A big thank you to everyone who contributed to this book study blog. I appreciate your sharing reflections, experiences, and ideas with the group. The more we, as educators, engage in professional dialogue about our craft, the better we become.
I look forward to blogging with you again.
Keep it rigorous!
Carla
Monday, October 5, 2009
Friday, October 2, 2009
Final Post
I loved the example of the graphic organizer on page 142. In my class I have previously used the "spirit" of the idea of the graphic organizer. I try to encourage the student taking responsibility and making corrections to a test on a separate sheet of paper where they will show all of the work or some other explanation for why they missed the problem, as well as the new solution. The benefit is two fold - 1) the student is rewarded for making the appropriate corrections by receiving half of their missed points added back to their score, and 2) I know that they are putting time and effort into correcting the problems and understanding the concepts so that they can avoid future errors. This is more valuable to me than cramming for a test and forgetting the material as soon as they walk out of the classroom. I am definitely going to adapt the organizer on page 142 to my chemistry class. Since chemistry is very close to math in concepts, I won't have to make very many changes to the organizer itself, I would just reformat it for multiple questions (not 1 page per missed question).
While on the subject of grades, I agree with Ms. Blackburn that the students should not just be assigned busy work and work that is graded for "completion" or "effort". While I believe that students need to be challenged with a rigorous amount of work, I do think that the work assigned must be emphasized as important to them and then followed up as important to us by taking the time to actually grade it. I know we all get overwhelmed by the sheer amount of time/effort it takes to grade a class set of papers, and the tendency is to give each paper a once over, and give a completion grade. I personally have done this and am trying to move away from assigning work that is essentially "completion". Chemistry takes a lot of practice and I am still trying to work my way out of grading for completion and not accuracy and understanding. I would enjoy the opinions of others on how they accomplish this.
While on the subject of grades, I agree with Ms. Blackburn that the students should not just be assigned busy work and work that is graded for "completion" or "effort". While I believe that students need to be challenged with a rigorous amount of work, I do think that the work assigned must be emphasized as important to them and then followed up as important to us by taking the time to actually grade it. I know we all get overwhelmed by the sheer amount of time/effort it takes to grade a class set of papers, and the tendency is to give each paper a once over, and give a completion grade. I personally have done this and am trying to move away from assigning work that is essentially "completion". Chemistry takes a lot of practice and I am still trying to work my way out of grading for completion and not accuracy and understanding. I would enjoy the opinions of others on how they accomplish this.
Final Assignment
I think that the graphic organizer on p. 142 could be adapted to any subject in the upper grades. I think that if the students feel like they have a say in school, they are more interested in the process. As a follow up after an assignment, I think the organizer would give students an opportunity to assess themselves. I really like the way it requires students to explain hwy they know they have the right answer.
Review strategies in chapters 4-8. Pick three specific ideas to try.
Complexity with Vocabulary. I take for granted words I assume a 5th grade student has been exposed to--I'm continuously amazed at words they have never heard or do not comprehend. It has been my goal for the last year to find ways to increase vocabulary--to simply find time to implement a plan of action to achieve this. I do not like memorize and regurgitate-that tells me they can memorize. I like the graphic organizer on pg 72 but have found one that flows better [Laura Candler's page on the web] and is continuous -this way I can use it in a center on a daily/weekly basis. This g. organizer will be kept in their reading folder to refer back to when writing so they can use these new words. Also, I plan on meeting with our literacy coach and have her help me implement/plan how to utilize this center and use it on a daily/weekly basis. I hope to have this in place when the students return from fall break. I already have a daily vocabulary center set up and the pages laminated thanks to a parent helper this week. Now I begin the planning and implementing and I'm very excited. I want to use terms from all subjects in addition to other words a 5th grade student should be familiar .
Another idea I would like to try is Complexity in Review Games. I already implement Jeopardy as a review, and I'm working on higher order thinking questions to implement into the review. In addition, I am working on incorporating our own version of Are you Smarter than a 5th grader. I hope our principal will volunteer to come in a review with us when I have this in place. I also have a parent/other teacher volunteer form I will be sending out. Also, I want the students to have ownership of their review so I am allowing them to search and compile their own questions for review. This is mentioned on pg 76 and I think the students will enjoy hearing their questions read.
Lastly, The graphic organizer for math word problems in Chapter 5, pg 83 looks like something I will try. We complete a daily word problem at the beginning of math instruction. I always have them write what they know and what they need to find out on their paper-but they still struggle. Perhaps this graphic organizer will assist them in their quest for the answer. Also, this will give them practice in writing as they are required to write a sentence explaining the solution. Orchard is set up this way and they struggled with the benchmark as they had to explain why they chose an answer or how they came up with the answer. Even if they arrived at the right answer, many could not tell me how. I think this organizer will be a great tool.
Complexity with Vocabulary. I take for granted words I assume a 5th grade student has been exposed to--I'm continuously amazed at words they have never heard or do not comprehend. It has been my goal for the last year to find ways to increase vocabulary--to simply find time to implement a plan of action to achieve this. I do not like memorize and regurgitate-that tells me they can memorize. I like the graphic organizer on pg 72 but have found one that flows better [Laura Candler's page on the web] and is continuous -this way I can use it in a center on a daily/weekly basis. This g. organizer will be kept in their reading folder to refer back to when writing so they can use these new words. Also, I plan on meeting with our literacy coach and have her help me implement/plan how to utilize this center and use it on a daily/weekly basis. I hope to have this in place when the students return from fall break. I already have a daily vocabulary center set up and the pages laminated thanks to a parent helper this week. Now I begin the planning and implementing and I'm very excited. I want to use terms from all subjects in addition to other words a 5th grade student should be familiar .
Another idea I would like to try is Complexity in Review Games. I already implement Jeopardy as a review, and I'm working on higher order thinking questions to implement into the review. In addition, I am working on incorporating our own version of Are you Smarter than a 5th grader. I hope our principal will volunteer to come in a review with us when I have this in place. I also have a parent/other teacher volunteer form I will be sending out. Also, I want the students to have ownership of their review so I am allowing them to search and compile their own questions for review. This is mentioned on pg 76 and I think the students will enjoy hearing their questions read.
Lastly, The graphic organizer for math word problems in Chapter 5, pg 83 looks like something I will try. We complete a daily word problem at the beginning of math instruction. I always have them write what they know and what they need to find out on their paper-but they still struggle. Perhaps this graphic organizer will assist them in their quest for the answer. Also, this will give them practice in writing as they are required to write a sentence explaining the solution. Orchard is set up this way and they struggled with the benchmark as they had to explain why they chose an answer or how they came up with the answer. Even if they arrived at the right answer, many could not tell me how. I think this organizer will be a great tool.
How I give my best to my students. Keeping a positive attitude towards all of my students in one way I give my best. I teach 5th grade and at this age students are going through so many changes it is important to always be positive in attitude and demeanor. It is essential to build their self confidence on a daily basis.
In addition, I have high expectations for all my students, regardless of previous academic history. If I know a student can perform at a certain level, and they don't, I have a one on one conference with them where we discuss study habits, always doing our best on every assignment and then we set goals on how to succeed. Lastly, they are required to redo/rework or retake the assignment. Further, some students are required to research and write a report on a social studies or science topic to help them understand the topic better and receive points on their grade. This allows them to demonstrate mastery in a different way. All math errors are corrected. This lets them see their mistakes and learn from them. I also utilize small groups across the curriculum. This allows all students to receive the support they need at all times within all subjects. Granted, by the end of the day I'm worn out because I've met 20 times with small groups-but it is a good worn out feeling.
My students feel comfortable answering questions even whey they aren't 100% positive about the answer because all responses are considered "stepping stones" to the correct answer. If they are completely stumped they have "life lines". They can phone a friend, look in a book or receive a teacher prompt. This has increased student participation as they know they will receive assistance if needed and not feel embarrassed about not answering correctly.
I also share my failures as an adult and as a student. This lets the students understand that we don't always make that A-but it is o.k. as long as we are always doing our best. I tell my students they all have the potential to be top students and we set goals on how to reach the top and succeed.
I do not allow incompletes or F's on any assignments or tests. There are consequences in place until all work is turned in and all concepts are mastered. They know and understand this from day one and this sets the tone throughout the school year. It also cuts down on being "lazy" with work.
In addition, I have high expectations for all my students, regardless of previous academic history. If I know a student can perform at a certain level, and they don't, I have a one on one conference with them where we discuss study habits, always doing our best on every assignment and then we set goals on how to succeed. Lastly, they are required to redo/rework or retake the assignment. Further, some students are required to research and write a report on a social studies or science topic to help them understand the topic better and receive points on their grade. This allows them to demonstrate mastery in a different way. All math errors are corrected. This lets them see their mistakes and learn from them. I also utilize small groups across the curriculum. This allows all students to receive the support they need at all times within all subjects. Granted, by the end of the day I'm worn out because I've met 20 times with small groups-but it is a good worn out feeling.
My students feel comfortable answering questions even whey they aren't 100% positive about the answer because all responses are considered "stepping stones" to the correct answer. If they are completely stumped they have "life lines". They can phone a friend, look in a book or receive a teacher prompt. This has increased student participation as they know they will receive assistance if needed and not feel embarrassed about not answering correctly.
I also share my failures as an adult and as a student. This lets the students understand that we don't always make that A-but it is o.k. as long as we are always doing our best. I tell my students they all have the potential to be top students and we set goals on how to reach the top and succeed.
I do not allow incompletes or F's on any assignments or tests. There are consequences in place until all work is turned in and all concepts are mastered. They know and understand this from day one and this sets the tone throughout the school year. It also cuts down on being "lazy" with work.
Thursday, October 1, 2009
Final Assignment/ 3 strategies
I spend a great deal of my day teaching vocabulary. Students with a strong vocabulary are more successful. Presidents, CEOs,
and CFOs all have one thing in common. It is a strong vocabulary. I have used a variety of techniques to enhance the student's knowledge. Looking at the Riddles graphic organizer, I know my students would enjoy this activity. The love laughing. I also think using the question starters would help students. I could see using this with vocabulary as well as during a novel study.
I also liked the activity on page 69. It was short and with a new novel might help engage the students. Using it as a springboard and helping students to peek their interest.
I look forward to trying these activities as well as several others that are used in this book.
and CFOs all have one thing in common. It is a strong vocabulary. I have used a variety of techniques to enhance the student's knowledge. Looking at the Riddles graphic organizer, I know my students would enjoy this activity. The love laughing. I also think using the question starters would help students. I could see using this with vocabulary as well as during a novel study.
I also liked the activity on page 69. It was short and with a new novel might help engage the students. Using it as a springboard and helping students to peek their interest.
I look forward to trying these activities as well as several others that are used in this book.
Final Assignment/Giving students your best
I expect my students to give their best. I want my students to see their potential everyday they walk in the classroom. One thing I do with my students is we have one on one meetings to see how they can improve. I explain it takes so little to be above average. They just need to spend 5 more minutes, or read one more page each day, or ask one more question in order to be above average. I want them to see that each step will lead them to accomplish their very best. We look for best answers and I tell them I want their very best.
Each time I call on students to answer questions, I have students that always want to answer and they continue to raise their hand. I know that is intimidating to student on the point. I have the other students put their hands down and reassure the student that is trying to answer the question that I know they can do it. I then help guide them to the answer. Usually their is one student that wants to answer each time, and to keep from discouraging them, when the student answers correctly I will ask this student if they are correct.
I loved the section about learning not being an option. I have students retake quizzes or redo sections for mastery. Some students would rather take the lower grade than redo until they redo it successfully. We discuss how much better it feels to pass the test and learn the skill. Sometimes I let a student who is not as successful teach another student the concept. With a little pushing they both learn the skill and the student that is doing the teaching probably learned the most.
I also loved the idea of a victory list for students. We all have them.
Each time I call on students to answer questions, I have students that always want to answer and they continue to raise their hand. I know that is intimidating to student on the point. I have the other students put their hands down and reassure the student that is trying to answer the question that I know they can do it. I then help guide them to the answer. Usually their is one student that wants to answer each time, and to keep from discouraging them, when the student answers correctly I will ask this student if they are correct.
I loved the section about learning not being an option. I have students retake quizzes or redo sections for mastery. Some students would rather take the lower grade than redo until they redo it successfully. We discuss how much better it feels to pass the test and learn the skill. Sometimes I let a student who is not as successful teach another student the concept. With a little pushing they both learn the skill and the student that is doing the teaching probably learned the most.
I also loved the idea of a victory list for students. We all have them.
Final Blog
Giving the Best: Sometimes I get so busy with the 'administrative' part of the job, it becomes very difficult to give students the best of me. Perhaps the greatest gift I hope to give my students is my BELIEF in their ability to perform at a much higher level than they are sometimes expected to. I believe that all my students can turn in homework on time, and expect it in every student without excuse. I continually try to raise the expectation for my students through requirements that I believe to be essential, yet so many see as weird and a waste of time. Students often are shocked that as a Social Studies teacher I require them to capitalize all proper nouns, write in complete sentences, and I count off for spelling on their tests. While it seems obvious to me that these things should be counted off for in every class, students and parents sometimes have a difficult time understanding how I can grade such things in a history class. Also, most of my tests don't have a word bank, but they are fill-in-the-blank and essay. It is how I can truly see what they know, and what they don't. By the end of the year, I have so many students who are writing better, using better study habits, and are more confident in their ability to write in every subject. While it takes time, encouragement, and commitment in the beginning, the students and parents do buy-in and are grateful for the results when they go on to high school.
Implementing Rigor: I feel like I am constantly battling low expectations for our students, and teachers and parents who consistently give excuses as to why our students can't or don't perform to the level required to be truly 'rigorous'. I disagree with many of the initiatives that seem to do just that including the no zero push in our schools... I am very thankful to work with teachers who share similar philosophies on issues such as no late homework, no work/no credit, etc. When teacher teams, schools, and even systems have a united vision of high expectations for our students, the kids and parents benefit and eventually buy-in. When one teacher allows late homework or doesn't give zeros, it allows the whole group to take a hit and look like the 'mean teacher' referred to on pg. 5. We can raise the expectation in our classroom, and we do it by encouraging each other and continuing to learn, experiment and at times, fail.
Final Discussion
"It is impossible to live without failing at something, unless you live so cautiously that you might have not lived at all-in which case you fail by default."- JK Rowling
I put this quote on my registration welcome letter. I believe in the power of failure and the wonderful things it leads us to in life. I make sure my students understand that it is okay to make mistakes as long as we learn from them and don't make the same mistakes over and over. Often my students don't have much experience with this. They are only 8 and many come from families that do not allow them to fail. Since I do feel so strongly about this, it is imperative that I allow my students ample opportunities to use their failures to grow. I let students "check" their own work so they can get immediate feedback. If we don't, most will only look at the final grade and never look at what they missed or give a second thought to what the right answer is. I always go back over it and check it myself after they "check it". I do allow them to correct their tests sometimes for 1/2 credit. It depends on the circumstances. I really like some aspects of the graphic organizer on p142. I like having the students think about why they missed a question. I might change or leave out some of the choices just because I know some of my students will choose things like "I thought it was right" or "I studied but I forgot" without really thinking. I am going to give this a little more thought and implement it somehow at least on an occassional basis.
After 13 years of teaching, I am sick and tired of "I don't get it." Before I read the book, I decided and announced to my class that they were not allowed to say this. They could say things like "I don't know this particular word in the direction" or "I am having trouble with the second step" or something that is specific to what they "don't get". I try to encourage them to be problem solvers and independent thinkers. Usually the ones who say this the most are those that are working on a higher level, and I've given something more challenging and thought provoking to them. When the answer doesn't come immediately, they come running to me for the answer.
My parents don't always agree with some of my philosophies. I have three children of my own, and I try to teach them the way I want my children to be taught. The ultimate goal is for them to be independent, responsible, problem solvers that welcome challenges, can fuction with a little failure now and then and ultimately become stronger and wiser.
I put this quote on my registration welcome letter. I believe in the power of failure and the wonderful things it leads us to in life. I make sure my students understand that it is okay to make mistakes as long as we learn from them and don't make the same mistakes over and over. Often my students don't have much experience with this. They are only 8 and many come from families that do not allow them to fail. Since I do feel so strongly about this, it is imperative that I allow my students ample opportunities to use their failures to grow. I let students "check" their own work so they can get immediate feedback. If we don't, most will only look at the final grade and never look at what they missed or give a second thought to what the right answer is. I always go back over it and check it myself after they "check it". I do allow them to correct their tests sometimes for 1/2 credit. It depends on the circumstances. I really like some aspects of the graphic organizer on p142. I like having the students think about why they missed a question. I might change or leave out some of the choices just because I know some of my students will choose things like "I thought it was right" or "I studied but I forgot" without really thinking. I am going to give this a little more thought and implement it somehow at least on an occassional basis.
After 13 years of teaching, I am sick and tired of "I don't get it." Before I read the book, I decided and announced to my class that they were not allowed to say this. They could say things like "I don't know this particular word in the direction" or "I am having trouble with the second step" or something that is specific to what they "don't get". I try to encourage them to be problem solvers and independent thinkers. Usually the ones who say this the most are those that are working on a higher level, and I've given something more challenging and thought provoking to them. When the answer doesn't come immediately, they come running to me for the answer.
My parents don't always agree with some of my philosophies. I have three children of my own, and I try to teach them the way I want my children to be taught. The ultimate goal is for them to be independent, responsible, problem solvers that welcome challenges, can fuction with a little failure now and then and ultimately become stronger and wiser.
Last post
I enjoyed the chapter on giving students your BEST. I feel I am already practicing these methods, but there is room for "tweaking." I do express belief in students, and I do use the method of "guiding" students to come up with better answers. I also use follow-up probing questions and often ask for elaboration in a tone that expresses confidence and matter-of-factness that they will have something relevant to say. I have become more conscious of "wait time" for answering questions, however.
I do offer encouragement by smiling and nodding, making positive remarks, and writing positive remarks on their papers. I even use stickers. I often remind the students that I am available for extra help particularly before or after school, thus offering support and time.
A specific idea I would like to try is exploring points of view through the "Two Voices" poems. I often have students write poems anyway, and this assignment would work with many works of literature that contain characters with contrasting viewpoints. A good example would be Brutus and Cassius (in Julius Caesar) in their attitudes toward Caesar. The foils Finny and Gene in A Separate Peace are other examples.
I model instructional behaviors. For example, when students write, many times I write as well. I like the modeling ideas of "What to Do When You Don't Know a Vocabulary Word." The suggestions listed on that chart would make a good poster for the classroom. It will take discipline on my part not to reel off a definition when someone asks for one. They really do need to do this for themselves.
Another idea I like is the "Think-Pair-Share" method of asking questions.
I will continue to minimize negative aspects of grading , paradoxically, by taking many formative grades so that one or two grades do not generally wreck a cumulative grade.
I will repeat this mantra--success leads to confidence leads to more success leads to more confidence. . . .
I do offer encouragement by smiling and nodding, making positive remarks, and writing positive remarks on their papers. I even use stickers. I often remind the students that I am available for extra help particularly before or after school, thus offering support and time.
A specific idea I would like to try is exploring points of view through the "Two Voices" poems. I often have students write poems anyway, and this assignment would work with many works of literature that contain characters with contrasting viewpoints. A good example would be Brutus and Cassius (in Julius Caesar) in their attitudes toward Caesar. The foils Finny and Gene in A Separate Peace are other examples.
I model instructional behaviors. For example, when students write, many times I write as well. I like the modeling ideas of "What to Do When You Don't Know a Vocabulary Word." The suggestions listed on that chart would make a good poster for the classroom. It will take discipline on my part not to reel off a definition when someone asks for one. They really do need to do this for themselves.
Another idea I like is the "Think-Pair-Share" method of asking questions.
I will continue to minimize negative aspects of grading , paradoxically, by taking many formative grades so that one or two grades do not generally wreck a cumulative grade.
I will repeat this mantra--success leads to confidence leads to more success leads to more confidence. . . .
Final Post
Question # 1 One way I show my students that I believe in them (B) is by calling on each of them throughout the day to answer questions and participate in the whole group lesson. At the beginning of the year, each students is assigned a number for their mailbox, locker, etc. I write those numbers on tiles and pull them from a box to answer questions daily. Students are well aware that they may be called on at any time. I do not use it as a form of punishment, but rather to ensure that each child is given a chance. I praise them for giving their best effort. I encourage (E) my students is both verbal and non-verbal ways. I often say things such as.."I like the way that ____________ is working so hard on their math journal problem. In addition to verbal praise, I give my students high fives and we do cheers for students that attempt difficult tasks even if they fail. I provide support (S) for students in various ways. First of all, I modify tasks to meet various learners needs. When I call on students in class, I may change the question to a multiple choice or yes/no answer depending on the student. We talk about how to use resources in the classroom first before asking for help. In order to know how much time(T) students need to complete tasks and answer questions I first have to get to know my students. For some students for example, I know I have to count to 15 in my head before I can expect a verbal answer. I also have students close their eyes and think about their answers before raising their hand. By using the number tiles, I can also control how much wait time I give because students are not raising their hands to answer.
Question #3 I think creating a poster like the one on page 127 would be a great exercise to do with my students at the beginning of the school year. Some words/phrases I would like to exclude from my classroom are "I can't." "This is too hard." "Ugggghhhh." "I hate school." "I hate math, etc." Things I would like to include are : 1. give praise to at least 3 other classmates today. 2. "I can do this." 3. "I will try my best." 4. " I will use my resources first before asking for help."
Question #3 I think creating a poster like the one on page 127 would be a great exercise to do with my students at the beginning of the school year. Some words/phrases I would like to exclude from my classroom are "I can't." "This is too hard." "Ugggghhhh." "I hate school." "I hate math, etc." Things I would like to include are : 1. give praise to at least 3 other classmates today. 2. "I can do this." 3. "I will try my best." 4. " I will use my resources first before asking for help."
Final Assignment
It was a little overwhelming to look at all the possible activities when I decided to find three specific strategies to try in the next few weeks. There is so much information there. It made me feel good to see that some of the activities are very similar to ones that I already use ( tic-tac-toe, p. 107). I am definitely going to use the Two Voices Poem with a novel that I am currently reading. It will work well to help the students understand different perspectives. I am also planning to use the Design for Vocabulary/Concept Graphic Organizer( p.75) for a nonfiction selection when we get back from fall break. Vocabulary instruction can be so difficult. I like the idea of the organizer because it gives the students greater variety in how to define the term. How I remember a word may be different from someone else. The reinforcement with the organizer will help. I also like the Question Matrix(p.96) idea presented. I could see using the one as well as making up my own questions.
Final Blog Thoughts
In regards to assignments and their worth and assigning zeroes for work not turned in I am torn. I believe assignments hold a multi-pronged role. My content area is math and often times assignments (especially homework) are viewed as busy work. My response to this complain is metaphorical. I explain to my students that math is like playing the piano (or any instrument)....the more you practice the better you will play/perform. They understand that homework has a purpose above and beyond busy work. As for the not giving a grade of zero I am torn. My projects generally are authentic and correlate the math to the real world. The real world has deadlines. If you go to your boss and ask for an extension that is one thing but just not turning it in doesn't cut it. Is your principal going to say "that is okay.....turn it in later" NO. Mine isn't. My students are give time in class to work on project and ask questions but ultimately they must take responsibility for their own work. I give zeroes. It is a last resort but if a student just refuses to do the work they will not be rewarded with a grade with no effort.
In looking at Popham's levels I fall somewhere between level 2 and 3. We use formative assessments in my class quite often. At the beginning of each semester my students take a MI survey so that I can find out their learning styles and they can realize where their strengths lie.
I also do a good bit of controlled floundering especially at the beginning of new units to review what we already know and to discover what we need to focus our efforts on during the course of the unit. I admit most of my formative assessing comes more in the form of pre-assessment and I still use traditional summative techniques; however, my classroom dynamics have changed because of the use of these formative techniques, and I think for the better.
In looking at Popham's levels I fall somewhere between level 2 and 3. We use formative assessments in my class quite often. At the beginning of each semester my students take a MI survey so that I can find out their learning styles and they can realize where their strengths lie.
I also do a good bit of controlled floundering especially at the beginning of new units to review what we already know and to discover what we need to focus our efforts on during the course of the unit. I admit most of my formative assessing comes more in the form of pre-assessment and I still use traditional summative techniques; however, my classroom dynamics have changed because of the use of these formative techniques, and I think for the better.
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