Choosing an LMS

Distance education is becoming more prevalent in today’s educational society.  Most people think of distance education as taking classes off campus.  In the text, Distance Education: A Systems View of Online Learning (Moore & Kearsley, 2012), the authors discuss the various terminologies for distance education such as e-learning, online learning, and distributed learning.  All of these terms include the use of technology and the Internet.  Learning Management Systems are programs that help create, organize, and deliver educational courses (“What’s an LMS?,” n.d.).  Distance education and Learning Management Systems typically go hand in hand.

There are many different types of Learning Management Systems (LMS) available for use.  When choosing an LMS, one must consider the program's features and capabilities to determine what would best fit the needs for the objectives of the course.  When reviewing the various types of LMS available, I narrowed the best fit for me down to three choices: Google Classroom, Moodle, and Edmodo.

Google Classroom has several advantages that appealed to me.  First of all, it’s free.  Free is always good.  The only downfall is it is only free to Google Apps for Education (GAFE) organizations.  Another advantage is that you have unlimited storage because it’s linked to your Google Drive.  Google Classroom also allows you to link other Google tools such as Calendar, Docs, Slides, Sheets, and Forms—even Gmail.  These are all programs I already use, but my school is not a GAFE organization, so I had to move on to another choice.

Moodle was one of the first LMS systems used within the system where I teach to support blended learning.  Blended learning refers to using the Internet to complete assignments, to follow-up or extend lessons from the classroom and is a prominent form of distance education in the K-12 classroom (Moore & Kearsley, 2012).  Research found that in the 2007-2008 school years an estimated 1,030,000 K-12 students engaged in online courses (Moore & Kearsley, 2012, p. 55).  Moodle offered many of the features that appealed to me in an LMS.  These features include requiring an access key to enroll in a class, various assignment features (quizzes, discussions, surveys, etc.), and grading and recording capabilities.  The main problem with Moodle is that it is not necessarily user-friendly.  I know this from experience.  I did set up a Moodle account for my class, but I never used it because it was time-consuming.  Plus, a host server is required to use Moodle, so if your system or organization does not provide that host server, you will not be able to run the software.

Edmodo became my LMS of choice.  With Edmodo, I can provide a safe, secure learning environment for my students.  The students will not be able to search nor find others within this program.  A safe environment is critical for me especially since I teach younger students, and my main goal is simply to incorporate technology through blended learning opportunities.  Edmodo offers many of the same features as Moodle—quizzes, discussions, surveys, grading and recording capabilities—but it also allows for parents to have access to their child’s grades and to stay in contact with the teacher.  Like Google Classroom it is free, but you do not have to be a member of an organization for it to be free—it’s really free!  Of course there are also some disadvantages to choosing Edmodo.  For example it is Internet based, so I would not be able to use Edmodo assignments for homework unless all of my students have Internet access at home.  The disadvantages are not an issue for my students since, as I said before, they are younger and there are some features I wouldn’t use. 

Choosing an LMS is an important part of distance learning.  The programs can help educators plan, organize, and deliver instruction.  You must decide how you want to use an LMS during instruction, and what features would best benefit your needs.  Read "What is an LMS?" to learn more about LMS software programs.

References

Moore, M. G., & Kearsley, G. (2012).  Distance education: A systems view of online learning.  United

States: Wadsworth, Cenage Learning.

What’s an LMS? (n.d.) Retrieved from http://www.talentlms.com/what-is-an-lms/.

Aspects of Coaching

            Growing up, I always played sports.  We were a “sports family”, so naturally I was raised loving games and competition.  While deciding on a career path, I always made sure there was a way I would be able to coach as well.  In my first few years teaching, that is exactly what I did.  I was able to continue feeding my love for sports through coaching.  The best part, though, was the relationships I formed with my players.  Fourteen years later, I still miss them--after all, they were my first “kids”!  

            Throughout this semester we have been reading and learning about the instructional coaching process, and I have related the process to the sports world of coaching several times.  While the overall process seems to be related, there are some differences.  For one, while I was coaching sports, I was the authority figure on the field.  In the classroom, the coach is most often a peer.  The coaching relationship I am currently involved in is a teacher-initiated coaching system.  Marzano and Simms (2013) describe this type of relationship as a teacher who arranges to be coached by another teacher or administrator.  Personally, I feel this is often the best type of coaching relationship because, as Marzano and Simms (2013) state, the teacher is open to suggestions and changes—looking for them, even.     

          I am working with a teacher who wants to incorporate strategies in her classroom to increase her students’ performance and engagement, as well as, strengthen her instructional tool-belt.  This teacher and I have been friends and colleagues for the past six years.  I am familiar with her history, her role in the school, and her areas of strength.  She and I are easily able to have coach-teacher conversations as described in the text.  Up to this point, we have had “reflecting conversations” to identify behaviors and beliefs during instruction, and “facilitating conversations” to clarify her goals (Marzano & Simms, 2013).  As the teacher and I continue to work together, I do not foresee the need in having “coaching conversations” or “directing conversations” with the teacher.  She is willing to make changes as needed.  I would be willing to say her readiness for change is “high skill and high will”.  In other words, she has both the ability and motivation to learn and to change (Marzano & Simms, 2013). 

          The teacher’s willingness to learn encourages me to follow through with my part of the coaching relationship.  Marzano and Simms (2013) list three strategies as the main aspects of coaching behaviors.  These strategies are modeling, feedback, and trust.  During my initial observation, I was looking evidence of “chunking” and “movement”.  The teacher uses the same strategies I use, so rather than modeling a lesson, I chose a few problems to show differentiation in mathematical operations.  She and I meet regularly for me to provide “informal feedback” (Marzano & Simms, 2013, p. 218).  And as previously stated the teacher and I have a relationship outside of school, so trust is not an issue.  We spend time together professionally and socially, so our opinions, strategies, and suggestions are important to each other. 

          This instructional coaching relationship is different than my sports coaching relationships.  It is a parallel coaching rather than an authoritative coaching.  The relationships formed during each coaching situation are the key to success whether it take place on the field or in the classroom. In both situations, trust and a willingness to learn and change are imperative to the coaching process.

           

References

          Marzano, R. J. and Simms, J. A. (2013).  Coaching classroom instruction.  Indiana: Marzano Research Labratory.

   

The Coaching Continuum

           Coaches and players have a unique relationship—it is one based on trust and mutual respect.  The coach guides, leads, and teaches their players.  The players listen, learn, and perform the behaviors and actions encouraged by their coach.  The same type of relationship is true of instructional coaches and teachers.

            First of all, the teacher must recognize and admit that they need to grow.  Then, they must be able to trust the coach, their mentor, with this information—not everyone is comfortable with verbalizing their weaknesses.  The coach must respect the teacher, and their honesty and feelings regarding improving their delivery during instruction.  The coach should provide support and guidance as the teacher chooses a growth goal and begins implementing the strategy in the classroom.

            According to the text, Coaching Classroom Instruction (Marzano & Simms, 2013), the first step in an effective teacher-coach relationship is to “identify a specific classroom strategy and behavior that will be the focus of the interaction” (p.19).  The text includes a strategy for student engagement in the forty-one elements of effective teaching.  “Element 24: Noticing when students are not engaged “(p. 51).  The teacher must also understand the research and theory regarding their growth-goal.  Marzano and Simms provide research regarding this element stating that “engagement is associated with a 27-31 percentile gain in student achievement” (p. 49).  This being said, engagement is an important element of student instruction.
 

            Teachers can use technology-based instruction to increase student engagement in the classroom.  One study specifically looked at how educators engaged middle school students through the use of technology (Downes & Bishop, 2012).  Their research suggested that in order to engage students, educators must make a connection between their in-school and out-of-school lives.  Downes & Bishop propose the best way to make this connection is through integrating technology. 

            Using the coaching continuum, the coach and the teacher would first identify that engagement is an area, or element, of focus in the coaching relationship.  The coach would provide the teacher with the research regarding student engagement, and the teacher would try one of the strategies listed.  Some of the strategies listed for this element are “scanning the room, monitoring levels of attention, and measuring engagement” (p. 51).   Once the teacher implements the strategy/strategies while integrating technology, the coach will observe the teacher, and correct any errors.  Perhaps this may be in the way the teacher monitors the level(s) of student engagement.  The coach will then provide feedback, and help the teacher make the appropriate adjustments in instruction.  The teacher will continue to monitor the students to determine if the strategy is working—if using technology during instruction is increasing student engagement.  The coach will help the teacher monitor the effect(s) of the strategy on the students.  As the teacher gains confidence in using the strategies to monitor student engagement, he/she is able to make adjustments based on student responses.  The teacher may eventually use several fluent strategies to create a macrostrategy, a set of instructional strategies, or an adaptation of strategies used to meet specific student needs. 

            The coaching continuum is a guideline of expectations for both the teacher and the instructional coach.  Using the continuum, the teacher is aware of the goal(s) they are trying to reach, and how the instructional coach can provide assistance throughout the process.     
   

References         

            Downes, J. M. and Bishop, P. (2012).  Educators engage digital natives and  learn from their experiences with technology: Integrating technology engages students in their learning.  Middle School Journal, 43(5), 6-15.         

            Marzano, R. J. and Simms, J. A. (2013).  Coaching classroom instruction.  Indiana:

Marzano Research Labratory.

Coaching in the Classroom

When we hear the word "coaching", most of us think of sports.  Let's face it. Here in the South we put a great deal of faith in our coaches!  Coaches are considered experts in their game.  They combine their knowledge and experience to teach their players strategies and methodologies to be the best.  The basic idea of coaching is the same for instructional coaches—“helping someone move from where he or she is to where he or she needs or wants to be” (Marzano & Simms, 2013, pg. 4).

I was introduced to instructional coaching about 9 years ago when I first entered the elementary classroom.  Prior to teaching at the elementary level, I had been teaching middle grades algebra.  The elementary school had a reading coach as part of the Alabama Reading Initiative.  Little did I know, the instructional coach was about to become my best friend.  I had never taught reading using a whole group/small group model--I had only been teaching math.  I needed help, and I needed it immediately!  

I had completed the ARI training, and I knew what curriculum and material needed to be taught, but I was not familiar with reading instructional strategies.  I needed to be able to transfer that knowledge to actual classroom implementation, and I was willing to learn how to do so. Marzano and Simms (2013) discuss these factors as being crucial to the coaching process.  Teachers must be willing to grow and change, and coaches must be able to guide teachers in the process of transferring information into practice.  

The coaching/teaching relationship should be seen as a partnership (Marzano & Simms, 2013, pg. 6).  The reading coach helped me design lessons using teaching strategies that were new to me.  We had an open relationship where I felt comfortable talking to her about my teaching practice--what was and was not working.  She provided feedback to help me determine the effectiveness of my instructional practices.  

Today, the reading coach is known as an instructional coach.  She continues to provide us with additional strategies and support for our struggling students in areas other than reading.  If approached correctly, the coaching/teaching relationship can be very beneficial to all instructional stakeholders.  Just think how well our students, and our schools, could perform if our teachers and instructional coaches received as much support as we provide our sports coaches! 

What Is Coaching? 

References

          Marzano, R. J. and Simms, J. A. (2013).  Coaching classroom instruction.  Indiana: Marzano Research Labratory.

So.....What Is Instructional Design?

          Good instructional design is preparing streamlined, engaging instruction appropriate for various learning styles.  In chapter 1, Larson and Lockee (2014) describe good instructional design as being dependent on the training itself, and how well the message is relayed to the learner—how well the learner relates to the material, and understands the material.  The way the learner relates and understands is dependent upon the learner’s learning style, and the method in which the message is presented.  Instructional designers must take several factors into consideration when developing instruction.  These factors include: occupation, socioeconomic status, learning style, prior knowledge and skills, learning disabilities, need for mobility, motivation, attitudes, and relationships.  The ADDIE model outline aids designers in accounting for learner needs when developing instruction.

            One aspect of instruction that designers should keep in mind is cognitive load theory.  Throughout my school career, there have been many times that I have felt my brain was too full—I just did not realize that was a real thing!   As discussed in chapter 10, cognitive overload is when the brain can only hold so much information.  Larson and Lockee (2014) explain that there are different levels to cognitive load.  Intrinsic load is the type and amount of mental processing used, extraneous load is the unnecessary aspects involved in instruction, and germane load is the “good stuff”—the information that can be used and is relevant to the learner.  There are steps instructional designers can take to make the most of the learner’s working memory.  To cope with intrinsic load, designers should organize material to help learner’s process information.   To avoid extraneous cognitive load, designers should eliminate excessive, unnecessary material.  To improve germane load, designers should use design principals to make information more meaningful to the learner (Larson and Lockee, 2014 pg. 81).

            The training I have developed for this course is designed to help elementary teachers incorporate STEM activities in their classroom instruction.  Many of the teachers have expressed an interest in learning more about implementing project-based learning.  I feel that STEM activities would be a good way to incorporate these types of activities in their classrooms.  The training incorporates various elements that allows them to stay busy, rather than just being talked to, and that they can also use in their classroom.  The training begins with a self-assessment quiz, “What Kind of Engineer Should You Be?”  Teachers can use this quiz to spark student motivation in the area of engineering, as well as learn more about their students.  The results could be used as a grouping method for future projects.  Following the quiz, we will briefly discuss the results and how they relate to each individual’s personality and/or learning style.  We will then watch a motivational video created by STEM students, and discuss why STEM activities are important based on information from related articles.  Participants will then share ideas to incorporate STEM activities in the classroom. 

Example STEM Activity

Art can also be included as an element of STEM activities, so we will incorporate STEAM.  Teachers will then complete a STEM team-building exercise that can also be used in their classroom.  We will discuss variations of the activity to make the activity grade-level/age appropriate.  Teachers will then watch an example of a STEM activity in a kindergarten classroom.  The training will conclude with access to resources including Pinterest boards with links to activities, and handouts of sample STEM classroom supply lists and STEM recording sheets.

            The STEM training has been developed to provide information in a streamlined manner, provide learners with an opportunity to be involved, and with materials and information that can be utilized immediately.  Trainings that “mix it up”—allow you to participate in a variety of activities—and provide you with sources to implement information immediately, incorporate elements of good instructional design.        

References

              Larson, M. and Lockee, B.B. (2014).  Streamlined id: A practical guide to instructional design.  New York: Routledge.

How Technology Affects Instructional Design

In just a few, short weeks most of us will be participating in our school district's Institute. For most of us Institute includes at least a two hour session of "sit and listen to people present powerpoints" to cover various trainings required by the State Department.  Now, don't misunderstand, I know these trainings are necessary, but they quite often are not examples of good instructional design.

Choosing the correct technology for instruction is an important part of the design process.  Larson and Lockee (2014) discuss the factors that influence technology decisions in instructional design in chapter 9.  These factors include technology that supports the instruction/learning, the learner's prior knowledge/motivation/capability, and addresses the desired learning outcome. 

The "Universal Precautions" training presentation is a great example to use when discussing these factors.  For one, the presentation is not always given by the person who designed the instruction.  So, the presenter sometimes finds themselves reading the material to us, which is in direct opposition to supporting the learner's motivation.  Another factor to consider is the learner's prior knowledge.  Most all of us have heard this material before--many, many times--so the material could be more tailored to the audience.  However, I would say that the Universal Precautions training does address the desired learning outcome--no one wants anyone to get sick.  

As teachers we are always looking for ways to motivate our students to learn, and to keep them engaged.  Recently, we have looked to technology to help us in these areas since our students are constantly using some type of device, and seem to be most motivated and engaged when using technology.  For about the past three years, our school has used a program called XtraMath as supplement for our daily math instruction.  We began using the program because we were looking for a way to track and document our students' math fact fluency.  Using this program is an excellent example of using technology during instruction.

Our students are to show fluency in math facts based on grade level.  Xtramath is web-based, so it can be completed on any device with Internet access--and students can even practice at home!  The program administers students with an initial test that determines their prior knowledge, and which facts they need to practice the most.  It is timed, so students are able to receive daily practice answering within the 3 second interval they will be required to meet during benchmark testing.  The program moves at the student's individual pace.  Once they have mastered an area, the program will move them on.  Best of all, teachers can print out a graph showing their progress over time. The media used during instruction should be in direct reflection of the performance context (Larson & Lockee, 2014). 

My students have enjoyed the program.  They can complete it during math centers, or when they finish their morning work.  They like being able to tell me, "Mrs. Sloan, I'm on subtraction!"  And I love it when they tell me because that means they completed addition, and they know their facts.  

References

            Larson, M. and Lockee, B.B. (2014).  Streamlined id: A practical guide to instructional design.  New York: Routledge.

*Image retrieved from Google Images http://farm7.static.flickr.com/6152/6153558098_9653fd714b.jpg

Ineffective Professional Development

            Just this summer, I attended a workshop with several other teachers from my school.  It was our understanding that we would be learning how to use a certain program within our reading instruction.  Saying that we were disappointed in the outcome of the workshop would be an understatement.  The program has been in our schools and/or system for quite some time so we were all familiar with the program, but we wanted more ideas and suggestions for incorporating the program during our small group instruction.  Instead we were given an EXTENSIVE background of the program and why it works.  I cannot begin to tell you how many times I heard “This is not what I thought it was going to be”. 

            What was the problem with the workshop?  First of all, we could all tell from her accent, and her inability to correctly pronounce names of towns in Alabama, that she was not from here.  There were definite cultural differences.  Larson and Lockee (2014) describe culture as “distinguished by shared language/jargon, history, traditions, and values” (pg. 60).  One of the examples the presenter gave us was a poem where we were asked to identify the people in the poem.  The poem insinuated that the writer had lost a parent, and it was up to us to decide if the parent had passed away or if they had simply left the child—in fact, that was a large part of her discussion prompting.  Despite the Southern stereotype that we are predominately rural, we do teach in a rural county, and many of our students have come from this type of situation where either one or both of their parents have left or died.  As stated in the text, we typically view things using “cultural lenses” (Larson and Lockee, 2014, pg.60), and as the South is often referred to as “the Bible Belt”, most cultures identify Southerners as having strong core values and moral beliefs.  Several of us agreed that this poem would not be appropriate for our students, and we would most likely not use this example.  

            The next problem we had with the workshop was that she kept splitting us up—which we HATE!  I understand why presenters often split their audience into groups.  It’s the same reason why we use this tactic with our students.  We use engagement strategies in order to “involve learners with interactive activities” (Larson and Lockee, 2014, pg. 157).  For some reason this seems to be one our least favorite things about workshops.  When we come in and find a seat, that’s where we want to stay.  We do not mind presenters using strategies such as “Think, Pair, Share” or “Reciprocal Teaching”.  We like to share and discuss ideas within a group, but not necessarily move from our seat.  I think our resistance to movement comes from the amount of stuff we typically have with us—bulky teacher editions, supplemental books, bags, pens, pencils, notebooks.  During workshops, we like to have our stuff spread out where we can work, and we do not like having to move around because we either have to pack it all up and take it with us or, we have to leave it altogether for a period of time. 

Watch an example of "Think, Pair, Share" in the classroom.

            And last, but certainly not least, we did not receive the information we wanted to know.  Larson and Lockee (2014) discuss analyzing content in chapter 5, and one of the aspects of this process is to identify prerequisite knowledge and skills.  Since the program was already in our schools, we had prerequisite knowledge of the program.  The workshop was designed more for novices than for practitioners, as the training focused on the background of the program, rather than implementation.  Although, I was able to take away some additional strategies that I will work towards implementing in my instruction, I would still like to have more ideas on how to implement the program itself. 

            Even though we did not necessarily like the workshop, there were some useful aspects.  We were given an opportunity to share ideas with other teachers in our county about strategies that are working in our classrooms.  We found a topic we would like to learn more about. We were able to provide our Instructional Coaches with additional training topics for the upcoming school year.  In the end, even a “bad” workshop can have positive outcomes. 

References

Larson, M. and Lockee, B.B. (2014).  Streamlined id: A practical guide to instructional              design.  New York: Routledge.