The Highly-Versatile, Differentiable, Embedded Assessment-Capable, Student-Paced Moodle Lesson Module
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The Highly-Versatile, Differentiable, Embedded Assessment-Capable, Student-Paced Moodle Lesson Module

ByBob Harrison

[Read time: 2 min] Lessons using the Moodle Lesson module can range from a very simple, linear progression of pages, to a more complex, branched pathway in which students can opt for different pathways, like the “Choose Your Own Adventure” books of yore. Lessons are self-paced and student-driven. Pages can deliver content (textual, audio, video, or a combination), or they can present students with a question that must be answered. Furthermore, students can be directed to specific pages (such as back to the previous page to look for the answer in the case of an incorrect response) based on the answer given. And, they’re easy to create.

Reason #3: “Keep trying until you get it” is finally realistic
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Reason #3: “Keep trying until you get it” is finally realistic

ByBob Harrison

With limited time and a (seemingly) unlimited number of standards to cover, the suggestion that teachers ought to encourage students to “keep trying until they get it” seems just a tad bit unrealistic.  Waiting for every student that begins at any one of a range of starting points to achieve mastery of every standard would take months…

Revolutionizing Assessment with iLearn

ByBob Harrison

This semester, several teachers have begun administering assessments on iLearn.  One of these teachers is Ms. Kelley Murphy, science teacher at Bryant. Kelley uses iLearn to create quizzes that involve color pictures, drag-and-drop fill-in-the-blank questions, and labeling diagrams. Thus far, she has created assessments that not only fairly offer students the opportunity to demonstrate their mastery,…

Differentiating Instruction Using iLearn

Differentiating Instruction Using iLearn

ByBob Harrison

Yesterday, teachers Gihan Fradi and Christina West, who co-teach a chemistry class at Edsel Ford used a short, 4-question iLearn quiz to gather data on student understanding, which they then used to break the class into groups to work on their progress, since all students were at different points in their understanding.  This is just…

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