Assessment Myths

Educators, both teachers and administrators alike are not happy that assessment demands are intruding on day-to-day teaching and learning.  There are a few practical and constructive strategies that can help them (and their students) cope with this new reality.
The three biggest testing myths and what teachers can do about them are as follows:

1.  They've got to learn it all; it's on the test!
      All teachers are understandably overwhelmed by the huge task of helping students master the content necessary to succeed on standardized tests.  Teachers can resolve this by sticking firmly to good pedagogy and effective practice.  Showing students how to connect the dots in smaller ways through concept mapping, allows students to visualize how ideas are related to one another.

2.  You are what they score.
      When scores are published, schools are often labeled with a ranking.  The atmosphere in which a teacher's value is equal to the test results of the school.  Instead, teachers should let go of the scores and focus on student growth.  Teachers should ask and reflect on how their own teaching contributed to the students' success or lack of.

3.  I am powerless over the test.
     Teachers have an overwhelming long list of duties including teaching.  This list includes bookkeeper, technology expert, data analyst, librarian, nurse, defendant, and more.  Teachers must pick their battles and accept what they cannot control.  This acceptance is empowering.

The accountability factor is as choppy as ever, but teachers needn't be overwhelmed.  Teachers must stand firm in the belief that their decisions are based on what they believe to be in the best interest of their students.  Teachers must build on what they know works.

Framing the Lesson

Have you ever noticed all the multiple ways that teachers list the learning objectives for students in the classrooms? Examples i.e., "I can...," or just verbatim from CScope or teacher handbooks.   Have you ever had to REALLY search for them?  Have you ever wondered, does that notice really serve a purpose?
In my professional reading of "The Fundamental Five," I have found the answer to those important questions.  The learning objective is a statement of what the student can expect to learn, today.  Broken into two pieces, the second part is the closing question, product, or task.  What I want my teachers to know is that stating the objective at the very beginning of a lesson or unit must be a deliberate act on the part of the teacher.  It should be written in concrete, student-friendly language and is presented int the form of a "We will..." statement.  The closing question, product, or task is also written in concrete, student-friendly language.  It provides the students with a clear understanding of how he or she will demonstrate what was learned in the lesson.  This provides proof to both the student and the teacher that the objective of the lesson was met.  Properly constructed, the two parts together improve the rigor of the lesson.  An example, "We will identify the components of an effective lesson frame." And, "I will create and share a lesson frame with my table group."  This example of the objective is written at the Bloom's Level of comprehension with the verb, "identify."  The closing product will move the students to a higher level of rigor, synthesis with the verb "create."
Since our focus this year is to bring our students levels of thinking to higher levels, we will utilize this practice.  All of our students will benefit.

Texting and Grammar

I often wonder as most other educators, does texting and all the cute little acronyms have any effect on grammar for our students?  I recently found an article that researched this topic and wanted to share my findings with you.   This article was provided by Tech Learning.
The study completed by the Clare Wood of Coventry University in the UK shows that concerns are unfounded.
The study concluded that among children and teens, there is actually a slight correlation between textism usage and increases in test scores!   A follow up study in 2009 looked at 88 kids between 10 and 12 years old - again, the researchers found similar associations between high textism use and better reading ability!  Nenagh Kemp, psychologist published the findings and suggests that texting, rather than detracting from students' literacy levels, "seems to represent the addition of an extra literacy skill- the ability to represent, in writing, what they would have said if they were speaking."  It's possible that experimentation in language increases overall fluency, and improves writing and reading skills.
So, happy texting everyone!

Parent Conferences

This time of year, parent conferences are on the checklist for all teachers.  It doesn't matter if your new or a veteran, it seems we always seem to wonder or anticipate what parents may ask.  With the increase of technology and parents utilizing the internet as a research tool, they will be coming with a desire to know more about their child's education.  Edutopia recently listed some quality questions that should be covered in those conferences.  I hope that you find these useful in preparation of those upcoming conferences.

19 Questions Your Child’s Teacher Would (Probably) Love to Answer

1. What academic standards do you use, and what do I need to know about them?
2. How will you respond if or when my child struggles in class?
3. What are the most important and complex (content-related) ideas my child needs to understand by the end of the year?
4. Do you focus on strengths or weaknesses?
5. How are creativity and innovative thinking used on a daily basis in your classroom?
6. How is critical thinking used on a daily basis in your classroom?
7. How are assessments designed to promote learning rather than simple measurement?
8. What can I do to support literacy in my home?
9. What kinds of questions do you suggest that I ask my children on a daily basis about your class?
10. How exactly is learning personalized in your classroom? In the school?
11. How do you measure academic progress?
12. What are the most common instructional or literacy strategies you will use this year?
13. What learning models do you use (e.g., project-based learning, mobile learning, game-based learning, etc.), and what do you see as the primary benefits of that approach?
14. What are the best school or district resources for students and/or families that no one uses?
15. Is there technology you'd recommend that can help support my child in self-directed learning?
16. What are the most common barriers you see to academic progress in your classroom?
17. How is education changing?
18. How do you see the role of the teacher in the learning process?
19. What am I not asking but should be?

Ways to use social media on your next field trip

I always love to find new ways to use technology and especially love creative ways such as taking technology on field trips.  I found an interesting article that described 5 easy ways to integrate technology on the go.  1. Get social to create enthusiasm.  Before the trip, check out the place with twitter, facebook, instagram and blog about it.  2. Use hashtags.  Pick a hashtag for your trip and use it for capturing the cool things you'll find to share.  3. Thinglink.  Before going, print out a map and as you go through the trip, take pictures and videos.  These can become touchpoints that can be posted.  4. Yelp review.  Rather than writing a traditional report, write a Yelp review of your trip.  5. Sketching for connecting with a community.  use a sketching app like Paper to capture moments and share them on Twitter, Facebook, Tumblr, or other social media.  There are many more ways to integrate technology on your field trips, but most of all have fun and get the message out there!!!

Designing the classroom with the brain in mind.

At the beginning of the school year there comes a myriad of considerations including questions and possibilities in designing the classroom.  I found an article that I found particularly interesting with research that shows that learning can be improved significantly by adding brain-compatible elements to the design of the classroom.
When the body is taken care of the brain can turn its attention to other things.  More comfortable classrooms provide more opportunity.  The brain thrives on meaning.  Information that is not meaningful will be lost which translates to having high interest reading materials on hands for students.  For students who read at lower levels, have stories recorded at a slower pace for them to listen to.  The most powerful memory is the emotional memory so having a classroom that is warm and inviting helps the brain relay pleasure emotions with learning emotions.  Just the right amount of challenge encourages learning.  Struggling readers need materials that are high interest, yet challenging, and provided an area where reading will be modeled.  Choice changes the chemistry of the brain, and the higher students move through he grades even more so.   Choice in design of where materials are accessible is key.   When multiple senses are engaged such as hands-on powerful learning can occur.  The brain is social and students collaborating facilitates learning.  Areas in a room where this setup is encouraged will benefit students.  Positive emotions motive and create excitement. High-interest reading materials, games, and modeling make students feel special.
So, I encourage all teachers to setup your classrooms with brain research in mind.  And good luck to all of you!

Are PLC's important?

I just received my latest TEPSA news and found an article about Professional Learning Communities (PLC).  The fact remains that PLCs are the most effective strategy for achieving long-term and sustained school improvement.  Like so many others, our district and campus are striving to implement the PLC successfully.  I feel that this year, we will be closer than ever.  I eagerly look forward to learning this year.
So, as a leader of a large school, I have questions and answers to contemplate when considering the importance of the PLC:  Why are PLCs relevant?  Primarily because we want to prepare our students for the 21st century.    In addition, along with all students can learn and NCLB, the PLC promotes high expectations for all students of all learning abilities and styles.  Every child deserves a quality education and the PLC promotes a commitment to such.  What we do as teachers matters, we are professionals and are committed to figuring out what will work for each of our students.  Our students will compete in a global economy and the PLC supports schools that enhances our nations economic competitiveness.  Last, because as good as we are, we need to be even better.  All schools and professionals need to be committed to doing what we know is effective.  The PLC helps schools recognize the past represents history, not prophecy and rely on critical questions to guide their improvement.  In conclusion, the PLC will continue to be a method that our campus will embrace to lead our students and ourselves to success!
I wish you the best school year ever and success in growing professionally with your PLC!