Tuesday, March 5, 2013
Assessment Measures
The assessment measures we use in our health class are:
1. asking questions to check for understanding- formative
2. quizzes and tests- summative
3. cornell note taking- formative
In the class I'm student teaching, my teacher asks questions to check for student comprehension. He first asks for volunteers to answer, and if there aren't any, then he assigns answers to random people. We cover a unit of study and then it's followed up with either a quiz or test. During the unit, cornell notes are assigned twice a week. These notes form the basis of understanding and provide the student with something that's gradeable other than the summative assessments.
Most of my teacher's strategy involves direct instruction on a day to day basis. There are rarely group assignments or interactive work. As a result, morale is poor, and students aren't motivated and don't challenge themselves. There is a definite lack of organization within the structure of the class and with the lessons. They aren't inclined to raise their hands to answer the questions, and if they are chosen, will respond with an "I don't know". I find a general lack of motivation in all classes, and I think a more proactive approach would wake them up and get them more interested. Since there is so much reliance on the teacher as the leader, perhaps switching it around so that the students direct their learning instead, and the teacher becomes the facilitator changes the dynamic so that the students are in charge of their learning process. It may prove to generate more interest. Lesson plans need a good overhaul as well.
I like the cornell notes. I would use them in my class, but I would rely heavily on solid, well-written lessons that include a lot of group work that inspires higher order thinking skills, and projects.
Tomlinson suggests a good approach to assessment is by giving two grades. "A struggling learner might receive a B on progress toward reaching personal learner goals and a D when compared to the class....it is important to help parents and students clearly understand the utility of each piece of information in educational planning" (Tomlinson, pg. 94).
Tomlinson, Carol Ann, (2001). How to Differentiate Instruction in Mixed-Ability Classrooms.
Subscribe to:
Post Comments (Atom)
Hi Allyson,
ReplyDeleteIt is good to see that you have realized that the current style of teaching by your master teacher isn't working, resulting in low participation, low morale, and perhaps low understanding of the subject. I don't know if they have this in high school or not, but at my elementary school they have started integrating a program called G.L.A.D., which stands for Guided Language Acquisition Design. This program program calls for less focus on texts and puts students more in charge of their learning. They create lots of KWL charts (know, want to know, learned) as well as sing a lot of chants about the subject, use a lot of photos and diagrams, which normally would be used for EL students, but are just as successful with students of all abilities.
Another great thing about G.L.A.D. is that it also makes students responsible for their own behavior and the behavior of their students. Each lesson, a student is selected as a "scout" who will keep an eye on students during teacher instruction. During the lesson, the teacher will ask the scout who gets an "award" and why. Students can earn awards for good behavior, staying on task, showing good life skills, etc.. I find that this really keeps students on task and also gives the "scouts" a chance to be teacher for a day. The "awards" are just strips of colored paper with a vocab word related to the subject and a photo.
Perhaps some of these strategies can be incorporated into your classroom when it is your turn to teach?
Dayna
You gave a good point that only direct instruction could make poor morale for students' learning. As you mentioned, group assignment and interactive work may be a good way to motivate students to study. In my high school student teaching class, students' seats were grouped together. In each math class, students worked together for their homework correction and new material study. They always discuss their confusions, fix their mistakes, and share their solutions. Through this way, they can help each other with their problems and learn the knowledge from their group members. Group activity and practice are good methods to help students to understand concepts deeper and apply knowledge as well as to inspire students' learning interests.
ReplyDeleteSome teachers at my site use Cornell Notes but not all are trained on how they are used correctly. I have an idea of how they work I am curious on how well you believe it works for the students. How much feed back does it really give you as an instructor as to how much is being comprehended and able to apply? I understand it is just a snap shot of student achievement but as for you, how much feedback does it really give you?
ReplyDeleteAs for those who give the 'I don't know' response, have they stand and deliver that response to the class. Then when they stand and say 'I don't know' to the entire class, you have them stay standing and ask another. Keep going with it until you get the correct answer. Then go back to each one standing and have them repeat the correct answer. This is a strategy that I saw a teacher do to some 8th graders and it changed their motivation to pay attention and make an attempt to answer the question. Good luck!
I agree that a more proactive approach is needed to obtain and maintain the interest of the students. As you stated, it would be beneficial to all parties involved to have students direct their learning. My physical education program in high school often incorporated this type of learning within our curriculum. For example, I remember the teachers first assigned small groups and then told the class that we were expected to create a new sport/game for the class to play. We had to work cooperatively together as a small group, decide on a new sport/game, establish rules, decide what equipment was needed, and determine the best way to present the activity to the class. It was important for the lesson to be clear and concise. Furthermore, the group presenting also posed as referees when the class was participating in their lesson. I remember thoroughly enjoying this process due to the fact that we were given the responsibility of teaching a large class, something that I had never taken part in up until this class. While we were given classroom responsibilities, we also acquired insight into how difficult it is to manage a large class of students in terms of maintaining their attention and ensuring all students remained active participants in the new sport/game that was being played. Also, it was fun to see our P.E teachers participating in our lesson, they became active participants in all student driven sports/games. Even though this took place a long time ago, it still remains a dominate memory of my high school experience.
ReplyDeleteLoved the write up. I hate being around a classroom that you know could be better. I especially liked your idea of two grades. Progress is one thing, and should be assessed just as much as the overall grade. Why not give credit where credit is due. I am not of the thinking that everyone is born equal in the traditional sense. People have their strengths and weaknesses. For some, they may struggle in one subject but not another. But the one thing that they can control in every class, whether they are successful in that subject or not, is effort. Just show me something. Show me that you have put effort in. If they have a grade that shows that effort, I think that would go a long way towards motivating them in the future. Great job, and thanks again.
ReplyDeleteGreat discussion here on instruction and assessment. As I shared my first experience with a master teacher who spent the day giving test questions and distributing candy to those who got it right I learned what not to do which is a powerful lesson in itself. As Wong would say "beg, borrow and steal, but don't reinvent the wheel" it's a learning experience which is what makes your role as a teacher so important.
ReplyDeleteI liked the G.L.A.D program and I agree with Dayna. Students must take responsibility for their learning and their beahavior as well as their classmates' behavior.In our class, the students take turns each day to be the teacher's assisstants and they really perform well as techers in the making.
ReplyDelete