Archive for the 'Success' Category

Sharing Student Learning Successes Through Technology

My favorite question to ask educators is “What’s the good news in your (school or district)?” I rarely hear good news. I think that we have to celebrate more when our students learn a standard goal successfully through technology. We should shout with joy through posting to our classroom website/blog, emailing parents about the learning gains of the students, sharing the successes with department heads, principals, the Superintendent, Board of Education and the community through brochures, data tables, graphs of scores, etc.

What are some things to celebrate?
All students in your class have shown proficiency in a certain goal.
All students have shown improvement in their learning progress.
All students have done work at the analysis or higher level of thinking.

How can you show it?
Show the class average pre-assessment score and the post-assessment score as long as all students have been successful through a bar graph.
Show a checklist of the skills that students had entering the project and the same checklist with all the new skills that all of the class can demonstrate now.
Show a pre-assessment non-proficient writing and a post-assessment proficient writing (math problem, science lab, DBQ, etc.). side by side in a word processing document.
Post exemplary work in the classroom and explain what makes it an exemplar.

How else do you celebrate learning successes?

Students Standard Success Pre-Requisite: Purpose and Demonstration

My favorite questions to ask in class are “What is the purpose of this class?” and “How will I know that you have learned it?”

Two critical classroom questions about a standard

If students are not aware of what they are to be learning (the standard, outcome, or proficiency), then they are not focused learners. I do not want to hear their answers as activities such as “To find information on the web” or “Use APA style.” I want them to identify the major outcome for the unit or course such as “Write a research paper on a future career.”

Likewise, if they do not know how they are to demonstrate their learning, then they will not be focused on the types of activities they need to do. If students can answer “Write a research paper detailing career responsibilities, skills, education and employment possibilities for two careers,” then I am sure that they know what they have to do to be successful in the course.

I’ve actually give quizzes on these two questions. If they cannot answer these two questions, then they probably will not do well in their course learning. I will provide them with many opportunities to self-assess their progress. I use the online survey tool of Zoomerang to give me a class and individual overview of their progress in reaching the course outcome so that I can work with groups and individuals who need additional support in order to be successful.

How well can your students answer these two questions for your course? How do you check on their progress using technology?

Harry Grover Tuttle© 2007

Improve the Class Calendar/Schedule from Topics to Actual Learning


I was given a class calendar/schedule and as I looked at it , I saw the date, week, topic and homework. As a future instructor of the course, I could not figure out what the students were to learn in each class. A topic such as “Email” does not tell me much. I assume it tells the students even less. I have been going through each class session and changing the topics into specific learning. For example, “Email” became “Be able to use email (compose, send e-mail, reply, attach a file, forward, distribution list, and new contact). “Computer basics” was changed to “Understand the computer basic concepts (input, processor, memory, output)” since it is a concept rather than a performance. As I look at the new calendar/schedule, I now know exactly what the students should be able to do and know at the end of each class. I also can see how each class provides additional subskills necessary for the students to be able to do the final class project. The students will be able to assess whether they have able to achieve the designated learning during that class and, hopefully, feel successful at the end of each class.

I have added another column, “Assessment,” in which I have indicate how I will assess the learning in each class. Usually the assessment is embedded into one of the class activities so I can give students formative feedback during class.

What does your class calendar/schedule look like? Does it quickly convey what the students are to learn during the class with clarity and preciseness? Run to your word processor and modify it to promote better student learning!


Student success in learning not limited by socioeconomics: Model with Technology

Modeling Learning and Technology equals student learning

“A good number of the highest-achieving schools, are.. among the poorest in the state. NAEP gains for minority students in these states (NC, OH and IL) are about three times the gains for US students overall.”

“High-poverty, high minority schools in New York City outperform their counterparts in Los Angeles and Washington DC by two full years.”

“In Texas, black students perform better on the NAEP 8th grae writing assessment than white, nonpoor students in seven other states. In Virginia, Latinos perform better in 4th grade reading than white, nonpoor students in 17 states (Haycock, 2005)”

“Only five years of above-average teaching can eliminate the achievement gap in some states (Kain & Hanushek in Haycock, 2005).”

Schmoker, M. Results Now. (2006). ACSD: Alexandria, VA, 21

Schmoker suggests that these results are based on applying simple good teaching such as Madeline Hunter where the teacher tells the learning standard, models it with examples, checks for initial comprehension, scaffolds students learning, has frequent assessments, monitors and adjusts instruction, and has closure.

A teacher can model the high level of learning through examples through the use of technology. For example, the teacher shows the class an example on a Smartboard and indicates what makes this example a great standard example by circling or underlining parts.

So how do you model the high level of learning with examples through the use of technology?

© Harry Grover Tuttle, 2007


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 […]
  • 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 […]
  • 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 […]
  • 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 […]
  • 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 ( Equally important, a letter […]
  • 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 […]
  • 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 […]
  • 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. […]
  • 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 […]
  • 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 […]

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