve students’ academic learning. My mission was equally simple: Improve students’ academic learning through technology […]
    hgtuttle
  • Students React to Digital Badges: Pros, Cons and Interesting June 22, 2016
      ISTE 2016 By Harry Grover Tuttle, Ed. D. College World Language Students’ Preferences Digital Badges – 52%        Paper Certificates – 48% World Language: Can-Do Digital Badges Digital Badges Pro- – Breaks down proficiency more – Shows all badges at once – Is more attractive – Is more appropriate since we use […]
    hgtuttle
  • Digital Badges: Naming the Badge October 29, 2015
    Once teachers have selected what learning and what digital badges (individual or category badges; see previous blog), the teachers encounter another decision. What will they name each badge? Will they use the full name of the Common Core Standard or the national proficiency? For English, under “Speaking and Listening,”will they write out SL.2 “Integrate and […]
    hgtuttle
  • Digital Badges: Better Than Grades? October 19, 2015
    Teachers understand that the grade in a course consists of many different factors such as homework, participation , projects, tests, etc. Blodget observes that sometimes grades reflect attitude, effort, ability and behavior (http://www.academia.edu/9074119/Grading_and_Whether_or_not_Grades_Accurately_Reflect_Student_Achievement). Equally important, a letter […]
    hgtuttle
  • World Language Students Use of Mobile Devices in the Classroom October 5, 2015
    Do world language students use technology n the classroom? Do their  teachers go beyond having their students use technology simply for the drill and practice in vocabulary and grammar? Students can use laptops and mobile devices to hear authentic language, read authentic texts, read tweets about famous performers, see up-to-the-moment culture,  watch video […]
    hgtuttle
  • Digital Badges: Individual or Categorized Learning Badges? September 12, 2015
    The idea of digital badges sounds appealing for the digital children in classes. As teachers start thinking about digital badges, they have to figure out what badges will be awarded. The teachers can award social or academic badges. If teachers decide to use academic badges, then the teachers may base their badges on the Common […]
    hgtuttle
  • English +Common Core +Mobile = Success (ISTE2014 Poster -details) June 30, 2014
    Here are the ten examples I showed at my English + Common Core  + Mobile ISTE 2014 Poster Session: Based on CCSS Anchor Statements: L.2 Take a Conventions Mobile Online Quiz  to pick the  incorrect sentence from four choices (capitalization) SL.2  Evaluate audio recording of a  book chapter on mobile and predict for next chapter. […]
    hgtuttle
  • Global Cultural Learning Using Mobile Devices (ISTE Mobile MegaShare Presentation) June 28, 2014
    Based on my presentation at ISTE 2014 Mobile Megashare Why teach about other countries? Location: Large view to small on maps. Culture or culture. Find six similarities in a  mobile picture from another culture (“Wars are caused by differences, not similarities.”-Tuttle.) Tell one piece of information from each different Internet visual from a place in that […]
    hgtuttle
  • English + Common Core + Mobile = Success in Learning Poster Session at ISTE 2014 June 25, 2014
    In my ISTE Sunday 8-10 am poster session, I demonstrate many diverse mobile activities to help students achieve the English Language Arts Common Core Anchor Statements through mobile devices. The mobile activities focus on free common tool apps that are available on both the Android and the iPad. The students use the apps as a seamless […]
    hgtuttle

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