Archive for the 'Edublogger' Category

Meaningful Web 2.0 Tools Listings, Please

In searching for a good free web 2.0 program for making stories, I’ve found some common disturbing trends.  Often people simply list the tool’s name without even explaining what that program does.  Unfortunately, most Web 2.0 names do not reveal what type of program it is.  For example, Animoto is a presentation tool.  Some people even present an alphabetical listing of tools which does not help to find specific types of programs.

At least listers should include the category of the tool.  If people do categorize web 2.0 tools, then they usually do not tell what makes each unique.  For example, I recently opened a page that had  a listing of  15+storyboard programs. I had no way to tell how each program worked until I opened each.  Even a description such as ” create a story through selecting various characters and selecting scenes and typing the text”  tells me that students cannot record their own voices.

I would prefer that the educators list the “best” program in each category  and tell why it is the best.  I really do not care to see a  random list of 15+ programs of the same category.  Bigger is not better to a person searching for a specific type of program. Bigger is not better to someone who wants to know what a program really does.

Many times I wonder if the tool  listers have even used the program.  Rarely do I read anything practical about the program such as “The avatar voice of ….produces the  clearest  modern language voices.”  Why do listers  include programs that they have only heard about but not used?

Please, listers of Web 2.0 tools  be practical to really help other educators.  Do not try to overwhelm us!

My book, Formative Assessment: Responding to Your Students, is available through Eye on Education.

Also, my  book,  Successful Student Writing Through Formative Assessment, is available through Eye on Education.

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Baby Walking and Improving Student Learning

My grandson is beginning to walk. He takes about ten steps and then falls down. He crawls over to the nearest table/chair and gets up again. He does not get discouraged about failing to walk many steps. He walks some more and falls down again.

How do we help our students to not get discouraged about their failures?  Do we use the “fail forward” mentality that a failure is simply an indication that we tried something that did not work and now we can try something that can work?  A mistake is an opportunity to learn. When students see their answers and work  as work in progress, they are more willing to take chances and move forward. When we do not criticize them but help them to see how to improve, we encourage them to see failures as stepping stones as opposed to stop signs.

How do you show your students  that learning from  mistakes is a sign of growth?

My book, Formative Assessment: Responding to Students, is available through Eye-on-Education.

Reponding to Your Students

Revisions and Formative Assessment

I find that if I ask students to revise their work based on my formative feedback, some of them do make the changes  and others do not.  However, if the students have to create a Change sheet, they do make the changes.  In the Change sheet, they list the original learning problem, tell what they did to improve, and include an example from their most recent work.  As I look at their revisions, I first look at the original rubric, then their Change sheet, then put their previous work and their revised work side by side. I look for the changes in their revision. I look to see if they have changed all of the items for each formative feedback. For example, if I asked a student to improve his/her topic sentences, I look to see if all the original poorly done topic sentences have changed. If students have made the revisions for the three major areas of feedback and, therefore, reached the level of proficiency or above proficiency, they receive a new higher grade.

How do you help your students to improve?

My book, Formative Assessment: Responding to Students, is available through Eye-on-Education.

Reponding to Your Students

Having Students Go from Proficient to Above Proficient Through Improvements

In my Oral presentations (speech) class, I’m grading their final speeches on how much they have improved from when they originally gave the speech. They have to show me their original speech, the rubric in which I indicated their strengths and gaps, and a sheet which explains how they are overcoming their gaps. Their final (two speeches that they select from those they have done) are graded on improvement.  If they show the three  improvements, they get an A. For each learning gap that is not changed into a strength, they loose ten points.  So far students have shown drastic improvements, their speeches have gone from being below proficient or being proficient to being above proficient. They have learned to support their speeches with image-based PowerPoints that drive home their messages. When we raise the bar and prove ways for students to improve, they go over the bar!

How do you have your students improve and become above proficient?

My book, Formative Assessment: Responding to Students, is available through Eye-on-Education.

Reponding to Your Students

Pre-checking for Student Engagement Through PowerPoint

Like many teachers, I use PowerPoint to guide the lesson. I like that I can have all the images, videos, quotes, essential questions, class activities, etc. in one place for the lesson.  Lately, I have been thinking more about student engagement during class. I’ve come up with a simple way to verify that students will be engaged.  I use a distinct color such as dark blue  in the PowerPoint to indicate  all the  student activities  such as questions to be answered, small group discussions, and  comparison charts to be done. Before I teach a lesson, Iscan my PowerPoint slides to see how often I am engaging the students- I simply look for the dark blue text.  Since I’ve begun doing this, I find myself  wondering how I could be talking/showing for so long without students being asked to think through the topic.  I find myself adding more opportunities for students to  become engaged with the material.

Go dark blue and see what happens in your class.

My book, Formative Assessment: Responding to Students, is available through Eye-on-Education.

Reponding to Your Students

High Expectations For Our Students: Our Responsibility

Robyn Jackson in Never Worker Harder than Your Students differentiates between standards and expectations.

The standards specify what high level content or process learning we want of the students. Expectations refer to our belief that we can help the students  to get there. If we have high expectations, then we believe that we can help the pupils to be successful. If we have low expectations, then we do not feel that we can help them learn. If we truly have high expectations, then we will figure out what we can do to help the students to  grow in the standard to the point of achievement. We do not focus on what they cannot do, we focus on what we can help them be able to do. We do not focus on what they do not know, we focus on how to help them obtain the prerequisite knowledge or skills in the context of the course. If we have high expectations, we do not ask students to learn the missing material or skills on their own, we build knowledge or skill development into our class into mini-lessons targeted to help them. If we have high expectations, we take responsibility for their growth; we work on the solution, not cursing the problem. If we have high expectations for our students, we promise ourselves that they will be successful in our class due to our efforts.

Do you have high expectations for your students? How do your students know?

My book, Formative Assessment: Responding to Students, is available through Eye-on-Education.

Reponding to Your Students

Responding to students: Our Real Emotional Message

In a previous post, I emphasized that students need an abundance of positive comments before they really believe that what they have done is good.

Likewise, when we examine our comments to students in the margins and at the end of their papers, we may discover that  the messages that we think are positive or neutral appear to the students as negative ones.     For example, in “Good topic sentence. Follow it up with more evidence”   the message seems to us to be a positive; however, the second sentence deflats the praise. The previous examples strikes students as a “set up and slap down” comment.

Students may see our statements or questions as direct commands rather than suggestions. “Can you think of other possibilities?” can easily be translated as “You dummy, why can’t you get a good answer?”

When we write on students’ papers, we have to promote a positive tone since many students will read any non-positive statement as a negative one.

If you are interested in implementing  formative assessment in the classroom, my book,
Formative Assessment: Responding to Students is available through Eye-on-Education.

Reponding to Your Students


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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