tag:blogger.com,1999:blog-7941561860658328982023-11-15T09:18:05.997-06:00Rigor Is NOT a Four-Letter Word Book StudyThis blog is designed for participants to share reflections, observations, and questions about the book, Rigor Is NOT a Four-Letter Word, by Barbara R. Blackburn.Carlahttp://www.blogger.com/profile/08231828852382622950noreply@blogger.comBlogger66125tag:blogger.com,1999:blog-794156186065832898.post-44876852619267880272009-10-05T21:07:00.002-05:002009-10-05T21:10:32.975-05:00THANK YOU FELLOW LEARNERS!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. <br />I look forward to blogging with you again. <br />Keep it rigorous!<br />CarlaCarlahttp://www.blogger.com/profile/08231828852382622950noreply@blogger.com0tag:blogger.com,1999:blog-794156186065832898.post-52425045150621093482009-10-02T16:54:00.002-05:002009-10-02T17:18:53.660-05:00Final PostI 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).<br /><br />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.lindsay.wolthershttp://www.blogger.com/profile/13271717700856627300noreply@blogger.com0tag:blogger.com,1999:blog-794156186065832898.post-78721114795566365002009-10-02T09:09:00.002-05:002009-10-02T09:17:22.128-05:00Final AssignmentI 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.Sandra Dickensonhttp://www.blogger.com/profile/09019698790522645804noreply@blogger.com0tag:blogger.com,1999:blog-794156186065832898.post-73922738153705570242009-10-02T08:53:00.002-05:002009-10-02T09:12:18.909-05:00Review strategies in chapters 4-8. Pick three specific ideas to try. <br /><br />Complexity with Vocabulary. I take for granted words I assume a 5<span id="SPELLING_ERROR_0" class="blsp-spelling-error">th</span> 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 5<span id="SPELLING_ERROR_1" class="blsp-spelling-error">th</span> grade student should be familiar .<br /><br />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 5<span id="SPELLING_ERROR_2" class="blsp-spelling-error">th</span> 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.<br /><br />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.Shelenahttp://www.blogger.com/profile/11922676028550781912noreply@blogger.com0tag:blogger.com,1999:blog-794156186065832898.post-30907149258668222732009-10-02T08:33:00.002-05:002009-10-02T08:53:24.365-05:00How 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 5<span id="SPELLING_ERROR_0" class="blsp-spelling-error">th</span> 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.<br /><br />In addition, I have high expectations for all my students, regardless of previous academic history. If I know a student can <span id="SPELLING_ERROR_1" class="blsp-spelling-corrected">perform</span> 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. <span id="SPELLING_ERROR_2" class="blsp-spelling-corrected">This</span> 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. <span id="SPELLING_ERROR_3" class="blsp-spelling-corrected">This</span> 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'<span id="SPELLING_ERROR_4" class="blsp-spelling-error">ve</span> met 20 times with small groups-but it is a good worn out feeling.<br /><br />My students feel comfortable answering questions even whey they aren't 100% positive about the <span id="SPELLING_ERROR_5" class="blsp-spelling-corrected">answer</span> because all responses are considered "stepping stones" to the correct <span id="SPELLING_ERROR_6" class="blsp-spelling-corrected">answer</span>. 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 <span id="SPELLING_ERROR_7" class="blsp-spelling-corrected">embarrassed</span> about not answering correctly. <br /><br />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 <span id="SPELLING_ERROR_8" class="blsp-spelling-corrected">succeed</span>. <br /><br />I do not allow <span id="SPELLING_ERROR_9" class="blsp-spelling-error">incompletes</span> 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.Shelenahttp://www.blogger.com/profile/11922676028550781912noreply@blogger.com0tag:blogger.com,1999:blog-794156186065832898.post-43098834712745623082009-10-01T22:13:00.002-05:002009-10-01T22:25:07.135-05:00Final Assignment/ 3 strategiesI spend a great deal of my day teaching vocabulary. Students with a strong vocabulary are more successful. Presidents, CEOs,<br />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. <br /><br />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. <br /><br />I look forward to trying these activities as well as several others that are used in this book.Jeanette Gutzmanhttp://www.blogger.com/profile/15979091842812842718noreply@blogger.com0tag:blogger.com,1999:blog-794156186065832898.post-23254382545078092162009-10-01T21:42:00.003-05:002009-10-01T22:13:09.996-05:00Final Assignment/Giving students your bestI 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.<br /><br />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. <br /><br />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.<br /><br />I also loved the idea of a victory list for students. We all have them.Jeanette Gutzmanhttp://www.blogger.com/profile/15979091842812842718noreply@blogger.com2tag:blogger.com,1999:blog-794156186065832898.post-49470107219820170912009-10-01T20:47:00.002-05:002009-10-01T21:12:49.938-05:00Final Blog<i>Giving the Best:</i> 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.<div><br /></div><div><i>Implementing Rigor:</i> 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.</div>Erichttp://www.blogger.com/profile/11747263487285367032noreply@blogger.com0tag:blogger.com,1999:blog-794156186065832898.post-51027529645145732612009-10-01T18:46:00.002-05:002009-10-01T19:35:48.297-05:00Final 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<br /><br />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. <br /><br />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. <br /><br />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.MJohnson3http://www.blogger.com/profile/17790238009245981425noreply@blogger.com2tag:blogger.com,1999:blog-794156186065832898.post-31534068422925915742009-10-01T16:33:00.005-05:002009-10-01T16:55:12.421-05:00Last postI 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. <br /><br />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. <br /><br />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 <em>Julius Caesar</em>) in their attitudes toward Caesar. The foils Finny and Gene in <em>A Separate Peace</em> are other examples. <br /><br />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.<br /><br />Another idea I like is the "Think-Pair-Share" method of asking questions. <br /><br />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.<br /><br />I will repeat this mantra--success leads to confidence leads to more success leads to more confidence. . . .Arlenehttp://www.blogger.com/profile/06536880084930024082noreply@blogger.com2tag:blogger.com,1999:blog-794156186065832898.post-52033547842342395992009-10-01T16:33:00.004-05:002009-10-01T16:46:21.196-05:00Final PostQuestion # 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. <br />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."shelibeckhttp://www.blogger.com/profile/09244134008198727781noreply@blogger.com0tag:blogger.com,1999:blog-794156186065832898.post-50124500037478462132009-10-01T10:46:00.002-05:002009-10-01T11:04:37.765-05:00Final AssignmentIt 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.Sandra Dickensonhttp://www.blogger.com/profile/09019698790522645804noreply@blogger.com0tag:blogger.com,1999:blog-794156186065832898.post-64662149717009940652009-10-01T08:58:00.003-05:002009-10-01T09:16:40.123-05:00Final Blog ThoughtsIn 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 <span class="blsp-spelling-corrected" id="SPELLING_ERROR_0">authentic</span> and correlate the math to the real world. The real world has deadlines. If you go to your boss and ask for an <span class="blsp-spelling-corrected" id="SPELLING_ERROR_1">extension</span> 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.<br /><br />In looking at <span class="blsp-spelling-error" id="SPELLING_ERROR_2">Popham's</span> 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.<br />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 <span class="blsp-spelling-error" id="SPELLING_ERROR_3">pre</span>-assessment and I still use traditional <span class="blsp-spelling-error" id="SPELLING_ERROR_4">summative</span> techniques; however, my classroom dynamics have changed <span class="blsp-spelling-corrected" id="SPELLING_ERROR_5">because</span> of the use of these formative techniques, and I think for the better.Unknownnoreply@blogger.com4tag:blogger.com,1999:blog-794156186065832898.post-85493853872134981982009-09-30T18:18:00.002-05:002009-09-30T18:53:06.853-05:00Final Blog part 2:<br /><br />Complexity with Vocabulary on page 71. I remember when I was in school how difficult it was for me to memorize my vocabulary words. I hated it. I try so hard to make it fun with my students and my own children at home. With 1st graders, it seems that the children do not get talked to as much as in the past. I don't feel that there are family discussions like their used to be. Therefore, students do not get the understanding of words like we did when we were growing up. When I say a vocabulary word and get a funny look then I know it is time to have a discussion. I say the word and then ask the students what they think the word means. Then I use it in a sentence and ask again. I keep giving clues until someone understands what it means. Then as a whole class we repeat the meaning. I then have different students use the word in another sentence until we all understand the meaning. Later we might go to our seats and write the words and draw pictures to help us remember what the word means to us. I try to have the students relate the word to their personal self. We also write sentences using the words. We will sometimes read our sentences out loud to help another student who is having trouble understanding. I do this weekly with all the new vocabulary words in reading as well as in science and social studies. When in reading groups, some of the words might be difficult to sound out. When the student finishes reading, I ask the group what they thought a certain word meant in the story. That is another way of helping with vocabulary. It is not just about vocabulary, there are others areas where you need to help students understand meanings.<br /><br />I use graphic organizers with the 1st grade. Ours are much simpler than upper grades, but it helps the students to see that there can be many ways to understand things.tammyhttp://www.blogger.com/profile/16450227955344057508noreply@blogger.com1tag:blogger.com,1999:blog-794156186065832898.post-15055746728851185652009-09-30T17:57:00.002-05:002009-09-30T18:15:12.446-05:00Final Blog:<br /><br />In chapter 7, I use encouragement, always expect the best out each and everyone of my students, support them, and give them the time needed to help them succeed. I call them to my desk or walk over to their desk to give extra help. If I call on a student to answer a question and he/she is having trouble, instead of calling on another student, I give little clues or hints to the answer. If we are reading orally, I help the student sound the words out or we, as a group, read the words together first. It helps the slower student feel more accomplished. I believe that there is a way to show all students how to succeed and make them feel proud of themselves and their accomplishments. I use a lot of Dr. Jean's positive rewards and sayings, ie. kiss your brain, put a gold star on your head, etc. I teach 1st grade and that works with the younger students. They would do anything for a class cheer or to be recognized. In quantum learning they teach you that you can accomplish anything. I teach my students that we can make our<br /> brains grow with all the knowledge that we put into it. At the end of the day, we recap what we learned. We evaluate how much our brains grew for that day. The children get so excited, thinking that they will be smarter than other students.<br />When grading papers, if a student did poorly, they obviously did not understand the assignment. Instead of giving a bad grade and being upset with that student for not trying, I call them over to my desk, we discuss what happened, and I give the student another chance to fix the work. I don't like giving grades to the younger students, however it is required. I try to make it less painful for a student who has a lot of difficulty learning. We work together and go over and over the material to help then student succeed.tammyhttp://www.blogger.com/profile/16450227955344057508noreply@blogger.com3tag:blogger.com,1999:blog-794156186065832898.post-88887898205105861662009-09-30T10:24:00.002-05:002009-09-30T12:00:23.747-05:00Final BlogBarbara Blackburn's work in Chapter 7, entitled "Raise Expectations supports the work done by Dr. Jayson Nave and Danny Hill in their work, "The Power of ICU". Both pieces of literature support the belief that it is the teacher's responsibility to create meaningful, engaging, and challenging assignments. High expectations are the norm forBarbara Blackburn's philosophy. Grades reflect the real capability of the students not just what the students have or have not done. While teachers are responsible for student learning of performance standards, students are held accountable for completing all assigned work. It is the teacher's responsibility to see that students learn the standards that have been handed down in the performance standards issued by the state. It is imperative that the teaching profession move toward an atmosphere and school-wide culture of monitoring students' assignments and expressing the importance of these assignments and expressing the importance to students, parents, and the community. If we value and esteem our assignments both in classwork and homework, our standardized achievement scores will follow. The assignments must exemplify rigor and motivate students to understand the standard tracking progres toward the meeting of that standard. Students once thought of as non-motivated or lazy can perform at accepted, healthy levels when policies of student completion of class work and homework, participation in extra help, and not yet grading policies are established in the classroom.<br /><br />Three specific strategies that I plan to implement over the next three weeks include: the question matrix utilizing a chunking strategy, complexity with vocabulary, and complexity through projects. The first activity I have completed in class with the novel "Danny, Champion of the World". I was able to chunk this activity which made it much more doable in the classroom. the first chunk of the activity required that students randomly selected six questions from the question matrix. (I used baggies for this). They were to complete this chunk as an individual. The students were to write six questions that reflected anything we had read in the book. In this level I gave them 15 minutes. The next chunk required the students to practice each of the six questions within their groups. Students could then practice and rewrite any questions that may have been unclear. The final chunk required the student to present questions to the class. Each student was required to present at least 3 questions. This activity took about two days to complete. The students just loved this!!! The next strategy I plan to implement is complexity with vocabulary. The next novel my sixth grade class will be reading is "The Devil's Arithmetic". I have decided to have the students build a yiddish word journal. This will include an entry page for each yiddish word or phrase. The entry page will have a place for the definition, a sentence, and related words. Students will make a visit to the computer labe where they can here the terms pronounced. The third strategy will include complexity through projects. This strategy will involve the use of reflection journals the students respond to events of the holocaust. One strategy that I would like to include in the future is the more choices strategy. Students would be provided with different learning opportunities. This concept would reflect more of the knowledge and interest of the individual.sandra.vealehttp://www.blogger.com/profile/13873354003944815139noreply@blogger.com0tag:blogger.com,1999:blog-794156186065832898.post-168571648815171702009-09-30T09:27:00.002-05:002009-09-30T09:33:19.701-05:00Ms. Blackburn continues in Chapter 7 to discuss assignments (p. 121). She states, <span style="font-style: italic;">If something is important enough for you to assign it, then it should be important enough for a student to complete it. Let me clarify a key point. This is not just about the student's responsibility. <span style="font-weight: bold;">You play a major role in his or her success.</span></span> (Emphasis added.) <span style="font-style: italic;"> First, it means we design assignments that are valuable, not just busy work. In addition to helping students understand the value of the work, we hold them responsible for completion. ...but requiring students to complete something means you also provide a structure and support to ensure they finish.</span> What is your opinion of Ms. Blackburn's statements? Please justify.<br />I try to make my assignments and what we do each day as meaningful as possible. Yesterday we did a squiggle and this became their 3 min writing for the week. We also do as much hands on work as possible. As far as paper and pencil goes I do not have that hard of a time with completion but when I do the students do not earn extra recess or center time until their work is done. I assign little HW mainly b/c it does not always come back and a lot of my parents work nights. When HW is assigned I give a few days for them to finish it. I want everything I do to tie into other things and I also want students to build on new work with previous work. I would say this happens 95% of the time.Elizabeth Jerroldshttp://www.blogger.com/profile/13611031376397133255noreply@blogger.com1tag:blogger.com,1999:blog-794156186065832898.post-40805362323340051452009-09-30T09:23:00.002-05:002009-09-30T09:26:50.954-05:00The author refers to Robert Marzano's <span style="font-style: italic;">The Art and Science of Teaching </span>in Chapter 7, when she talks about teacher expectations. She encourages us to give our students our <span style="font-style: italic;">BEST: <span style="font-style: italic;">belief, encouragement, support, and time. </span></span>Discuss ways you give your students your best.<br /><br />When I walk in the door each morning I let whatever happened between the time I left the day before and that morning leave me as best I can. I have found that if I am grumpy my kids ask me what is wrong and they then become grumpy. I also found that giving them snack, a hug, and asking about what they do and like makes them more engaged. My kids know that I am their number one ally here at school even when things are rough but I will also be there biggest foe if they do not give me what I feel is there best even with harder challenges in life and academically.Elizabeth Jerroldshttp://www.blogger.com/profile/13611031376397133255noreply@blogger.com0tag:blogger.com,1999:blog-794156186065832898.post-60893924054967731782009-09-29T20:56:00.003-05:002009-09-30T23:31:43.703-05:00FinalIn response to 'creating the culture' in my room, I feel very strongly about projecting a positive atmosphere. I want my students to feel confident and capable of doing the work. I have a poster in my room that says "Think you can...Think you can't...Either way you're right." Next to it is a poster that says "I think I can!" I've talked with my students about "can't" being a word we don't say. In order to achieve this, I regularly let my students know that I am there to support them. If they are showing signs of distress because of struggling with a skill or something we are reading, I have them stop for a moment and remind them that we will work it through together.<br /> I am interested in the comments made by Robert Marzano (p. 114) about giving students your BEST (Belief, Encouragement, Support, Time). All of the students I am working with are struggling readers. I know that some of them are self-conscious about their difficulties with reading. I try every day to build each of them up. I point out things that they are doing well, and help them work on things that they are having problems with. I make sure that each of my students get multiple opportunities to answer questions. I expect all of them to work and participate in our groups. If any of them have difficulty with something we are working on, I may have another student help them with the answer, but I always come back to that student later in the lesson to review.<br /> I have some strategies that I would like to try very soon with my reading groups. First, I will write a letter for myself to envision what I would like to have accomplished throughout this year. Then I would like to have my students write vision letters to imagine what the school year has been like for them. I think this will be a very positive goal-setting experience for all of us. I know that it will take quite a bit of support since almost half of my students are in the first grade, but I think that even at six years old, these students have goals they would like to accomplish. Writing the goals down should make students more likely to focus on achieving those goals.<br /> I would also like to utilize the RAFT strategy. We have reading programs that we use, but I think that this could be incorporated into the writing portion. Giving struggling readers and writers a specific purpose and audience should help them narrow their focus. If students practice writing this way, hopefully they can transfer the skills they learn to other writing assignments. <br /> I wish I had heard of the Guide-O-Rama when I was a classroom teacher because I think it is such a fantastic idea. I still plan to use it in my small reading groups. My students can really benefit from the modeling of the thought processes. I like the fact that you can take readers through a selection step by step, while giving them some independence. It is a great way to encourage metacognition. I am excited about the ideas I have gotten from this book. I think that I can take these and really make a difference with my students.KathyChttp://www.blogger.com/profile/00399122338227302804noreply@blogger.com0tag:blogger.com,1999:blog-794156186065832898.post-90909414937723670672009-09-29T20:19:00.002-05:002009-09-29T20:46:27.329-05:00Final BlogFirst Question - I had already written down some strategies I wanted to try in the next few weeks, so this was an easy one to answer. I teach 6th grade Language Arts, and the first strategy I am going to try is the RAFT (role/audience/format/topic strategy) on p.66. I think this model will give the students a more realistic and interesting reason to write. I also want to ulilize the 'sample points of view' chart on p.103 as a writing tool. I think that by having students write from the different points of view, they will find the assignment more meaningful and relevant to the real world. I feel it is often hard to get students interested in writing, and these two activities add some meaningful reasons into why we write. I also like the 'vocabulary chart' on p. 72. I am always trying to come up with different ways to teach vocabulary and make it interesting. I have several different activities I currently do with vocabulary, but this would be another good activity to add. I also found the Tic-Tac-Toe model on p.107 to be interesting. One of my daughter's teachers (11th grade) is using a similar model this sememter in her class. My daughter is finding it difficult to do (probably because it is something totally new to her), but it seems interesting to me. It is definately making her more responsible for her own learning.<br /><br />Second Question -- I found it very interesting what Ms. Blackburn says on p. 121 about "requiring students to complete something means you also provide a sturcture and support to ensure they finish" and "allowing students to take a zero reflects lower expectations." While I agree with what she says, I have such a hard time implementing it. I try to only assign work that I feel is necessary and valuable; therefore, I really want the work to be completed. However, when students do not complete their work, I have a hard time finding the opportunity to 'make' them get the work done. I wish there was a time in our day where we could require students to work on missed work, yet not have to delay other students' learning to wait on them to catch up.Tinahttp://www.blogger.com/profile/08310055796750764341noreply@blogger.com0tag:blogger.com,1999:blog-794156186065832898.post-25205829311287761332009-09-29T19:42:00.005-05:002009-09-29T20:18:12.360-05:00Final Blog<span class="blsp-spelling-error" id="SPELLING_ERROR_0">Popham's</span> Levels<br /> I'm going to relate this concept specifically to writing.We are <span class="blsp-spelling-error" id="SPELLING_ERROR_1">TCAP</span> assessed in fifth grade, and when the time comes, I want my students to feel confident and excited to write their narratives. I use the six trait model to drive my instruction. I never put a letter grade on a writing assignment. We focus on one trait at a time, and when I review their final draft, I write comments specific to that trait.For example, when we studied word choice, I underlined examples of vivid words and praised them for using "quality" words. I would consider myself at level three, which emphasizes evidence gathering to make adjustments. I keep all of my students monthly writing samples in a folder, and we review them both individually and as a group. I have asked for permission from students to share his or her work with the rest of the class, and they are so proud to do so! For me, writing is such a personal experience, and placing a letter grade on it at this level does not feel right. However, I do know that those who have mastered a skill should be recognized, and I use the scale of S or E to evaluate. On page 132, the author discusses using a check or check plus system, so I feel that I'm on the right track.<br /><br />Graphic organizer pg. 142<br /> I agree with the concept that students need to be given an opportunity to correct their mistakes, especially in math. I offer half credit for each corrected answer on my weekly math test. I give the students the chance to do this in class because I feel it is so important to get their thinking on the right path, instead of making the same mistakes over and over. I like the form on page 142, but it is too involved for me. Currently, I have the students do their "fix up" on a separate sheet of paper, and attach it to the test. I intend to make an overhead of the seven reasons listed on page 142, and require students to write the reason next to their new answer.This step will make them think about their thinking!derricashhttp://www.blogger.com/profile/09620436811627254859noreply@blogger.com2tag:blogger.com,1999:blog-794156186065832898.post-71489578308457933172009-09-29T19:42:00.002-05:002009-09-29T19:43:10.791-05:00finalderricashhttp://www.blogger.com/profile/09620436811627254859noreply@blogger.com0tag:blogger.com,1999:blog-794156186065832898.post-741323710692385832009-09-29T19:42:00.001-05:002009-09-29T19:43:10.308-05:00finalderricashhttp://www.blogger.com/profile/09620436811627254859noreply@blogger.com0tag:blogger.com,1999:blog-794156186065832898.post-85677098618664845852009-09-29T19:42:00.000-05:002009-09-29T19:43:10.036-05:00finalderricashhttp://www.blogger.com/profile/09620436811627254859noreply@blogger.com0tag:blogger.com,1999:blog-794156186065832898.post-83938812053401332342009-09-29T13:24:00.002-05:002009-09-29T13:52:21.152-05:00Final Blog<br /><br />"It's Your Turn of p. 126: How do you want to change the culture in your room?What do you want out of your class (words such as "can't")? What do you want in your class?<br /><br />I definitely related to these questions because my school is currently in the process of changing our culture as a whole and in each classroom. We are utilizing the case studies and philosophy of <em>The Power of ICU </em>by Danny Hill to help transform our culture. In short, we will no longer support an environment that allows students to say, "I can't" or "I forgot". The focus is on student learning and growth and not allowing students to continuously take the easy way out by earning zeros for assignments. Our administration has organized this well for our staff so that it is not cumbersome, and I have already seen an impact on some students within this first 9 weeks. Students are asked to complete the incomplete or missing work during various times of the day, and I have heard several students comment on the fact that they know we believe in their ability to do their best and will provide support for that to happen. We have stressed to our students that learning is the priority. Testing re-takes for students with failing test grades are also given during these times. Our assistant principal has even been completing study guides and working with some of these students failing tests to prepare them for the re-take. I definitely can't go into the whole premise or plan here, but it was certainly a challenge at first for all of us teachers to not focus on "the way we've always done things" or "deadlines" and focus on student learning being the primary focus.<br /><br />Relating to this issue is also the discussion of assignments (p. 121) in Chapter 7. I do agree that we are sending a message to our students through the type of work we assign. Students can see the value of an assignment and respond accordingly. "If something is important enough for you to assign it, then it should be important enough for a student to complete it." That is a very valid point, and we also have to provide the structure and support to ensure they finish. The above reference to the ICU Program certainly has changed my actions and views in this area as well. Students will basically perform to the level that I communicate through my expectations (verbal and non-verbal). So, if I do not value their completed work and care enough to assign relevant, valid assignments, then some of my students will reflect that notion.Anonymousnoreply@blogger.com1