Paper Trails II

Previously on misscalcul8....

• How to fit all of this in 45 minute periods?
• Could the vocabulary be part of their learning log?
• Aren't you overwhelming yourself with these ideas?
• Shouldn't you include verbal vocabulary practice too?

How to fit all of this in 45 minute periods?
Class will start with a timed warm-up. I'm thinking 7 minutes. We'll end with the exit slip and learning log. Another 7 minutes. That leaves 31 minutes for everything else. The rest I don't have broken down to the minute. What I would like to do is teach, practice, teach, practice alternately during those 30 minutes. Man, it sounds like not enough time when I say it like that. But, structure is what I need. I want my students to be focused and engaged as much as possible for as long as possible. I've got to work on my classroom management and this is the best way.

I've been told over and over to work on procedures. I did an okay job of starting class and a terrible job of ending it. By making the warm-up timed, I'm forcing students to get  focused and get started quickly. By ending with the exit slip, I'm summarizing what they've learned. With the learning log, I'm (hopefully) giving them time to reflect on what we did in class and hopefully spot any misconceptions early on. By alternating between teaching and doing examples, I'm hoping to break up the 45 minutes into short bursts of focused learning instead of a monotonous 45 minutes of lecture with an undisciplined bunch of people. Hoping.

Could the vocabulary be part of their learning log?
It most definitely should be. I don't know if I've mentioned this or not but I also want to give weekly vocab quizzes. I'm pretty certain they will be separate from skills assessments but probably given on the same day.  I'm thinking the learning log should encompass everything they need to study for assessment on Friday. Still thinking this through. Liking the idea of a giant packet thing. But, paper trails...*sigh* Just give me 21 laptops already!!!!

Aren't you overwhelming yourself with these ideas?
In a word, yes. These ideas in addition to sbg (which I am currently procrastinating out of fear) are killer. But last year I was idealess. This year my ideas are overflowing and so, of course,  I want to do them all. Knowing your own limitations is a strength, and fortunately one of mine. I know when I have taken on too much and if I take on one more thing, it will be too much. But I have to do these things.. I have to. Once I get the structure I want and my templates created, the rest is just doing it. SBG is the real beast. None of  these ideas will be executed perfectly, but none ever are.

Shouldn't you include verbal vocabulary practice too?
I really don't know enough about vocabulary to speak to this issue. Definitely we will be pronouncing and using these words during class, but what other things do we need to work on verbally? Using them in other contexts? Using them in complete sentences? Spelling the words out? Which makes me think, should I count off for spelling on vocabulary quizzes?

Ideas and suggestions would be much appreciated.

Paper Trails

So blog peeps, we have been discussing sbg, vocabulary, warm-ups, exit slips, guided notes, and learning logs.

And YOU have posed some great questions:

• What to do with the paper trail?
• What if all this writing in math limits/scares away students who aren't good at writing?
• How is it even possible to assess all of this writing?
• How to fit all of this in 45 minute periods?
• Could the vocabulary be part of their learning log?
• Aren't you overwhelming yourself with these ideas?
• Shouldn't you include verbal vocabulary practice too?
 

While I am predicting that this post will multiply quickly (math is everywhere), I'm going to try to address these questions first, then explain where I'm coming from and where I'm headed, and also reflect on teaching, learning, and what I want to accomplish in the classroom. Now that I am done narrating my blog post outline, we shall begin!

What to do with the paper trail?
I'm thinking of stealing @samjshah's binder idea. Sort of. He has students bring a folder to class and a binder in their locker. My thinking is, current unit's work in folder, which is transferred to binder at the end of the unit. Then the binder has everything we've done all year without the hassle of lugging it around. Students could even keep the binders in the room. I'm thinking the warm-ups and exit-slips are going to be using the clickers. Maybe. Well warm-ups definitely. Exit slips, I think I want to give them a problem and the answer and they have to show me their work. Which still involves writing and therefore, paper. I do have individual student whiteboards. I guess what it comes down to, is what do they truly need to be writing for understanding, practice, reflection, and mastery? (That's a post all of it's own I bet) I like the method of teaching a concept then doing a bunch of examples, then adding a twist to the concept, more examples, application problem, exit slip, learning log. It just works out so nicely in my head!

I want to do a lot of practice in class where I can guide and correct. Also, because I'm not giving practice as homework. I want to give students time to work on their learning log in class but not too much time, I only have 45 minutes! So basically that becomes their homework. But will they do it? I need some Shawn Cornally input here! Ok, so maybe I don't like the folder and binder idea anymore. Do they need to keep exit slips? I know they need to be writing down example problems and steps of the process and such. Should I create guided notes that incorporate vocabulary, examples, steps, exit slips all in one? Then they just need a notebook for learning logs and a binder for giant note packet and past assessments? Ok, I am accomplishing nothing on this question.

What if all this writing in math limits/scares away students who aren't good at writing?
I've honestly never considered this point of view before. But to me reading and writing are just two life skills you are going to need no matter what you do. Especially in high school. If practice makes perfect, then shouldn't more time writing (i.e. in math) improve students ability? Aren't students blogging, e-mailing, and texting (which are all forms of writing) more than ever? I learn and reflect more on this blog than anywhere. Because as I am writing, I am processing. I don't know any other way to create that opportunity for students. It's just not practical for me to rely on technology at this point. My students don't consistently have internet access anywhere and my administration is not fond of technology. I will leave it at that right now. I also want to be clear that by learning logs, I mean a place where students can write, draw, record, reflect, and process their own learning and mistakes in learning. This will not be daily essay writing. It will be graphing, making a table, drawing, giving steps in a process, analyzing errors, etc.

How is it even possible to assess all of this writing?
This is not something I can fully answer yet. I want to assess and give feedback. I also don't want to die. So, here are my ideas so far:

• Random grading: have students roll dice or draw card from a deck. Depending on the math  I want to use: multiples of 3, face cards, snake eyes, even number, odd number, etc will determine if I collect and grade that day
• Verbally assessing: call on random students to read theirs out loud or me walking around the room and reading as they complete warm-ups; I can give personal verbal feedback at that time.
• Weekly rotations: I could collect the learning logs for that week from one class to assess and give feedback on over the weekend; I could rotate one class per weekend so I don't get overwhelmed.
• Trade and grade: students could trade with a partner and write one positive response and one question/improvement response.
• Class blog: students could take turns typing their favorite entry from that week on a class blog. Each time it is their turn, they have to comment on someone in their class's previous entry and one from another class as well. ( I just made that up. See? Processing!)
• SBG Prerequisite: For students who come in to practice and reassess a la sbg, I can ask them to show me their learning logs as a way for me to assess their understanding and look for errors.
• Use time wisely: I could use my homeroom, intervention, or planning time to just sit down and read. And even take it home and grade like other teachers do. (*gasp*)

Notice that none of these ideas mentioned a number grade but reading, response, and feedback. I don't know how or if I should give a number grade. What do you think? Shawn says that by assigning points, the focus becomes points not learning. I like this idea by my friend @PersidaB:  

Can I make this transition to detailed, written feedback as opposed to a number?  

Will my students buy it? 

To be continued... 

Life After SBG

So my mind and blog have been taken over and corrupted by those sbg nazis!

I'd like to take a minute just sit right there, I'll tell you how I have other ideas. lol

Somehow I would like to work in sustained silent reading (Yes, I am a math teacher with a classroom library!).

Also game days...students learn more than we realize just while playing. I have tons of games too. (Yes, I spend all my money at yard sales on games and books. And clothes. All classroom necessities.) Whether this be review games, board games, card games, vocabulary games, math games, or non-math games (*gasp* Yes, they do exist!).

I also want to put a huge emphasis on vocabulary as well as reading, analyzing, and creating a variety of graphs.

I'm transitioning to learning logs/exit slips in place of homework.

My warm ups are going to now be timed and mostly multiple choice thanks to Illinois' love of the ACT and my new Turning Point clickers! The clickers will help everyone answer anonymously and get immediate feedback as well as forcing compliance by giving each question a time limit. But I'm thinking the last question will be something open-ended so that everyone can contribute something. Maybe I will only have them write the last one as part of their learning log?

I have not actually implemented any of these ideas. Where do I start? How do I even get them down on paper?

I think I need to start by creating templates (which I happen to love!). Should I have students use their own paper or should I create templates for vocab and learning logs? I think that is an awful lot of paper to print and copy. I should have them use notebooks. But I love to make things pretty. I'm torn!

Should I grade warm ups, learning logs/exit slips? I think I need to separate learning logs and exit slips. I think I want exit slips to be a problem or two worked out. And possibly I will give them the answer so that they have to show me their work in order to 'exit'. Then the learning logs should be a more reflective, in-depth writing activity where students are processing information. Hopefully. I think I will record warm ups and exit slips in the gradebook. The category won't be weighted or worth anything but will be out of 5 for the week, 1 for each day. That way parents can look and see 2/5 for warm ups that week and know that their child chose not to do 3 of the assignments (a CYA skill). Same if students are absent, since the category is not worth anything, it won't count against them. I'm thinking that I care most about the learning logs and should spend the most time assessing them. This year, I also want to focus on timely, accurate feedback rather than just a number. I'm thinking this is what I will do on the learning logs as well as skills assessments. But if every student is journaling every day, how will I ever assess? If I assess weekly then it becomes very timely or else completion  based. Ugh. I'm thinking I will use a variety of assessments. Trade and grade. Call random students to read theirs. Post to a classroom blog? (Eek.) Randomly read? Randomly grade? I don't know. English people help me out here!

Vocabulary. I plan on using the Frayer model for learning vocabulary. I just don't know if I should print out separate template sheets or instruct students on how to fold their paper and draw their own. But once they tear paper out and fold, who knows where it will end up? Should I require binders? Folders? Should I use my hanging folders so they can keep everything in my room? Should I do binder checks? Someone mentioned the idea of the first day of a new unit being vocabulary. But I like the idea of doing a little each day. Should this be after the warm up? Part of the warm up? Before/after exit slip? Part of the learning log? Should students define words before or after we define and use in class? Each unit/lesson won't have the same amount of words so how can I build this into my routine when it is not consistent?

Don't forget about SSR and Game Day! Should I do both once a week? Friday could be assessment day and then play games? Maybe SSR could be the first 15 minutes on a Wednesday for hump day, to break up routine. I have a routine on Mondays of asking every student about their weekend which I think start the week off well. Should every day be something different? (I don't know why but I love that idea!)

Monday- Weekend Recap (class discussion)
Tuesday- Funny Video or Song? Graph? (open to suggestions here)
Wednesday- SSR (first 15 minutes? Last 15 minutes?)
Thursday- Comic Relief (funny cartoons/comics)
Friday- Assessment/Game Day (also coincides with a lot of basketball games. Yay.)

For those of you haven't  noticed, I love lists, routines, and schedules.

And hopefully these will keep my kids out of the principal's office.

And keep me out too. =)

SBG: FAQ

Readers: Please comment with any further questions. I will be updating this occasionally for the next couple weeks and then submitting to the Standards-based grading Gala


What are the different stances on using a 4, 5, or 10 point scale for standards assessment? I'm partial to 4 over 5 but mostly because I'm partial to even numbers over odd. My thinking is:

• 0 - Nothing right. 
• 1 - Doesn't know what strategy to use 
• 2 - Know what strategy to use but doesn't know how to use it  
• 3 - Knows what strategy to use and uses it with minimal errors  
• 4 - Perfect

I know some people have mentioned adding scores together and Dan's method is that two 4's equal a 5 but to me that is confusing. I just want to use a 4 point scale every time. Does that make sense? Can I do that? 


How do you manage to assess the same skill more than once? I know when reading Dan Meyer's stuff, he talked about Week 1 assessment being standards 1-3 and then Week 2 would be standards 2-4 so that there was always an overlap and dropping off the oldest one. This confused the crap out of me. How many standards am I teaching per week? How do I assess more than what I taught that week? How do I bring those standards back later in the year?

Answer: druinok @misscalcul8 she said Teach 123, Quiz 123, Teach 456, Quiz 123456, Teach 789, Quiz 456789 - so quiz has mix of old and new stuff on it
 

What does assessment day look like? Is it weekly? More than once a week? Does it take the entire period? Do we review right before the quiz or is that left up to the students? Is the Warm-Up for that day also the review for the assessment? Do I give written feedback? Can students immediately re-assess on the same day?

When do students achieve mastery? With Dan's method, once you've achieved a perfect 4 twice (which turns into a 5) then you cross that standard off your list and you aren't assessed on it anymore. But wait a minute, aren't we constantly reviewing and bringing standards back to make sure students are retaining information? Does mastery mean getting 4's all the time or just achieving all 4's by the end of the course?


How do we incorporate review and extensions? I like the way Jessica Brtva used the 5 point scale to show that the students have reached mastery and I like the way Persida B uses Review, Focus, and Secondary concepts. Do we review as a class before taking assessments? Should we have to? What should students be using to study? How do I teach them how to study and practice? Or is that something I let them figure out on their own?

Update:

What do assessments look like? How many questions per assessment? How many questions per standard? Are you writing the questions by hand or using what program? Are you personally writing these questions or stealing ones from books and worksheets and such (ACT questions for you Illinois people) that pertain to the standards you're teaching? How do you store these questions to use in the future or to randomly sort through when creating assessments and reassessments? Are your questions multiple choice, free response, open-ended, matching, true or false, or a combination of all? Can free response questions/answers work for sbg or should that be a standard of its own?

Random SBG Questions and Thoughts

Question:

I read this on a blog somewhere today but can't remember where (going through my Twitter favorites): why would students bother to come in and re-test, if they know they will be tested on it in the future?

For example, Larry gets a  6/10 on adding fractions. He retests and gets an 8/10. Later on, I assess for retention or summative or whatever you want to call it. Now he scores a 4/10. Why bother coming in to get that 8 when he ends up with a 4?

Thoughts:

I'm thinking about (as a way of introducing to my students) showing them 'made up' student progress charts and asking them to point out what skills the made-up student is lacking, where they excel, etc to get them acquainted with how it works. Then they will have a concrete example of how to self-assess when they have their own in front of them. Also, it would be a good segue into asking them questions as a way of explaining and modeling how the system works without just giving them a paper to read or a lecture. For example:

• How could this student improve?
• How would the teacher know they have improved?
• How could they prove it?
• What would happen if they did learn more?
• What happens if they don't?
• What happens if they forget?

Question:

I teach in a rural school district. If my students stay after school, they stay from 3 to 5 and take the activity bus home. I know someone (sorry I can't remember who) only allows students to come after school for help or to re-test but not both at the same time. I don't think that's practical for me because if they stay, it's not going to take the full 2 hour session to just practice or just re-test. Seems like both could fit in there. My point here is that my students can't just drop in after school. Buuuuuuuut, we have a 40 minute homeroom and my first period is devoted to interventions and working with individual students. So my real question is should I require coming after school for practice and then re-test during homeroom or first hour? Or should I offer after school but not require it since homeroom and first hour are available? I guess no matter what that I should require practice and re-testing on different days, correct?

Thought:

Should there be a mandatory check-in time? Like once every two weeks students have to meet with me and show me their colored in tracking-progress-graph-chart-thingymabob and identify to me the skills they don't understand and thinking of ways they could improve. I won't require extra practice and re-testing, I can't make them do it, but if I require these types of conferences, then I feel it will show the students (and administrators and parents) that I am doing my part and they are willfully choosing to refuse help. But how to implement?