I chose to look at Lori’s resource, ePortfolio rubric. I followed the URL and played around on the site a bit. I found that you can’t edit criteria directly on their site, BUT, I also found you can copy, paste, and edit their rubrics freely. That makes it a valuable resource in and of itself because 1) you have a time considered, developed rubric resource that could conceivably help you plan a learning experience, but also because 2) it’s a big timesaver. It takes a considerable amount of time to make a high quality, effective and meaningful rubric! I agree with Lori completely, the rubric is clear and concise and could be adapted pretty easily for any age group. I also agree with Lori that the criteria should start with Exemplary, then work down the scale to the right. The highest level of achievement should be at the top left – that’s where start reading, we want to be as positive as we can. We want our students to assume we anticipate they’ll do well and anything we can do to contribute to that support and encouragement we should absolutely be doing on a regular basis! I do think that there is a flaw on the rubric and that’s in the points available. This rubric has no inclusion of how many points each criterion offers, so students don’t have the full picture of expectations. We want our students to understand the aspects of any learning experience that we feel are most important and so forth. For example, if I’m asking students to review a performance, I will ask technical questions like was there blocking, did they utilize voice & diction well and the like. But I would also ask how do YOU feel the performance was, what worked for YOU, what would YOU change, if anything. Those questions always carry the most weight. I would recommend this rubric, or some variation thereof, because I am very fond of the idea or portfolios. I’ve often employed them and careful, meaningful assessment of them is critical to their value as a learning experience! But even more so, I’d recommend this rubric to someone outside of our class who is seeking greater understanding of rubrics because it makes very clear, very digestibly what a rubric does for both the learner and the assessor.
I liked the design of this assessment quite a bit. Not only did it mandate expression of our mastery because it put us in Dorothy Heathcote’s “Mantle of the Expert” but it gave us an artifact that who knows, just might come in handy one day! Once my colleagues and I complete this program, why wouldn’t our districts lean on us to share the wealth? Why wouldn’t they ask us to do PD’s etc. If I were a superintendent and I knew that several teachers within my district were in this program, I’d absolutely want them to share the wealth to all the others within the district who did not have the same opportunities as the teachers in question. This assessment actually inspired me to experiment with an alternative assessment in my own class. Instead of giving a quiz to check for understanding that students paid attention to the movie I showed in class “Beetlejuice,” I’m going to ask them to conceive and bring to life a “Cutting Room Floor Scene.” That is, a scene that was cut from the final edit of the film. I’m providing specific criteria that they have to plug in to 3 Google Slides. In the first slide they must identify where their scene happens and how it fits into the flow as well as what part of dramatic structure their scene falls into (exposition, inciting incident, rising action, climax, falling action, resolution) and they have to give accurate examples directly from the film. In the second slide they have to describe the setting (time & place) and describe the things in that setting as they’ve witnessed them from the movie in a way that meets provided criteria. The third slide they will produce simply has an active URL link to a Google document with a properly formatted (example provided) script of the edited out scene they’ve conceived. I’m thinking I’ll have students put their slides into a collaborative slide deck as we do for Fallen Stars (like Sir Sean Connery) and present. I’m thinking I’m also going to ask students to chime in and give feedback, based on criteria I provide, to at least 2 student’s Cutting Room Floor Scene. In their critique they need to address at least 1 direct, accurate reference from the movie probably in a threaded conversation format. I’m only asking for 1 this time because it’s the first we’re doing things this way. This assessment will become available later when they take on their final which has everything to do with self-assessment and self-grading with SPECIFIC EVIDENCE OF LEARNING. I had to do this when I was at NYU in one class, and it was a pivotal experience for me! As for this assessment being “built in a fashion that supported academic integrity” I’m not so sure I agree that this assessment was cut and dry doing that. I feel like I could have plagiarized the words of others pretty easily actually. Since we had to write the bullet points for 5 slides, I could have pasted the words of others then changed a few words around, aligned formatting and probably would have been good to go. I spent WAY more than 4 hours doing this midterm assignment and plagiarizing might have taken less time. I’m good enough with academic language that I could have pulled that off had I wanted to. Just being real. I don’t think there is any way to always prevent all plagiarism all the time. I just don’t think that is, for the most part, doable especially in the times we’re currently living and teaching in. Though, I do think that the assessment strategy I’m testing out right now comes pretty close to doing that – I’m looking forward to facilitating that assessment! As for do I have any suggestions or not, no, I don’t. I think the activity and assessment we took on was a powerful experience and I liked it. I think it’s as plagiarism proof as can be, but again, not sure assessments can be totally squeaky clean when it comes to academic integrity and plagiarism prevention, again, especially in the times we’re currently in.
I had the pleasure of reteaming with Teresa and Jefferey for this project and as I had anticipated, our three very different perspectives brought about some great conversation! For me the revamping of the lesson actually produced some unanticipated but quite wonderful changes to the learning experience I was working with. I had done the lesson multiple times for multiple years, but I hadn’t done it this year because I couldn’t figure out quite how to adapt it. But, when I actually sat down to work on I found that ideas came very naturally and pretty quickly. The lessons I’ve learned between 624 and so far in 625, I was able to adapt a performance based lesson to be meaningful and enriching in a virtual learning environment. Perhaps ironically, the bulk of the changes happened in the assessment phase. Rather than just me assessing the activity as I’ve always done in the past, I incorporated peer feedback and self-analysis. One of the changes that adaptation to a virtual setting uniquely brought about was the recording of each student’s tableau performance. This adaptation affords students the rare opportunity to see their own performance! This is a hugely powerful element that was absent previously and improved the activity very significantly. It’s funny, I’m sort of becoming a 21st Century Learner by osmosis. I hadn’t anticipated that and recall how frustrated I was at the onset of this Brandman program. But, with support from Dr. K and my fellow COP partners, I stuck with it and it seems to sinking in! I really can’t see myself going forward without using technology is a vastly different way than I have before. So many of the unforeseen takeaway and A HA moments that have happened for me will (and have) become an indelible part of my practice.
So the influx of data into a drama classroom is limited. The standardized quantitative tests don’t include us and the qualitative research tends to favor students and their experience with STEM and other core subject areas. Drama is generally an elective albeit successful of drama (and or other VAPA) courses are required for entry into the Cal State and UC university systems. On the other hand acquisition of drama sensibilities and capabilities is difficult if not impossible to truly assess in a standardized way as you would math, history or science etc. courses. Eric Brooks in the video that was embedded in the LearningForward.Org assigned article emphasized how data can be useful institutionally when reflecting upon how effective the teaching methods currently in practice are in leading students to learn the a common curriculum. With that in mind, data that could conceivably be useful could come from a school with multiple drama 1 and drama 2 sections where student assessment results could be examined among all the teachers of a like subject in a PLC (professional learning community) type of setting. But in my world, I’m the only drama teacher at the only high school in our district. While I could certainly reach out beyond my district to find other teachers of drama 1 and drama 2, their curriculum and teaching modalities would be different than mine so doing a large scale analysis of assessment data wouldn’t be too enlightening I think. Other conversations within a drama PLC could, no would be useful, such as things that have been tried and have wither worked or not worked, material that was particularly good to work with, etc. However, a data driven assessment conversation not be particularly valuable, as far as I can tell based on my experience. I’d be happy to revisit that were the right impetus to come along, but for now that’s how I’m feeling about it. That all said, I have always been into collecting my own data directly from students both through formative and summative assessments, but also through student self-reflection and self-assessment. I also take in casual whether solicited or unsolicited and I’m big on asking students to grade themselves. As part of grading themselves, they have to provide specific examples of learning to justify the grade they’ve assigned themselves. More than once a student has shared and documented learning that I hadn’t even been aware they had! It happens like that sometimes! I also do end of the year surveys so students have an opportunity to share their feelings about specific class activities and the class as a whole. Most importantly, I very seriously consider all those data and many, many times have I changed my practice based on feedback and data received.
Brooks,Eric, (no date), Data Standard, [Website] LearningForward.org: https://learningforward.org/standards/data#.UoQfAo0bDzc
No Name, (no date) Professional learning that increases educator effectiveness and results for all students uses a variety of sources and types of student, educator, and system data to plan, assess, and evaluate professional learning. [Website] LearningForward.org: https://learningforward.org/standards/data#.UoQfAo0bDzc
Ok, well, I had a super hard time dealing with this blog entry! I was clear on the prompt but there are some extenuating circumstances so I’m just going to compose a direct response to the prompt from the class, and touch on my experience as best I can.
The first part of the prompt is “How does thinking about feedback as a component of assessment related to/important for 21st-century learners and educators?” For me, that is clear. Yet again I get to refer back to the GREAT John Seely Brown’s video on Motivating Learners (2013). He talks about now 21st century learners have a gaming mentality and want feedback right away. They want to advance to the next level, so they have a good understanding of where they’re at, and where they’re falling short. This characteristic is something that has evolved in today’s learners and we’ve gotta be ready to keep them up to speed on their development/progress. Larry Rosenstock, CEO and Principal of High Tech High (2008) explains how assessment happens incrementally throughout the learning experiences that happen in his program. That exemplifies how we need to approach assessment with 21st Century Learners! They want to know quickly and thoroughly how they are performing. My partner back in 624 who’s MUVE entries I assessed said some great things about what she wanted to do in her classroom, but it wasn’t a MUVE; there was no mention of any sort of virtual environment. She has since re-written the entry but at the time there was no MUVE, so I felt very uncomfortable giving her that feedback when I’m a peer student in this class. But Dr. K coached me and I was able to pull it off in a way that was helpful and not insulting or arrogant. On a side note, had she gotten feedback on her MUVE entries closer to when she had written them, she might have been better off as she moved through the rest of the work for that week. She may have missed a level of understanding that might have hindered here elsewhere. It also made things a little tricky for me.
The second part of the prompt is “What are your feelings about the differences between assessment in a traditional classroom versus one that serves our 21st-century learners? I feel like I’m glad the times, they are a changing! Frankly, the change is long overdue and is not just essential for 21st century learners, but it’s better across the board! Assessment that is formative in nature is so much more effective and valuable because when it’s good, it’s comprehensive, it seeks to ensure student is learning, it aids in engagement, it reduces chances of student frustration and it’s give a teacher much insight into the learner in question. And even summative assessment becomes more valuable when it’s given after several formative assessments along the way. I try in my practice to do as much formative assessment into play as much as possible and will continue that pursuit.
Seely Brown, John (2013 March 6) John Seely Brown on Motivating Learners (Big Thinkers Series), [Website] Edutopia
No name, (2008 December 3) Transformed by Technology at High Tech High [Video] Edutopia
For week #8 of Eduu624, I’m going to be looking at traditionally-crafted teaching dispositions and how they are STILL applicable for teachers, like myself, who are focusing on creating a 21st century class room and curriculum and teaching therein. So, the dispositions in question are Professional Demeanor & Responsibility, Commitment to Learning for ALL Students, Communication, Collaboration, Self-Reflection and Ethics. In short, all of these things need to be in play for any teacher regardless that teacher’s approach to their craft, to their profession. Unique to a 21st century setting, “professional demeanor & responsibility” is critical because one, a 21st century teacher is interacting with parents and representing not only themselves as an education professional, but the field of education in general as well as their school facility and district. Secondly, I believe a professional demeanor and responsibility is important for students, especially 21st century students, because we’re playing the role of hosts/facilitators/guides etc., it’s important that we look and behave professionally. “Commitment to learning for ALL students” is bigger than just 21st century teaching, but in a 21st century situation, is even more important. So much of 21st century learning is about a student centered approach and students working with teacher/facilitators to plan and monitor their own learning experiences, teachers need to be equipped to facilitate each and every one of those experiences across the board, for ALL students! “Collaboration” is also a core part of 21st century pedagogy but not only with peers as in COP’s and PLC’s but with their students. Teachers must collaborate with their students to chart the educational course but also monitor progress and adapt it as needed and teachers need to be willing and able to learn with their students. It’s not about teachers knowing everything!!! “Self-reflection” both individually and within COP’s and PLC’s is critical because you can’t know where you’re going until you know where you’ve been! If what you’re doing is causing your students to learn, great! But you’ll only know that if you take the time to reflect and observe results. Finally, we have “ethics.” Ethics are important across the board as well, both professionally for the same reasons I pointed out when discussing “professional demeanor and responsibility” but also to make our students feel respected, honored and most of all, safe! If they’re not feeling all three of those things, maximal learning cannot and will not happen. A 21st century class room and curriculum is vibrant and rigorous, our learners need to feel comfortable to be successful. All of these dispositions contribute directly and indirectly to the success of 21st century students.
Here's my ranking of myself:
I think I’m gonna go with netiquette/etiquette as perhaps the most important thing after having gone over the basic elements of online/blended/on site teaching and learning. Netiquette/etiquette is important regardless the model because it deals with communication at its most basic level. Speaking in all caps in an online platform is absolutely considered rude but yet, can be meant as enthusiastic. Interrupting in a synchronous, onsite class situation is rude too, but can also come from enthusiasm. Misunderstandings such as this can close the communication and prevent any significant learning from being facilitated or had. Open, transparent communication is critical for participating in or facilitating a learning experience no matter the type, synchronous or asynchronous. As in life beyond teaching and learning, healthy, mindful and thoughtful communication is key to any fruitful discourse. So we’re talking about a behavioral component that can (and will if given the chance) impede or degrade a cognitive one. If I’ve offended a learner by my netiquette or etiquette during the initial stages of a learning experience, they’re going to shut down, thank you for playing, no copy of the home game for me! Even if my offense didn’t totally shut a learner down, it will impede our ability to communicate honestly because the learner will be in a defensive posture. Not impossible to get through that as a facilitator, but awfully tough and often requires a long-haul approach; much time investment of time. I just have to throw in some thoughts about cues in a distance learning model. I have challenges on a daily basis with being on camera and staying on camera, and I’ve had some issues with plagiarism – a subject where you for sure don’t wanna cross me. I’m super liberal about grading/due dates/revisions/do-overs and all that, the value for me is in the student doing the work not meeting a deadline, though I clearly understand that value as well. If I catch you cheating, I will hunt you down like a dog and there will be a price to be paid. That is the one area on which I’m totally inflexible and aggressive. I definitely look for cues and clues. I will gladly spend the extra time to actively research and track down evidence of plagiarism. Plagiarized submissions are completely free of value in nearly every way and I nip that in the bud swiftly and aggressively. Then I launch a campaign to understand what led that learner to cheat in the first place. I then try very actively to reach that learner in a way that I hadn’t previously, to get through for real, to open the door to us being able to teach and learn together.
I’ve created a Pinterest board as requested, but I didn’t see the value of using the board to focus on blended or fully online learning. Instead I’m interested in curating a resource for parents and teachers alike whether they’re dealing with a hybrid (blended) or virtual (fully online) learning situation. Here’s the info:
Pinterest name: JCGafford
Pinterest board name: JC’s 21st Century Teaching & Learning Board
Pinterest URL: https://www.pinterest.com/jcgafford/jcs-21st-century-teaching-learning-board/
Although this Pinterest board is generated as part of an assignment, I’m pretty sure I’m interested in keeping it going beyond the assignment. I’m an edunerd for sure so I really enjoy thinking and talking about teaching and learning. This is why I’m very likely going to go ahead and pursue an Ed.D. degree….if I can do it with scholarships!
As for curation as a concept, I like it, hey Mikey! (Sorry…just dated myself there!) I can for sure recognize the value of curation not only for learners but for teachers as well! In the case of learners the thing I like best about curation is that students can document and refer back to their learning. It becomes a permanent artifact that can serve them in future learning. I ask my students to grade themselves but they have to provide verifiable documentation of their learning. That documentation can take nearly any form as long as it demonstrates the student’s learning. A curated Pinterest or one of the other such sites would be a very genuine and effective way to do that documentation! As far as Teachers are concerned, once they’ve curated a site, they can use it during subsequent quarters/semesters/years thus not having to recreate the wheel as it were. This frees them up to take on other 21st Century teaching practices. Also, teachers can curate a space that can be used by students who are struggling as extra instruction to support and foster improvement in understand and thus, greater mastery overall.
Ok, so for real, this article is so in my wheelhouse right now! Despite the author using 'she' to describe teachers in every instance but one, the points he makes are succinct, on the money, visionary (getting into AI and education!) and so well said. This guy really gets it! Bravo to him! LOVE this article!
So the tool I looked at was Padlet. I really love that it affords students the opportunity to respond to a question or prompt confidentially. This will be useful when I’m asking about dramatic structure in a film etc. Being able to answer confidentially could reduce stress levels experienced by some students when they are expected to participate in class discussions. Even teach in a drama classroom, I still have students who do not wish to participate in class discussions; they don’t want to be wrong. I also love that students can respond with an image or a gif. That frees them to unleash their creativity but also to stay confidential. You can also ask students to put their initials or id# for assessment tracking as needed. Padlet is super easy to use, super easy to customize; I work a lot with imagery as well! In terms of using Padlet in an authentic learning scenario, I think for one thing that multiple users from multiple groups can share results and/or seek feedback from peer students in a way that benefits all students since all students could have access to a Padlet. In this current distance situation though, I might use it per group so that collaborators can share insights/feedback/ideas/problems real time, but also in a lasting way. It would allow me as the facilitator to monitor what’s being posted to have an idea how students are progressing through the learning experience. For example groups could share status or respond to a prompt incrementally throughout the life of the authentic learning activity. The Padlets could be saved and reviewed again by students at a later date, when a new Padlet could be made to document, reflect upon and ultimately, share their learning! What Padlet can bring to my practice that is different from I’d otherwise do is the opportunity give feedback in a way that it can benefit more than just themselves. Normally I’d seek feedback through some sort of written assignment or worksheet or reflective document, but that would typically be only useful for them and myself. Other students wouldn’t have the opportunity to learn from the experiences of their peer learners. Again, their ability to make entries with pictures/videos/GIF’s enriches the experience all the more. Imagery is a very powerful part of 21st Century learners and learning, so Padlet really allows them to be who they are anyway!