Since yesterday's post, I have been exploring the internet for ideas for student projects that will prepare them for the 21st century. I found this video prepared by Association of Supervisors for Curriculum Development (ASCD) called Learning Through Projects. Though the projects I worked on in 6th grade in the 1990's included some technology that was available at that time, today, technology rules our students' lives. Because of their experiences with and understanding of technology, it becomes an excellent tool to motivate students in the classroom.
Recognizing the interest level of the students is key to learning. In the video, students are learning and applying high order thinking skills. Critical thinking and problem solving are both among the six universal skills that will be included in the new academic content standards in Ohio.
http://www.newtechfoundation.org/video2.html
Watch and comment. Please include any ideas you have used to engage your students in their own learning. If you are not a teacher, you may remember activities that included higher order thinking. Your ideas are valued and will be helpful to others who read this blog. Through collaboration we can provide HOPE and support to both students and teachers. Everyone is a teacher.
Saturday, November 28, 2009
Friday, November 27, 2009
Teaching With Hope
I have been reading a book called the The Hole in Our Gospel by Richard Stearns. He is the president of World Vision. World Vision works with children, families, and their communities worldwide to reach their full potential by tackling the causes of poverty and injustice. He shares stories of many people who are without hope in the 100 countries served by World Vision. The connection I am making to this book is the role of HOPE in education.
As I read other teacher blogs, I am struck by the sense of hopelessness among our teachers. There is a common feeling that standardized tests have dominated schools and teaching. There seems to be a belief that there is no place for educators to use their creativity and natural desire to teach children what they need to know. I feel the pain and in many cases the anger of these educators.
Being the eternal optimist, I believe that creativity and preparing students for standardized tests can go hand in hand.
I would like to discuss formative assessments as a way to prepare for the BIG test. Formative assessments are not the one shot and you are "labeled for life" kind of test. Without some form of assessment, it would be difficult to know if students are learning what is being taught. Formative assessments can be given daily and can include observations. Using formative assessments is a process of acquiring information (data) to guide instruction.
When I taught 6th grade for 8 years, I discovered that projects can provide an excellent way to facilitate and evaluate learning. Students within each group assignment had choices of roles they played inside the group. I didn't know the word differentiation or that I was doing this, but it motivated the students and they had fun learning.
I wouldn't change the lessons on Rome. At the end of the unit, we had a toga party that included a debate between the Athenians and the Spartans to compare their beliefs (those who believed in war and trained their children to fight at a very young age (7) and those who believed in educating children and allowing women to run businesses). We had cheese, pita bread and grape juice and of course we all wore togas. The spectators voted for the team who had the best supported arguments to win the debate.
For a research unit, the students created Nobel Peace Prize Winner displays for the academic fair. I prepared research material for the students because I knew they would not have access or the time to find the materials on their own.
To address persuasive writing (and speaking) the students wrote letters and video taped messages to the president of the United States providing arguments for a social cause of their choice. While rehearsing their speeches, they listened to provide feedback and support for one another.
They also formed a round table discussion group on Fridays. After reading Scholastic News that included current world events, they shared their opinions respectfully and thoughtfully as they learned about the world of Math, Science, Social Studies, Reading, Writing, Art, Music and Sports. They also exhibited 21st century skills: (in the 1990's) communication, collaboration, critical thinking and problem solving.
Through the years, I discovered activities that worked with different groups of students and "weeded" out the activities that didn't work as a result of monitoring and assessing. I didn't add to what I was doing. I replaced instruction that didn't work with instruction that did.
Would my students have passed the OAT? If I knew then what I know now, I would say yes...IF I had not reminded them so often that we had to get ready for the test. They had to review in class and take home packets with study guides. I discovered that giving the students the questions to review before the test does not motivate. It actually decreased the motivation. I undermined their intelligence and acted as though I had all the answers. As a result, they waited for me to give them the answers as they wasted their time in a class that expected lock step movement toward passing the standardized tests.
When we were not preparing for the standardized tests, I monitored the learning that was taking place by using formative assessments. Some days, I asked my students to reflect before leaving my class or write a paragraph before starting the class the next day. This helped them processed what they learned. I used this data to drive my instruction and make changes for future lessons. When they wrote and shared summaries of an article of their choice from Scholastic News on Friday in their round table discussion group, I was able to facilitate and assess their writing, reading and comprehension skills.
Friday, was a test day, but it was not a formal spelling, multiple choice, fill in the blank kind of test. It was formative, because I could see which students needed extra help. I was evaluating my teaching and revising the instructions based upon the students' successes.
Until this blog, I had not taken the time to reflect on the things that I did well (my strengths) and the things I could have done better (my weaknesses). I believe unless educators take time to reflect (assess themselves), they will feel hopeless when thrown into the test taking frenzy. Money will not fix the feelings of teachers. Just as in the other parts of the world, giving money will not bring back their hope. Only compassion and caring for those in need can do that. By working collaboratively to share feelings, ideas for assessing and challenging students to be creative, and by reflecting on their own strengths, teachers can regain the hope and belief that they are making a difference in the lives of children. After all, isn't that THE reason for choosing teaching as a career? With HOPE all things are possible. In the words of another optimistic leader, "Yes we can!"
If you have other ways of teaching creatively while preparing for standardized tests, please share your ideas on this blog.
As I read other teacher blogs, I am struck by the sense of hopelessness among our teachers. There is a common feeling that standardized tests have dominated schools and teaching. There seems to be a belief that there is no place for educators to use their creativity and natural desire to teach children what they need to know. I feel the pain and in many cases the anger of these educators.
Being the eternal optimist, I believe that creativity and preparing students for standardized tests can go hand in hand.
I would like to discuss formative assessments as a way to prepare for the BIG test. Formative assessments are not the one shot and you are "labeled for life" kind of test. Without some form of assessment, it would be difficult to know if students are learning what is being taught. Formative assessments can be given daily and can include observations. Using formative assessments is a process of acquiring information (data) to guide instruction.
When I taught 6th grade for 8 years, I discovered that projects can provide an excellent way to facilitate and evaluate learning. Students within each group assignment had choices of roles they played inside the group. I didn't know the word differentiation or that I was doing this, but it motivated the students and they had fun learning.
I wouldn't change the lessons on Rome. At the end of the unit, we had a toga party that included a debate between the Athenians and the Spartans to compare their beliefs (those who believed in war and trained their children to fight at a very young age (7) and those who believed in educating children and allowing women to run businesses). We had cheese, pita bread and grape juice and of course we all wore togas. The spectators voted for the team who had the best supported arguments to win the debate.
For a research unit, the students created Nobel Peace Prize Winner displays for the academic fair. I prepared research material for the students because I knew they would not have access or the time to find the materials on their own.
To address persuasive writing (and speaking) the students wrote letters and video taped messages to the president of the United States providing arguments for a social cause of their choice. While rehearsing their speeches, they listened to provide feedback and support for one another.
They also formed a round table discussion group on Fridays. After reading Scholastic News that included current world events, they shared their opinions respectfully and thoughtfully as they learned about the world of Math, Science, Social Studies, Reading, Writing, Art, Music and Sports. They also exhibited 21st century skills: (in the 1990's) communication, collaboration, critical thinking and problem solving.
Through the years, I discovered activities that worked with different groups of students and "weeded" out the activities that didn't work as a result of monitoring and assessing. I didn't add to what I was doing. I replaced instruction that didn't work with instruction that did.
Would my students have passed the OAT? If I knew then what I know now, I would say yes...IF I had not reminded them so often that we had to get ready for the test. They had to review in class and take home packets with study guides. I discovered that giving the students the questions to review before the test does not motivate. It actually decreased the motivation. I undermined their intelligence and acted as though I had all the answers. As a result, they waited for me to give them the answers as they wasted their time in a class that expected lock step movement toward passing the standardized tests.
When we were not preparing for the standardized tests, I monitored the learning that was taking place by using formative assessments. Some days, I asked my students to reflect before leaving my class or write a paragraph before starting the class the next day. This helped them processed what they learned. I used this data to drive my instruction and make changes for future lessons. When they wrote and shared summaries of an article of their choice from Scholastic News on Friday in their round table discussion group, I was able to facilitate and assess their writing, reading and comprehension skills.
Friday, was a test day, but it was not a formal spelling, multiple choice, fill in the blank kind of test. It was formative, because I could see which students needed extra help. I was evaluating my teaching and revising the instructions based upon the students' successes.
Until this blog, I had not taken the time to reflect on the things that I did well (my strengths) and the things I could have done better (my weaknesses). I believe unless educators take time to reflect (assess themselves), they will feel hopeless when thrown into the test taking frenzy. Money will not fix the feelings of teachers. Just as in the other parts of the world, giving money will not bring back their hope. Only compassion and caring for those in need can do that. By working collaboratively to share feelings, ideas for assessing and challenging students to be creative, and by reflecting on their own strengths, teachers can regain the hope and belief that they are making a difference in the lives of children. After all, isn't that THE reason for choosing teaching as a career? With HOPE all things are possible. In the words of another optimistic leader, "Yes we can!"
If you have other ways of teaching creatively while preparing for standardized tests, please share your ideas on this blog.
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