Week 3 -- July 8 - 14 Chapters 7 - 9
As we continue reading through Chapters 7, 8 and 9 we are provided insights to think forward. As you read the three chapters did you begin to think differently? The author provides three ideas to assist in meeting the needs of our students today: Credit Recovery, Freshman Academy, and Independent Study Courses. How do these ideas / innovations fit with your thinking? Can you think of additional innovative ways to meet the needs of students today?
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CHAPTER 7
ReplyDeleteWhile I do not have direct experience with credit recovery programs, I have heard the general complaints about the both the concept and execution of various designs. I appreciated the central illustration in Chapter 7 with the school damning the courseware while failing to provide the necessary structure, staff, PD, and accountability for success. I am sure Loomis' story is not an isolated incident.
Perhaps most valuable from the chapter were the self-evaluation rubrics for students, teachers, and lab coaches (pp111-114). The expectations and protocols were clearly/succinctly delineated. Any school looking to improve or launch a credit recovery program would be wise to consider them.
I thought those rubrics were the best part too. They give teachers, administrators and students some guidance.
DeleteWhat do you think the main problem is with current credit recovery programs?
DeleteI really liked the rubrics, as well. We generally have rubrics for grading assignments, but the Student Self-Evaluation could be used for any course.
DeleteI really liked the rubrics as well. The Montana Digital Academy models a lot of their teaching around these rubrics (intentional or not). I especially liked the rubric outlining expectations for online teachers and those monitoring students. It truly requires much more than a teacher of record for these students to be successful.
DeleteRubrics are being pushed heavy at our district level and college level. I agree, this helps guide the students, and promotes accountability.
DeleteChapter 7- I found this Chapter intriguing, especially because I have spent a large part of my teaching career working with students who needed credit recovery. I have seen it done several ways, and I agree with the statement that Loomis makes on page 101 that “Too often the need for credit recovery begins in the freshmen year, but are left to be dealt with in the last two years of high school, when stakes are high and options are low.” This push to graduation puts a lot of stress on teachers and students. Is it good practice to cram several credits into such a short time period in order to get students to graduation? Even while I worked as a part of this, I wondered why we were doing it.
ReplyDeleteI agree as it sometimes seems like we are pushing credits rather authentic learning. What do we do we students who are so far behind in credits that they might be 25 years old before they finish high school? I think to serve these individuals, the education system needs to provide more training programs that will make students employable in the real world.
DeleteI totally agree with you Gary! It is definitely a shift that I have seen at the Alternative Schools in my area. "Project-based" learning and "Soft skill" training are often used buzz words. Do you think this is an authentic shift, born out of looking at what works, or simply another "flavor-of-the-month"?
DeleteWhen we were introduced to digital learning about 6 years ago, I thought it was indeed a passing fad. However, I think its here to stay. I have had students that total embrace learning online while others hate it. Bottom line for me is if we eliminate the blended learning aspect, we do a major disservice to students.
DeleteVocational training programs used to be part of every secondary school. We seem to go in cycles and now we need those welders, mechanics, carpenters. Hands-on training in our area has generally shifted to the community college, but they are well supported.
DeleteTo Gary, yes, I do feel that there should be more options for students who are not academic. Those who excel in hands on life learning. We need trades workers. I think schools of the past, at least when I was in high school we had this and then it disappeared. Now it needs to return especially with the out of this world college tuition costs.
DeleteI also agree with not eliminating blended learning, because of the students who embrace it. However I feel it should be an option. I have students who hate to use tech in art and some who would do every assignment on a computer.
In chapter 7 I am reminded of the students I have taught needing remedial credits. If there is no one at home to hold students accountable and keep them on task, it is difficult for the student to muster the self discipline to do the work and complete the course.
ReplyDeleteI teach junior high, so my students are pass/fail. They don't need specific credits in order to move to the next grade level. Even so, I definitely deal with students who fail different classes- as mentioned, they do not repeat when they fail, as long as they aren't failing a majority of their classes they move on. These are the students that my team and I really try to work hard with. Unfortunately as you mentioned, these are often the students who don't have anyone to hold them accountable at home, and are not motivated to complete/improve their work. What are some things that you have tried to help these students succeed?
DeleteKristen - I teach high school fully online classes. I get many students who are taking Algebra 1 for credit recovery due to the lack of success in their first year of high school. Our middle schools sound similar to yours that students either pass/fail while still moving forward. This leaves many students with large learning gaps that come to a headway as 9th graders when they are unable to successfully earn credit. Blended learning during the middle school years would be so powerful to those students to meet their needs immediately by using digital content to differentiate. Teachers are able to analyze, coach and redirect students to ensure that mastery. Without this, we are doing a disservice to those middle school students and setting them up for potential failure as they begin high school. We then create high school programs to finally address the issues later.
DeleteKristen, when I taught Jr high, we had students who chose which classes to pass and which to fail. I think the admin/teachers changed that since I taught it. Students knew how to work the system as they say. And yes, parents supported them, not us.
DeleteI teach f2f choice art-- students have the choice to show their understanding/learning in the media they choose. This has really helped, plus allowing tech as long as they don't abuse their freedom.
Mark, you turn the light on a real problem for students needing credit recovery. Too often, "...there is no one at home to hold students accountable and keep them on task." That is where the f2f or online teacher is the key. Our classrooms must be the safe space, the school "home" that supports, encourages, and holds students accountable for what they do and do not do. If we have faith that these students who fall through the cracks CAN do and learn and be successful, there is an improved chance that they WILL. :-)
DeleteExcellent!
DeleteI agree! Project Based Learning seems to be the big emphasis right now in many districts due to the fact that it helps students develop so many different skills.
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DeleteChapter 7 -- The considerations, tips, and rubrics related to the design of a Credit Recovery program were extremely helpful. I have not dealt with this aspect of high school at all, but I know that as Hudson expands our virtual offerings, we will need to be proactive about our planning and structuring of our new program. Looking at Loomis’ recommendations, I know that we have a great space planned so far (media center with lots of flexible seating, large windows with natural light, adult supervision, etc.), but I know that we will need to work extra hard to create the policies and procedures as well as communication and structure for students in need of online credit recovery courses and for the staff who will be supporting them. My main question that I have right now is really about when it’s a good idea to enroll a student in an online credit recovery version of a course versus enrolling them into a full semester version (original credit) of the online course. If anyone has advice on determining student readiness or likelihood of success in that regard, I would appreciate your insight!
ReplyDeleteI agree it is hard to decide what is the right fit for a student. One credit recovery program that I helped create for math at a school I was in, we set very specific parameters on who could be in recovery and it seemed successful. We set a students grade range as a department to begin with. I cannot remember specifically but let's say 70 was passing, then students who made a 64-69 were students we offered credit recovery for. We felt these students were most likely not strong in math, needed extra help and most likely there was very specific knowledge not mastered. When they came to recover the material we had already been able to identify where the weak areas were and could focus on them. This was one way I have done it. It is hard call for sure! But knowing a student and being given the option to push in one direction or not is helpful.
DeleteThe question you pose is an interesting one in that it presumes that a Credit Recovery course is fundamentally different than an OC course, and I'm not sure that's the case for all programs and such. At our school, CR doesn't start mid-quarter or mid-semester, it's enrolled at the beginning of the school year for the first semester or for the beginning of the second semester, and certified teachers are in there to monitor and help with progress (as opposed to paras or classified staff). I think the most important part of a CR program is ensuring that the school is fully committed to it *as a course* instead of just a place to put students who have struggled or failed. In that sense, I believe that CR and OC can be one in the same.
DeleteChapter 7--I also found this chapter about the credit recovery program very helpful. My school district needs more guidelines and I agree with Sarah E-Y, that policies and procedures need to be created that both the student and the staff are "on the same page".
ReplyDeleteKasart - our school attempt the credit recovery, but I am not involved and I am not sure how well the program is working. I know I have had a few students in the past say they are doing credit recovery for my class, and yet, I was not asked for suggestions or anything...I sometimes wonder if it is just seat time, time for time. But I am not really sure.
DeleteIn Chapter 7, I agree with disliking the words, "teacher of record" or "TOR," abbreviated. Regardless of teaching inside the classroom or online, a teacher is just that, the teacher. There to teach, serve as a mentor, guide students,engage, and be completely part of the learning process, etc... I think is is also important for schools to have course codes as discussed in this chapter, especially for NCAA courses. This way there is no surprise in the matter.
ReplyDeleteAgreed! I have been a TOR and never had anything to do with the students. I did not even know their name and never graded or commented on any of their work. Our online credit recovery is all automated, including the grading. Any warm body could be taking the course(s) because there is no accountability and no proctored final exam. Kids can take a course in two weeks and get their English credit, either for recovery or to avoid a teacher s/he dislikes.
DeleteLori, it seems that your school is putting the teacher's, students, and the school's credibility at risk. Have you ever heard (even though I realize you have not met the students or graded them) about a student who had completed another student's work in the classes you are the TOR or another TOR? Imagine if employers, colleges, the military, or some other person the student next encounters start to realize that the school is not turning out students with the skills they say they have achieved and start accepting them. I agree with you, without the accountability and proctored final exams it seems like the entire program is a waste if growth is the intention and not just passing the students through. When I read that the students can complete the work in two weeks, I wondered: Is the course a composition/writing course or it a literature class. Research study after research study shows that feedback is a really important factor in online coursework. What type of feedback does the learning management system use--or is there any?
DeleteAnn Stickman
Chapter 7 hit home because we have an online credit recovery "program." Basically, we assign the deficient student to an online program and they complete it over the summer from the comfort of his/her own home. No f2f interaction, no accountability, nothing (their parents could do their work for them and we would never know). What are we teaching them? Are they truly learning? I know nothing about our "program" and I am going on my 18th year of teaching. Is this truly a credit recovery situation, or are we just pushing them through? After reading this chapter, I feel that our school is hurting more so than helping.
ReplyDeleteJen-Our alternative high school has basically gone all digital since 2016. I struggle with the same concerns you mention in your post. I'm not sure what the answer is. The interaction between teacher and student is often missing as are those "Teachable Moments". What I try to do is introduce the major points of each class and will sometimes call a time-out to discuss certain elements of a class students might find interesting. This also gives them a break from their online work.
DeleteHi Jen, I think most schools start with good intentions (but due to lack of accountability, leadership, and other resources) end up being far less effective than they should be.
DeleteSorry for the late response; I'm with both of you. I am hoping that maybe we can change this, especially now that I've been reading more about it!
DeleteGary Norris
ReplyDeleteCredit Recovery is a large part of our focus at the alternative high school where I teach. Many of the students that are refereed to our program often have large gaps in their education history. These "gaps" are usually the result of habitual truancy, expulsion, and prolonged absences from school due to health reasons. Therefore, during intake, it is important that we assess each student's academic history so that it can be determined what extra help the student might need. I agree that both teachers and students are aware of what is expected in terms of conduct and progress as they progress in each class. Finally, I will suggest that our staff incorporates the forms presented in Ch.7 Online Student Evaluation Rubric and Virtual Lab Coach Self-Evaluation Rubric.
Good point, Gary! What do you think is the best way to assess and help bridge those gaps?
DeleteThis takes a lot of commitment on the part of students and teachers, but especially the teacher. Applause goes out to the teachers who care enough to figure out how to help and design a program for credit recovery students.
DeleteI really like that your school does an intake to assess what students need to focus on to be successful. It's really something that should be done at every school.
DeleteKatie W.
ReplyDeleteChapter 7 - I am concerned as several of you have mentioned about the motivation of the students--for credit recovery. In theory it sounds good, but I wonder how it really executes.
Chapter 8 - the idea of having a "freshman academy" type courseware that all freshmen or incoming 7th or 6th graders would have to complete to enhance their further education sounds excellent!
Chapter 9 - The independent study (again) sounds good in theory but unsure in actuality. The resetting of quizzes and tests is an great supportive tool, but the right students would have to be enrolled. I could see this being a very good fit for the right student (not only mature students but students that have extreme classroom struggles but are motivated) with coaching.
Chapter 8- "freshman academy," agreed I think this could be extremely beneficial!
DeleteHi Katie! I honestly have mixed feelings about this type of academic advisory. First off, not all students need this. I taught a Freshman Cornerstone class the first year at the school I teach at, similar to the Freshman Academy, and it was not without challenges. The majority of freshmen that are enrolled in these classes resent them because they view them as “filler” classes. The lack of buy-in from students and their parents is a nightmare as a teacher. Secondly, not all schools provide advisory classes anymore. Does anyone else have any experiences with programs similar to the one described by Loomis?
DeleteI agree of the three chapter I did like the freshman academy idea the best if it was executed correctly with teacher buy in.
DeleteKatie - I liked the idea of Freshman Academy - right now our school has a 25 minute "intervention" class four days a week...I feel it would be very beneficial for these students to be in a focuses and organized schedule instead of their "home" room on Mondays, and they scatter the rest of the week to a classroom of their choice...
DeleteCredit Recovery is needed if the education system in place does not address the needs of these students who either do not care or cannot do the work until find themselves in recovery at their high school so they can graduate. The system has failed as much as the teachers, parents, and the student. ADA and graduation rates play a large part of this "push" as Elizabeth noted earlier. It is a system that seems to have been broken for a long time. Until educational leadership recognizes the need that we no longer have a "one size fits all" education, this cycle will continue. The best idea I have seen for this is technical high schools. This education model gets kids where they want to be, which for some is out of a classroom learning Shakespeare and in a program where they can master welding or coding, or both. I teach college English for ISU, and even I can admit that Shakespeare is not for every high school student. When and if these non-traditional students want to read the classics, colleges and universities have an Introduction to Literature course that will be far more beneficial to them than Hamlet their senior year. Until the system changes, hats off to online credit recovery and early graduation, and yes to self-evaluation rubrics for students, teachers, lab coaches, (Ch. 7) and any other interested parties who want to help students be successful before their senior year of high school.
ReplyDeleteSo, are our teachers showing us the importance of the teacher in blended learning? The first week we received responses to every student, the second week we had no teacher feedback, and the third week we have no questions. Research studies (some of which I have been one of the researchers) have shown the importance of feedback in online learning. Loomis notes that teachers are important throughout these chapters. Our teachers in the way these 3 weeks has shown us the importance of feedback by their example. Thanks for reinforcing that concept!
ReplyDeleteAnn Stickman
Oops! The next to the last sentence of my post should have read: Our teachers, in the way they have structured the last 3 weeks, have shown us the importance of feedback by their example.
DeleteAnn Stickman
Chapter 7 was kind of unfamiliar territory for me. Teaching at a small, private school, very few of our students fail courses so credit recovery options are not necessarily needed. Sadly, students that seem to be following that path tend to drop out and enroll at public school. However, I can see the benefit of these types of courses as it would allow students to stay on track to graduate with their peers. As was discussed in the book, in addition to comments on here, I feel that motivation is a huge component of credit recovery courses. The author did a great job in suggesting several aspects to help motivate at-risk students to complete their recovery courses. Furthermore, as discussed, it is vital that schools make every attempt to provide a supportive atmosphere for these students. A major aspect of this is to provide a teacher or staff member that has clear expectations on how to facilitate these courses and avoid the "set it and forget it" mindset.
ReplyDeleteChapter 8 was more intriguing for me as I feel that it could potentially be used to assist students with a successful transition to the middle/high school levels. I have noticed that some of our incoming freshmen tend to have difficulty with the new scheduling (block), rigor, etc. I could see this being more of a divide as more schools, including ours, are looking into increasing technology within the curriculum. As we are a school that is fed by four feeder schools with varying financial differences, a standard freshman academy type course would be a great way to identify students that may need some additional support and to assist all students on having an even playing field once they start high school.
Chapter 9, to me, felt more like an idealistic perspective of what online learning could be. Sadly, I feel that many teenage students lack the motivation and gumption to complete these types of courses. I feel that in a "perfect" world we could see a radical shift in education, with students being able to conduct their learning ubiquitously, but with current mindsets, I don't see this as a viable option for the majority of students. However, I feel that this could be a good path for students with extended absences or with their own self motivation to work ahead. With all that said, I think that the author did a great job in setting up visualizations of what this type of learning curriculum should look like. It is important to remember that independent courses does not mean they are entirely independent; students will need teacher support and shouldn't just be set lose by themselves.
Ooh, yes, Brandon, I agree. So much pushback and maintenance of the status quo.
DeleteShea-Alison Thompson
Chapter 7
ReplyDeleteThe biggest part I got out of this chapter was the need to have a qualified teacher in the credit recovery room who would also interact with the students. I also felt that it seemed the districts needed to make sure that they gave those who would be in the credit recovery room professional development. I’m not in a situation where we have credit recovery at my school but I am thinking the professional development probably was not there in the schools that failed. I liked the rubrics which some of you mentioned, I feel that they would help keep everyone on the same track and that if they were used the program could be successful!
One other statement that caught my attention was the design of the room and atmosphere. I agree completely that something is needed on the walls to brighten the area up & not make the students feel even more upset or embarrassed about being in a credit recovery class.
Chapter 8
I really liked the idea of using a class period as advisory & digital elective. At my children's high school they do have a shortened class period mid morning that they do use as a advisory/study hall time. This time was beneficial to my children because they were able to get assignments done and get help with assignments but after reading I wish their school would have offered a digital component during that time. That would have helped my children out immensely!
As far as where I teach I would love to see this as a possibility. I am at a middle school so I don’t think that we need it as much for credit recovery as we do for skills that the students are lacking. If we could fit this in our schedule I can see it as a good opportunity to use it to help our students in the future.
Chapter 9
I believe that the key here for independent study would be having the correct mindset. It really doesn’t do any good if you don’t have the mindset & organizational skills to work on the material. I don’t necessarily believe a person needs to be highly intelligent to work an independent study program. They just need to be motivated, organized & have the right mindset to get the work done.
Your answers are really thought out and made me think further into the reading!
DeleteI liked your last sentence! I believe being "motivated, organized & [having] the right mindset" is really the key to success in anything. How do you think we should teach organization to students for success in more independent study programs?
DeleteChapter 8 -- This chapter on the “Freshman Academy” offered some new insight on the use of advisory time and blended learning. Our middle school has a 20-minute advisory in the morning to offer a “soft landing” for students, to build community & relationships, and to address various topics including tech safety, goal-setting, etc. Last year, we had every teacher, specialist, etc. in the building with an advisory to keep the student-to-teacher ratios down to 12-17 students per class. Even though we had a common “curriculum” of (staff created) Google Slides each day, I know that the student experience in each classroom was vastly different depending on the advisory teacher in the room. We also received very little PD at the beginning of the year and no ongoing PD to support this new initiative. I could see how more of a set online curriculum that could be blended/facilitated by the teacher may help to make the experience more consistent for all students, but I do think that it would take more than just a high-quality online curriculum to make that happen. All advisory teachers would need time to actually work through the online lessons before the students and would need to receive professional development on the idea of blending this curriculum within the context of a rich classroom community experience. At our high school, students are given an advisor when they come in as freshman and have a shortened hour together each day. They keep the same advisor through all four years of high school. They do already receive some credit for advisory, but I think the idea Loomis presents for dual credit is intriguing. I also think this exposure to elective online courses with the “no harm, no foul” nuance would be extremely beneficial for all students and staff. Then, if the student wants/needs to take full online courses during high school or college, they've had a lower-stakes opportunity to be an online learner with support!
ReplyDeleteOur middle school also has an advisory period. WE have the week sectioned off into: Mindset, studyhall, team building, school meetings, team meetings. We also have lessons provided with teachers to use as they feel - but our advisory experience is also vastly different - mainly due to teacher mindset.
DeleteAt my brother's high school he designed a freshman jumpstart course that all freshman take to get ready for high school - including online classes - their school has seen great success with it.
Chapter 7
ReplyDeleteI am in a situation much like the previous two teachers who have posted. I teach in a Catholic school and most of our students are college-bound. We don't have a large demand for credit recovery. I also found the rubrics very interesting. I have even considered using a version of Loomis' rubric for my IDLA classs midway through the summer as a way to check in with their own learning. Taking any class online is difficult for a teenager unless they are prodded and motivated. It is unusual that the majority work consistently. Using a rubric like she provides is great for any online learner. As a Spanish teacher I would include a section about using online translators; student use of translators is becoming more and more prevalent.
So even if this chapter wasn't relevant to my teaching situation, I did find it valuable.
Chapter 8
My school offers a one-day freshman academy! Obviously, it is an introduction to the topics that are mentioned in this chapter. I think this could be a really valuable course for 9th-graders. Many are lacking study and organizational skills when they arrive. As the author mentions, not every student like to use a computer or is necessarily proficient on one.
However, the important thing about this course would be the mindset of the teacher. All teachers would have to be on the same page about what would be taught and how. I could see many teachers thinking it was a "free period". Others who don't like technology would complain. But these might be the same folks who complain when students don't know how to take notes or prepare well for tests.
I would love to see the software/curriculum for this class and how it is laid out. The author mentions "Edgenuity" and "Apex Learning" courseware. I would like to explore these two companies and see what they have developed.
Chapter 9
I don't see a huge difference between this chapter and some of the others (super classrooms, etc.). The same points are emphasized again: the teacher needs to be involved, the student has to be motivated and both have to high expectations.
The author describes the Clark County exam retake schedule "3-2-1" and how it provides students with chances for improvement but still sets high standards. She also discusses other means to make students be accountable for their progress. I can think of a few students that I had last year who would benefit from an independent program, but most would prefer to take a face-to-face course.
I understand the theory of 3-2-1 retake exams, but at some point in secondary education (maybe Junior year), students have to face the real world of college or the workplace. In those arenas, there is no 3-2-1. It's 1 and done for many higher education institutions as well as the working world.
DeleteChapter 7
ReplyDeleteKudos to Loomis for her comments about not setting the credit recovery program up and forgetting it. I agree with her because if the goal is truly learning unless there are motivators and adaptations to the students learning styles and needs, the student will continue to view the recovery software as just another boring class. Feedback to continue doing what works and suggestions noting how to change habits for improvements is what teacher’s provide that software just cannot (even with high levels of artificial intelligence). Perhaps, Loomis needs to address the design types where students and teachers can see each other (as I have used with my college students) because the more senses used for learning, the better the retention is likely to be; the easier it is for a virtual teacher to read their students facial expressions; and the less like the student will feel isolated.
I found her setting up of the testing labs by subject area diagrams to be a great addition to her material, as well as the 3 rubrics (p. 111-114). These may have been the most useful materials in the book so far!
Chapter 8
I have used the “freshmen academy” type of courseware paired with blended learning for single credit; there was not a two credits type of structure. It was required as an add-on to all electives instead of two credits. Also, the same “Freshmen Academy” coursework was included in every elective. It is too bad that it was not one and done for all courses in the high school. School needs to think about requesting students to complete the academy part only once—if they structure it where it is available in every course.
Chapter 9
Has anybody else used the subject area rotation in their labs? I have not seen it used for independent study, but I have in credit recovery. Students in the credit recovery said that they did not like it because the day they needed a teacher on a subject was not when they were in rotation with the teacher desired. What were your experiences?
Wow! Chapter 7 Rubrics will help in the development of an exit ticket for our program. This exit ticket will help students reflect on their progress and individual needs. The rubrics give me a lens from which to guide me in the construction.
ReplyDeleteChapter 7
ReplyDeleteI have been fortunate to be apart of several different models of Credit Recovery in different supporting capacities. I think the main focus from the book as well as my own experience is before you release CR you need to have a plan. The plan needs to be communicated to all and documented for all. Yes, the plan can change and morph as you learn more but having that plan first to jump off from is truly the first step. I liked the rubrics but felt some of them were a little bit leaning more towards an actual online course in respects to that of an online teacher versus credit recovery. Don't get me wrong there needs to communication with the student and the teacher/facilitator but there is something to be said about stepping back a little and actually helping facilitate in CR rather then teaching.
Chapter 8
Freshman academy leaves me feeling rather eh?! I think that the skills etc that were explained in the book could be taught even before that freshman year. If that is not an option, than using an advisory period could be a good time to be used for this. My oldest is in 7th grade and the principal will be trying an advisory period to help students with study skills but also help remediate those that need it. The advisories will be small. The only aspect that I think will not be involved is a self driven courseware. There is not enough tech in the school. Interestingly enough, she was a former high school AP so she is being proactive.
I think freshman academy is essential for all new high school students - but it needs to not just focus on online learning - but really how to navigate high school. Our middle school is a 6 block and high school is a 4 block a/b day so student have to get used to seeing the math teacher every other day in high school.
DeleteMy team also thinks the new middle schoolers needs this as well - study skills, navigate middle school where you see more than one teacher, organization,etc. It would be great to have it a blended learning course so they could get a taste for online learning and also learn how to be successful in middle school/high school.
I do not have a lot of experience with credit recovery. Students in our district either have to repeat in the next year or take over the summer from another school regionally that offers it. We don't have many that would even require this. Maybe 2 a year if that many. We try to make sure that there are no students that need this. Our study halls are set up to assist the students who are having academic issues.
ReplyDeleteI found Chapter 7 intriguing because I could see how many districts would fall into the trap of purchasing a vendor product and then just expecting the students to complete the work. Something I wondered is: do the vendors help the district to realize that they have to incorporate many other levels of instruction and monitoring to show student success?
Chapter 8, as a middle school teacher this really hit home. There is so much time spent getting 6th graders adjusted to the concepts of middle school/junior high that teachers get frustrated at the loss of instructional time. I asked myself if we could even fit this type of course into our schedule. Due to K-12 being in one building we have a lot of shared staff (high school teachers may teach at junior high, etc.). This makes scheduling between K-12 a nightmare to say the least. The other question I have is: What are the credits for in middle school?
For chapter 9 I just know that not only must the learner be motivated but so should the teacher. Both must be excited and self-directed. This is definitely something for students who are dedicated to getting a course finished to have credits for college.
We already have done many of the pieces in the Freshman Academy. It has been met with mixed results from both staff and student. I believe it has merit, however, my recommendation to administration was whittle it down from the entire student population to Freshman only
ReplyDeleteI was struck by some of the simple ideas put forth by the author. For example calling a remediation class something other than credit recovery or having a teacher that actually does something in the lab rather than just be there. I also found the rubrics on pages 111-114 as a great way for teachers, students and administrators to take blended learning to where it should be. As for chapter 8, I really like the idea of a freshman academy, but I don’t know if our school is ready for it. I plan to speak with the principal and see if it is something that could be tried.
ReplyDeleteJosh, I also liked the idea of calling the remediation class or lab something more positive like a cyber café. If the students feel like it is a punishment, then they are not going to be very motivated to complete the work. If they are in a positive environment with motivational quotes and posters, as well as a caring teacher that is there to help and encourage them, they are much more likely to successfully complete the course.
DeleteChapter 9 on “Independent Study Courses” gave me a lot of food for thought as we set our guidelines & policies and create a handbook to support our expanded online learning options for the coming school year. In particular, I know that we need to discuss and have clear expectations surrounding our attendance policy and consequences for students if they do not meet minimum standards--especially if the student is taking the online courses from home as opposed to in the school building. With all of the online schools and choices available to families, I wonder if it’s realistic when Loomis states, however, that working from home is a “special right” granted only to those who complete and pass courses (page 127). If our school district decides that a student doesn’t meet our expectations to “qualify” to work at home, then the family will likely just open enroll their child elsewhere. We are attempting to approach online/blended learning options from more of the standpoint of wanting to be the best support/best option for all of our students. The reality seems to be that if a student has decided that they are going to take online courses and the parents approve of them taking those courses from home, then the school’s job is to then develop the best possible way to support that choice.
ReplyDeletegary norris chapter 8
ReplyDeleteI think the academic academy presented in Chapter 8 is an important step when preparing a freshman student for learning in a digital environment. A student is made aware of not only learning how to navigate the vendor program, but is able to interact with the teacher which gives the student confidence that he/she has a partner in the learning process. The student realizes that the teacher is always available to the student to help when it is needed. Also, it is a great idea that a student can take an elective course at the beginning which they choose as it is of interest to them while earning additional credits. Teacher/student interaction and clear expectations will help to eliminate confusion for students as they begin the digital learning process. However, I do believe that blended learning should always be a component of digital learning. Otherwise, the teacher/student connection can be lost.
Chapter 7: In the district that I teach at we do not have a need for credit recovery. I found it interesting that the schools that were succeeding had a lot of support and training. I feel to properly run any program, there needs to be training.
ReplyDeleteI also feel that if you have a teacher working in a credit recovery room, they should/need to document what they are doing each day. They should be writing lesson plans (in a way) to help document what is and what isn't working.
Chapter 8: I found this chapter to be interesting. I teach in a middle school and find that the students are lacking some basics. For example, how to study/prepare for a test. Having a class that teaches the basics would help the students become much more successful. If these students met 2-3 times a week with a trained teacher, they could accomplish so much. It really sparked an interest in my mind of how my school could accomplish this. It also made me think of how could I attempt to incorporate it into my homeroom or even my classes to try it out. If I see that it is working then I could take it to administration.
Too often our students think they know everything, when we all know they struggle with common sense things. By having a class like this it would build a relationship between students and teachers, as well as prepare them to be successful individuals.
Chapter 9: I find this to only be successful with the right individual. Not everyone is cutout to independently complete work. If they think they can and just chill and don't put effort it, then it will not work.
I think this is true of the teacher who would monitor or be in charge of this class. I would be worried that someone else is really doing the work or that the student is just looking it up online and rewriting what they find online. Too often kids these days lack this motivation. They need someone watching them more closely monitoring their work and behaviors.
Chapter 7
ReplyDeleteI think that credit recovery is by far one of the best places for a blended learning opportunity within a standard school. I agree with the author in that a good and effective teacher needs to be present in the lab where the school holds its credit recovery courses. Often at many schools, the funds simply are not present to pay for a certified teacher in these rooms - instead a para or other classified staff member has to man them. While these people are clearly capable of providing technical or emotional support for students, I don’t think they can provide what the author is calling for necessarily. Going back to money, often these people don’t receive the funding to always motivate them to give students what they require to be successful - they might be there to keep kids on task, but don’t do much beyond reading a book or surf the internet all day. Perhaps giving a credit recovery period as a duty for teachers and only having students in their subject area courses would be a good way for schools to go about getting a qualified subject-area teacher in credit recovery rooms. In general, I think that students who have failed a course have a better chance of success in a blended credit recovery course than they would taking the course over again F2F. As the author said, a senior in Freshman English isn’t going to feel comfortable and therefore more likely to fail again - whereas in a more private setting, they have a better opportunity for success.
Chapter 8
I found the idea of a Freshmen Academy quite interesting. When I was in college, as a Freshman, we were required to take a course called Alpha Seminar, which didn’t cover the exact same information, but did have the same general idea - which was to prepare us for how the next phase of our education would be different than our last. A place to feel safe asking what we might have thought as ‘dumb’ questions and a place to learn about college expectations, grading, and overall experiences. It wasn’t my favorite class, but it was valuable. They were also really intelligent to enlist professors that had histories of creating solid connections with their students, which I think would be essential in any freshman academy situation. I think adding a unit on technology basics would also be quite beneficial in a freshman academy, as it often surprises me how little many students know about things like Microsoft Office or even Google Docs. They might be able to run circles around me when it comes to SnapChat, but when I share with them the simple Ctrl-C or Ctrl-A - it blows their mind. Giving them these skills as a freshman, rather than me imbuing this information on them as seniors seems like a terrific idea. I also like that the Freshmen Academy introduces them to the idea of online learning early without penalizing them if it doesn’t go well - it makes it more likely they would try again in the future then if they received an F so early on in their high school careers.
Chapter 9
ReplyDeleteThis was the chapter that tripped me up this week. I originally was on board - I was thinking there are times when schools can’t provide all of the courses needed for students, particularly specialized courses. For example, my TA last year was taking a specialized business course in finance run by his business teacher. The teacher didn’t have time in his schedule for a designated finance course, so he gave my TA an independent study course instead. As I read on, I (of course) realized this wasn’t quite what the author meant. While I do think some students are uniquely qualified to handle a full-load of online coursework, I certainly do not think it is for everybody. I also fear in an era where more and more people are allowing social media and the internet to isolate themselves, that large quantities of students taking only online learning could increase this isolation and the anxiety/depression that comes with it. Now I want to be clear - I think online learning is amazing! The opportunities it creates for people, the flexibility it provides, and the variety it produces - our state education systems would be the poorer without it. And many students need it desperately - whether one, two, or a complete course-load, so I am grateful that so many states have it for students. However, I know I’m not ready to be a teacher with only online students. I certainly work to create and nurture relationships with online students, but I tend to have more fun and rapport with F2F ones. Perhaps in the future I will feel differently, but on this chapter, I’m not ready to catch the train just yet...
After reading this week's assigned chapters, one word keeps coming to mind (structure). Design matters and as Loomis suggests in each of the chapters, policies and procedures must be clearly outlined for students, parents, and staff. I think the questions and rubrics in Chapter 7 will be extremely helpful in designing and delivering credit recovery courses.
ReplyDeleteI do not have much experience with credit recovery. I believe my school district has students repeat the course the following year, take it online through a different school, or as a last resort take the course at the alternative high school. It would be nice if they other options, such as blended learning in our own school.
ReplyDeleteI have a child that will be entering middle school this coming year, and as a parent and teacher I think it would be a great idea to have an "academy" to get them prepared for the transition. It can be overwhelming going into a larger school with many more students, and on top of that learning how to manage different classes with different teachers and different expectations. An academy to help them manage time, take effective notes, study for exams, etc.
Students have so much going on with sports, work, and other activities that giving them some flexibility in their schedule with independent study is a great option. I have students that play spring sports and I only see them once or twice a week. Multiply that by the seven classes they are taking, they have a lot of makeup work to do when they are back in class. If they were able to access the content online, they could get the work completed when they have some time and not get as far behind.
After reading these past 3 chapters, I keep thinking about a very important detail.... parental support at home. I teach in a Catholic school and most people would automatically think that all parents must be very involved in their child's work and progress. However, that is not always the case. There are a handful of parents who have the attitude: I pay all this money for teachers to make sure all of this is getting done.
ReplyDeleteThat being said, a very structured environment at school helps, but what happens if these students are at home without that type of environment. We hope as teachers that they hold themselves responsible, but realistically I'm doubtful that is happening. I feel that society today has many parents blaming teachers when their child falls short. If a student needs credit recovery we are here to assist, but parents need to be very active as well.
The need for a qualified teacher in each classroom and setting guidelines was very prevalent in these chapters. The designs and décor of the classroom also make a difference in attitude and focus. The plain white walls and plain desk arrangements lack enthusiasm for students. The author's suggestion about making the rooms have inspirational quotes and posters could help students feel less that they are being punished by having to take credit recovery classes. The suggestion of the baseball field bulletin board where the students charted progress and felt ownership might help with the motivation in the classroom. I am sure you would need to understand your students to decide if this would be more of problem than a solution.
ReplyDeleteI think students need guidelines and deadlines and I thought the start of school lesson plan offered that. I also thought the idea of face to face sessions, project based learning, and teamwork were a great start to the class. The idea of advisory is also a good start for students. As someone said before, finding students who are motivated and focused may be more of a challenge but with the right tools and techniques for laying out classroom/course objectives a smoother transition may be achieved.
I like your reflection, Kris. I agree. Get some nice classrooms and qualified teachers in there to help the students.
DeleteI often find that schools will but a warm body in a credit recovery class that tries to manage behavior and keep students on task. Or the teacher or teacher's aide is strong in one subject, but not the other. Often stronger with English and not helpful with math.
DeleteChapter 7-I do not have much experience with credit recovery, so I was glad to be able to read this chapter. I agree with what many others have posted-I can see a need for concern with student motivation and an inability of see the importance of credit recovery.
ReplyDeleteChapter 8-We are currently putting together a freshman academy at our high school for all freshman and I am excited to see how this works. The plan is to have all freshman spend the first 9 weeks in this class with hopes of working on many skills such as organization, study skills, and how to succeed. Another large component of the class is going to be working on Social Emotional Skills. While I hope this is beneficial for all students, I do worry that this isn't necessarily a class that everyone should HAVE to take. I am waiting to see how it goes before passing judgement.
Chapter 9-Our school has a lot of experience with online learning, not because it is something that we really wanted to jump into, but it came as more of a necessity due to not being able to fill teaching positions. So far, I have not been impressed with how this has worked. We have very few students that are ready and able to handle an online class on their own. We also have very few students who take the online classes as seriously as they do their classes with a face to face teacher, and thus are not learning what they typically would in that subject matter. I think that online learning as a place and can be a great thing, IF it is done the right way.
I think that 9 weeks for your freshman academy will be a good start. Our school district requires all freshman take this course for a whole year. Students, especially those with good study habits and good organizational skills, really resent this required course. Perhaps the shorter course will be more successful than our full year course.
DeleteChapter 7
ReplyDeleteOur credit recovery program could use the rubric provided on page 111 that provides staff and students with a guideline to evaluate how the program is working for them. Presently, we have only two staff members following the students enrolled in the credit recovery and with the high number of students in this program, it appears they are overwhelmed with keeping up with all the students as well as their class data. I do know that they are ‘loosely’ held accountable in this position so the online highly qualified teacher self-evaluation rubric would be useful for administration in writing future job requirements.
Chapter 8
The freshman academy concept sounded like an ideal way to introduce all high school students to the future of blended learning. It is becoming more normal than not in our high school to sign up for at least one online course. All online students should learn how important time management and organizational skills are in learning on a computer where they need to be more self-motivated.
Chapter 9
I know a few high school students that were successful in finishing several online courses this past year independently but they are the exception. Most students start out fairly well working on their own but usually are not able to keep up the momentum through the entire semester. We do need to train more staff members as to how to help guide these independent study students through mastering the material.
Chapter 7—It seemed like many school districts used in examples were trying to have a quick fix for credit recovery. Putting too many students in a computer lab, even with students with similar classes clustered together, can be difficult to monitor. Is the school investing in highly qualified English teachers to monitor students taking English courses? Or science teachers to monitor science courses? It is so difficult to find highly qualified teachers that this could be a weakness in the approach to credit retrieval.
ReplyDeleteI do like that a program can be programmed to not allow a student to continue if he/she drops below a 70%. Then a face to face intervention can be made in a timely fashion. I also like the rubrics that were given as examples .The Student Self-Evaluation would be great for an introduction to any course to help students be successful.
I liked the idea of a nine week session for the recovery program. Would their face to face classes be adjusted so they don’t have a full day or would this recovery course take the place of one of their electives? I wasn’t sure how that was scheduled.
One part of this recovery program that hasn’t been mentioned are the parents. Do parents get weekly reports? Do they come in for conferences with their students? I would like to see a contract that the student signs about participating in the course and not missing school. Is that asking too much?
Chapter 8—Freshman Academy (Transitions)
ReplyDeleteI can see where this could be helpful for many. Our school has a course that all Freshmen are required to take for the whole year. I would suggest that it could be a semester course and still be effective. It is not a study hall but a course that helps with study habits, writing skills and such. Students are on the computer 2-3 times a week to complete course assignments and the other days are classroom discussions, led by the classroom teacher. This course is in addition to advisory. Personally, I have not seen a change in student habits in the classroom before and after this course started. The motivated, academically strong students do not like this mandatory course. Since I haven’t taught it, I can only relate what I have observed with students in my classes.
Chapter 9—Independent Study Courses
ReplyDeleteI like that it is suggested that students apply for the independent study courses and that a qualifier would be that they have a good attendance record in their f2f classes and have passing grades. I do wonder how much coaching is given to students who sign up for online courses and if their parents are involved. The weekly f2f exams and check-in with the course instructor implies that there is no online teacher in this model. I do like the possibility for the student to register for online courses that they may not have access to at their home school and have a flexible school schedule. As long as they have time management skills and are self-motivated, I am sure they will do well.
I agree with Jo, that the students need to apply for the independent study courses. Online courses would be beneficial in my small school district, too. Many students are short change because of limitations of when classes are offered, limited staff, etc. This would allow the students who can work independently a chance.
ReplyDeleteWeek 3-Chapters 7, 8, 9
ReplyDeleteHow do these ideas / innovations fit with your thinking? Can you think of additional innovative ways to meet the needs of students today?
Chapter 7:
These chapters were very motivating. Seeing the layout of desks in Chapter 6 and again in Chapter 7 reminded me of a one-room school like my mother attended. Those teachers knew how to lay out a room for better results. This is just an updated version.
I know credit recovery programs are popular right now and seem to be an answer for schools. Once again, I think administrators and teachers need to read material like this. I like the fact that Kin Loomis acknowledged that these students were not successful in a classroom with teachers and students, so why do we think they would be successful on their own with little or no guidance.
I like the questions she asked when confronted with a failing program. I’m not sure I would have thought to ask those questions and find the cause, then the solution. I agree that until schools get more help with a program like this, that schools will continue to be hesitant to use digital content.
Even though I haven’t had experience with Credit Recovery, I liked several comments in this Chapter, such as “it is a rare teenager that is motivated and organized….” I liked the time management and motivation section, particularly renaming the room. I like having a qualified adult/teacher leading the students, being there for them. And I liked the 9-week courses.
Chapter 8:
The idea of Freshman Academy is good for 6th graders, freshmen, and I always thought college Freshman would benefit from a digital class like this.
I had a principal who tried several times to start something like this. I think he knew he wanted something to help students, but just never knew how. I wish I had this information when he tried once more to attempt a Freshmen Academy. My colleagues felt like it mentioned in this chapter “just one more prep.” The suggestion for a lesson plan was helpful.
I agree too, with just because students are good at technology and they are not afraid of it, that certainly doesn’t make them good online learners.
Chapter 9:
I teach for a school that is on-line only. There is no face-to-face. We follow educational plans like the example in this chapter. It does require a lot of self-discipline for students and teachers. We communicate with the students several times a week with updates, feedback, general information.
Ch7 had great information on credit recovery. Currently our district has online options that are outside of the school day or summer school. As I sat at a meeting with our team for a 7th grader that failed to earn credit - the counselor mentioned the summer school option and also said the pass rate is very low - it made me think of how our district is addressing this low pass rate - or if they aren't. I think a possible option would be to have them lose an elective during the year and work on the core class at school when they have a f2f teacher right there. They could take their elective in the summer online. Maybe summer school will be only online elective classes.
ReplyDeleteCh8 - I agree all students should take an online class in their academics - they need to know how to navigate an online meeting, discussion, sources, etc. We should always try something before we decide if it is right for us. New experiences = new knowledge.
Ch9 - I am glad to see that the author again mentions how important it is to remember that a teacher - and a highly qualified/great mindset teacher is still vital in online courses. The online course is not the "magic button" - as I recall my husband's first online university course - which was extremely poorly designed.
Chapter 7 - Credit recovery.
ReplyDeleteI liked the ideas in this chapter. I would add one thing and that would be a direct content contact person within the school for the facilitator of the course. I have been facilitating online credit recovery chemistry for some time and students are supposed to get support from their home school with the course but that is impossible in the summer and it makes the course much harder for the students.
Chapter 8 - Freshman academy
I wish my school did this. I think it would help so many students. But perhaps there could be a mini course like this in 8th grade to prepare students for 9th grade.
Chapter 9 - Independent Study
I have been teaching online Physics for a long time. Most students are very good at independent study and I stay in close contact with them throughout the class.
Having the student orientation is key as I often refer students back to it when they have issues.
Heidi -- Totally with you on the freshman academy. My high school could use it as well. There also needs to be an "orientation" for students who transfer to a new school after his or her freshman year. Take care, Travis
DeleteI agree that there must be more thought and program design around credit recovery programs. I believe that the best models incorporate more that simply setting due dates and provide a support system for students. I have seen Freshman Academy models that begin very well but then lose support and disappear. Many independent study courses never make it off the ground due to red tape and lack of follow through, not always on the part of the student. I truly believe that we need to have options for students to be successful. These options must incorporate teaching time management, how to preserve in these non-traditional environments, and how to seek assistance etc. In thinking about other needs for student, I see many of our technical and career programs, I wonder how we might leverage technology to provide blended learning labs in some of those areas.
ReplyDeleteGary Norris Chapter 9
ReplyDeleteIndependent study programs work well with our alternative school program. Students sometime have jobs or lack transportation to attend regular school hours. Students must attend in person at least once a week to meet with a teacher who is assigned to monitor a student's progress. Students must meet grade and online activity standards or will not be allowed to participate or continue in the independent courses. One major problem with independent off-campus programs is determining if the student is actually doing the work or if someone else is doing it for them.
Chapter 7 provided some interesting and new concepts for me to reflect on. Being a sixth grade teacher and a mother of high school honor students, Credit Recovery isn’t a topic that I’ve ever put much thought into. While I personally haven’t experienced the need for Credit Recovery courses, I realize that it’s a significant need at the high school level. I appreciated how Loomis pointed out the need for motivation for the students involved in Credit Recovery courses (p. 103-104). The important thing to note is that many students that are taking part in these programs lack motivation...this is a likely factor that put them in the program to begin with. Some things to consider are typical (elementary) classroom organizational matters. Often times, high school computer labs/places where students participate in these programs are staunch. There are rows of desks and no appealing decor in these rooms. Bringing in the concepts that we often learn in classroom organization to make a classroom seem inviting is key to this (even at the high school level). She mentions placing computer desks/stations in groups to allow for collaboration and having decor are important motivators for students. This couldn’t be more accurate!
ReplyDeleteThe author also includes rubrics in this chapter (p. 111-114). These rubrics are essential for success. Providing a guide for students and instructors to follow can help to make management attainable...which, again, may have been an issue for the students involved in recovery courses to begin with.
Chapter 8 refers to Freshman Academy. This is awesome! I love the idea of providing freshman students with strategies to set them up for success as high school students. So many students enter high school with no background in note taking, accountability for assignments, or being responsible for their own education. If students are provided a course opportunity at the beginning of their high school career, I can only imagine how much more they will be able to achieve!
Independent Study is the topic discussed throughout chapter 9. This is a topic that I can relate to as a parent. I shared the first week about my son taking math courses online during the school day. He was able to complete a year of high school math, as well as two semesters of dual-credit college courses this way. Taking courses by this means really allowed him to take ownership of his learning and become more independent as a student. I attribute a lot of his success to this method of learning...it changed his motivation and has helped prepare him to continue his education as a college student.
Hello --
ReplyDeleteUsing blended courses for credit recovery helps protect healthy class environments. There are all kinds of stories in education of the “super” senior muddying the waters because he has already read this book, and he is two years older than all of the other students. I appreciate Loomis’ opening point about providing “support mechanisms” for credit recovery students. These students need school time to work on assignments, and they need an adult to help with motivation, scheduling and trouble-shooting: “Having an adult coach, or mentor, with students daily is ideal” (114). Another such support can come from fellow students: “cluster seating for specific content areas so students can work together and ask questions of one another” (106).
I couldn’t agree more with the need for a freshman academy, but instead of it being an “elective advisory course,” I would love to see it as a 3-4 day immersian and orientation, where students are taught blended skills, but also research, time management, note taking, etc. The blended delivery is ideal, as a scaled down version could be created for transfer students. Students could be introduced to a variety of online tools that teachers at that particular school will be utilizing.
Independent study opportunities are wonderful for motivated students, and I feel like IDLA has been a blessing for Idaho students in this regard. The closing points about having a teacher help guide the student progress is interesting, as I would love to offer more independent areas of study emphasis for my F2F humanities students, where they can choose a specific genre to study in more depth, or even a time period or artist. In this example, students would also contract for specific outcomes, such as presentations, performances, writings, etc.
Take care, Travis
While not set up as an independent online course, have you used the National History Day competition for your motivated students who are interested in doing independent research? It is designed to result in project-based outcomes like the examples you suggested in your final paragraph. As both a student and a teacher/coach I have found the NHD program to be incredibly worthwhile! www.nhd.org
DeleteChapters 7,8,9 were very informative as they are the three topics that I am most interested in as potential blended courses to be used in my school district. Credit recovery is a major issue for me as I am sadly seeing an increasing number of students fail my Biology course as freshmen. This course is required for graduation, but I find an increasing number of students who fall behind and never recover for a wide variety of reasons: poor work ethic, language barriers, social emotional issues, etc. Unfortunately the only option in our district is for the students to take these courses in the summer, which is the same curriculum at an accelerated pace for longer periods of time. As mentioned in the book, if you weren’t successful the first time, trying it again while doing the exact same thing may not provide you with better results. The other factor that we run into with failing Biology is that the students also have typically failed their Algebra course and their English course. Only being allowed to take two courses in the summer typically means my students are coming back to a freshman campus as sophomores to earn the credit. A blended program with digital course work would provide a different format for the students to learn the material, and allow them to work at their pace to progress through the material. Working in this format, it could be possible, though not easy, for students to potentially recover three credits by doing blended work during the summer.
ReplyDeleteThe “Freshman Academy” model was a bit more disheartening as my district did attempt to create a program like this at our freshman campus. The idea was to provide students with study skills, social/emotional training, and work with an online resource called “Career Cruiser”. The concept behind this class was sound, but due to poor planning for a building wide initiative simply spelled disaster. The program was removed from the school day after two years of complaints and concerns from teachers, parents, and students. Our failure emphasized how important it is to have a sound curriculum in place as well as making sure the teachers have the proper training to instruct the course.
I love the idea of creating an Independent Study course which would allow me to teach some courses that I am passionate about, and a small number of students are interested in. As with most schools, we have a minimum enrollment of twelve students for a class to be offered. In the past I have taught course in botany, but they were removed from the course catalog to make way for AP courses and other electives that would attract higher student enrollment. An Independent study course using blended techniques would allow me to teach these courses again. I would imagine that it would need to be taught as an early bird or late bird course, but I see that as a small price to pay to teach these courses.
Great points, Tony. We want to see student succeed by giving them the second chance, but the classes may not be addressing the underlying causes for the failure in the first place.
DeleteShea-Alison Thompson
Shea-Alison Thompson:
ReplyDeleteWe had a Freshman Academy at the high school, but it failed due to poor leadership. There was no online component as the author suggests, and the advisory format schoolwide has changed every year since I've been at the high school. I like the suggestion the author has about using digital courses early on to develop self-motivating behavior. I've also been an advocate for promoting colleges and universities outside of this region: Ivy League, and other states besides Utah, Montana, and Wyoming. 9th grade is a prime opportunity for shaping student interest in digital learning and thinking outside the box. It's also a great time for helping students in a rural environment to learn (way before they are seniors) that there is a whole world out there with many educational possibilities and opportunities.
Independent study courses have been a fall-back option for seniors who may not graduate. We have some programs that are in place, but they aren't rigorous. They are credit recovery and they actually demean the integrity of the regular ed course they are replacing (not nearly the same amount of work or effort required). This propagates pushing students through the system without educating them.
The author mentions time-management and motivation often in these chapters. I believe this is why students who are doing credit recovery in my IDLA classes, fail. The same behaviors these students have in f2f they have online. Often, when I call home to speak to a parent/guardian of a student who is failing, I hear that the student isn't passing other classes and has little motivation. I like the idea of a place in the f2f environment where students can work on their independent study online courses, but often the teachers overseeing those work spaces are negligent. That has been another finding. :/
Chapter 7 was very informative for me. At my school we do offer credit recovery and the students do need to be in attendance Monday through Thursday 8am - 12pm. I myself have never taught or physically been a part of credit recovery courses, but I have heard from teachers who have "taught" the course (as well as from some students) that the teacher is just expected to physically be there and monitor that the students are staying on task. They are not required to nor expected to help the students or check for students understanding. It is completely online (and to my knowledge not very rigorous) and there is basically zero interaction with the teacher. I hate this! It is a complete disservice to the student who already struggled with the content the first time. The section on mindset pages 114-115 I found to be enlightening and something my school needs to embrace. There needs to be someone who is "monitoring student understanding" and not simple leaving the student to figure it out on their own. I also think the example rubrics are very necessary, especially the student self evaluation. As a teacher I practice regualur self evaluation and self reflecting on lessons but not many students in my experience do self-evaluations on what they are learning. I think it would be beneficial for students to do self evalutions on a regular basis and used as a conversation piece between teacher and student.
ReplyDeleteMy school offers a course like the freshamn academy that is discussed in Chapter 8. However, it is only offered and mandatory for our lower level learning students. It provides skills in notetakeing, organization, test taking, etc. and is lead by the counselors. I think it would be beneficial for all our freshman to take this course, perhaps at different intensities and length of time. I don't think any freshamn walks through the doors completely prepared for what is expected of them in high school. In fact, why wait until they are freshman? Why wouldn't this be a standard at the middle school level when study and note taking habits start to form?
Chapter 9...Independent study is used at my school and it is normally used for the students who are high achievers. However, last year I had a student who had behavioral issues and rather than having him expelled from my class, I set up and worked out an independent study course for him with the counselors and administration. He received all the notes and was required to do all the assignments and had due dates. We met once a week before school to check on understanding and progress. The only time he was ever in the class was for quizzes and tests. It was extra work for me because I did have to find more online content like labs and individual projects he could work on,but he was able to successfully complete the course. In my personal experience independent study can be beneficial for not only the excelled student but for individual students of different learning abilities and mental capabilities.
"If we see others succeed, we begin to believe that success is possible for us too." (pg. 104). I hadn't thought much about credit recovery programs in my f2f school, but chapter 7 gave me a lot to think about in regards to blended learning environments for struggling students. As we have all come to know as teachers, it's not the content we deliver but the way in which we deliver it. Digital content is only as good as its presentation, and facilitators play a big role in this. I found myself wondering how much f2f school presents credit recovery content? Is it blended? Is there room for collaboration? How often do students get access to a teacher? Was the teacher trained for blended teaching/facilitating? The author ponders the same questions I find myself wondering.
ReplyDelete"What if digital elective courseware became the curriculum where there was no prep, because the instructor does not teach the digital elective content, but rather instructs on the skills students need to be successful in them - like note taking, test preparation, time management, and meeting deadlines?" (pg. 117). WOW! This sentence really gave me a lot to think about. I wonder how far this idea extends--is she referring to all electives? Or just ones that teach study skills, like Freshman prep classes? I have had the fortune of teaching a couple Pathways to Success courses for both middle and high schools and have found them invaluable to the student experience. However, a common point I keep finding myself make through out this book study is that all experiences I have had with blended/digital content is due solely to my time as an online instructor. As advanced as Idaho is for online courses, I am coming to the realization that we have a lot of work to do with out f2f schools and possibilities blended learning could provide them. The classes at my f2f school that teach study skills are textbook based with no digital interaction. "The focus of ... teacher-led instruction should support building strong study skills habits and soft skills which characterize relationships with others and how to be successful in life and work." (pg. 119). Is it possible to achieve this without a digital component for our digitally connected world? In order to create strong foundations of success for students we need to be teaching them how to successfully interact with the digital world around them. "Adding the online learning opportunity allows for the development of skills to be a successful student, like time management, self-discipline, note taking, and test preparation." (pg. 119)
Independent study programs are the ones that appear to need the least amount of work, but actually require the most! "With such freedom and flexibility comes much accountability." (pg. 130). Only highly motivated students are successful in independent study programs. Because of this, it is not a suitable option for some students, and that's okay! While I was thinking about "additional innovative ways to meet the needs of students today", I wasn't brought back to the motivated student--the one who would be successful in most situations. I was continually brought back to chapter 7, the credit recovery students. Independent study programs are very important for the continued growth of motivated students, but improving programs for struggling students should be the focus.
ReplyDeleteI like the idea of students having options but I disagree with having the teachers try to teach two courses at once. Teachers already have a lot on their plate without trying to do two things at once. On page 81 it is suggested that "you could support an AP student in a deployment model with a highly qualified teacher in the same room as the student working on the AP courseware... For example, have the AP World History student scheduled in the same classroom in which a regular World History class is being conducted to work in the online course. This allows the teacher to interact and challenge the AP student when the opportune time arises,like when the regular class is taking an exam or working in groups. " While 30 students are working in groups in the regular class the teacher is monitoring the group work, listening to conversations, sometimes making suggestions, answering questions, or asking critical questions. While students are taking an exam teachers are monitoring the test and looking for students who look like they are stuck or struggling so they can offer a little encouragement or a small push in the right direction. I have had classes like this where the principal thinks it's no big deal to have two classes in the same room and it is really exhausting. Teachers can't do their best work if they are worn out trying to do too much.
ReplyDeleteAs an alternative idea to support an "independent study" online student at our middle school (he is taking Algebra II online as an 8th grader and our middle school only offers math through Geometry) we will be placing him in his every-other day study hall with a certified secondary math teacher in the MS building. We hope this will afford him a chance to ask a qualified teacher questions in person even though he will have an online instructor teaching his math course as well.
DeleteIn our high school we have a credit recovery teacher who monitors the students, builds relationships and helps students with content when possible. Often students have questions on a concept or objective or problem she will find a math teacher who has time to help that student with whatever it is he/she needs help with. It has worked out much better than having those students right in the classroom as sometimes they will have questions on something and will either sit and wait for a good time to ask for help or just interrupt the lesson or class activity so they can get help and move on. I think an every other day study hall with a math teacher is a great idea. Our school has had a hard time filling the math positions we have open each year, it is really hard to find a certified math teacher in our area. Sometimes we do have middle school students who bus over to take high school courses during the day, which has worked out well.
DeleteWhat resonated most with me during this week’s reading was the author’s idea that “Too often the need for credit recovery begins in the freshmen year, but are left to be dealt with in the last two years of high school, when stakes are high and options are low.” How do we let our students fall between the cracks? If a student fails Freshman English, it makes no sense that they will be successful in Sophomore English without some type of remediation. Credit recovery should be seen as a tool to address student needs for students who either cannot actually do the work or don’t “care” to do the work. Often times it might just be the system that fails the student rather than the student failing the system. As I think about my face-to-face students, ADA plays such a large part in requiring credit recovery. If a student can demonstrate competency in a subject matter but misssd 10 days of school in a trimester, should that particular student fail due to too many absences? In today’s education environment is it possible to create a one size fits all system? I think not. It would be great to see options for students. For example, being a career and technical education teacher, of course, I am a proponent for technical high schools. Many students requiring credit recovery might just be CTE students. Too often I see credit recovery as a push to jump through hoops in order to graduate. Are students learning? Do we have the student’s needs in mind or are we thinking about high school graduation rates on some data report? Does our system have the best needs of the student in mind? As a side note—I loved the self-evaluation rubrics shared in Chapter 7 too.
ReplyDeleteI think credit recovery, freshman academy, and independent study courses are some good ways to use blended learning. I like the idea of having a face to face teacher available for credit recovery classes to help students understand concepts and manage their time. A freshman academy can be a great way to aid students in the transition to middle or high school. Having an advisory course that has both classroom and online instruction can prepare students for a variety of classes. Independent study courses are a good option for students needing a more flexible schedule. I think it can be helpful to offer these classes with blended learning so that students can check in with their teacher and take proctored exams at school.
ReplyDeleteCathy Howlett
All of these are great uses of the blended model in larger districts but in small rural areas it is just not financially feasible to have this luxury. I love an integration of this though in a smaller area. To have the ability to meet with a content area teacher during credit recovery to help aid and help with content would be very ideal. Also I love the idea of being able to teach study skills or practical tips all the way through high school would be great and a blended model is a good way to do that. However I think it's more important to show the students in your content courses good ways to study for that content area. The way you study for science, math and english are all very different from each other and it would be helpful for students to be able to learn from the experts several ways to study to make them successful in that subject area.
ReplyDeleteChapter 7: My biggest take-away from this chapter is how important it is to have the right personnel running this classroom. We have had a credit recovery program for 10 years that has run very similar to the model described in Chapter 7. We have had the same teacher for all 10 years running our program and he has been amazing...but he's burned out and will be sharing the program with another teacher. I'm definitely going to point out his successes to him and ask him to reflect on the REASON for those successes. I'm confident he'll be able to accurately identify his classroom structures and his relationships with students as top priorities for his co-teacher.
ReplyDeleteChapter 8: We have started discussing something similar to the Freshman Academy concept at my school. Our biggest obstacle... changing the bell schedule. Our state and some of our courses have strict minutes requirements. Making the school day longer is an even bigger challenge. So, while teachers are wildly supportive of this concept we are wading through the bureaucracy of schools.
Chapter 9: Coming from such a traditional and conservative community we tend to frown upon this model of "independent study" because it is often done at home, most times very poorly, and when the student wants to return to school they are behind in content and the pacing is difficult for them. We would need a major mindset shift in order to build this into our school day or even be more accepting of students who are completing work via independent study. I do see this as a very viable method to extend our curriculum and offer courses that we would not normally be able to offer our students.
In chapter 7, I agree with the author on page 103, teenagers need structure. An inviting place that is interactive as well. I like the idea on page 104 of the the big baseball image with students earning "baseballs to knock out of the park". It brings in the element of gamification.
ReplyDeleteOops internet was going out--continue
ReplyDeleteI don't know a lot about credit recovery since I don't teach that. This chapter brought some neat ideas to bring to my admin if they are seek solutions one day. I think time would be an issue. Not enough hours in the day. However, I do feel that having all the students that need credit recovery in one room doing their own work is the best idea. It's going back to the structure- this is when you work on your individual courses.
Chapter 8 I have never hear of Freshman Academy but see that it would have some merit for transition. I can see this happening during a homeroom situation or maybe the last part of the day if there is time in the day and still be beneficial. When I think of idea, I think of the Welcome Unit in my online courses. Students get an idea of how to navigate the course, do a few assignments, and introduce themselves to other students.
Chapter 9
Independent Study Courses are great. I did one of these as a high school student in Library science. My high school ran as a senior high school so we were 10th, 11th, and 12th. I did Library science all three years, doubling up my 12th grade year with LB 4. My work, way before technoolgy played a role in education was all hands on with the upkeep of the library along side the head librarians. I helped with scheduling other students/classes, book/journal circulation,etc... I agree with the book on page 125, a student needs to be a self motivated learner. Structure is still important for a teen to be accountable for their work so content staff needs to be prepared to create engaging work for the independent student.
Chapter 7 - My f2f school incorporates credit recovery for students that have fallen behind. I really like the idea of a name for the class that does not include "recovery." It is so important to make sure that both the teacher and student understand how to use the course-ware. Good classroom management is a MUST.
ReplyDeleteChapter 8 - My f2f school has a freshman advisory. I found this chapter to have some very good ideas that could be incorporated.
Chapter 9 - Independent study takes a lot of motivation, time, commitment, and organization. I have taught one school year online. Many of the students had all of those. Some did not. The students got out of it as much as they put into it.
I am a day late in my posting for this week - and I must admit that I am struggling to relate a lot of this information provided in the book to my position as a middle grade teacher. I find a lot of what is shared to be repeated over and over throughout each chapter - and much of it is information that, as a teacher, I have no control over. I think all teachers would like to be well-trained in the curriculum they are using - be it a book series or online learning program. The decisions of programs purchased for use and training provided ultimately comes down to administration and rarely are teachers part of those decision making processes. I also feel that credit recovery - which so far seems to be what a majority of the information is focused around - is more and mostly specific to high school. I do think at the elementary and middle levels we could take some of that and apply it to Tier 2 and 3 interventions via RtI, however, the groups at those levels are generally very fluid with interventions being given during limited times.
ReplyDeleteI did find a bit more connection to the Independent Study chapter as I think better implementing online learning into independent study options could be very useful and engaging for students who are consistently performing above grade level and/or exceeding standards and teachers who struggle to find a way to differentiate for these students. I personally attempted to do this in math with a small group of my 6th graders last year via Khan Academy. The students loved it when they were able to do it, the problem was finding time for them to work on it and also that I have never been trained in Khan - just shown what it is and given the option to use it. I never use the data it provides or even check in with what my students are doing on there because I am not familiar with those aspects. Because of this, the program and intentions were great, but without the knowledge or understanding of the program on my end, it had no way of being successful.
Chapter 8: YES!!! Our freshmen are not equipped to handle high school. We have formed a Freshman Transition Committee (I'm a member) where we identify the needs of our freshmen and attempt to come up with solutions to help them transition into high school. We have come up with ideas for our next school year that would require our homeroom teachers to help the freshmen with study skills, everyday tasks, etc. I believe that an entire curriculum with the possibility of earning credit would help much more than what we are planning. The problem, however, is the money. This seems to be my foremost thought as I read this book. I am trying my best to think outside the box (like what I did there?) and try to piece together some kind of curriculum into my freshmen English classes (I have all the freshmen) for such a transition. If anyone has any ideas, feel free to reply!
ReplyDeleteChapter 9: I haven't read very far into the chapter as of this comment, but would this independent study work for my higher level students who need a challenge? Maybe I'll do independent study units instead of an entire class. They would still come to class at the allotted time. I guess maybe this would be like a flipped class for them? As I read on, this concept is more involved that I first perceived, however, I feel that maybe I can tweak it to fit my kids as a unit instead of an entire course. This chapter was written more for admins than a regular teacher, but I feel it has enough of an outline, so to speak, that I can adjust it to fit those higher kids in my classes. Ideas? Pros? Cons? I have had 2 glasses of wine, so help me think, folks. LOL!
ReplyDeleteWhen I started at my high school I started as a .6 FTE teacher in the International Language department. After two years I was given the opportunity to pick up two sections of credit recovery through our state online academy to become full time. This gave me the opportunity to work with students that I generally wouldn't have a chance to otherwise due to their academics. Having the opportunity to work with students in a blended type environment required me to adapt to a new way of teaching and working in subjects that I wouldn't otherwise work with or that I haven't experienced myself since my own time in high school. While it was clear that some "monitors" were there simply to monitor, some of us also got together to use the credit recovery period both as a way to catch up on ground lost but also as a way to teach students some of the communication skills necessary to continue working in that type of environment (as they had a long year ahead of them). Our period was also set up in such a way that it was a semester long commitment no matter if you had one course or several courses to recover, so students were not rushed through or pushed through just for the sake of getting them in and out. Far too often, the students who are at-risk and most likely to be in these programs are not given the chance to engage in their courses in the same way as face-to-face courses, and this can be an important aspect in creating a solid learning environment.
ReplyDeleteI whole-heartedly agree with the idea that “teacher of record,” is problematic. It’s a phrase and belief that the adult assigned to oversee the goings on in the classroom is simply there to enter a final grade based only a computer program. Teachers exist to teach. This involves building a relationship with students, checking in on their progress, making adjustments if progress isn’t being made, and overall assuring learning is happening in the classroom. Credit recovery programs can all too often overlook this important component of learning. This is a great use of a blended learning model in that face-to-face interactions are increased, teachers are actively aware of student progress, and there is more accountability.
ReplyDeleteAfter reading these chapters, it's given me so much to think about in regards to my own F2F school and how we approach digital coursework. As a credit recovery coach (in addition to my regular F2F classes), I have fought hard with my district to allow these courses to be taught in our school. A previous administrator decided that students were not allowed to take credit recovery courses during the regular school day, which meant that they'd have to make special arrangements to have tests and quizzes proctored. The problem with this is that they were already unmotivated students. This resulted more from the mindset that online classes are easier than our F2F classes, which is not always the case.
ReplyDeleteAdditionally, how we managed our original credit and dual credit students leaves a lot to be desired. These kids are placed in classrooms with teachers who are currently teaching their regularly assigned class. For example, I had six digital course students to manage while I was teaching chemistry. I didn't have the ability or the time to focus my attention on these online students, so my signature phrase to them was "my only responsibility is to make sure that you don't die this hour". I know that's the completely wrong attitude to take with these kids, as I know they need more supervision than that, but with our staff stretched so thin (we only have five teachers in our high school during the afternoons and none have prep hours during that time), we have to make due as best as we can. Ideally, we'd have a highly qualified para monitor these students who would make sure they were on task every day.
I don't feel that dual credit students should require as much monitoring (and I tell them that). When students are paying for their own college courses, I feel that's between them and their parents how they choose to manage their time. We've had tremendous success with our dual credit students, but I credit their highly motivated nature and maturity to that, rather than anything we are doing at our school.
While I read these chapters from my perspective at Wisconsin Virtual School I love how these suggestions could be applicable to collaborative partnership that will begin Monday July 29. A very large urban district will use WVS courses and WVS teachers in partnership with local high school teachers. This district will try - among other goals - re-engage students whom are not engaged. The Time Management and Motivation suggestion of Cyber Cafe's will be helpful as will designating testing areas for proctored exams. This upcoming week my WVS colleagues and I visit with and participate in Orientation sessions. The Orientation sessions will be a nice opportunity for the local district teachers, WVS administrators, students and parents establish expectations for student success.
ReplyDeleteCould any of you offer insights based on your experiences when partnering with large districts how you collectively managed expectations in an effort to raise student expectations?
I love the idea of using blended learning for unit recovery and grade improvement. Our school administration wants us to give the students several attempts to learn and master the standards but teachers don’t always have the time to re-teach students one-on-one. We do have an advisory period where students can come get help for 25 minutes a couple of days a week but as a math teacher I can tell you that during the advisory period I often have 25 to 30 students coming in to get help during that 25 minute time-frame...students who were absent and need help getting caught up, students who struggled on a quiz or test and want to go over those standards, and students who are trying the more challenging problems and want to make sure they are on the right track. This would be a great time for students to work with digital content but with a highly qualified teacher there to answer questions as they come up. Students could make up assignments, work on a study guide to retake a test or quiz, or work in a small group on the challenge problem. The only problem I forsee is that teachers do not have the time or energy to build this material. It would be great if we had a few teachers in the district who just worked full time putting this material together so that it could be used by teachers as needed.
ReplyDeleteFor chapter 7 and 9 being an instructor with Illinois Virtual School I have seen both of these programs work. In my face-to-face they have tried to use vendor material without a trained staff of how to help the program succeed. In this I have seen these programs fail for the students. I was very intrigued by the Freshman academy idea for advisory. We have an unstructured advisory that gives students no consequence for completing work. I like the idea of giving an elective option to give students a consequence for not using the time wisely. This last school year we had some of the advisory classes do SAT prep using Khan academy, but very few students completed any work. There was no consequence if the students did not work and many of the teachers wanted to use the time to get work done. In order for this to work the mindset of the teachers and students would have to change. I definitely think it would help if there was an incentive like having a credit available.
ReplyDeleteI am always cautious about the advisory class periods. I have definitely experienced advisory periods like the failed ones described in the book.
DeleteAfter Reviewing this unit's chapters, I have compared them with programs that we have offered in our district. It's difficult because of resources, budget, and trained staff. We have tried Academies, Professional Learning Communities,and currently offer Leadership/Advisory sections. The idea with this is to provide higher education materials, time for catch up, and work for Senior Project. We do offer 1 credit for this each year. As any program, there are some learning curves, but definitely a right step in the right direction.
ReplyDeleteChapter 7
ReplyDeleteI think from seeing credit recovery programs in the past that some of them just do not work. A student that I not motivated is not going to do well in a online class. On line classes can be a real struggle for some students, sometimes credit recovery work better asd a summer school class at their face to face school. I do think online credit recovery does work for some stude3nt that are motivate, but maybe had a illness, or a life change event happen.
Chapter 8-9
I do like the idea of a freshman academy. When student transition from middle school to high school it can be a major change for them. In some cases they went from middle school where they could fail a class and get moved on to the reality of high school where if they do not pass their classes they will not graduate. Not to mention the difference in the schedules and atmosphere of a high school compared to a middle school.
At the school I teach at we had an advisory period for years but just like the book mentions it had tons of activities that the teachers are given at the beginning of the year, with little time to prepare for them. In addition, most of the activities were not really great activities in the first place and the student did not like them, and knew they were not getting a grade for that period and did not want to participate.
I do see a lot of the trend to have student graduate early, but I have to wonder if it s the parents wanting this to happen or something the student really wants. In my online classes I see a lot of student that are in a graduate early program, but not all of them are passing their online classes. In some cases I think there is a large push to make students grow up faster and I have to wonder if this is such a good thing? Just because they are academically ready to graduate is the maturity there for them to function in the real world?
Chapter 7: Credit Recovery:
ReplyDeleteI administration from my face to face school would read this book to set up a successful credit recovery program. Right now, I am not really sure what we do, but I know it is not something like what the book suggested. I do believe that this is an important topic that needs to be addressed with a serious plan. I like that there is proof that this plan works, instead of setting students up to fail. Students need structure was repeated a few time throughout, and I think this is very important. I also believe in the fact that a caring teacher key in success. It is good to continue to read that the teacher cannot be replaced.
Chapter 8: Freshman Academy:
My daughter teaches 5th grade in a school district that 6th grade is middle school. From listening to her stories, I know that a Freshman - or Middle School Transition Academy would be a very beneficial program to offer. Students at this stage in life need direction that is beneficial. When they do not see any benefit, they are not as interested or driven to learn. I really liked that the book talked about the "soft" skills....many districts are forgetting that these are important as well. AT the end of each chapter, the "mindset" topic was revisited, focused on how important this is.
Chapter 9: Independent Study Courses:
I know that we have several students who are involved in AP course, and take college credit and advanced courses from IDLA. I too, agree, that this is not for every student, but we have so many excellent students who benefit from this option. Having a goal, being driven to succeed,and being self-motivated etc should be rewarded. On page 130, was a section about policies on exam that I think I can take and use in my classes, if I am in the situation of our grading policies change. I do like that the suggestion of having a class period for the students to check in once a week or more if needed is a great way to do this type of class.
Ch 7: My take-away from chapter 7 is how importance of having the right personnel in the classroom. I have not been impresses with the credit recovery program used in our school. Student have learned work arounds and shortcuts and I feel there is no accountability to learning the material. I had a student who too 3 weeks to complete his credit recovery class when the best he could do was 40% for a semester. He has decided it is easier to fail traditional class and then pass in credit recovery. Since the State of Idaho is no longer funding Plato, I am hoping for an improved credit recovery course.
ReplyDeleteCh 8: Freshman Academy is a new concept for me, but incredibly important. Transition from middle school to high school can be an incredible hardship for some students. I can see this happening during end of 8th grade year as an elective course or during advisory in high school. It would also be nice to include upper classmen in some fashion, maybe student council or honor society to help freshman feel welcome and included.
Ch9: Independent study is my least favorite option so far. It takes a lot of time, commitment and motivation. I have been teaching online for about 12 years and I am always amazed when a school will be at their last f2f option for a student to earn credit and then put them in an online class without support and hope they can pass independently. However I have had highly motivated students finish quite successfully.
Teresa Dodge