During a Team Meeting at the school a teacher asked when we were to start and organize a Pull-Out Program for students who are struggling in Math to get them ready for state mandated exams. In my customary style I grimaced (internally).
My thought is why pull-out a student from an elective or athletics to have them cram for a STAAR test. I know that I want our students to be successful on the STAAR exam, but the results are not the only indicator of student mastery.
The teacher is requesting Pull-outs so that students get extra practice so scores go up so they decrease the likely hood of extra meetings on what we are going to do to increase scores or what can we do differently so that our students are more successful on STAAR.
If we place all this emphasis on STAAR data, shouldn't we also place the same amount of emphasis on other College and Career Ready data. How much emphasis, how many meetings, how much analytics is placed on data of PBL performances or DBQ's or CER's?
I know I receive more data, emails, training on how STAAR mandates than any other performance driven activity. Is this the education system that is best for kids.
Lets say that we don't have Pull-Outs. Scores are not as high as we would like. Are administrators going to have conversations with teachers that put a high degree of emphasis on higher scores. Do we have the same conversations with teachers on other indicators. See Community Based Accountability.
Wednesday, January 22, 2014
Thursday, January 16, 2014
From Feedback to Curriculum Writing
Leadership can assist with this by providing a scope and sequence that puts an emphasis on standards that create students who are college and career ready rather than students that can master state mandated exams.
Creating this scope and sequence through processes like curriculum writing should enable educators to intentionally design lessons (with backwards design) that place emphasis on reading, writing, thinking, and creating rather than choosing the correct answer on a multiple choice test.
Curriculum writing should not consist of item analysis of STAAR results, previous exam questions, and a test bank. But rather student performance data on DBQ's or CER's or any other student performance that has specific standards or rubrics or clear learning targets attached. Are our next steps slowing down the curriculum writing process so that teachers can calibrate expectations on student performances with specific agreed upon standards? We would need student performance data and teacher scoring of the student performance so we could have a discussion on how to evaluate emerging, proficient, or breakthrough results.
Just thinking out loud on my computer,
Andy
Wednesday, January 8, 2014
What does Feedback look like on our Campus?
Went through some professional development activities on Monday. The purpose was to discuss data from our latest Instructional Round protocol. The staff concluded that our next steps needed to revolve around feedback in the classroom.
I spent some time thinking about feedback the next couple of days. I found myself thing about feedback watching football on TV, cooking dinner and was even thinking about feedback in the shower earlier this morning. During the Instruction Round discussion the Fine Arts staff and I were talking about how athletic coaches and performance teachers provide feedback to individuals, small groups, and whole group pretty much all the time. It struck me while I was in the shower this morning; those teachers can provide this feedback because their students are actually doing something.
Those students are actually engaged in a performance. In athletics the athletes are working on a tackling progression individually or small group and the athletic coaches are providing verbal feedback every few seconds. In half line, position coaches are watching the athletes perform and after the play, give corrective feedback and then the athletes line up and do it again and the coaches give feedback again. During team drills same thing. Athletes perform, coaches correct, next play occurs and subsequently, more coaching/feedback. Performance teachers in the Fine Arts programs provide the same timely feedback. Band gets feedback every few seconds. Individual students get feedback on correct posture and arm positioning. Small groups of brass players get advice on breathing techniques. The brass group plays a segment and the teacher offers feedback and the students will resubmit the performance and some extraordinary happens: learning. In the whole group setting you have periodic sound checks, ect.. The point is they receive feedback on a continual basis because their students are constantly performing and incorporating the feedback into the performance.
But what about in core classes? Do we see the same student performances and subsequent feedback?
Had a Professional Learning Committee meeting this morning at school with our social studies department. The discussion of Standards Based Bulleting Boards 'squirreled' into a discussion on feedback and more specifically verbal feedback. (other types of feedback: written to individuals, small group, and whole group from both peers and teachers). What is the best way to document verbal feedback? How strong of a correlation does teacher questioning have with verbal feedback? If only four students get to respond to teacher questions, what do the remaining students do? Most are not paying attention. What if we ask students to respond in a Netschool forum or Twitter or even Todaysmeet? I would like to assume that we would get greater participation and collaboration and mastery of the learning target.
Verbal or Written Feedback: When and How to use them correctly.
I would argue that verbal feedback is most common, probably because of time constraints. Its much easier to address a student performance with, "Johnny, I like the way you constructed the model of diatomachious earth, now do this...here is your score." Written feedback I believe would require teachers to either take more student work home to provide the requisite feedback or require teachers to provide feedback during class. If the choice were to provide feedback during class that would require the teacher to no longer become a sage on the stage but rather more of a facilitator of learning....
Pretty much stop reading here. This other stuff is notes from other discussions with SS PLC.
Generalization and not names and dates. Social studies has historically been a lecture style classroom. No student performance there. No way to provide feedback. Discussed causes of War of 1812. These causes are not different than the causes of any other war. See teacher generalizations. Emphasis on DBQ and critical reading and writing. More synthesis of data and formulation of ideology. Comment on recent PD with Southlake teacher and College Board. Example of student performance of Renaissance Era and students becoming experts on topic and write short analysis of topic, but are not allowed to learn on the rest of era. I commented on presentations and reflection/analysis and have student reflect on relevancy. This type of performance can be feedback worthy. A critique/analysis of some type.
Performance Process...English SBBB in 6th grade hall. Student rough draft is posted along with student reflections in the margins of draft (is student reflection considered feedback???) Commentary of peer and teacher is posted to the right of the draft and then the final copy is posted. This is a learning process. What if we add the feedback in the middle (between draft and final copy)? We can see the growth added and how a student used the feedback to improve their performance. What does PBL (problem based learning) and rubrics play in this? English teachers are piloting a final exam using PBL (see Bjornberg and Driver).
I spent some time thinking about feedback the next couple of days. I found myself thing about feedback watching football on TV, cooking dinner and was even thinking about feedback in the shower earlier this morning. During the Instruction Round discussion the Fine Arts staff and I were talking about how athletic coaches and performance teachers provide feedback to individuals, small groups, and whole group pretty much all the time. It struck me while I was in the shower this morning; those teachers can provide this feedback because their students are actually doing something.
Those students are actually engaged in a performance. In athletics the athletes are working on a tackling progression individually or small group and the athletic coaches are providing verbal feedback every few seconds. In half line, position coaches are watching the athletes perform and after the play, give corrective feedback and then the athletes line up and do it again and the coaches give feedback again. During team drills same thing. Athletes perform, coaches correct, next play occurs and subsequently, more coaching/feedback. Performance teachers in the Fine Arts programs provide the same timely feedback. Band gets feedback every few seconds. Individual students get feedback on correct posture and arm positioning. Small groups of brass players get advice on breathing techniques. The brass group plays a segment and the teacher offers feedback and the students will resubmit the performance and some extraordinary happens: learning. In the whole group setting you have periodic sound checks, ect.. The point is they receive feedback on a continual basis because their students are constantly performing and incorporating the feedback into the performance.
But what about in core classes? Do we see the same student performances and subsequent feedback?
Had a Professional Learning Committee meeting this morning at school with our social studies department. The discussion of Standards Based Bulleting Boards 'squirreled' into a discussion on feedback and more specifically verbal feedback. (other types of feedback: written to individuals, small group, and whole group from both peers and teachers). What is the best way to document verbal feedback? How strong of a correlation does teacher questioning have with verbal feedback? If only four students get to respond to teacher questions, what do the remaining students do? Most are not paying attention. What if we ask students to respond in a Netschool forum or Twitter or even Todaysmeet? I would like to assume that we would get greater participation and collaboration and mastery of the learning target.
Verbal or Written Feedback: When and How to use them correctly.
I would argue that verbal feedback is most common, probably because of time constraints. Its much easier to address a student performance with, "Johnny, I like the way you constructed the model of diatomachious earth, now do this...here is your score." Written feedback I believe would require teachers to either take more student work home to provide the requisite feedback or require teachers to provide feedback during class. If the choice were to provide feedback during class that would require the teacher to no longer become a sage on the stage but rather more of a facilitator of learning....
Pretty much stop reading here. This other stuff is notes from other discussions with SS PLC.
Generalization and not names and dates. Social studies has historically been a lecture style classroom. No student performance there. No way to provide feedback. Discussed causes of War of 1812. These causes are not different than the causes of any other war. See teacher generalizations. Emphasis on DBQ and critical reading and writing. More synthesis of data and formulation of ideology. Comment on recent PD with Southlake teacher and College Board. Example of student performance of Renaissance Era and students becoming experts on topic and write short analysis of topic, but are not allowed to learn on the rest of era. I commented on presentations and reflection/analysis and have student reflect on relevancy. This type of performance can be feedback worthy. A critique/analysis of some type.
Performance Process...English SBBB in 6th grade hall. Student rough draft is posted along with student reflections in the margins of draft (is student reflection considered feedback???) Commentary of peer and teacher is posted to the right of the draft and then the final copy is posted. This is a learning process. What if we add the feedback in the middle (between draft and final copy)? We can see the growth added and how a student used the feedback to improve their performance. What does PBL (problem based learning) and rubrics play in this? English teachers are piloting a final exam using PBL (see Bjornberg and Driver).
Monday, July 29, 2013
EdCampFWTX
This was my first EdCamp experience. I was asked to go to one last year but declined because I didn't understand the format and because I just didn't want to commit (apologies @CherylJHunt) When EdCampFWTX was being discussed on Twitter (#txed) earlier this year I decided to commit and see if I could find anything "shiny."
After the Twitter introduction and reading about EdCamps on http://edcamp.wikispaces.com/file/view/HowToEdCamp.pdf I was even more convinced. And then I began to adversise and convince my PLN on twitter and other staff developments I was involved with the possibilities of EdCamp. I am appreciative of the NISD leaders in attendance to share their expertise and experiences.
Personally, EdCampFWTX was a wonderful experience. It was well organized and after reading about how some other EdCamps had been run in the past, I think this one was more intune with traditional EdCamp experiences. No professional speakers, no high dollar presentations, just a bunch of motivated educators discussing what works, what doesn't and what still needs to get done.
The first session I attended was on PBL and the presenter was @TechNinjaTodd. He spent the first 5 minutes explaining how he ran his PBL and after that was when the fireworks went off. First this person spoke, and then another attendee. Then a question followed by a response. And another question and response. All from people in attendance, not from @TechNinjaTodd, he was just listening, and tweeting, and taking notes. This is the powerful content of EdCamps; the conversations that develop between passionate educators. Discussions were based around not grading student PBL performances, and how PBL could be one day on your scope and sequence and they turn into five day learning experiences. Discussion on how PBL and state assessments mesh and how Administration feels about full scale PBL and minimal time spent on state assessment reviews in class. When @TechNinjaTodd did interject, it was either a transition to another PBL point or to add some of his experiences, just like any other attendee. Fantastic traditional EdCamp session.
Another session was devoted to Technology for Administrators. 2O administrators and one admin in waiting sitting around a table talking about what they use, why, and how effective it was. Questions on @Aurasma and Evernote, Remind101, Calenders, To-Do-Lists, Dropbox, Edmodo, Laptops vs. Tablets. A listing of EdCampFWTX notes can be found here https://docs.google.com/document/m/?id=1rvsaafTNkgMwtRn9L06CO6Ozk0ZiZV9w6c0ORcO_VOo&login=1&pli=1
The blogging session resulted in what your are reading here. I started blogging two years ago. This is my third post. Three posts in three years, until now. I have decided to start blogging on a consistent basis. Not because it is a district requirement, not to increase my critical writing scores, but because I want to continue to stretch myself as an educator.
I hope you will stretch yourself. Attend an EdCamp in your area or get some of your PLN together and make a road trip out of it. A colleague of mine stated she was like a magpie...she attended her first EdCamp this weekend and like a true magpie was able to take many "shiny" ideas with her.
Here are some of my twitter postings about #EdCampFWTX http://storify.com/Tagurit72/edcampfwtx.html
After the Twitter introduction and reading about EdCamps on http://edcamp.wikispaces.com/file/view/HowToEdCamp.pdf I was even more convinced. And then I began to adversise and convince my PLN on twitter and other staff developments I was involved with the possibilities of EdCamp. I am appreciative of the NISD leaders in attendance to share their expertise and experiences.
Personally, EdCampFWTX was a wonderful experience. It was well organized and after reading about how some other EdCamps had been run in the past, I think this one was more intune with traditional EdCamp experiences. No professional speakers, no high dollar presentations, just a bunch of motivated educators discussing what works, what doesn't and what still needs to get done.
The first session I attended was on PBL and the presenter was @TechNinjaTodd. He spent the first 5 minutes explaining how he ran his PBL and after that was when the fireworks went off. First this person spoke, and then another attendee. Then a question followed by a response. And another question and response. All from people in attendance, not from @TechNinjaTodd, he was just listening, and tweeting, and taking notes. This is the powerful content of EdCamps; the conversations that develop between passionate educators. Discussions were based around not grading student PBL performances, and how PBL could be one day on your scope and sequence and they turn into five day learning experiences. Discussion on how PBL and state assessments mesh and how Administration feels about full scale PBL and minimal time spent on state assessment reviews in class. When @TechNinjaTodd did interject, it was either a transition to another PBL point or to add some of his experiences, just like any other attendee. Fantastic traditional EdCamp session.
Another session was devoted to Technology for Administrators. 2O administrators and one admin in waiting sitting around a table talking about what they use, why, and how effective it was. Questions on @Aurasma and Evernote, Remind101, Calenders, To-Do-Lists, Dropbox, Edmodo, Laptops vs. Tablets. A listing of EdCampFWTX notes can be found here https://docs.google.com/document/m/?id=1rvsaafTNkgMwtRn9L06CO6Ozk0ZiZV9w6c0ORcO_VOo&login=1&pli=1
The blogging session resulted in what your are reading here. I started blogging two years ago. This is my third post. Three posts in three years, until now. I have decided to start blogging on a consistent basis. Not because it is a district requirement, not to increase my critical writing scores, but because I want to continue to stretch myself as an educator.
I hope you will stretch yourself. Attend an EdCamp in your area or get some of your PLN together and make a road trip out of it. A colleague of mine stated she was like a magpie...she attended her first EdCamp this weekend and like a true magpie was able to take many "shiny" ideas with her.
Here are some of my twitter postings about #EdCampFWTX http://storify.com/Tagurit72/edcampfwtx.html
Wednesday, June 19, 2013
Sir Ken and Gentle Musings
Sir Ken Robinson has influenced my thinking for the past few days. It all started when I was forwarded a TedTalk that Sir Ken had created several years ago, but was reintroduced to me thru twitter. The Talk is based on the irony of educational accountability and three principles that guide education. The three principles consist of differentiation, inquiry, and creation. Today I listened to Sir Ken's radio show thru the powers on the internet (truly the first time to ever listen to NPR). I tweeted that the pressure to combine the students need to create and the dubious demand of state accountability was difficult to say the least. So how do you balance this need. It seems to reason that its not that difficult. I would like to think that if students were truly engaged in higher level Blooms like creating, passing a standardized exam would not be such a risk.
Friday, March 30, 2012
Alan November and TASA Conference
When 200+ educational leaders from the state meet to design a process change, I ponder the following:
Twitter
I have used Twitter for almost a year, and I can say honestly that is the greatest thing since sliced bread. As I have become a fan, I have tried to convince every educator I can to join in this social media medium. Some have stated that they don't use Facebook and such nonsense. But Twitter is not Facebook I argue, Twitter is more; and then I try to explain #hashtags. For those of you who need to try, ask those around you who use Twitter. I guarantee you will not be disappointed. Here is a YouTube video that explains Twitter in plain english. http://www.youtube.com/watch?v=ddO9idmax0o For me personally, I enjoy searching through the tweets, finding postings that interest me, and clicking on the related links. I then reflect and have discussions with my team. Professional development that fits me...
Flipped Classrooms
When I first heard about flipping the classroom I almost kicked myself. Something so simple and I had never thought about using the strategy when I was a teacher. It's really nothing more that preteaching a topic (but students do the preteaching at home) and then spending classtime discussing and using more Socratic methodology. Visit this site for more info http://www.eschoolnews.com/2012/03/26/flipped-learning-a-response-to-five-common-criticisms/ You could use Khan Academy as a resource or even Itunes U.
Diigo
Diigo is a powerful research tool and a knowledge-sharing community. I use it. My wife uses it. My 4th grader daughter uses it. You can create Groups, insert your RSS feeds, take voice notes, insert pictures, and lots more. I mosty use it for catagorizing my readings, notes, and paperwork. You can sync Diigo to your desktop, ipad, and smart phone. Here is the link http://www.diigo.com/.
Well, that will conclude my first blog. It was short and hopefully informative. Let me know what you think.
Thanks,
Andy
Allen November and TASA Blog
- Will Twitter change the way educators view professional development?
- Can Flipped Classrooms elevated the level of student questioning in the classroom?
- How can Social Bookmarking sites like Diigo or Evernote benefit educators?
I have used Twitter for almost a year, and I can say honestly that is the greatest thing since sliced bread. As I have become a fan, I have tried to convince every educator I can to join in this social media medium. Some have stated that they don't use Facebook and such nonsense. But Twitter is not Facebook I argue, Twitter is more; and then I try to explain #hashtags. For those of you who need to try, ask those around you who use Twitter. I guarantee you will not be disappointed. Here is a YouTube video that explains Twitter in plain english. http://www.youtube.com/watch?v=ddO9idmax0o For me personally, I enjoy searching through the tweets, finding postings that interest me, and clicking on the related links. I then reflect and have discussions with my team. Professional development that fits me...
Flipped Classrooms
When I first heard about flipping the classroom I almost kicked myself. Something so simple and I had never thought about using the strategy when I was a teacher. It's really nothing more that preteaching a topic (but students do the preteaching at home) and then spending classtime discussing and using more Socratic methodology. Visit this site for more info http://www.eschoolnews.com/2012/03/26/flipped-learning-a-response-to-five-common-criticisms/ You could use Khan Academy as a resource or even Itunes U.
Diigo
Diigo is a powerful research tool and a knowledge-sharing community. I use it. My wife uses it. My 4th grader daughter uses it. You can create Groups, insert your RSS feeds, take voice notes, insert pictures, and lots more. I mosty use it for catagorizing my readings, notes, and paperwork. You can sync Diigo to your desktop, ipad, and smart phone. Here is the link http://www.diigo.com/.
Well, that will conclude my first blog. It was short and hopefully informative. Let me know what you think.
Thanks,
Andy
Allen November and TASA Blog
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