Worth Reading...

Passing along a few interesting posts.  


1. Looking at Student Work With MathMistakes.org (Reich)- Harvard ed professor talks about cultivating in future teachers a desire to examine and talk about student work.  This is more than just glancing at student work but developing a meaningful professional conversation around student product.

In my Introduction to Education class, one of my goals is for students to get a sense of the value of looking at student work. Not just glancing at it, reading it, or grading it, but really trying to understand what we can learn about students' thinking by examining their performances. 

2. Pace Final- a final exam from an AP Lit teacher.  I appreciate the reflective presence embedded into this final exam.

Create a product of your choosing that demonstrates what you've learned about yourself, about how learning/understanding/education works, and about others this year in PACE. Apply vocabulary from this year into your final product and create something worthy of being displayed and discussed. Additionally, complete the graphic organizers based on the reading choices provided to you and be prepared to participate in a graded class discussion of your projects, the readings, and the year in review.

3. Greater Possibilities (Richardson)- continuing on the theme of making class a place where students get to work on things that matter.

As usual, Gary is spot on here. Last week during my Australia visit, I was asked on a panel how we prevent kids from being disruptive or off task when every one of them has a device in the classroom. I think the questioner was almost shocked when I started my answer by channelling Gary, saying “I don’t think we give kids enough credit in their ability to stay focused when they’re doing work that matters.”

4. You Can Always Add.  You Can't Subtract (Meyer)- providing space for students to ask questions and to define a problem themselves as opposed to having a text book or an adult do it for them.

In sum, much of the problem has been pre-formulated, which is a pity, seeing as how mathematicians and cognitive psychologists and education researchers agree that formulating the problem leads to success and interest in solving the problem.

So again I have to remind myself to be less helpful and be more thoughtful instead.

5. Catholic Prep Chain Helps Detroit's Minority Students Go On To College (Guerra)- approach taken to provide high school students with meaningful internships.

Four days a week, Idalis Longoria does what pretty much all high school juniors do. She goes to school, takes notes in class, hangs out in the cafeteria with her friends - but on the fifth day of the week - well that's when Longoria trades in her Catholic school uniform for a pair of light blue scrubs.

6. Schools Fight To Skip Standardized Tests, But Keep Learning Standards High (Kamnetz)- how one school district in Kentucky is by-passing standardized exams in favor of homegrown authentic performance-based assessments.  Please watch the case of the hungry hound...

One assignment in particular captured Swann’s attention. “The teacher asked the students to design an amusement park ride. They had all the math in there, and physics, and it just really sparked something in me: That math doesn’t have to be this boring class with lectures and standardized tests. I said, ‘Let’s take this back to Danville.’”

7. The Fire Hydrant Gets Its First Major Redesign in 100 Years- great little piece about striving to amke something better

Today's hydrants break, leak, and freeze, sometimes costing people their lives. The tamper-proof and incredibly durable Sigelock Spartan, designed by a former New York firefighter, is intended to work when people need them.

8. Amazing Perspective in GoPro Videos (Fryer)- "I have seen the GoPro camera and been a little more aware of it because how our church videographers have used one in the past few months to create some pretty stunning perspective videos about individuals. This video from GoPro, however, takes the idea of first person perspective to a whole different level."

Here We Go Again

I have been reminded over the past several days that it is midterm season.  On the way into work several high schools have the midterm schedule posted on their electronic billboard.  Teachers have also shared commentary about the growing stress level amongst students. Like in previous years around this time I wonder why is this still happening.

Why is there a need to ratchet up the stress level, create alternative testing schedules and sacrifice learning for the sake of exam prep?  I have always felt there is something better we could be doing than adhering to the tradition of delivering midterm exams.  For instance, I wonder if this time could be used for students to actual reflect on the first part of the school year.  As opposed to cramming for a midterm exam could students spend time self-assessing progress since the start of school.  Instead of carving out large block of time to deliver and grade exams, could that time be used for students and teachers to convene to discuss the first half of the school year and for both parties to work towards establishing goals for the second part of the year.  Exchanges between students and teachers could stem from the examination of student work where collectively, a student and teacher(s) examine products that were part of a portfolio  Personally, this would seem like a far better use of time and result in a more accurate assessment of growth than the stress charged atmosphere caused by delivering an avalanche of assessments in a condensed period of time.

Midterm Season Again

As we head into the craziness of midterm season I thought of an earlier post that was shared on this blog.  Again, I felt the need to question the validity and relevancy of midterms and whether this is the type of assessment strategy / system is worth supporting.

Also, think about the back end of midterm exams and the lack of meaningful conversations between teachers and students.  Where is the time for these conversation to happen?  A midterm is delivered and seemingly the next day a new marking period begins.  An assessment of this magnitude should have time on the back end for students to reflect on their performance, to self-assess growth and to examine personal goals.  This reflection can serve as a conversation starter between a student and teacher as they collectively look ahead to the rest of the year.

From the archives (1-24-11), thought about midterm exams.

Midterms are almost upon us at the high school I work at. The testing period has been pushed back due to the string of inclement weather the Atlantic region has faced, but by the end of the month 1500 students will be required to complete midterms in core academic courses and year-long electives. The stress level at the high school increases for both students and teachers as stakeholders try to balance midterms exams, classes and extracurricular engagements.

I wonder if midterm exams are worth the effort and stress. The schedule is overhauled to find space for the administering of midterm exams. As a result of the weather, this schedule has been reworked on several occasions. Even though educators need to be flexible, their ability to alter instructional sessions is compromised with each cancellation or delayed opening. Additionally, to a certain extent, the schedule continues as if the midterms did not exist. Classes progress towards the end of the marking period. Extracurricular activities are not halted. Students and teachers head towards practices and meetings before, during and after school. The intensity is heightened as classroom participants try to manage academic expectations.

I question the worth of midterm exams. I see value in delivering a final assessment. Students should be placed in a position where they need to synthesize information accrued throughout the year and defend personal interpretations. However, I do not think midterms serve the same purpose. Do classes need to stop in the “middle” of the year to evaluate progress? Educators are supposed to be constantly assessing students both formally and informally. Each day data is being gathered and used to personalize learning. In theory, what are we going to learn on a midterm that we do not already know about a student? This is particularly true if the midterm is uniform across a class or course. We cannot privilege a personalized learning environment and deliver the complete opposite for a midterm exam.

I would rather see classes where students are engaged in a process of continually making meaning. Prior assertions are constantly challenged through guided and organic inquiries. New information is evaluated against existing perspectives. Discovery is an extended process with the learning afforded the time and space to determine truth. As stated before, the end result should be a public exhibition in which the learner can demonstrate understanding and growth.

If we are to have midterms, the emphasis needs to be on the demonstration of skills more so than the regurgitation of content. I was excited to read a post over the weekend from the Teaching Paperless blog. The blog’s creator, Shelly Blake-Plock shared a broad description of a midterm he created for his Human Geography course. I shared the post with several teachers who were struggling to develop a midterm assessment that moved away from the traditional memorization and recall format to a structure that was authentic and skills based. The most recent post on Teaching Paperless shared the actual Human Geography exam. The examination assesses a learner’s ability to actually become a researcher in human geography through the completion of ten different tasks. All of the work is to be displayed on the student’s blog. Students are required to complete a range of tasks that are united through conducting research inquiries. My favorite questions are #5 and #7. The implications of a student being able to accomplish these specific tasks is significant. Learners are challenged to synthesize information, critically analyze a problem and make informed recommendations. A broad range of skills are engaged to meet the exam requirements. The exam has depth as opposed to a narrow focus.

Regardless of whether midterms are assigned, any assessment has to have enduring value. The hope is that over the next two weeks our students will be engaged in meaningful endeavors that represent challenges learners will face in college or the professional world. The hope is that students and teachers will view midterms as time well spent. Teachers can further the accumulation of students data and build personalized learning experiences. Students can hopefully find time to reflect on their performance and either revisit or if warranted, revise personal learning goals.

I Must Be Missing Something

On the way in to work this morning I saw an article in the Star Ledger about plans to increase the number of tests high school students in New Jersey would need to pass to receive a diploma.  The proposal  unveiled by Governor Christie and acting Education Commissioner Cerf could hold high school students accountable to pass 12 end of the year exams.  The tests are seen as a way to ensure college and career readiness.  I did not have a chance to read through the article, but I gleaned enough from a skim to be skeptical of the proposal and its intended outcomes.

I sort of forgot about the article as other events from the day overshadowed the Governor's proposal.  I was, however, reminded of the Ledger article at dinner.  Towards the end of family dinner, the conversation drifted from the generic question about how school was to a specific inquiry about the NJASK.  I have two third graders and they are scheduled to sit for the NJASK next week.  One of the twins brushed off the series of exams, while the other shared that she was nervous.  We asked why and she responded by saying how important the tests are and that there were a lot of red "X's" on a recent ASK Prep assignment.  It seemed as if her nerves and confidence were conspiring to cause angst for next week's exams.

It was not surprising that of the two who shared concerns.  At times she lacks confidence and it would be safe to say that she is a much better person than student (as a side I'm happy this is the case).  My wife and I spent a few minutes reassuring her that she would do fine and that her best effort was all anyone could ask for.

I just wonder what is the point when a third grader is stressed about an upcoming assessment.  What can be that important about school when you are 8 years old?  I cannot help but think about the conversation at dinner and the idea to "ramp up" high stakes testing in New Jersey. The concept that the sum of all knowledge and competence can be contained in a single event just does not seem right.  I'm concerned that a child such as my own who is kind, considerate, creative, passionate reflective and intelligent is headed for a future based on how you do on a series state generated assessments.  I just hope that before moving forward with the proposal a wider audience is invited in to offer an opinion.  Both as a parent and high school educator I have to question how delivering 12 exams is the answer to any question about education and also, accurately assesses the growth of a child.