November 5, 2013 — assessment, discipline, habits of mind Tagged questioning, questions
“I cannot teach anyone anything; I can only make them think.” ~ Socrates
Watch out! I’m ’bout to get all Socratic up in this classroom!
One of my goals for this school year is to improve and expand my use of questions.
I mean this in the broadest possible context. I want to ask more and better questions.
- …that get students thinking, discussing, even arguing
- …to help them move forward
- …to deepen their thinking
- …to assess understanding
- …rather than lecturing, when dealing with students’ behavior choices
- …with colleagues to help move discussions forward or improve the functioning of our PLC
- …with myself, to improve my reflection on my teaching practice
So, now that I’ve stated this goal, I need to attack it!
I’m going to come up with some key questions that I can use and practice. I’ll keep a cheat sheet handy in class.
More importantly, though, is a mindset of questioning. I have been and will continue to push myself to go to the question first when reaching for an arrow in my proverbial teaching quiver.
November 4, 2013 — educational philosophy, Make time for
This is one of those that I must constantly remind myself about!
Today, my students were working mostly independently on a research project. I spent the entire class period rotating between my students. I sat down and talked to every single student in each class today.
I don’t do this nearly as often as I should. Every time I do, the conversation is incredibly valuable for both of us on many levels:
- I learn more about each student as a person
- I learn more about each student as a learner
- I correct important misconceptions
- I give valuable feedback to students about their learning
- I receive valuable feedback from students about my teaching
- I improve my relationships with the people whom I am privileged to teach
- My reasons for loving teaching are reaffirmed
Even though today was not a perfect day in my classroom, it was an important one.
October 10, 2013 — assessment, Make time for
Last week I gave a quiz about natural selection and the results were not good.
The mean grade for the quiz was a D/ D+.
At that point, I had a couple of options, right? I could have moved on and said, “oh well. No time to reteach that concept. State test is coming whether we like it or not and there’s still a lot to cover.” OR I could have said, “Whoa! The kids didn’t get natural selection AT ALL. This is a crucial concept that I need to reteach!”
I chose the latter. We reviewed the misconceptions that arose on the first quiz. I then came up with a task that would require them to apply the criteria of natural selection to examples from nature. Each group then presented to their classmates and answered peer questions.
Tomorrow I will re-assess their understanding of natural selection and I know the results will be much better. They have had time to discuss, to process, and to ask questions. They have had to wrestle with the concepts in a different way than before.
My point is this: we often feel such pressure to “cover” material that we get poor assessment results and feel forced to move on in spite of the data. Either that or we blame the kids for performing poorly and we move on in order to punish them for not understanding the concepts the first time.
In the face of pressures and frustrations, it is critical that we make time in our schedules for instructional agility. We must be able to respond to the needs of the learners in our classrooms and adjust our instruction – even if it means taking a week longer to teach a concept than we had originally planned.
September 30, 2013 — discipline, leadership, Make time for
Today my classes held their first class meetings of the year.
What do I mean by class meetings? All of my students (1oth and 11th graders) and me seated in a circle talking about our class.
I am now kicking myself for not having started this ritual much sooner. There is incredible value in sitting in a circle and discussing issues that are important to the group!
Class meetings serve four important purposes:
- Connecting (to each other, to the class, to the school)
- Deciding (making important decisions – whether the decision is made democratically or whether I make the decision after considering student input)
- Planning (upcoming class activities and lessons)
- Reflecting (looking back on previous lessons and activities)
The process of these meetings is critical. My goal is to establish a classroom culture where my students feel valued and respected. I want them to feel that they have some control over the direction of our class. I want to empower them to make important decisions (not just token ones).
It’s also a great chance to model and reinforce good behaviors and positive contributions to the group. Yes these meetings do take time. Anything of value does.
You can learn a lot by forcing yourself to be a listener in your own classroom.
More resources on class meetings:
Alfie Kohn – Beyond Discipline: From Compliance to Community
Donna Styles – Class Meetings
June 1, 2013 — Uncategorized Tagged random thoughts, reflection
When I first started this blog, I struggled to find my voice. My writing was awkward and alternated between self-consciously verbose and too slangy.
After a while, I got a good flow going and really found my voice. I mostly did this by writing for myself and writing about whatever came to mind. I wrote about what excited me, what I found interesting, what I was thinking about or wrestling with.
Then, as I began to work through my Master’s degree, I had to do a lot more writing – for my classes. This took time away from my blogging; this space became less of a priority.
Now I’m done with my Master’s but I’ve been part of blogging and engaging in social media promotion for Success at the Core at their Core Connections blog. Somehow the sheer act of being told I have to blog has made me less likely to want to do just that.
However, my writing for that blog is a different form of writing than what I typically have done here.
Bear with me while I rediscover that voice. I have a bunch of stuff rattling around in my head that needs an outlet!
March 7, 2013 — assessment, Pedagogy, standards-based grading
So, here’s what went down…
My students took this quiz individually, for a grade:
Then they took it as a small group, not for a grade:
These pictures are fairly indicative of the engagement level as the students discussed the quiz and haggled over the correct answers. The observed level of engagement alone tells me that this is a learning experience worth repeating.
- Class mean for individual quiz = 2.7 (on 4 point #SBAR rubric scale; approximately letter grade = B)
- Class mean for group quiz (same quiz, same kids, same class period immediately after taking individual quiz) = 3.33 (approximately = A-)
Much of the increased mean score is due to the fact that no group scored below a 2.5, while 5 individual students did. However, there were no individuals that scored a 4 individually, while 2 groups did so. Only 2 of 6 groups improved above the highest score in their group. One actually declined, although that was because the high scorer left during the group portion of the quiz.
Based on the high engagement level that I observed during the group quiz and the level of discourse I heard in nearly all groups, this was a worthwhile learning experience. I think I will make the group quiz a regular practice in my classes going forward.
I need to add an individual reflection step at the end of the group quiz. This should be brief but impactful. Something like this:
- What mistakes or misconceptions did you have on your individual quiz that were changed by the group quiz?
- What questions do you still need help with after the group quiz?
- How did the group quiz help you learn more about this standard?
- What are your next steps? (study, re-assess, get help, etc.)
I think this would really help to link the group quiz to the re-learning & re-assessment cycle.
Another next step would be to assign specific roles for the students to play during the group quiz (leader, recorder, questioner, etc.) and give them some discussion prompts, especially in my non-honors classes.
How did the group quiz impact re-assessment scores? Did the group quiz help students improve their understanding of the content? Is this better than me just going over the correct answers?
February 27, 2013 — discipline, leadership
The longer I teach, the more important I perceive each day to be. This puts me at direct odds with my students, most of whom spend their entire school day trying to kill the clock in any remotely amusing way possible. An hour to them is an eternity, while to me, every minute wasted is a crime against the gods of opportunity cost.
There are times where I’m able to transcend this barrier in my classroom; when the kids and I get into the “flow” and time flies. These are the days when the bell rings and kids say, “class is over already? I don’t want to go to next period!” Unfortunately, I can’t make this magic happen every day. Sometimes we hit a “hot” streak and have several good days like this in a row. Other times we hit a slump and every day feels like a battle – them wanting to be off task and me wanting them to accomplish some learning experience and to do so faster.
Sometimes this dance wears on me. I get tired of the negotiation – how much time on task is enough? how much off task conversation is too much? how do I reign in the social chatter without turning my classroom into a mausoleum?
The ultimate irony of this conundrum is that the more I crack down to force compliance, the less productive the students become. Groups refuse to collaborate, class discussions attract chirping crickets, and all joy seems to leave the room.
On the flip side, if I leave students to be self-directed, fires erupt in all corners. A few dedicated individuals block out the noise to forge ahead. Groups fade in and out of productivity interspersed with length periods of social chatter.
Tasks to which I want to allot 10 minutes take some groups 10 minutes and others 20.
The sad thing is that I see two types of tasks where students are most compliant: individual work and lecture. These two types of tasks are ones which I use sparingly and yet with which students seem the most comfortable.
Conversely, the tasks with which students most seem to struggle to focus on are complex group tasks which require higher-order thinking skills. These are the tasks during which productive social discourse becomes most critical. These are also the tasks with which I struggle most to keep student conversations on topic. I hustle from group to group facilitating discussion. A group will make progress while I am there, so I leave to check in with other groups. When I return to the same group 5-10 minutes later, I often find them at the same point where I left them.
To be clear, this is not an every day problem. Unfortunately, it happens enough to be a concern. I realize that my expectations are high but I know my students are capable of much more than they are often giving.
I have dabbled with group roles and this does help – but only when the roles are clearly defined and closely match the task. In the past I worked really hard to push a consistent set of group roles but often found that 2 or 3 of them didn’t fit the given task. Because I like to have my students do a variety of activities, often with multiple transitions within one class period, it is incredibly inefficient to create and introduce new group roles for every single task.
So, my questions to you, dear readers:
- What strategies do you use to keep students on task, especially during group tasks?
- If you assign group roles, what roles do you use?
- If you have specific group roles you use, how do you help students to effectively play those roles?