While I watch students labor over their writing test today, I'm reminded of the importance of time to write. There's no magic to becoming a good writer. Simply stated, fine writing takes focused lessons, reading great books, writing practice, purpose, audience and feedback.
We're never there when it comes to great writing, it's a never ending mountain to climb. Yet, we can bring students forward with ingredients above.
As I look at this year's writing program and students' work today, I wonder about what I would add, revise and possibly, delete with respect to fourth grade writing. The one element, I will try to add is more time to write wonderful stories, paragraphs, essays, dialogue and reports. I'll think about how I might fit that in on top of all the other standards, mandates and desired goals at our grade level. I'll keep the exciting projects such as the digital stories and "I AM" poems which help with regard to eliciting voice and investment. I'll find out if next year's stories will be typed rather than handwritten. If that's the case, that will be a huge relief, and also if that's true I hope they don't make us turn off grammar and spelling tools--tools that we all access when it comes to best writing. Further I'll encourage parents to help out with the writing by fostering shared journals, letter writing, emailing and more.
Time to write is one critical ingredient to becoming a better writer. How often do you make time for this in your students' learning program?
Tuesday, 12 March 2013
Mock MCAS: Author for a Day
Twenty-five fourth graders sit before me taking the mock MCAS today. We give a mock MCAS so we have a day where we can answer questions, encourage, and support student writing. During the real MCAS students have to work alone without teacher support or input. The mock MCAS also gives teachers a chance to trouble shoot the classroom set-up and other issues that might arise so we're ready for the big day.
The mock MCAS finds me with mixed emotion. On one hand I'm happy to see so many students utilize the craft, organization and voice we've worked so hard to develop all year. Also it's a big challenge, and a challenge can be positive for students calling them to stretch beyond their typical work and ability level. Further, Massachusetts' students have been achieving wonderful academic results, and part of this might be due to the standards and testing imposed over the past many years.
On the other hand, I think it's an inauthentic task to ask nine- and ten-year-olds to plan, draft and write a final copy of a thoughtful, lengthy story in one day by hand. First of all, few to no people today write and publish stories by hand. Writing by hand today is like asking students to tell their story with carvings on a cave wall. Also, writing an entire story in a day does not take into play the time thoughtful authors use to "rest on their story," reflect, edit and discuss the content with fellow authors and friends.
I've always wished that a major publication like the New York Times or Boston Globe would invite a host of public figures to sit for a day and craft an essay in response to the MCAS prompt for fourth graders. It would be exciting for fourth graders to see their leaders engaging in a task they have to complete. Also the leaders' stories would serve as exemplars for teachers and students as they prepare for these tests.
As I watch my students, I see those who eagerly write with investment and care. I see those with "typing privileges" much more at ease than those laboriously handwriting the stories. And of course, I see those that are squirming, running to the bathroom and sneaking peeks at the books under their desks wishing the task was over.
Next week we'll have the real MCAS. I have strict rules to follow as I proctor the test. I wish that all the students took the test on a Saturday morning like SAT with an unknown proctor, someone they don't rely on to be a helpful coach each day--that would be much easier for me and would serve to level the playing field even more. That would also demonstrate to the public at large the reality of the test expectations and effort, and not take precious time and teachers from the learning routines and menu of the typical school day.
As education stands today, standardized tests remain a point of debate. I continue to find myself on the fence in this debate. I am a fan of developmentally appropriate, streamlined tests that provide some useful data and don't cost lots of money and time. Where do you sit in the standardized test debate? How will you encourage your students to do their best in this regard? What supports will you advocate for with regard to the future of these tests?
Related Links
Examples of MCAS Essays from the Past/Scoring Activity
The mock MCAS finds me with mixed emotion. On one hand I'm happy to see so many students utilize the craft, organization and voice we've worked so hard to develop all year. Also it's a big challenge, and a challenge can be positive for students calling them to stretch beyond their typical work and ability level. Further, Massachusetts' students have been achieving wonderful academic results, and part of this might be due to the standards and testing imposed over the past many years.
On the other hand, I think it's an inauthentic task to ask nine- and ten-year-olds to plan, draft and write a final copy of a thoughtful, lengthy story in one day by hand. First of all, few to no people today write and publish stories by hand. Writing by hand today is like asking students to tell their story with carvings on a cave wall. Also, writing an entire story in a day does not take into play the time thoughtful authors use to "rest on their story," reflect, edit and discuss the content with fellow authors and friends.
I've always wished that a major publication like the New York Times or Boston Globe would invite a host of public figures to sit for a day and craft an essay in response to the MCAS prompt for fourth graders. It would be exciting for fourth graders to see their leaders engaging in a task they have to complete. Also the leaders' stories would serve as exemplars for teachers and students as they prepare for these tests.
As I watch my students, I see those who eagerly write with investment and care. I see those with "typing privileges" much more at ease than those laboriously handwriting the stories. And of course, I see those that are squirming, running to the bathroom and sneaking peeks at the books under their desks wishing the task was over.
Next week we'll have the real MCAS. I have strict rules to follow as I proctor the test. I wish that all the students took the test on a Saturday morning like SAT with an unknown proctor, someone they don't rely on to be a helpful coach each day--that would be much easier for me and would serve to level the playing field even more. That would also demonstrate to the public at large the reality of the test expectations and effort, and not take precious time and teachers from the learning routines and menu of the typical school day.
As education stands today, standardized tests remain a point of debate. I continue to find myself on the fence in this debate. I am a fan of developmentally appropriate, streamlined tests that provide some useful data and don't cost lots of money and time. Where do you sit in the standardized test debate? How will you encourage your students to do their best in this regard? What supports will you advocate for with regard to the future of these tests?
Related Links
Examples of MCAS Essays from the Past/Scoring Activity
Attention Matters
As I prep for today's parent conferences, I am struck by the well-known notion that attention matters. Students and our own children look forward to those times when they have your undivided or small group attention. They enjoy and profit from that time at the table to share their view point, ask questions and learn a challenging skill, concept or knowledge point in a strategic way.
The challenge for teachers and parents is to carve out the time to give each student or child the targeted, responsive attention they need--to move from the one-size-fits-all classroom endeavor to that small-group or individual time.
Late winter/spring is that time of year when you know students well. Many standards-points have been introduced to the entire class. There's the time and knowledge to build in more small-group and individual attention for specific goals and challenges. Also the use of tailored on-line programs, independent reading and class projects can meet the needs of other students while you pull those small groups and individuals to shore up skill and provide enrichment.
I also want to re-look at the schedule to see where I can build in small group and individual attention time with the many volunteers and assistants that come to the classroom each week. There's always room for finesse and growth in a school program, and finding the time for greater individual and small group attention is one goal I have in that regard.
The challenge for teachers and parents is to carve out the time to give each student or child the targeted, responsive attention they need--to move from the one-size-fits-all classroom endeavor to that small-group or individual time.
Late winter/spring is that time of year when you know students well. Many standards-points have been introduced to the entire class. There's the time and knowledge to build in more small-group and individual attention for specific goals and challenges. Also the use of tailored on-line programs, independent reading and class projects can meet the needs of other students while you pull those small groups and individuals to shore up skill and provide enrichment.
I also want to re-look at the schedule to see where I can build in small group and individual attention time with the many volunteers and assistants that come to the classroom each week. There's always room for finesse and growth in a school program, and finding the time for greater individual and small group attention is one goal I have in that regard.
Monday, 11 March 2013
Digital Tools Change Schools
How has pedagogy changed since the onset of digital tools? In what ways have methodology and results changed too?
There have been many changes in education since the onset of digital tools. These changes in many ways have caused disruption in schools. Disruption is often a path to innovation and positive change.
What specifically has changed with regard to pedagogy in your practice and environment related to the integration of tech tools and process?
Specifically, these are some of the changes that have occurred in my environment and practice.
1. Regular analysis of and response to data reports related to students' online/offline assessments and learning interactions.
2. Greater use of differentiation and personalization to meet individual student's needs, interests and passions. Tech makes it easy to set up a online learning menus that directly respond to individual and small group needs.
3. Greater share of student work to families, friends and colleagues near and far. Student work is easy to share via the Internet, and that share fosters greater investment, revision, feedback and a sense of a learning community.
4. Enhanced Collaboration: More often than not, students collaborate on digital projects, class projects and problem solving with the use of digital tools such as Google docs, iMovie and multiplayer academic gaming.
5. Specific Targets: Timely, specific data reports help us to target students' learning actions with greater specificity.
6. Faster transmission of ideas from research, worldwide colleagues and online/real time conferences and webinars to the classroom thus speeding up innovation and change with respect to teaching children well.
7. More repetition due to students' ability to revisit tools, strategies, activities and lessons online at school after the school day.
8. Greater access to teachers since family members and students are able to email teachers for clarity and help after school hours.
9. Writing, speaking and reading growth due to the amazing digital tools available which make writing, speaking and reading more accessible to all learners.
10. Artistic skills are increased due to the fact that students can access multiple artistic tools related to writing and playing music, drawing, collage, multimedia composition, film and more.
11. Global awareness multiplies due to the connections available via global conferences, Skype, ePals, collaborative learning projects and social media. Also tools like GoogleEarth, webcams, online language/translation tools and other interactive, global tools makes a once-big and somewhat inaccessible world, much smaller and more accessible.
12. Questions are answered with greater speed and expertise since students and teachers are able to access experts in specific fields with ease via social media, Ted Talks, online blogs and research.
13. Independent Learning grows since students are able to lead their own learning with the multiple tools available. That's why it's so important for school systems to embrace the digital world and lead students forward in that world with enthusiasm, strength and an open mind.
14. Less Weighty Book Bag: Thankfully I usually just carry home my computer and a few papers each night since students' online work can be accessed by the computer rather than carrying multiple notebooks home each night. This is a welcome change.
14. Less focus on classroom management, and greater focus on engagement. Using digital tools well serves to lessen the need for behavioral plans and management systems, as the tools give us the "extra hands" to better serve the needs of multiple students with diverse needs.
There have been many, many changes in the pedagogy, methodology and results in schools today due to the digital age. These changes, as noted above, have resulted in disruption. How has your school community reacted to this disruption? What changes have you made so that the changes are embraced and supported, rather than disregarded?
Overall, I'm delighted with the positive change the digital age has brought to education, and I'd like to see schools respond to these changes with positive acceptance and growth.
There have been many changes in education since the onset of digital tools. These changes in many ways have caused disruption in schools. Disruption is often a path to innovation and positive change.
What specifically has changed with regard to pedagogy in your practice and environment related to the integration of tech tools and process?
Specifically, these are some of the changes that have occurred in my environment and practice.
1. Regular analysis of and response to data reports related to students' online/offline assessments and learning interactions.
2. Greater use of differentiation and personalization to meet individual student's needs, interests and passions. Tech makes it easy to set up a online learning menus that directly respond to individual and small group needs.
3. Greater share of student work to families, friends and colleagues near and far. Student work is easy to share via the Internet, and that share fosters greater investment, revision, feedback and a sense of a learning community.
4. Enhanced Collaboration: More often than not, students collaborate on digital projects, class projects and problem solving with the use of digital tools such as Google docs, iMovie and multiplayer academic gaming.
5. Specific Targets: Timely, specific data reports help us to target students' learning actions with greater specificity.
6. Faster transmission of ideas from research, worldwide colleagues and online/real time conferences and webinars to the classroom thus speeding up innovation and change with respect to teaching children well.
7. More repetition due to students' ability to revisit tools, strategies, activities and lessons online at school after the school day.
8. Greater access to teachers since family members and students are able to email teachers for clarity and help after school hours.
9. Writing, speaking and reading growth due to the amazing digital tools available which make writing, speaking and reading more accessible to all learners.
10. Artistic skills are increased due to the fact that students can access multiple artistic tools related to writing and playing music, drawing, collage, multimedia composition, film and more.
11. Global awareness multiplies due to the connections available via global conferences, Skype, ePals, collaborative learning projects and social media. Also tools like GoogleEarth, webcams, online language/translation tools and other interactive, global tools makes a once-big and somewhat inaccessible world, much smaller and more accessible.
12. Questions are answered with greater speed and expertise since students and teachers are able to access experts in specific fields with ease via social media, Ted Talks, online blogs and research.
13. Independent Learning grows since students are able to lead their own learning with the multiple tools available. That's why it's so important for school systems to embrace the digital world and lead students forward in that world with enthusiasm, strength and an open mind.
14. Less Weighty Book Bag: Thankfully I usually just carry home my computer and a few papers each night since students' online work can be accessed by the computer rather than carrying multiple notebooks home each night. This is a welcome change.
14. Less focus on classroom management, and greater focus on engagement. Using digital tools well serves to lessen the need for behavioral plans and management systems, as the tools give us the "extra hands" to better serve the needs of multiple students with diverse needs.
There have been many, many changes in the pedagogy, methodology and results in schools today due to the digital age. These changes, as noted above, have resulted in disruption. How has your school community reacted to this disruption? What changes have you made so that the changes are embraced and supported, rather than disregarded?
Overall, I'm delighted with the positive change the digital age has brought to education, and I'd like to see schools respond to these changes with positive acceptance and growth.
Promise and Possibility in the Classroom
The grace and challenge of working with young children is that you see promise and possibility all the time. In children's eyes, you see the promise of the future, and in their requests, enthusiasm and actions you note the possibilities of how you might serve their needs, interests and passions better.
Daily data reports similarly leave us with endless possibilities as to how we can meet individual student's needs. Online reports produce individual feedback and actions for specific students, reports that require some one-to-one teacher/student time for best effect. Similarly paper/pencil and observation assessments point to targeted learning needs, needs that require thoughtful planning and pointed efforts by teachers and students.
The best way to help students is to be thoughtfully aware of their current performance levels, interests and needs, and then craft plans and lessons that are responsive and engaging. In the school house, all who work there can help serve students' needs by streamlining systems so that most efforts support children's learning in happy, responsive environments.
How can I work in this effect?
First, I can provide feedback in a timely, responsive way such as one-to-one editing, personalized learning menus, specific responses on student work and apt goal setting with students and parents.
Next, I can think about and research the tools, strategies and processes that will help students learn with better effect. By spending time daily, I can access engaging tools and processes. Right now I'm seeking new ways to develop fact mastery for struggling students, brain games for students with processing challenges, and a a new math challenge program. I'm also engaged in revising the fraction unit in order to embed new standards, reworking the geometry unit with similar intent, working with a colleague to access the iPads that sit waiting for us and rewriting our endangered species guided research unit. Further I'm exploring SumDog Math and English with greater focus, Manga Math with greater specificity and more digital story tools to develop writing and presentation. I have found that apt, new tools serve to excite the learning environment and develop students' learning in new and enriching ways.
After that, I can make time daily to listen to students' requests, questions and needs, and respond accordingly. I must let their needs, interests and passions lead the way for my work.
I write about this theme often--it's a way of cheering myself on to do my work well. Teaching can be a lonely endeavor, and regular refocus is one way to boost one's energy and travel the path with greater effect.
Daily data reports similarly leave us with endless possibilities as to how we can meet individual student's needs. Online reports produce individual feedback and actions for specific students, reports that require some one-to-one teacher/student time for best effect. Similarly paper/pencil and observation assessments point to targeted learning needs, needs that require thoughtful planning and pointed efforts by teachers and students.
The best way to help students is to be thoughtfully aware of their current performance levels, interests and needs, and then craft plans and lessons that are responsive and engaging. In the school house, all who work there can help serve students' needs by streamlining systems so that most efforts support children's learning in happy, responsive environments.
How can I work in this effect?
First, I can provide feedback in a timely, responsive way such as one-to-one editing, personalized learning menus, specific responses on student work and apt goal setting with students and parents.
Next, I can think about and research the tools, strategies and processes that will help students learn with better effect. By spending time daily, I can access engaging tools and processes. Right now I'm seeking new ways to develop fact mastery for struggling students, brain games for students with processing challenges, and a a new math challenge program. I'm also engaged in revising the fraction unit in order to embed new standards, reworking the geometry unit with similar intent, working with a colleague to access the iPads that sit waiting for us and rewriting our endangered species guided research unit. Further I'm exploring SumDog Math and English with greater focus, Manga Math with greater specificity and more digital story tools to develop writing and presentation. I have found that apt, new tools serve to excite the learning environment and develop students' learning in new and enriching ways.
After that, I can make time daily to listen to students' requests, questions and needs, and respond accordingly. I must let their needs, interests and passions lead the way for my work.
I write about this theme often--it's a way of cheering myself on to do my work well. Teaching can be a lonely endeavor, and regular refocus is one way to boost one's energy and travel the path with greater effect.
Sunday, 10 March 2013
Learning Design: Important Questions
When I design learning endeavors for my students, I am led by the following questions:
What standards will be embedded in this learning endeavor?
How can I intersect these standards in a way that is meaningful, inviting, motivating and enriching for students?
How does the learning endeavor serve to foster student practice and share?
How will the learning endeavor move from review of previous skills to challenge and enrichment skills?
What tools will be available to make learning accessible and engaging to all?
Where is the room for student choice and voice in the endeavor?
How can this unit of learning build on past learning efforts and attainment?
In what ways can students engage in this learning beyond the place and schedule of school?
How will I assess ongoing learning and need throughout the learning endeavor?
Once well planned, learning endeavors take on a life of their own. At the end of the event, it is essential to reflect and share the strengths and challenges of the event in order to implement the event again with even greater strength if deemed plausible.
What standards will be embedded in this learning endeavor?
How can I intersect these standards in a way that is meaningful, inviting, motivating and enriching for students?
How does the learning endeavor serve to foster student practice and share?
How will the learning endeavor move from review of previous skills to challenge and enrichment skills?
What tools will be available to make learning accessible and engaging to all?
Where is the room for student choice and voice in the endeavor?
How can this unit of learning build on past learning efforts and attainment?
In what ways can students engage in this learning beyond the place and schedule of school?
How will I assess ongoing learning and need throughout the learning endeavor?
Once well planned, learning endeavors take on a life of their own. At the end of the event, it is essential to reflect and share the strengths and challenges of the event in order to implement the event again with even greater strength if deemed plausible.
Eager, Question-Driven Learners?
How do you respond to the eager, question-driven learners in your midst? Do you tell them to stop, wait, follow procedures and not share their thoughts? I respond to my eager, question-driven learners by pointing to paths, associations and projects which can further their learning. I think deeply about their quests, passions and the ways that I can support their learning and inquiry. I don't expect all their paths to be successful as I know failure is an essential part of the inquiry journey. I also never say, "I told you so," and instead ask, "How can I help you reach your vision, goal or dream?" I know from my reading that eager, question-driven learners have the potential to bring positive change, invention and growth to our learning communities and world.
There are some in the learning field that are repelled by questions and eager learners as these learners and their questions don't fit easily into long held systems and easy answers. Instead these learners are challenging and can serve to disrupt fixed plans and schedules. In some cases learners like this are asked not to blog, email or share their thoughts, but instead to follow the "process" even if the process doesn't fit the intent.
If you're an eager educator today, one who wants to use new tools better to engage and teach your students, you may face complexity as new ideas often don't fit into fixed or existing systems unless leaders are open to innovation, change and dynamic conversation. The essence of teaching well today is to be a good problem solver with forward thinking--an educator that works to match tools, processes and structure to a learner's needs, interests and passions regularly. This manner of teaching requires on your feet decision making, timely accessibility to the best tools, frequent assessment and flexible, "loose-tight" plans.
One colleague recently said, "Sometimes, you have to do what you're told." I believe in following the law and protocol, but I worry when procedures and strategy doesn't efficiently and pointedly match up with the research and reading I'm doing about what's best for student engagement and success. This puts eager, question-driven educator-learners in a tricky position. What are your thoughts in this regard?
There are some in the learning field that are repelled by questions and eager learners as these learners and their questions don't fit easily into long held systems and easy answers. Instead these learners are challenging and can serve to disrupt fixed plans and schedules. In some cases learners like this are asked not to blog, email or share their thoughts, but instead to follow the "process" even if the process doesn't fit the intent.
If you're an eager educator today, one who wants to use new tools better to engage and teach your students, you may face complexity as new ideas often don't fit into fixed or existing systems unless leaders are open to innovation, change and dynamic conversation. The essence of teaching well today is to be a good problem solver with forward thinking--an educator that works to match tools, processes and structure to a learner's needs, interests and passions regularly. This manner of teaching requires on your feet decision making, timely accessibility to the best tools, frequent assessment and flexible, "loose-tight" plans.
One colleague recently said, "Sometimes, you have to do what you're told." I believe in following the law and protocol, but I worry when procedures and strategy doesn't efficiently and pointedly match up with the research and reading I'm doing about what's best for student engagement and success. This puts eager, question-driven educator-learners in a tricky position. What are your thoughts in this regard?
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