Archive for the 'Teach' Category

Pollinate Great Learning Ideas Through Social Media

As administrators walk around and see examples of higher level learning,
they can capture the learning through pictures or videos. They will make sure that the pictures or videos clearly show the specific learning goal and the higher level learning as opposed to some “cute”
picture of students.  For example, an administrator takes a picture of a student made Social Studies concept map that contrasts the causes of the American Revolution and the American Civil War.  The administrator  posts it to the school website,  the school facebook page, or a flickr school page. Likewise,  the administrators can tweet  “English 8 students works in groups of three to help each other have more evidence and details in  their essay paragraphs.”  In addition, the building leader can record students talking about what they learned during a certain unit and then post this as part of the school podcasts. Through using technology, the administrators shares these great learning ideas with their buildings teachers so that these classroom  teachers can learn about  and implement new strategies for improving student learning.  Furthermore, the administrators will find that teachers will soon be contacting them about the higher level learning taking place in their classrooms so that their students can be featured in the next social media blast.

Tuttle’s Formative Assessment books

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Backward/inverted Teaching and Formative Assessment

The Journal Recently ran an article on backward or inverted teaching where the instructor has the students watch a teaching video as homework and then in class they go over problems and the teacher does more one-on-one work with students.

As the students watch the 30 minute  instructional video, who is checking to see if they are comprehending  the video? Are there self-checks built into the video? What happens if a student gets lost at the beginning?  What happens if a student does not understand a major concept?  The students  have to wait until the class for which they will have to do homework.

Such backward teaching seems to go against the current formative assessment approach of constantly monitoring students and helping them to overcome the learning gaps that appear as the lesson develops.  According to formative assessment, students should be helped with their  learning gap as soon as it appears; the students are immediately diagnosed and given appropriate feedback to overcome the gap. The longer the time between the gap and the feedback, the less effective the feedback.

I think that backward teaching can be done well  if appropriate formative assessments are built in just after new concepts or ways of thinking are introduced in the video. Probably a video teacher does not want to go more than ten minutes without doing a check-in on the students.  The teacher might want to go over commonly made mistakes as he/she presents the lesson.  When students know they are “right”, they feel more confident about their learning. When they begin to have doubts, they learn less.

How do you use teaching videos/clips in your class?

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.

No Real Destination No Real Learning

I enjoy “talking” with other teachers.  However, I am often amazed at how  they  describe the final learning destination.

A writing teacher may say, “We are doing contrast essays”, a modern language teacher says, “I want my students to speak the language”, a social studies teacher says “My students will be citizens of the world.”  What does each of these mean in a practical sense? How will these teachers know if their  students have reached the final destination  and how well they have done it?  Would another educator be able to identify the  same success?

I have been working in developing some foreign language assessments so that I can quantify the various types of speaking and how well students do on each.  I do not want to say “My students speak the language”  which is a vague concept but to specify what type speaking they do  and how well they do each. Once I can identify what the end learning looks like/sounds like, I can work backward to provide scaffolded  steps to help the students get there at a high level. In addition, I can build in formative assessment to monitor their upward process.

In order for athletes to win, they visualize exactly what they will do; they visualize their success.  Our students need to visualize exactly what they are to do.

How do you identify the end learning for the students so they can become successful at it?  How do they climb the ladder of success in that learning goal?

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

Successful Student Writing Through Formative Assessment

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

Reponding to Your Students

Do We Know the Students’ Exact Progress in the Learning Standards At Any Moment?

Every teacher should know at any given moment where their students stand in regard to state standards, state assessments, or even the “final”. We need to focus on our students’ learning progress and how we can help the students to improve from where they are to where we expect them to be. Waiting until the end of the year for students to take a pre-state assessment and then cramming down not-learned concepts make no sense.

When we start with the end in mind (Covey and Understanding by Design), we identify the precise learning we expect of the students and we create assessments that measure not only the end product but the many steps in their progress toward the learning. These mini-formative assessments help us to know at any moment where our students stand in terms of the end assessment. By using a technology as simple as a spreadsheet, teachers can keep track of their students’ formative assessments, give students new strategies to use to be successful, and, after much practice, re-assess the students to see growth.  Student learning is about continual growth toward the end learning.  If we want students to achieve the end learning goal, we need to constantly assess their progress and provide new strategies for success.

Do you know where your students’ exact progress right now in your course toward the state standard or assessment?

My new book,  Successful Student Writing Through Formative Assessment, is available through Eye on Education.

Successful Student Writing Through Formative Assessment

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

Reponding to Your Students

Fixed or Flexible Learning

I recently talked to someone who teaches an online course.  She says that the college has supplied the lectures for each class.  I questioned how a college could think that the fixed lectures would fit the needs of the class. Then the person reminded me that high school textbooks,  textbook websites, textbook DVDs,  textbook PowerPointsand content websites present the material  in a fixed manner.  I think it is good for a teacher to see an exemplary lesson and then to modify the lesson for the class or  for the teacher to use the fixed  lesson as a jumping off point  but I do feel that teachers should not follow a book lesson blindly. Based on our students’  intellectual, physical and emotional needs, we, as instructional leaders, need to decide how to teach the selected goal.  We need to modify the lesson to meet various learning styles and learning levels in our class. We need to know when to abandon a lesson to teach a missing skill or a complimentary skill. We are the ones to show the students the connections between what they are learning and the big picture, to bring in our life experiences in that learning.

How do you teach your course?  Do you strictly follow the textbook (fixed) or do you modify the learning in a flexible manner based on your students’ needs?

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

Reponding to Your Students

School Awards For Teachers

I recently  attended a college’s award ceremony for faculty and staff.  I was impressed with all the categories of awards.

I’ve made up some awards that I would like schools to give. These awards will not be given to just one teacher but to any teacher who does any of the following:

Focus their students’ learning on the standards

Spend more working with students than lecturing

Diagnose students’  learning problems instead of just giving grades

Give specific feedback that actually help the students to move forward in their learning

Keep cumulative records of students’ strengths and learning gaps in a specific learning goal

Celebrate their students’ standards-based learning successes

Transform academic learning  into real world learning

Invite parents and other experts in the classroom (physically or virtually)  to share their wisdom about a learning goal

Involve the students in meaningful community or global projects that truly make a difference in other students’ lives.

Empower students to feel that they are capable of being successful

Share the learning goal, assessments, and success strategies with other teachers

What other awards would you like to schools to give?

Making the learning stick

When I was putting the insulation on my windows, I had two different products. One had the instruction of waiting fifteen minutes before I removed the backing to the two sided tape. The other did not have that instruction. The fifteen minute wait tape was far superior to the other.

I wonder how much time we give our students to stick to their new learning before we ask them to use it. Fisher and Fry suggest in Better Learning Through Structured Teaching that when we give our initial modeling of the new learning, we do not ask students to actively participate but, instead they are to think about this new learning. If they do not firmly understand the modeling before we ask them to practice it, then there is a high likely hood that they will do it incorrectly. Their first steps of doing it wrong will be cemented into their brains. Instead, we can model the learning for them and go over an exemplar of it. We can let them think about the new learning and then scaffold them through it.

Let’s organizing our teaching so that we allow students plenty of time to think about the new learning before they are asked to do it. Let’s let them get firmly stuck to the new learning before they use it.

For any one who is interested in implementing formative assessment in the classroom, my book, Formative Assessment: Responding to Students is available through Eye-on-Education.


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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