Collegial Conversations

Grading, Rubrics and Assessment - Oh My!

2007-08-24T08:49:00.000-04:00

In the May 2007 Educational Leadership, Rick Stiggins shared this scenario in his article, "Assessment Through the Student's Eyes":

Gail is a 5th grader who gets her math test back with “60 percent” marked at the top. She knows this means another F. So her losing streak continues, she thinks. She's ready to give up on ever connecting with math.

But then her teacher distributes another paper—a worksheet the students will use to learn from their performance on the math test. What's up with this? The worksheet has several columns. Column one lists the 20 test items by number. Column two lists what math proficiency each item tested. The teacher calls the class's attention to the next two columns: Right and Wrong. She asks the students to fill in those columns with checks for each item to indicate their performance on the test. Gail checks 12 right and 8 wrong.

The teacher then asks the students to evaluate as honestly as they can why they got each incorrect item wrong and to check column five if they made a simple mistake and column six if they really don't understand what went wrong. Gail discovers that four of her eight incorrect answers were caused by careless mistakes that she knows how to fix. But four were math problems she really doesn't understand how to solve.

Next, the teacher goes through the list of math concepts covered item by item, enabling Gail and her classmates to determine exactly what concepts they don't understand. Gail discovers that all four of her wrong answers that reflect a true lack of understanding arise from the same gap in her problem-solving ability: subtracting 3-digit numbers with regrouping. If she had just avoided those careless mistakes and had also overcome this one gap in understanding, she might have received 100 percent. Imagine that! If she could just do the test over . . .

What do you notice about the meaning of "success" in this classroom?

How did this teacher empower the students in her classroom to take responsibility for their success?

What similar things are you planning to do in your classroom this year?

Reading and Engaging Students

2007-02-16T14:17:00.000-05:00

When our small but passionate group met to discuss "I Read It But I Don't Get It" we talked a great deal about motiviation for kids to read and the ability to tap into their background knowledge as they read.

I've come to learn and believe that the best readers are ones who make connections while they read. Reading isn't like watching television - sit down, take it in, turn it off - nothing left. (Unless, of course, you are watching Lost!) We need to create mental images as we read - as those are based upon our experiences. Think about David's comments in the previous post about each time he read Dickens - and why the second time was so much more meaningful.

I've posted some anticipation guide samples at the companion wiki since we talked a great deal about them. They worked with my students - even if they didn't believe they had any background knowledge, these helped them to look for certain things in the text. Even my most reluctant readers responded to this.

And I think that the new technologies available to us can help us to connect students to what they are reading. Here is a lesson from a colleague: John J. has integrated blogs into his Honors 10 class and has started posting some "critical lens" type questions for students to respond to. And they get into some pretty good discussions!!! Here's what I noticed - the students are making some powerful connections with their own lives and interests, they are responding to one another in a meaningful way, and - this one is important - they can weigh in with their true opinions on some books. What works and what doesn't. I think they read it and they get it!!

Literary Histories

2007-02-09T14:34:00.000-05:00

We will soon be embarking on a great journey into the land of reading with our next book study, I Read It, But I Don't Get It by Cris Tovani. I have to admit that this book was chosen because it is one of my favorites and I refer to it often.

Cris Tovani is open and honest in what she shares with the reader, but also in what she shares with her students. She openly tells them of her struggles as a reader and I think that in part, it is this honesty with her own struggles that makes the strategies she teaches so meaningful. You can read Chapter 1 "Fake Reading" on-line here.

From this book, I have borrowed the idea of "Literary Histories" and often open my reading/writing workshops with this. So I thought we could start by sharing our own literacy histories before we meet!! Post your responses in the comments below - and be sure to comment on what others write as well. (I'll post my own reflections in the comments section.)

Most everyone can remember a book that has had an impact on his or her life. Often this book is connected to a pleasurable experience. It could have been the first book you learned to read. Or it could have been a book that troubled you. An important book doesn’t necessarily have to be well loved. Think about your history as a reader. Recall a book that sticks out in your mind and share with us the title/author and two reasons why this book is important to you.

Literary histories can often determine how we read and write. Past reading experiences influence our reading and writing. What are some positive or negative reading events that affect the way you read today.

I've also posted a Word document of these questions on our wiki if you'd like to use this with study groups or students in your own districts.

Some Thoughts on "Connections"

2006-11-25T07:07:00.000-05:00

And so it begins...
My mom has one brother and one sister. Recently my aunt (my mom's sister) passed away at a very young age. I think of my cousins who are 20, 17 and 14 (my aunt's niece and nephews). They have endured so much over the last year because we all also lost our grandfather. Now, we have lost our aunt.

I am 37....
I got to thinking about the fact that I had so many wonderful years with my grandfather and my aunt (and all of my family), and my 3 younger cousins have only begun to experience what our relatives can offer them as they grow older and journey into the world of young adulthood. My family has been a wonderful force in my life, and I wonder who will guide these children as they go through each milestone. I find myself as a strong impact in their lives, but often wonder if geography is going to make that more difficult as they grow older. I live 2 hours away. Where will they live in the next few years? Will college or their work or mine take them farther away?

My uncle was a lot younger than my parents, and when he and his wife got married, they waited a few years to have children. (Hence the reason for our age differences.) My mom's sister, my aunt, who just passed away, has children my age, but she also has 7 wonderful grandchildren. They have lost their grandparent, a wonderful person in their lives. The oldest is 14, and the youngest is 5. Who will be their guiding force and help them through the milestones? Yes, they still have their parents, but we all know that we have others in our lives that have had positive impact as well. Are parents enough? I think about Mel Levine's book, Ready or Not, Here Life Comes. Some kids are not making it in our world today. They struggle in jobs for many reasons, and one reason is socially related.

I guess I worry the most about all children because I keep thinking of the following things:

We know that one of the most important things for kids is that they have someone who connects with them and cares about them. Luckily, in my family, all of the kids have wonderful, loving parents, who have the time and take the opportunity to cherish their children. But what about other kids today? Many have parents who work at jobs that don't allow the luxury of lazy Saturday mornings talking and laughing as a family. Many have parents whose stress can be unbearable as they try to provide for their families in an economy that does not support them. Do you remember the days when Mom and Dad needed a babysitter? We all went to Grandma and Grandpa's house! Or our aunt's or uncle's! Now it seems as if it is daycare or a local neighborhood high school student who watches and guides our children. Don't get me wrong. They can be good role models, but do these family "substitutes" offer the connections that we know kids need?

I also think about our society and the changes that have occurred in the past 20 years. It seems that most of us at childbearing age are waiting a bit longer to have children. My mother still does not have grandchildren, and I wonder that when she does have grandchildren, will the kids get all the experiences that I had as a young child? Besides me (and the father), who will be the other adults that they can depend on or laugh with? My brother who lives 3+ hours away? I worry about these connections for our kids of today. My mom may be around when they are 10, but what about when they are 22 and graduating from college or at age 30 when they finally settle down? What is it that our 21st century kids will need to feel connected?

Even though adults live longer, it seems that "connections" should not be a burden on my mind. But, our kids are not always getting the "traditional" family experiences. Traditional is being redefined for this generation. Little time off of work, families moving to get jobs, kids' busy social and structured activities - all lead to other ways that our kids don't have the connections they want or need as they progress into adulthood.
Geography is a huge barrier. Yes, we have cell phones that include us all "in" the free calling spectrum. Yes, we have text messaging and e-mail, but what about those hands-on experiences? What about those hugs and kisses? What about someone to listen to them and hold them as they cry about their latest traumatic adolescent experience?
Little time off of work for parents to travel on holidays can also be a burden on some of these important connections as well. I know many children who have neighbors closer to them than their relatives.
Has anyone looked at a child's calendar lately? Where do we find the time for connections with ballet on Mondays and Wednesdays and Little League on Saturday mornings? Don't forget Scouts and karate! Are peer connections enough?

And what about the elderly? As they age today, the elderly are traveling and enjoying their retirement. They want to see the world, go on cruises with friends and enjoy their retirement to their fullest. ...as they should!

I know that I am making a huge assumption that the grandparents and other family members are part of children's lives that we don't want them to miss. I am taking the risk! Kids need connections. Our some of these new traditions things that we are willing to accept and accept the risks that may come along with them? Are the technological connections good enough with family? Maybe the kids won't notice the difference! Am I being old-fashioned in my thinking? Can we/should we help them find others who will be good role models for our young adults?

Don't forget to continue to read about the importance of connections in the lives of the young adolescent. Things will be different for them in the coming years, and this video shows the impact that technology will have on their career choices! Social connections won't be our only concern!

Ready or Not, Here Life Comes, by Dr. Mel Levine, M.D.

2006-11-07T11:37:00.000-05:00

Ready or Not, Here Life Comes, by Dr. Mel Levine, M.D.

Join us in our collegial conversation around the book that leads us to understand "how startup adults get unready for their careers." Do you ever look around and wonder what will happen to the students going through your middle and high school hallways? Since I began studying the work of Dr. Mel Levine 6 years ago, I have taken a closer look at kids. Who are these kids with the language that makes me cringe and the purple hair? Who are these kids who have phones ringing, ipods on their ears, and talking with peers - all at the same time!?

In this book, Dr. Levine guides us through some very solid arguments about inner direction, interpretation, instrumentation and interaction. Throughout the book, Dr. Levine shares countless anecdotes about his work with kids, and so many of them remind me of my family and even my high school and college friends. Whatever happened to my high school boyfriend? Why did it take him well over 4 years to get a degree and well over 8 years to land himself a solid job that he is passionate about? He was valedictorian of his school, the all-star quarterback for his high school football team, and a very well-rounded individual. Dr. Levine shows how today's society makes it hard for kids to grow into productive adults - and what we can do about it!

Join us as we preview some video clips that will begun our discussion about struggling students. I also recommend a great article - "The Unsuccessful Adolescent." And finally, if you are still determining whether or not you want to read this book, here is an excerpt from Chapter 1 of Ready or Not, Here Life Comes.

Sustained Silent Reading

2006-10-23T21:34:00.000-04:00

Chapter 3 discusses the first of two direct strategies recommended by Marzano, sustained silent reading programs. Marzano cites eight factors that make up a successful reading program (Pilgreen, 2000):

Access: convenient access to a wide variety of reading materials
Appeal: students free and encouraged to read information that they find highly interesting
Conducive Environment: relaxed, comfortable, free from noise and interruption
Encouragement: teachers demonstrate interest, provide encouragement, model excitement about reading
Staff Training: provides information about SSR to all staff in the school
Nonaccountability: no testing
Follow-up activities: activities that allow and encourage students to interact about what they have read.
Distributed time to read: systematically and frequently providing students with SSR time.

Based on the information in this chapter, how do the sustained silent reading programs in place in your district compare? At what grade levels are they implemented? For how long do students read?

If you were to share this list with your teachers, what might surprise them?

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Welcome and Join In!

2006-10-12T22:47:00.000-04:00

Welcome to the blog for our professional book study!! We are excited to begin this collaborative experience and our hope is to continue our discussions via this blog. Our first book, seen above, is Robert Marzano's Building Background Knowledge for Academic Achievement: Research on What Works in Schools. The first chapter is available online for those who might not yet have the book.

Some thoughts to ponder before we meet:

Why is background knowledge important?

How do we know when a student is lacking background knowledge?

Marzano writes:

"The most straightforward way to enhance students' academic background knowledge is to provide academically enriching experiences, particularly for students whose home environments do not do so naturally. I refer to such efforts as “direct approaches” to enhancing academic background knowledge."

What "direct approaches" are we using?