Q: Throughout this reading, I found the one major stumbling block to really supporting teachers being that there are so very many ways to do it, but few programs that do enough to truly support teachers, according to the article. Knowing that all teachers learn differently, how do we possibly select the most effective (including time-effective and cost-effective) manners to support teachers without overwhelming them?
Q: "Action research is an approach to professional development in which,typically, teachers spend 1 or more year working on classroom-based research projects. While action research has has multiple forms and purposes, it is an important way for teachers to improve their teaching and curricula, and there is also an assumpting that what teachers learn through this process can be shared with others." (199/200?). I found this quote interesting because, having just come from college where I was accustomed to doing research and getting credit for it, my brain is somewhat still in that 'mode.'Being in that mode, and knowing that I benefit from this type of collaboration, I think pushing myself to do this in the future, could really benefit me as a teacher, and also make me feel significantly more productive just personally.
C:One thing that really struck me was when the article discussed how the percentage of money invested by schools in educating their teachers is minimal-- 1 to 3 percent of the operating budget. When you consider that, it seems to be no wonder that teachers can feel so isolated and unsupported in the typical classroom setting. I do not feel this so much at Rocketship, but this feeling was a huge possibility we were warned about this summer at Institute. I can only imagine how much more success schools might see in teacher retention if they truly invested in making their teachers have important resources. The Guided Reading in-services are something I really appreciate about Rocketship, and seeing that statistic only made me appreciate them more.
Sunday, December 7, 2008
Tuesday, December 2, 2008
105: How People Learn, Assignment #1
Learning from Speculation to Science
Q: "The new science of learning does not deny that facts are important for thinking and problem solving. Research on expertise in areas such as chess, history, science an dmathematics demonstrate that experts' abilities to think and solve problems depend on a rich body of knowledge about subject matter. However, the research also shows clearly that "usable knowledge" is not the same as a mere list of disconnected facts. Experts' knowledge is connected and organized around important concepts." (p 10).
This quote really struck me as I, all too often, find myself falling into the category of giving them random knowledge, but not making it entirely applicable category. Our incredibly randomized spelling lists from the beginning of the year stood out to me especially--- without a true reason, why would my students remember the words? It is little surprise that they did as poorly on the first spelling tests as I did.
Q: The article spoke of the idea of how we must incorporate pre-existing knowledge in order to be successful. However, this is something I really struggle with when, sometimes, at the first grade level, very little pre-existing knowledge may exist. How do we tailor this to a lower-elementary level? What are some strategies to make a year a cummulative buildup of pre-existing knowledge?
C: I found it interesting to even frame learning in the context of a 'science'. It takes it to the metacognitive level, but also forces thoughts on methodology and process, and fact as opposed to 'theory'. This article kind of stood in the face of what we have all heard so often-- 'this' or 'that' theory of education. When we are forced to think of education beyond the context of theory, and take it to the level of research-compiled fact, with both the behavioral and academic contexts considered, I think we have the opportunity to reach new depths as educators.
Q: "The new science of learning does not deny that facts are important for thinking and problem solving. Research on expertise in areas such as chess, history, science an dmathematics demonstrate that experts' abilities to think and solve problems depend on a rich body of knowledge about subject matter. However, the research also shows clearly that "usable knowledge" is not the same as a mere list of disconnected facts. Experts' knowledge is connected and organized around important concepts." (p 10).
This quote really struck me as I, all too often, find myself falling into the category of giving them random knowledge, but not making it entirely applicable category. Our incredibly randomized spelling lists from the beginning of the year stood out to me especially--- without a true reason, why would my students remember the words? It is little surprise that they did as poorly on the first spelling tests as I did.
Q: The article spoke of the idea of how we must incorporate pre-existing knowledge in order to be successful. However, this is something I really struggle with when, sometimes, at the first grade level, very little pre-existing knowledge may exist. How do we tailor this to a lower-elementary level? What are some strategies to make a year a cummulative buildup of pre-existing knowledge?
C: I found it interesting to even frame learning in the context of a 'science'. It takes it to the metacognitive level, but also forces thoughts on methodology and process, and fact as opposed to 'theory'. This article kind of stood in the face of what we have all heard so often-- 'this' or 'that' theory of education. When we are forced to think of education beyond the context of theory, and take it to the level of research-compiled fact, with both the behavioral and academic contexts considered, I think we have the opportunity to reach new depths as educators.
Sunday, November 23, 2008
The times that I have spent the most alive as a learner are when I have been an active participant, actually 'seeing' the things that I have learned about. I was inspired to be a history major in college by time that I spent in concentration camps in Poland and Germany-- really feeling the atmosphere, taking it all in, etc. Back in the US, for me, this meant going to the US Holocaust Museum in DC on a regular basis--- I needed to actually see pictures and experience the subject matter more deeply in order to stay grounded in it and reprioritize my learning again. I wrote a my undergrad thesis on a Holocaust-related topic, and spent many hours pouring through research articles, documents from the post-war trials, and so on. I often had to remind myself to put what I was reading into the context of what I had seen with my own eyes, to make it real. I feel like this can be very much the case with the learning that our own students do... if they can't relate what they are learning to their own life, and if they do not find it personally applicable, it's much easier to forget what they have learned and just move forward. We need to provide them with a context in which to file the information and knowledge that they have gained, to answer that question of 'Why am I learning this?'
This quote made me think a lot about those experiences I had in the camps-- and the fact that, in those times, I really did feel that I was 'living more fully than during the rest of life'. Because of the subject matter, it was not a particularly happy feeling of being 'alive' but it was a very real, strong feeling. There's something about an experience of that depth and intensity that really gives you a new appreciation for the things you are learning in a lecture, in a classroom, in another time and place. It was a very humbling experience and I consider myself fortunate to have been able to experience learning in such a hands-on way.
This quote made me think a lot about those experiences I had in the camps-- and the fact that, in those times, I really did feel that I was 'living more fully than during the rest of life'. Because of the subject matter, it was not a particularly happy feeling of being 'alive' but it was a very real, strong feeling. There's something about an experience of that depth and intensity that really gives you a new appreciation for the things you are learning in a lecture, in a classroom, in another time and place. It was a very humbling experience and I consider myself fortunate to have been able to experience learning in such a hands-on way.
Monday, November 10, 2008
Course 109- Writing
QQC
Q:
I'm still trying to find my bearings with Spelling. I was glad to have Peggy in my room last week to check out how I was teaching spelling, but totally bummed when my students still did NOT do well on the spelling test that week. I don't want to lower my expectations to give them easier words, especially since I know the other first grade class is making an okay average with the same words. So, I've been wondering what's going on with my teaching that is impeding their learning... what are they missing that they need? How can I explain things better to them.... which leads me to my question that I still have on the spelling instruction portion of writing instruction. This article talked about teaching students to monitor and check their own spelling (p. 135), but how? I have them switch papers before they hand their papers in to me sometimes. They are set up at table groups with High-Med-Med-Low, so in theory, they should be getting extra support. But so many of them are phonetic spellers that they think 'in' really is the way to spell 'and', or 'hows' truly is the way to spell 'house'. I encourage them to read the room, use their word wall... and am instituting vocab sheets in writing folders for my bottom 4 or 5 kids per class. Still, when checking their spelling, it is only my highest 10 (Spartans) and maybe highest 2 (Highlanders) that can catch and correct the majority of spelling mistakes. I guess what I'm trying to ask is... How do I do a 'monitor and check' in spelling without pulling out dictionaries or wasting time for my ELLs, lower kids, etc? How can I make the spelling check work for them during or at the end of writing workshop?
Q:
"Under the modeled writing method, the most teacher-directed approach, the teacher writes in front of the students, creating the text, and controlling the pen. Even more importantly, the teacher constantly "thinks aloud" about writing strategies and skills. This approach allows students to hear the thinking that accompanies the process of writing. Those thoughts may address choosing a topic, organizing your ideas, using a plan to write your rough draft, removing repetitive information or proofreading to fix grammar."
I pulled this quote out to remind myself to do this more. I'd say I think aloud maybe only once or twice per week when writing. I'm better about doing it when writing than reading too, so that's not a particularly great sign. I NEED to do this more... I often model 'mistakes' to make sure that they catch them too, and to remind them to reread each sentence to make sure it makes sense. I need to do this more in both areas as we move into narrative writing-- I know it's crucial to their development as writers, but also important as a think-through and a re-tell of the directions for my ELLs.
C:
I think it's especially beneficial for me to spend some time reading about and working on Writing Strategies, and I appreciated having differentiated readings this week. Several veteran teachers told me, going into this year, that writing was a place where they really struggled their first year. As a result of having that information, I've tried to make it something that my students do every day (I think we've only not written twice this year so far), but at the same time, I know that I'm not giving them ENOUGH instruction in writing. It's happening, but not at the depth I want it happening-- and that is totally a result of me not knowing enough and not using my resources enough. I've finally started instituting Step-Up to Writing (although last week it was a lame, somewhat halfway attempt) and I'm planning on spending more time on writing in December... this is an area where I plan on working with my mentor teachers a lot. Writing is both rewarding and challenging for me-- for some students, I'm seeing so much more progress in reading than writing, and the opposite is happening as well. For my ELLs, it's frustrating to see parts of speech all mixed up, yet phonetic spelling on target.
On another note, it was great to go back through and read something from the TFA literature that we had this summer. Honestly, I don't remember all too much from what we read.... mostly because I was reading it on a cross-country flight where the idea of being a teacher in four months was really, really abstract and still didn't seem all that possible. It was so much more applicable now.
Q:
I'm still trying to find my bearings with Spelling. I was glad to have Peggy in my room last week to check out how I was teaching spelling, but totally bummed when my students still did NOT do well on the spelling test that week. I don't want to lower my expectations to give them easier words, especially since I know the other first grade class is making an okay average with the same words. So, I've been wondering what's going on with my teaching that is impeding their learning... what are they missing that they need? How can I explain things better to them.... which leads me to my question that I still have on the spelling instruction portion of writing instruction. This article talked about teaching students to monitor and check their own spelling (p. 135), but how? I have them switch papers before they hand their papers in to me sometimes. They are set up at table groups with High-Med-Med-Low, so in theory, they should be getting extra support. But so many of them are phonetic spellers that they think 'in' really is the way to spell 'and', or 'hows' truly is the way to spell 'house'. I encourage them to read the room, use their word wall... and am instituting vocab sheets in writing folders for my bottom 4 or 5 kids per class. Still, when checking their spelling, it is only my highest 10 (Spartans) and maybe highest 2 (Highlanders) that can catch and correct the majority of spelling mistakes. I guess what I'm trying to ask is... How do I do a 'monitor and check' in spelling without pulling out dictionaries or wasting time for my ELLs, lower kids, etc? How can I make the spelling check work for them during or at the end of writing workshop?
Q:
"Under the modeled writing method, the most teacher-directed approach, the teacher writes in front of the students, creating the text, and controlling the pen. Even more importantly, the teacher constantly "thinks aloud" about writing strategies and skills. This approach allows students to hear the thinking that accompanies the process of writing. Those thoughts may address choosing a topic, organizing your ideas, using a plan to write your rough draft, removing repetitive information or proofreading to fix grammar."
I pulled this quote out to remind myself to do this more. I'd say I think aloud maybe only once or twice per week when writing. I'm better about doing it when writing than reading too, so that's not a particularly great sign. I NEED to do this more... I often model 'mistakes' to make sure that they catch them too, and to remind them to reread each sentence to make sure it makes sense. I need to do this more in both areas as we move into narrative writing-- I know it's crucial to their development as writers, but also important as a think-through and a re-tell of the directions for my ELLs.
C:
I think it's especially beneficial for me to spend some time reading about and working on Writing Strategies, and I appreciated having differentiated readings this week. Several veteran teachers told me, going into this year, that writing was a place where they really struggled their first year. As a result of having that information, I've tried to make it something that my students do every day (I think we've only not written twice this year so far), but at the same time, I know that I'm not giving them ENOUGH instruction in writing. It's happening, but not at the depth I want it happening-- and that is totally a result of me not knowing enough and not using my resources enough. I've finally started instituting Step-Up to Writing (although last week it was a lame, somewhat halfway attempt) and I'm planning on spending more time on writing in December... this is an area where I plan on working with my mentor teachers a lot. Writing is both rewarding and challenging for me-- for some students, I'm seeing so much more progress in reading than writing, and the opposite is happening as well. For my ELLs, it's frustrating to see parts of speech all mixed up, yet phonetic spelling on target.
On another note, it was great to go back through and read something from the TFA literature that we had this summer. Honestly, I don't remember all too much from what we read.... mostly because I was reading it on a cross-country flight where the idea of being a teacher in four months was really, really abstract and still didn't seem all that possible. It was so much more applicable now.
Course 109- Strategies that Work
"Reading is Thinking" and "Reading is Strategic" QQC
Q:
One thing I noticed in the 'Reading is Thinking' reading, that struck me right off the bat, was how well the students were able to make connections to things they had read in the past. This seems to be a major challenge for my students, and I think it's something cognitively that I just don't quite understand in them yet. While my students *might* sometimes refer back to a book that they have read over and over again, they generally can't tell you what book they read for their Reading Packet the night prior. They' haven't made those connections and remembering details from specific stories seems to be a major challenge for them. How do you foster this in first graders? On the one hand, I want them to remember details so that they come to have 'favorite books' as part of the 'good readers ___' strategies from Debbie Miller's Reading With Meaning. On the other hand, they simply need to improve their skills in this area, since passing the DRA Level 4 and beyond requires correctly sequencing details from the short stories they have just read. It's a skill that is definitely stronger in some kids than in others, and it's one that I want to find strategies to improve. The 'Reading is Thinking' article got me thinking... but most of the strategies in terms of making connections seemed more applicable to older kids. How do I get those connections into my first graders? I already do the sticky-note method, and I have just initiated 'Reading Logs' for my students to rate their favorite books and from which I will display 'Class Favorites'... but on a more basic level, what activities can help students fine-tune these skills?
Q:
"Like writing, reading is an act of composition. When we write, we compose thoughts on paper. When we read, we compose meaning in our minds. Thoughtful, active readers use the text to stimulate their own thinking and to engage with the mind of the writers. Readers construct and maintain understand by merging their thinking with the text." (p.21)
This quote stood out to me since it is a connection that I often try to make with my students. We talk a lot about how writing and reading are so, so linked. I stress the importance of being good writers to try to get them to place themselves in both frames-- as a writer who is getting better and better each day, but also as a reader who improves their writing by reading it, if that makes any sense. We talk about the balance of reading and writing and how very connected they are. This quote puts it in a more theoretical framework, but it's an idea that I'd really like to share with my students and that I will incorporate into one of my mini-lessons during an 'Editors Workshop'.
C:
This article was so, so dense with so many strategies that I can work into my instruction. Some I remembered from having read Debbie Miller's book.. and I think I need to go sift through that again to see how she managed to apply the higher-level comprehension piece to first graders. I'm only imagining that if this is a lot for MY brain to process right now, it's also overwhelming for my students. One thing that I took away from both this article and from our professional development day with Judy Miller is that I need to make a tracking system for comprehension on my assessment wall. I've got spelling, sight words, reading levels, guided reading groups, a record of their oral reading behaviors... and essentially no way to track comprehension beyond an occasional writers workshop piece that ties in. If I'm going to sort this all out in a way that works for my mind, I always have to put it in a format that they can understand. I want them to work hard for goals in Reading Comprehension, and work hard to 'master' the strategies that are SO important in their development as a reader.
Q:
One thing I noticed in the 'Reading is Thinking' reading, that struck me right off the bat, was how well the students were able to make connections to things they had read in the past. This seems to be a major challenge for my students, and I think it's something cognitively that I just don't quite understand in them yet. While my students *might* sometimes refer back to a book that they have read over and over again, they generally can't tell you what book they read for their Reading Packet the night prior. They' haven't made those connections and remembering details from specific stories seems to be a major challenge for them. How do you foster this in first graders? On the one hand, I want them to remember details so that they come to have 'favorite books' as part of the 'good readers ___' strategies from Debbie Miller's Reading With Meaning. On the other hand, they simply need to improve their skills in this area, since passing the DRA Level 4 and beyond requires correctly sequencing details from the short stories they have just read. It's a skill that is definitely stronger in some kids than in others, and it's one that I want to find strategies to improve. The 'Reading is Thinking' article got me thinking... but most of the strategies in terms of making connections seemed more applicable to older kids. How do I get those connections into my first graders? I already do the sticky-note method, and I have just initiated 'Reading Logs' for my students to rate their favorite books and from which I will display 'Class Favorites'... but on a more basic level, what activities can help students fine-tune these skills?
Q:
"Like writing, reading is an act of composition. When we write, we compose thoughts on paper. When we read, we compose meaning in our minds. Thoughtful, active readers use the text to stimulate their own thinking and to engage with the mind of the writers. Readers construct and maintain understand by merging their thinking with the text." (p.21)
This quote stood out to me since it is a connection that I often try to make with my students. We talk a lot about how writing and reading are so, so linked. I stress the importance of being good writers to try to get them to place themselves in both frames-- as a writer who is getting better and better each day, but also as a reader who improves their writing by reading it, if that makes any sense. We talk about the balance of reading and writing and how very connected they are. This quote puts it in a more theoretical framework, but it's an idea that I'd really like to share with my students and that I will incorporate into one of my mini-lessons during an 'Editors Workshop'.
C:
This article was so, so dense with so many strategies that I can work into my instruction. Some I remembered from having read Debbie Miller's book.. and I think I need to go sift through that again to see how she managed to apply the higher-level comprehension piece to first graders. I'm only imagining that if this is a lot for MY brain to process right now, it's also overwhelming for my students. One thing that I took away from both this article and from our professional development day with Judy Miller is that I need to make a tracking system for comprehension on my assessment wall. I've got spelling, sight words, reading levels, guided reading groups, a record of their oral reading behaviors... and essentially no way to track comprehension beyond an occasional writers workshop piece that ties in. If I'm going to sort this all out in a way that works for my mind, I always have to put it in a format that they can understand. I want them to work hard for goals in Reading Comprehension, and work hard to 'master' the strategies that are SO important in their development as a reader.
Sunday, October 26, 2008
My History as a Reader
Reading is something that is so important to me, and in that sense, it seems like such a natural transition for me to become a first grade literacy teacher. I honestly don't remember when I first learned to read. I know that I was reading before kindergarten, and my mom claims I was reading before preschool... I don't remember at all. I do remember begging my parents to teach me how to read when I was really young, and I think that it was eventually my dad who sat down and taught me. I remember from a very, very young age having an awareness of all the letters around me, and that if I could just 'figure out' what they meant, I'd know how to read.
That said, I don't remember what it was like for me to learn to read. I know that it happened quickly. It also caused some issues in my education when I was younger-- I was reading well, well ahead of my grade level, so teachers had to bring in books for me and work with me separately. They tested me on the RI state tests a few times when I was in K-1, and in terms of fluency/decoding/grammar, I passed out of 12th grade level in 1st grade, and in terms of comp, I passed out of 12th grade level in 3rd grade. All of my report cards from early elementary school have notes about "Capable of Reading at College Level," although I for the most part stuck to Boxcar Children in K-1, American Girl Books in 1-2, and then more difficult 'young adult' books from there on up. I honestly have to think that those state tests were not that great though, seeing as how I am certainly not a reading prodigy by any means now.
I have a few different experiences from reading that I remember well. I remember walking into class my first day of kindergarten and crying, because the teacher told me that we would not even start learning our letters until December-- I thought I would be in trouble because I already knew how to read, and she told me they weren't "allowed" to teach that until first grade. I remember in first grade, being walked down the hall to the fourth and fifth grade classrooms during reading time-- I read with their reading groups instead of the first grade ones. I also remember getting so frustrated during 'popcorn' reading because students would stumble over words while I just sat there trying to read ahead without getting caught. I also remember that I was allowed to read when I finished my work, and it was a huge incentive to get through other subjects-- I loved reading that much.
I was very fortunate that differentiation was a part of my reading instruction. My teachers pushed me forward, rather than holding me back. I was on par with my grade in math, science, social studies, etc for the most part... and truthfully, I still don't understand why I was such a strong reader at a young age. I just know it was something that came easily to me.
In terms of how my feelings about readings have changed over time, I kind of felt mediocre about reading in HS and college. I was always strongest in Lit/English in HS, but I had an awful British Lit professor in college who really turned me off of authors that I had previously loved. I think it was just that our styles didn't mesh well, but she definitely took the enjoyment out of reading. I don't read for pleasure nearly as much as I used to, though I would like to get back into doing that. I don't read nearly as fast now as I used to either-- I can remember going through 8-10 books a week in middle school, and now I'm lucky if I finish a book in a month. Reading was such a big part of why I loved learning though, and I really think I should devote more time to reading than I am right now.
That said, I don't remember what it was like for me to learn to read. I know that it happened quickly. It also caused some issues in my education when I was younger-- I was reading well, well ahead of my grade level, so teachers had to bring in books for me and work with me separately. They tested me on the RI state tests a few times when I was in K-1, and in terms of fluency/decoding/grammar, I passed out of 12th grade level in 1st grade, and in terms of comp, I passed out of 12th grade level in 3rd grade. All of my report cards from early elementary school have notes about "Capable of Reading at College Level," although I for the most part stuck to Boxcar Children in K-1, American Girl Books in 1-2, and then more difficult 'young adult' books from there on up. I honestly have to think that those state tests were not that great though, seeing as how I am certainly not a reading prodigy by any means now.
I have a few different experiences from reading that I remember well. I remember walking into class my first day of kindergarten and crying, because the teacher told me that we would not even start learning our letters until December-- I thought I would be in trouble because I already knew how to read, and she told me they weren't "allowed" to teach that until first grade. I remember in first grade, being walked down the hall to the fourth and fifth grade classrooms during reading time-- I read with their reading groups instead of the first grade ones. I also remember getting so frustrated during 'popcorn' reading because students would stumble over words while I just sat there trying to read ahead without getting caught. I also remember that I was allowed to read when I finished my work, and it was a huge incentive to get through other subjects-- I loved reading that much.
I was very fortunate that differentiation was a part of my reading instruction. My teachers pushed me forward, rather than holding me back. I was on par with my grade in math, science, social studies, etc for the most part... and truthfully, I still don't understand why I was such a strong reader at a young age. I just know it was something that came easily to me.
In terms of how my feelings about readings have changed over time, I kind of felt mediocre about reading in HS and college. I was always strongest in Lit/English in HS, but I had an awful British Lit professor in college who really turned me off of authors that I had previously loved. I think it was just that our styles didn't mesh well, but she definitely took the enjoyment out of reading. I don't read for pleasure nearly as much as I used to, though I would like to get back into doing that. I don't read nearly as fast now as I used to either-- I can remember going through 8-10 books a week in middle school, and now I'm lucky if I finish a book in a month. Reading was such a big part of why I loved learning though, and I really think I should devote more time to reading than I am right now.
Sunday, October 19, 2008
Course 104, Assignment #3
This chapter really forced me to think more and go deeper regarding how I have been assessing my students. It brought up so many questions for me-- How do I really know that they are learning what I want them to? Are my assessments proving 'mastery'? For my struggling students-- do I know what specific stumbling blocks are preventing them from moving forward and learning more? Can I find ways to isolate those issues to work through them?
I know that I have one student in particular, C, that came to mind. When we're doing group activities, working together, doing something hands-on, etc... he's with the whole group. He totally participates, gets into it, etc. When he volunteers to answer a question in class, he understands some of the higher concepts, can think deeply and critically, etc. He has a phenomenal vocabulary. Yet, when you hand him anything to read, he just goes blank or 'pretend reads' based on what he thinks the book will be about. He'll ask me what the word "I" or "A" or "The" is. He'll ask how to spell "I" during writing time-- although we are at least seeing major progress there. He doesn't recognize sight words. I've had so much trouble figuring out what's going on.. he knows his sound-spelling correspondence, can identify letters on a page and so forth. When you tell him a word, he immediately re-frames it into a sentence, putting it outside of the context it's in a book, if that makes sense. When I was thinking through this chapter, though, I realized that I have to tailor assessments to figure out the issue here so I can move him forward-- and I need to do that soon. This week, I'm going to try to find a way to truly assess him that accounts for C's personal needs, whatever they may be.
I do try to think about assessment as soon as I think about a unit, but I find it's the piece I sometimes struggle most to create. In my current science unit, I've assessed once in small groups (mid-unit), a few times a week through simple CFU's, and I still don't have a real idea of where my students are at in terms of understanding the standards. I'm going to make this a bigger piece of my work in science in the next two weeks, especially since we are leading into Exhibition night and it is crucial that my students understand this unit before that.
One quote in the chapter that stood out to me was that "Attention to the quality of local assessment could not be more important than it is now, when formal accountability demands assessments alighed with standards" (151). As hard as it can be to think like an 'assessor' and really get into the assessment piece of learning, we just need to do it so that we know our students specific strengths, weaknesses, class trends, etc. Assessments are accountability, and I think that is a great thing, especially for those of us who are first year teachers.
I got so many great ideas from this chapter-- things I'm not doing yet, things I can be doing to assess better, etc. I want to build in more CFU's, frame my assessments around our enduring understandings, especially in the science unit, etc. Alongside this, I think I really need to start a big Assessment File, where I keep the data for each of my classes separate. At the moment, it's scattered... some written, some in my computer, some just charted on the wall, some graphed, etc. I need to compile all of that so that what progress I make in my assessments is actually transferred into solid numbers. I've already worried about how I'm going to really effectively fill out a standards-based report card in a few weeks... having all of that information in one place would be a very good thing for me.
Some of the things in the chapter were not necessarily quite 'useful' as a first grade teacher (i.e. the performance task vignettes seemed much more applicable to the older grades), but did give me ideas for things I could do to assess students that could be scaled down to first grade level. The six facets could serve as prompts or starting points for many assessments that I could give in terms of reading comp., science, and later in the year, social studies. I'm looking forward to using this chapter more as I plan more assessments. Hopefully, as I plan my next UbD unit, I will have all assessments ready to go before I begin implementing the unit-- I think this would be a way to establish true personal accountability for how I am timing and teaching my unit.
I know that I have one student in particular, C, that came to mind. When we're doing group activities, working together, doing something hands-on, etc... he's with the whole group. He totally participates, gets into it, etc. When he volunteers to answer a question in class, he understands some of the higher concepts, can think deeply and critically, etc. He has a phenomenal vocabulary. Yet, when you hand him anything to read, he just goes blank or 'pretend reads' based on what he thinks the book will be about. He'll ask me what the word "I" or "A" or "The" is. He'll ask how to spell "I" during writing time-- although we are at least seeing major progress there. He doesn't recognize sight words. I've had so much trouble figuring out what's going on.. he knows his sound-spelling correspondence, can identify letters on a page and so forth. When you tell him a word, he immediately re-frames it into a sentence, putting it outside of the context it's in a book, if that makes sense. When I was thinking through this chapter, though, I realized that I have to tailor assessments to figure out the issue here so I can move him forward-- and I need to do that soon. This week, I'm going to try to find a way to truly assess him that accounts for C's personal needs, whatever they may be.
I do try to think about assessment as soon as I think about a unit, but I find it's the piece I sometimes struggle most to create. In my current science unit, I've assessed once in small groups (mid-unit), a few times a week through simple CFU's, and I still don't have a real idea of where my students are at in terms of understanding the standards. I'm going to make this a bigger piece of my work in science in the next two weeks, especially since we are leading into Exhibition night and it is crucial that my students understand this unit before that.
One quote in the chapter that stood out to me was that "Attention to the quality of local assessment could not be more important than it is now, when formal accountability demands assessments alighed with standards" (151). As hard as it can be to think like an 'assessor' and really get into the assessment piece of learning, we just need to do it so that we know our students specific strengths, weaknesses, class trends, etc. Assessments are accountability, and I think that is a great thing, especially for those of us who are first year teachers.
I got so many great ideas from this chapter-- things I'm not doing yet, things I can be doing to assess better, etc. I want to build in more CFU's, frame my assessments around our enduring understandings, especially in the science unit, etc. Alongside this, I think I really need to start a big Assessment File, where I keep the data for each of my classes separate. At the moment, it's scattered... some written, some in my computer, some just charted on the wall, some graphed, etc. I need to compile all of that so that what progress I make in my assessments is actually transferred into solid numbers. I've already worried about how I'm going to really effectively fill out a standards-based report card in a few weeks... having all of that information in one place would be a very good thing for me.
Some of the things in the chapter were not necessarily quite 'useful' as a first grade teacher (i.e. the performance task vignettes seemed much more applicable to the older grades), but did give me ideas for things I could do to assess students that could be scaled down to first grade level. The six facets could serve as prompts or starting points for many assessments that I could give in terms of reading comp., science, and later in the year, social studies. I'm looking forward to using this chapter more as I plan more assessments. Hopefully, as I plan my next UbD unit, I will have all assessments ready to go before I begin implementing the unit-- I think this would be a way to establish true personal accountability for how I am timing and teaching my unit.
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