Using a MC Diagnostic Test for AP Language and Composition, it became clear that students struggled with a timed performance and the content. So, we went to work. Students were taught MC Strategies to utilize. The bracketing strategy coaches students to find the direct correlating part of the passage that it would take to answer the question correctly. Another method to benefit students are multiple choice language stems. This teaches students to look at the question and not be distracted by the answer choices. This emphasizes focus and provides confidence for students to attempt to answer or formulate an answer without being tempted by the choices, yet. We also completed 10 practice passages with multiple choice questions using different formats, but mostly under timed circumstances. Also, students practiced with a partner in order to collaborate, eliminate, and discuss answer choices.
AP Language and Composition students struggle with proof and polish in their writing. Using a mature voice that has sophisticated language and flare is a recommendation for the timed writes, and one that students struggle to find. In order to improve, students received a NoRedInk account and were assigned lessons. Also, students built a Sentence Improvement Card that they are able to have out when completing timed writes. This allows students a database of self constructed help sentences to improve. Further, students completed Sentence Composing exercises, both individually and as a class, in order to construct ways to add sentence sophistication to their writing. I have used the JR U-S-A view to track the progress of this area.
One of the standards that my CP English 12 students were struggling with is
Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning.
In order to see improvement in this area, I planned lessons intentionally and created formative assessment exercises to enhance the summative response. In the unit, The Curious Incident of the Dog in the Nite-Time, I asked students to deconstruct their understanding of the main character in order to enhance comprehension of his character traits and apply them to plot events. This aided students in understanding how the character was evolving and changing in order to deal with conflict; thus a back door understanding to how the plot makes larger meaning. Asking students to track the smaller plot pieces and then evaluate the larger theme and scope allows students to utilize the text evidence as support.
The final area of needed growth is for AP Language and Composition is to incorporate the writing feedback for maximum growth. After the first timed writes, I collected student feedback to gain an understanding on student struggles. For the rhetorical analysis unit, I had students complete a close reading of Of Mice and Men in order to formatively assess their progress before the summative writing assignment. This allowed students to practice the analysis portion of this writing task. Next, students worked in a supported environment to craft their draft of a rhetorical analysis to the prompt. After feedback and examples were presented from the teacher, I made the trending comments available to students and then they were able to revise. This process slowed down and tweaked, makes the sped up process more beneficial.
Thursday, April 14, 2016
Tuesday, April 12, 2016
Grouping Strategies: Reflection
Grouping for teaching this year has pulled my mind in a hundred different directions. This best practice has been around since the start of teaching, yet teachers utilize the method that is most time effective in order to survive, not thrive, in the classroom.
I recommend a spreadsheet that has different grouping options and notes about individual students. I began by having students take a learning styles inventory found here:
http://www.educationplanner.org/students/self-assessments/learning-styles-quiz.shtml
The results were posted in the room so students could see what other students could compare and contrast the different learning styles in the classroom.
This allowed students to self-assess and then I recorded their results to use in grouping. When doing a learning task that requires an activity that would benefit by having a variety of learners, I would mix the groups with visual, auditory and tactile learners for maximum effect. Another way of coding students was by noting students who had been identified in gifted for reading and additionally I made notes on the spreadsheet about AP classes taken. This allowed me some useful information about the students via learning style and academic history.
I also used a grouping strategy in an English Elective: Bestsellers that has a spectrum of students ranging from grade 9-12, and an even greater extreme of reading levels. After teaching a lesson that involved grouping, I reflected on my strategies.
Students were exploring the concepts of plot and theme development. They were being encouraged to begin to think about how the book is making larger commentary via smaller plot events. Each group had a question that scaffolded to the essential questions of the book. Students were engaged and contributing to their groups. I plan to do a variety of groupings in the future of this elective class. There is an opportunity to have grades 9-12 collaborate over content and there is value in that experience.
I recommend a spreadsheet that has different grouping options and notes about individual students. I began by having students take a learning styles inventory found here:
http://www.educationplanner.org/students/self-assessments/learning-styles-quiz.shtml
The results were posted in the room so students could see what other students could compare and contrast the different learning styles in the classroom.
This allowed students to self-assess and then I recorded their results to use in grouping. When doing a learning task that requires an activity that would benefit by having a variety of learners, I would mix the groups with visual, auditory and tactile learners for maximum effect. Another way of coding students was by noting students who had been identified in gifted for reading and additionally I made notes on the spreadsheet about AP classes taken. This allowed me some useful information about the students via learning style and academic history.
I also used a grouping strategy in an English Elective: Bestsellers that has a spectrum of students ranging from grade 9-12, and an even greater extreme of reading levels. After teaching a lesson that involved grouping, I reflected on my strategies.
Students were exploring the concepts of plot and theme development. They were being encouraged to begin to think about how the book is making larger commentary via smaller plot events. Each group had a question that scaffolded to the essential questions of the book. Students were engaged and contributing to their groups. I plan to do a variety of groupings in the future of this elective class. There is an opportunity to have grades 9-12 collaborate over content and there is value in that experience.
Focus on Differentiation
Differentiate instruction is a best practice that leaves many teachers shaking their heads, especially when you consider this an extra part of teaching 180 students.
Differentiated Instruction
After reading the following book, I began to rework many of my units to reflect differentiation strategies that would benefit my students.
Below are some of the units that I have spent time revising to reflect the best practices within differentiation.
Learning Menu for The Curious Incident of the Dog in the Nite-Time
Learning Menu for Pygmalion
Spider Talking: Reflecting on the Practice
Original Idea HERE
Post Observation Reflection 9/23/15
CP English 12 - Spider Talk Beowulf Essential Questions
2a: Creating an Environment of Respect and Rapport
This is something that I try very hard to do, especially at the start of a course. Having respect and rapport in the classroom is an essential element to teaching successfully. Students are very aware of how much you care! Having half of these students for English last year has brought an even higher level of rapport. The students know that I want their best effort for every period, every day, period. Their respect toward one another reveals the level of expectation that I have instilled in the classroom. One area that I want to improve is utilizing access to students via social media, email, and even postcards to strengthen the respect and rapport beyond the classroom.
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2b: Establishing a Culture for Learning
Incorporating and emphasizing essential questions for each piece of literature has proved an asset for establishing a strong culture of learning. This link between the literature and life relevance for students that fosters the idea of lifelong learning. At the time of the observation, it was apparent the students who had experience. Over time, I will monitor their individual progress in the process of Spider Talks. To encourage students to improve their responses, I will continue to require that students complete the questions ahead of talk time. Perhaps strategically grouping students prior to their performance day to preview the questions will elevate the level of responses. Also, a collection and display of all the Spider Talks to follow so students can self evaluate and compare their progress.
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2c: Managing Classroom Procedures
To ensure students use all the time allotted and begin promptly, I will use a class timer that begin counting down once the bell has rung. This will encourage an on the clock feel for students to get talking. Also, students will take a turn at tracking the conversation in the future. It will be a modified version, but serve the purpose of letting students take ownership over the learning process. Further, students will be coached to draw peers into the conversation who are reluctant. I want these areas of improvement to be student driven.
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2d: Managing Student Behavior
This is an area I will continue to enforce, especially the student driven part. As seniors, these students need to understand how to fit socially into a classroom of higher learning. So many of the skills needed to have a successful classroom discussion are mature students. Also, preparation to share your insights with your peers. As students are focusing on the task, they must be “scared” to perform at the right high stakes level. This takes care of student behavior, especially when it is on displays for their peers and self.
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2e: Organizing Physical Space
For this learning activity, the desks/tables need to be in a circle so students can see one another clearly and feel as though they are closed into the conversation. I will ask the student in the future to move the desks into a circle.
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3a: Communicating with Students
I thought that students understood the instructions, content, and procedures. In the future, I would like this activity to run on cruise control as a result of internalizing the expectations via communication. Students should continue to explain that concepts to their peers, these lasting essential questions have maximum impact when delivered by their aspiring colleagues.
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3b: Using Questioning and Discussion Techniques
As the teacher, I was pleased with the students’ responses to the questions. It is valuable to have a continuation of students who have had a year’s worth of practice and can lead their peers. In the future, students will be tasked with creating some of the essential questions that will be used for Spider Talks. I hope to use their knowledge of the process to continue to initiate the topics and make unsolicited contributions.
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3c: Engaging Students in Learning
As the class goes on and the Spider Talks increase in frequency, I will consider the students’ insight about the dynamics of the groups. Further, I will have students use their input to have some mobility in the formation of the groups. The documentation of the talks will prove useful in future teaching to adjust groups that do not participate as well together or have personality impacts on one another. Also, students will have to “close” the conversation in the future. Students are VERY engaged in this learning process.
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3d: Using Assessment in Instruction
In the future, students can contribute to the development of the assessment criteria by writing I can statements that provide clear indications of what it means to achieve mastery for the rubric standards. Also, students formatively assess themselves after the conversation and then the teacher assesses over their marks. This alignment or misalignment is a teaching tool for students in understanding what it takes to achieve high marks in the speaking and listening standards.
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3e: Demonstrating Flexibility and Responsiveness
No lesson adjustment was needed; but in the future I anticipate having to adjust the lesson. Although I have reasoned that 7-8 questions is the perfect amount for 40 minutes of discussions, sometimes students get stuck in a single question, and that proves to be a vacuum of time. As the teacher, I accept the responsibility of needing to move the students if they are stuck in a spiraled conversation that is not making any progress. For persistence, I will continue to explore other ideas and ways to incorporate speaking and listening into the classroom.
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Friday, April 8, 2016
The value of field experience and literature
March 2016
It was 7:45am and these were the quick words I needed to hear. After the chaos of trying to coordinate observations, a secretary from the MS said this to me when I quickly explained to her what I was doing with my students.
Below are some of the quotes we have discussed and chosen as themes for the book. Students had to support these themes using text evidence and also could incorporate observations as support. For the students, the observations really brought the themes from black and white into color.
"Sometimes you have to teach compassion."
It was 7:45am and these were the quick words I needed to hear. After the chaos of trying to coordinate observations, a secretary from the MS said this to me when I quickly explained to her what I was doing with my students.
My College Prep senior
students have finished reading a book titled, The Curious Incident of the
Dog in the Nite-Time, about a young boy with autism. The evolution of
his character and the explanation of his habits are intriguing for the
students. This book proves not only to be a great literary teaching tool,
but the conversations and understandings of embracing differences that are produced are very informative
for these young adults.
In order to help bring the book to life, I arranged for field experiences for my students so they could be silent observers in a space that was similar to the characters and events of the book.
Here's the email message I sent: I would love for my students to be able to share some time with yours, even 20 minutes would be helpful. I know even being in the room with resources (Swings, manipulatives, kitchen etc.) provides students with information beyond the book. Would you be open to hosting some seniors for a small window of time next week? The goal would be that the seniors could observe and learn from the students about how their world functions differently; and recognize that all humans are more alike than different.
In order to help bring the book to life, I arranged for field experiences for my students so they could be silent observers in a space that was similar to the characters and events of the book.
Here's the email message I sent: I would love for my students to be able to share some time with yours, even 20 minutes would be helpful. I know even being in the room with resources (Swings, manipulatives, kitchen etc.) provides students with information beyond the book. Would you be open to hosting some seniors for a small window of time next week? The goal would be that the seniors could observe and learn from the students about how their world functions differently; and recognize that all humans are more alike than different.
My students had opportunities to observe an HS MH unit, a MS MH unit, an elementary resource room, and an elementary MH unit thanks to the willingness and collaboration of district teachers.
Below are some of the quotes we have discussed and chosen as themes for the book. Students had to support these themes using text evidence and also could incorporate observations as support. For the students, the observations really brought the themes from black and white into color.
- "The world is full of obvious things which nobody by chance ever observes." -The Hound of Baskervilles
- “Sometimes people are born with disabilities, but it’s communities that handicap them.” -Anonymous
- “You see, but you do not observe.” -Sir Conan Doyle
What did you OBSERVE in your field experience.
- The majority of kids were struggling with third grade math and they were HS freshmen.
- Many students struggled to communicate.
- Some of the students were shy.
- In my field experience, I have noticed the only way to deal with children who have some form of mental disability is patience. Some people may not have the quality so taking care of a child with disabilities would be hard.
- There was no in between, the children either wanted to be with people or they wanted to be left alone.
- Once they warmed up to you, they didn't want you to leave.
- One of the students has autism, he shares the symptoms of Christopher in the book.
Create a TWEET about your observation. Include on hashtag.
- I truly respect all of the people that love to work with all sorts of people. #embracethediff
- Shout out to all the parents and people who take care of mentally handicapped children. #patiencealwayswins
- Discovered that we all have differences. #embracedifferent
- Observing children struggle is hard, but watching their success is amazing too. #successisbest
- Kids do learn at different levels, yet kids are kids. #beyou
- Autism is a complex gift, not a burden. #puzzlingup
Relating back to the book, students were tasked with piecing the story together as a whole to make meaning. Below is an image of the graphic organizer used to aide comprehension of the story and used as a how to make meaning as a whole This observation experience allowed students to realize that there are real life pieces of the puzzle all around them, observations in other words, that they can use to make meaning. In my professional opinion, teachers are responsible for making learning relevant to students. The themes of the book were strengthened with the observations.
Friday, April 10, 2015
Formative Assessment in the Classroom
Formative Assessment in the Classroom 2014-2015
Below are several samples of formative assessment conducted in my classroom. Josh Caton and I collaborated on visits and dialogue about the use of this instrumental tool to check for student understanding. All of the data gathered throughout the year assisted me in planning and reteaching if necessary. Formative assessment is similar to using a GPS system, only you're in a classroom full of young learners, it is helpful to avoid traffic jams and plan for detours before you miss the exit. Also helpful to teachers, is the use of formative assessment to get to your destination in a timely manner; thus using feedback to gauge the amount of time to spend on concepts and standards. I tell my students, "I need to get a pulse on what you know and don't know." Measuring the got it of students has never presented more opportunities for teachers to build their toolbox of methods to check for understanding. At the end of the day, students care that the teacher cares if they are understanding the learning.
#1 Using Google Forms to gather data
In CP English 12, we read The Curious Incident of the Dog in the Nite Time by Mark Haddon. This piece of literature can be a game changer in promoting student learning about the power of themes. Not only are student engaged in the book, but they are able to demonstrate their comprehension by finishing high interest post reading stems.
After reading the book, a brief online reflection using Google Form garnered the information below.
Student Responses: After reading TCIOTDITNT, I changed my attitude about...
I changed my attitude about why autistic children act the way they do. I realized Christopher sees the world in a different way than everyone else.
Parents of autistic children. I have only been able to see my aunt and uncle parent my autistic cousin. I had a very positive outlook on parents of autistic children before. Now that I have read this book, I realized how some parents are not good at being parents. As a parent no matter what, you should put your child first. Christopher's parents were not very good at doing that.
I changed my attitude on how I understand the mind of autistic children and how they perceive the world.
I changed my attitude about how to take people on how they are and to except everyone, even when they have problems that no one can understand. People should get to know each other before they judge. People really are great once you get to know them even if you didn't think they'd relate to you or not.
I changed my attitude about the way I think about kids with autism. After reading this I definitely understand more about them. And now I realize they are just like us.
Parents that have children with disabilities, such as Chris who has autism. I think that the book changed my mind about the way I look at and see parenting skills of children with disabilities. I gained a lot more respect for those parents.
After reading TCIOTDITNT, one new thing I learned was...
the way individuals with Autism think and view the world around them. It was very interesting and gave me a new perspective on the hardships I'm grateful to have surpassed.
One new thing I learned was that autistic kids can excel in some things more than kids who don't have a disability.
how different autism is across the board, I never realized that there were SO many different types that vary intensities.
How to view things from a different perspective instead of the typical one.
I learned that you need to take the time to observe people and your surroundings before making judgments. It is very easy to be blinded by only what you see if you fail to really observe it/them.
I think that people with autism are very intelligent human beings and that we could learn a lot from them.
The puzzle pieces and background info were helpful.
When asked if they would recommend the book to their peers it was an 100% YES!
Optional comments included...
This box's required status gives me anxiety. #ThanksMrsAdkins
Overall, students seem to walk away from the book understanding that literature can impact our worldview and enhance our contributions to humanity. This formative assessment reaffirms that I did not subject my students to Readicide.
#2 AP Language & Composition Timed Write Reflection
After a timed testing simulation in APLC, I surveyed students and requested candid feedback about the experience. Students have a high amount of anxiety when it comes to writing proficiently under the restraints of time and must mentally and academically work thru these situations to prepare for the test in May. This time, I focused my questions on how to improve the learning because there is still a great deal of time for improvement and learning to take place. Also, I want students to own the behavior that practice does indeed perfect the skill.
Reflection HERE
Reflection results HERE
As the course went on, I began to pull away the safety nets from the initial timed writers. For example, students had Sentence Improvement Notecards that disappeared at the semester, thus forcing them to recall the skill from memory. We used the testing schedule to our advantage to practice timed writes that allowed for a full hour, which is perfect for a test simulation environment.
#3 Pygmalion - Acts 1 & 2 Check for Understanding in CP English 12
This formative assessment was to check on the understanding of the person vs. person conflict that exists between Eliza Doolittle and Henry Higgins. Also, to ensure students clearly understand the "bet" between the characters and to explore the potential complications that may arise. Finally, students are asked to weigh in on whether the experiment is a good idea for Eliza, an exercise in prediction. Defend yourself. Students shared out loud their responses which generated a productive class discussion and served to peak student interest for the remainder of the play. Additionally, graphic organizers and/or visual images aide student memory.
Check for Understanding Document HERE
#4 AP Language and Composition "Notes on Writing"
These are documents that I use to collect notes and trends of student writing when scoring their practice Timed Writes, all 50 of them. This document is copied and distributed to students so that get ample feedback for improvement, and it saves the teacher TONS of precious time because you do not have to write the same comments on numerous paper. I always tell students that these are my chosen talking points because they are worth everyone hearing and they will guide your revisions. There are never more than 10 "preach points." Students are indeed using these "Notes" to revise and improve their work. It is evident in their revisions that the "Notes" are guiding their decisions and supplying additional ideas for improving their responses.
Notes on Writing Samples
#5 Spider Talks
These are diagrammed class discussions that track the quality and quantity of students participation. There are several questions to steer students through the conversation and they are responsible for ensuring that "Everyone must participate, but no one can dominate." This formative assessment leads students to make meaning and a "taking inventory" of their own understanding on the topic at hand. Students are able to make connections and add real life experiences to their discussions, thus making the learning relevant.
Sample Spider Talks
If students are absent, I ask them to submit a written document of their talking points they had prepared. Also, I have found it effective to begin the next day's class with a Google Form that asks students to scribe any additional talking points they were unable to express in the Spider Talk. This evens out the conversation more and provides more than ample opportunity to prove they were prepared and have strong talking points, moreover, if something struck up lots of debate close to the bell, students are still presented with an individual opportunity to get in the last word.
#6 Using Padlet to gather responses in class
This resource helped provide a forum for students to publish their results for the whole class to view. I used this on several occasions to see multiple student results in individual and/or group formats. After taking a medieval kingdom survey, students were placed in a category according to personality traits and work preferences. This aided the introduction and relevance of The Canterbury Tales as students were in the correct frame of mind to understand the social class divisions that are imposed by society. Here are the results,
http://padlet.com/bethadkins/y8wfscjygvsu
Additionally, students had to summarize background information and create a post on Padlet. The results are here: http://padlet.com/bethadkins/qm5ui6cembt4
I could review with students and they had the opportunity to ask clarifying questions. Once the background was established for the time period, the literature and subject material made more sense and enhanced their learning.
Padlet is an effective formative assessment tool that helps to "inform" the teacher of the learning and direct future planning according to students' understanding of the material.
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