Yes, as weird as it sounds, we've been doing some journal writing in math class. This may seem strange, but.... Why do teachers in other disciplines journal? For reflective thinking! Should we reflectively think in math class? I think so. Students need time to process the content we're covering, a place to ask questions that they may not be willing to ask in a group setting.
My brother-in-law Russ Goerend has a great post about a standards based journaling approach. (Good journaling article, and a plug for family!) Now, I've chosen to not grade the journals. I've written before about my grading practices here. I started with paper journals. Students many times forgot to bring theirs or such, so it was a paper mess for me to follow up with them etc.
But...., I made a transition. I created an edmodo group for my students. This has allowed me to give the students a reflective question and they can answer. What I like about it is the ability of other students to respond as well. This does take some of the protectiveness out of the conversation, but they can also just send me a direct message and it's not viewable within the whole group.
I also really like it for the ease of feedback, I can just click reply and send the student some feedback on their writing. This has allowed us to reduce the paper usage in our classroom as well as stimulate collaboration 24-7 .
I know there are other sites like edmodo, please share them so I can compile a list to share!
Thursday, February 18, 2010
Saturday, February 6, 2010
Off the beaten path.... Proper use of Social Media
I've had this question stewing in my mind for the last couple of weeks, so I thought I would write about it. Now, I know this isn't about formative assessment or standards based grading like my blog is supposed to be about, but hey... this is my space, so I can write what I want! :)
Anyhow, back to my thoughts on the proper use of social media in education. Much has been written about using twitter as a collaborative tool: here and here thanks @plugusin. I can't agree more! Twitter is a great place to share, collaborate, and learn about numerous things. There are so many resources, ideas, and challenging questions shared daily. For me personally, I have learned so much about teaching, learning, and leading from the various people I follow and collaborate with.
My dilemma, if you call it a dilemma, is the different ways people treat twitter. For some, twitter is a strictly professional tool. Their tweets are all about education. Others see twitter as a very social tool. A place to kid, jab, and have a good time with each other. Many more, fall somewhere in the middle, they like the professional learning, but also develop relationships with people from across the globe that they would have no other connection with.
Now, you may be wondering what the dilemma is... well, let's say that I'm demonstrating the powerful resources of twitter to a room full of teachers at my school (On a side note, I'll be doing this on Friday February 12th if you'd like to shout out! @EricTownsley). This may seem like an easy task, but imagine the embarrassment when across the screen of my Tweetdeck feed a tweet with foul language appears. This wouldn't be good, but I can't control what others are saying. My admin goes into a tizzy and shuts down my presentation and the possibility of numerous teachers joining the conversation is ruined (hypothetical situation here, hasn't happened yet).
The tweeter (is this the right term here?) that sent the foul language tweet has no idea that I may be showing this tool to the staff at my school. I follow this person because at times, they share some great resources and we have some great conversations. However, at times, they share things I don't want to know or care to hear about.
How can I distinguish, how can I filter? Now, this hasn't happened to me. I haven't been embarrassed in this way, but I could, and so could you. But I can't control what others are saying, so do I stop following and learning from someone just because of the risk they may say something I don't want to read?
Anyhow, back to my thoughts on the proper use of social media in education. Much has been written about using twitter as a collaborative tool: here and here thanks @plugusin. I can't agree more! Twitter is a great place to share, collaborate, and learn about numerous things. There are so many resources, ideas, and challenging questions shared daily. For me personally, I have learned so much about teaching, learning, and leading from the various people I follow and collaborate with.
My dilemma, if you call it a dilemma, is the different ways people treat twitter. For some, twitter is a strictly professional tool. Their tweets are all about education. Others see twitter as a very social tool. A place to kid, jab, and have a good time with each other. Many more, fall somewhere in the middle, they like the professional learning, but also develop relationships with people from across the globe that they would have no other connection with.
Now, you may be wondering what the dilemma is... well, let's say that I'm demonstrating the powerful resources of twitter to a room full of teachers at my school (On a side note, I'll be doing this on Friday February 12th if you'd like to shout out! @EricTownsley). This may seem like an easy task, but imagine the embarrassment when across the screen of my Tweetdeck feed a tweet with foul language appears. This wouldn't be good, but I can't control what others are saying. My admin goes into a tizzy and shuts down my presentation and the possibility of numerous teachers joining the conversation is ruined (hypothetical situation here, hasn't happened yet).
The tweeter (is this the right term here?) that sent the foul language tweet has no idea that I may be showing this tool to the staff at my school. I follow this person because at times, they share some great resources and we have some great conversations. However, at times, they share things I don't want to know or care to hear about.
How can I distinguish, how can I filter? Now, this hasn't happened to me. I haven't been embarrassed in this way, but I could, and so could you. But I can't control what others are saying, so do I stop following and learning from someone just because of the risk they may say something I don't want to read?
Tuesday, February 2, 2010
After the first unit
We've taken the unit assessment and I'm going to give them their feedback and Learning Target scores! Unlike this picture, the assessments aren't all multiple choice. I did have some multiple choice problems on this particular test. I did this because we're taking the Iowa Test of Educational Development (ITED) this week so I thought it would be good to talk about taking standardized tests. Some things I've learned during this time...
1. Taking time to provide feedback and define scores on Learning Targets is more time consuming than grading tests my old way.
2. I don't have to grade each assignment, so I save time during the course of the unit.
3. Instead of just identifying right or wrong answers, students seem to respond better to "feedback". I provide them with a response to their answers, what they did wrong or some positive feedback if they did it correctly.
Is everything going as planned with the new grading system? I can't say that it is, I've got some students who aren't turning in the practice, but what does that mean? Are they not finding the meaning in learning or are they taking the easy road? I plan to have conversations with them, encourage them to really get involved in their learning. It's a process, not an event. I must keep remembering that!
Tuesday, January 19, 2010
The journey begins
Well, the journey has begun. Monday started a new term for my students. I've implemented a new grading system with this group, a standards based approach. Without going into too much detail, I've gone through the standards to create learning targets. I'm grading students on those learning targets. Each learning target is worth 4 points.
It is important to understand that in the standards approach I'm choosing, daily homework (I call it practice problems) are not graded. I have chosen to put the practice problems into the grade book, but not score them. I only put a check mark in that position to show parents, students, and myself that the student completed the assignment. I'm giving all of the answers for the practice problems. I've got an extra table in my room that I will put all the answer keys on so students can see if they're doing the problems correctly.
One really awesome part of this whole process I'm embarking on is that I've got a colleague who is doing this with me. A math teach who teaches Pre-Calculus and Calculus has chosen to come on board with me in implementing the change in grading system. She is doing things a little differently, but it's great to be able to share both joys and concerns that we have together!
So, enough with background information. I wanted to take some time to talk about the great discussions I had with students about the new system. As I went through the syllabus, the students spent much time just absorbing what I was saying. I'm teaching 3 sections of Algebra 2. My first two sections we're pretty "okay" with what they heard. They didn't ask many questions and were just going with the flow. My 3rd and last class of the day really questioned the grading process. It was new to them and they wanted to make sure what was going on. After we clarified and answered questions, they seemed pretty excited. I did have a couple of students who voiced that they didn't do well on tests, so they felt they weren't going to do well. I reminded them that they will have the ability retake any of the learning targets if they show that they have made attempts to re-learn the material. This eased their mind and they said they looked forward to seeing what they know.
As many of you know, standards grading puts a major emphasis on formative assessment. I explained to all my classes that we'd be having many formal assessments that wouldn't be graded, but they'd receive feedback as to how they were doing.
The next couple of posts will be discussing many of the different types of assessments that we're utilizing in my classroom. I look forward to the conversations that we will have about different practices you use as well!
It is important to understand that in the standards approach I'm choosing, daily homework (I call it practice problems) are not graded. I have chosen to put the practice problems into the grade book, but not score them. I only put a check mark in that position to show parents, students, and myself that the student completed the assignment. I'm giving all of the answers for the practice problems. I've got an extra table in my room that I will put all the answer keys on so students can see if they're doing the problems correctly.
One really awesome part of this whole process I'm embarking on is that I've got a colleague who is doing this with me. A math teach who teaches Pre-Calculus and Calculus has chosen to come on board with me in implementing the change in grading system. She is doing things a little differently, but it's great to be able to share both joys and concerns that we have together!
So, enough with background information. I wanted to take some time to talk about the great discussions I had with students about the new system. As I went through the syllabus, the students spent much time just absorbing what I was saying. I'm teaching 3 sections of Algebra 2. My first two sections we're pretty "okay" with what they heard. They didn't ask many questions and were just going with the flow. My 3rd and last class of the day really questioned the grading process. It was new to them and they wanted to make sure what was going on. After we clarified and answered questions, they seemed pretty excited. I did have a couple of students who voiced that they didn't do well on tests, so they felt they weren't going to do well. I reminded them that they will have the ability retake any of the learning targets if they show that they have made attempts to re-learn the material. This eased their mind and they said they looked forward to seeing what they know.
As many of you know, standards grading puts a major emphasis on formative assessment. I explained to all my classes that we'd be having many formal assessments that wouldn't be graded, but they'd receive feedback as to how they were doing.
The next couple of posts will be discussing many of the different types of assessments that we're utilizing in my classroom. I look forward to the conversations that we will have about different practices you use as well!
Tuesday, December 29, 2009
Break a time for reflection
The break in school over the holidays has provided me with a time for reflection. The school I teach in has block scheduling, and our 2nd quarter will finish up 2 weeks after we get back from vacation. As the 3rd quarter begins, I will have all new students. This provides a chance to change some practices and try new ideas on assessment and grading. My brother, Matt Townsley, (@mctownsley on twitter) utilizes a form of standards based grading in his high school math classes. It is my goal over the next couple of days to sit down with Matt and set up a plan for the implementation of a standards approach in my classroom.
My concern with this is I'd be starting something new in my school. No other teachers will be utilizing a standards approach. I also want to make it very clear to my students and their parents about the expectations and grading practices. I hope to use this space (the blog) to share joys, frustrations, and gather feedback from you who might have ideas that will provide a better learning experience for my students. My goal is to post once a week, but our second child is due anytime now, so I may be busy changing diapers instead of blogging.
Anyway, I'd love to hear your responses, insights, and ideas regarding standards based grading. Please drop a comment or find me on twitter: @EricTownsley I look forward to learning and sharing!
My concern with this is I'd be starting something new in my school. No other teachers will be utilizing a standards approach. I also want to make it very clear to my students and their parents about the expectations and grading practices. I hope to use this space (the blog) to share joys, frustrations, and gather feedback from you who might have ideas that will provide a better learning experience for my students. My goal is to post once a week, but our second child is due anytime now, so I may be busy changing diapers instead of blogging.
Anyway, I'd love to hear your responses, insights, and ideas regarding standards based grading. Please drop a comment or find me on twitter: @EricTownsley I look forward to learning and sharing!
Saturday, December 12, 2009
Why are slower learners punished?
I've been thinking a lot lately about how the current education system operates. As I look further into standards based grading, utilize formative assessments, and evaluate my current classroom practices, I wonder why we do things the way we do. Typically, the students that earn the best grades have one of two characteristics.
1. They are "smarter" than other students: these students learn more quickly, are highly motivated, and could probably learn on their own with just a book or other resource.
2. They work harder than other students: these students spend lots of time doing homework, come in before school or after school, and are rewarded by our current system because students who work hard should get a better grade than those who are "lazy".
Why is this the case. Do these two characteristics make better employees? Maybe, but as an educational system, I think we're missing the boat. We're not living in an industrial age anymore. We're living in a digital age. We have to prepare our students for what they're going to see, but that's what's scary. We don't know what we're going to see in the future. We need to prepare students for learning. I hear this question in my math classes often: "Why do we need to know this?" I have two responses to this question.
1. I give them a real life job, or time they will use it in.
2. We're learners. We want to learn and keep learning different ways to learn.
I then get the usual groan from my students. They say, "Well, I'm not going to do that job" I then say, "You never know.... what your future holds"
Well, I've digressed a bit here, so I'll return back. Why are slower learners punished? I don't have the answer. What I do have is a solution... Take away grades, focus on learning, collaboration, and learning! (Yes I did say learning twice, I know that and it's a point of emphasis :) ) This will take a total shift in our society. People are going to have to let people in education be the experts and move forward. Mistakes are going to be made by teachers, administrators, and schools, but that's how learning works isn't it?
A large factor in this shift, if we want to make it (I believe we have to, to afford our students a bright future) is for teachers and administrators be learners as well. The system we operate in is outdated. Period. But, change can't come at once. We have to move our system forward at a quicker pace than we have been. This shift has to be made collaboratively. Teachers and administrators have to work together. As a good friend and coach says... "How...... Together!"
1. They are "smarter" than other students: these students learn more quickly, are highly motivated, and could probably learn on their own with just a book or other resource.
2. They work harder than other students: these students spend lots of time doing homework, come in before school or after school, and are rewarded by our current system because students who work hard should get a better grade than those who are "lazy".
Why is this the case. Do these two characteristics make better employees? Maybe, but as an educational system, I think we're missing the boat. We're not living in an industrial age anymore. We're living in a digital age. We have to prepare our students for what they're going to see, but that's what's scary. We don't know what we're going to see in the future. We need to prepare students for learning. I hear this question in my math classes often: "Why do we need to know this?" I have two responses to this question.
1. I give them a real life job, or time they will use it in.
2. We're learners. We want to learn and keep learning different ways to learn.
I then get the usual groan from my students. They say, "Well, I'm not going to do that job" I then say, "You never know.... what your future holds"
Well, I've digressed a bit here, so I'll return back. Why are slower learners punished? I don't have the answer. What I do have is a solution... Take away grades, focus on learning, collaboration, and learning! (Yes I did say learning twice, I know that and it's a point of emphasis :) ) This will take a total shift in our society. People are going to have to let people in education be the experts and move forward. Mistakes are going to be made by teachers, administrators, and schools, but that's how learning works isn't it?
A large factor in this shift, if we want to make it (I believe we have to, to afford our students a bright future) is for teachers and administrators be learners as well. The system we operate in is outdated. Period. But, change can't come at once. We have to move our system forward at a quicker pace than we have been. This shift has to be made collaboratively. Teachers and administrators have to work together. As a good friend and coach says... "How...... Together!"
Wednesday, December 2, 2009
Small Victory
Well,
I have a small victory to share. The next day after my frustration about not doing the assignment in class, we (the class and I) talked about the situation. There response was, "Well, you told us if we understood that we didn't need to do the assignment". I almost jumped up and down! We then continued to talk about how we know that we understand it and a different student said, "Why don't you give us one of those quiz thingies." Meaning a formative assessment. I was exploding inside. They are figuring it out!!! Now, we are taking the summative assessment tomorrow, we'll see how it goes. If the indicators are right, we'll do well.
I have a small victory to share. The next day after my frustration about not doing the assignment in class, we (the class and I) talked about the situation. There response was, "Well, you told us if we understood that we didn't need to do the assignment". I almost jumped up and down! We then continued to talk about how we know that we understand it and a different student said, "Why don't you give us one of those quiz thingies." Meaning a formative assessment. I was exploding inside. They are figuring it out!!! Now, we are taking the summative assessment tomorrow, we'll see how it goes. If the indicators are right, we'll do well.
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