It is July once again; a time for reflection.
This past year has been the best year I have ever experienced in my teaching career. This is due in large part to the learning that I have experienced this year and the teaching networks I have been a part of. I am more aware than ever that while we are often the only adult in our classroom, teaching is not by any means a solo pursuit, it is meant to be something that is done in community.
The entire paradigm of teaching has shifted. No longer is a teacher the impart-er of knowledge and information; a teacher is now a role model for learning. More than ever this year, I developed a learning stance, and became the chief learner in my classroom, and that made the year fun and exciting for me, and learning a contagion for my students.
Creating strong learning networks that I could go to for advice and ideas was really important to me this year. I am so grateful to all of the very excellent Grade Six teachers in our board that lent me their ears! I am also grateful to my friends in other boards who acted as objective listeners to my sometimes fantastical ideas. And lastly, I'm extremely grateful to all of the incredible educators I have met in my virtual network via Twitter, Google+ and ETMOOC.
Today I started tutoring a 12 year old boy in Math. I asked first to look at his report card, and saw that he averaged about a 67% in most subjects. In the Learning Skills section, I noticed that it was stated he needed improvement in "Self-regulation" and "Independent work". I pointed this out to him and asked if he has trouble focusing and paying attention. He said "Not really". I said "is your class rowdy and do the students fool around a lot?" He said "Pretty much". I asked him to describe a typical Math lesson. He described a class where the teacher taught the lesson at the front of the room for the first half hour, then assigned the questions in the text book for the second half of the period. He mostly ignored the lesson and the questions while he socialized with his friends.
I asked what part of Math he found most difficult, he didn't even hesitate before answering "percentages". I asked him to complete a Proportional Reasoning Diagnostic from our Ministry's Closing the Gap on the Math Gains website. It was apparent he didn't understand the relationship between fractions, decimals, percentages, rates and ratios. We started with factors and multiples, quickly moved to numerators and denominators, then equivalent fractions. I was amazed at how quickly he caught on. Within one hour he was solving rate problems by converting to a unit rate. So why didn't he learn all of this in school?
It is no longer okay to teach the way we were taught! For so many of our students, (I would argue especially our boys), it just DOESN'T WORK!
Although I've had an excellent year in the classroom, and am well aware that I still have so much more to learn, I am leaving the classroom for a temporary hiatus to go back to the Curriculum Department. Hence the name change of my blog! I am going to attempt to Make Shift Happen! We classroom teachers need to change the way we are teaching so that we reach the students most at risk in our classrooms. Every child has a right to succeed and it is our duty to make sure that that happens. I'm hoping that I can support teachers in making that shift happen in their classrooms.
I'm scared though, scared because I know how teachers feel about enforced PD and enforced "Professional Learning Communities". My blog post and the comments that ensued on the PLC vs the PLN (Professional Learning Network) were an eye-opener for me. My challenge this year will be to find a way to be a co-learner with my fellow teachers and support them in making shift happen. I am really hopeful that I can inspire and motivate my colleagues the way I have been inspired and motivated by my PLN. I think the key elements are voice and choice, I just don't know yet how to ensure those elements are embedded in my work with teachers.
I will once again welcome your ideas and opinions. Your comments and emails will be more important than ever to me on this portion of my learning journey.
Showing posts with label diagnostic assessment. Show all posts
Showing posts with label diagnostic assessment. Show all posts
Wednesday, 3 July 2013
Wednesday, 19 September 2012
New Books!
I just finished putting in my first Scholastic Order of the year. After 2 years of working as a Literacy/Numeracy Coach, this truly is a momentus occasion. Once of my most favourite things to do is order new books for the classroom!
My colleague, Amy, shared a great idea with me. She suggested that I start a "Scholastic Wishlist". The kids thought this was a great idea, so they listed all of the books that they would like to get from Scholastic, but couldn't afford. Using my coupons, (over the years I've managed quite a collection), I was able to order more than half of the books on their list. I can't wait to see their faces when their orders come in! I love ordering from Scholastic because their selection is so good, their books are affordable, they are so easy to deal with, and their "Free Picks" and Coupons are awesome! They really help you to build up your classroom library quickly!
I love placing my orders through their Clubs Online. It is so easy and convenient. And no, I don't work for Scholastic, but I do love their website. They have great teaching resources on there as well.
http://www.scholastic.ca/
Several of my boys claimed that they are not readers and don't like reading. In June, in anticipation of my move back into the classroom, I ordered a series of books called Orca Currents. These novels are high-interest low-vocab books. I find that they really appeal to boys. They are short, so kids who have not yet developed reading stamina can get through them quickly, and although they are written at a lower reading level (Grade 2, 3 and 4 levels) they deal with contemporary issues that would interest 11, 12, and 13 year olds. They are also written by well-known and well-loved authors like Eric Walters. Not only that, but the covers are great. We made a list of how we choose books, and we decided that YES, WE DO JUDGE BOOKS BY THEIR COVERS! My boys are LOVING them!
As you may have guessed, my classroom library is now fully operational. The students organized it all themselves, as planned, so they know where any book can be found.
Today I started conferencing with individual students about their reading. I started with the students who had low scores on our benchmark reading assessment. Even though we have had several lessons on how to choose an appropriate book I find that at least half of my students don't seem to realize when a book is just way too difficult for them. It's no wonder they don't like reading! I mean, would you like skating if every pair of skates you ever wore were too big!
For our Reading Conference, I always ask the students to "Bring me a book you read well". Then I ask them to say why they chose the book, what it is about, and whether it is easy, hard, or just right for them. Then I do an "over-the-shoulder miscue analysis" as they read a page aloud. Then we usually have a discussion about their strenghts, and set some goals for what they need to work on. With my low readers, I usually then take them to the class library to help them select a new book. They really need to be explicitly taught how to find a book that they can read and enjoy! They are always amazed to find out that wow, they really can enjoy reading if the book is a good fit!
My colleague, Amy, shared a great idea with me. She suggested that I start a "Scholastic Wishlist". The kids thought this was a great idea, so they listed all of the books that they would like to get from Scholastic, but couldn't afford. Using my coupons, (over the years I've managed quite a collection), I was able to order more than half of the books on their list. I can't wait to see their faces when their orders come in! I love ordering from Scholastic because their selection is so good, their books are affordable, they are so easy to deal with, and their "Free Picks" and Coupons are awesome! They really help you to build up your classroom library quickly!
I love placing my orders through their Clubs Online. It is so easy and convenient. And no, I don't work for Scholastic, but I do love their website. They have great teaching resources on there as well.
http://www.scholastic.ca/
Several of my boys claimed that they are not readers and don't like reading. In June, in anticipation of my move back into the classroom, I ordered a series of books called Orca Currents. These novels are high-interest low-vocab books. I find that they really appeal to boys. They are short, so kids who have not yet developed reading stamina can get through them quickly, and although they are written at a lower reading level (Grade 2, 3 and 4 levels) they deal with contemporary issues that would interest 11, 12, and 13 year olds. They are also written by well-known and well-loved authors like Eric Walters. Not only that, but the covers are great. We made a list of how we choose books, and we decided that YES, WE DO JUDGE BOOKS BY THEIR COVERS! My boys are LOVING them!As you may have guessed, my classroom library is now fully operational. The students organized it all themselves, as planned, so they know where any book can be found.
Today I started conferencing with individual students about their reading. I started with the students who had low scores on our benchmark reading assessment. Even though we have had several lessons on how to choose an appropriate book I find that at least half of my students don't seem to realize when a book is just way too difficult for them. It's no wonder they don't like reading! I mean, would you like skating if every pair of skates you ever wore were too big!
For our Reading Conference, I always ask the students to "Bring me a book you read well". Then I ask them to say why they chose the book, what it is about, and whether it is easy, hard, or just right for them. Then I do an "over-the-shoulder miscue analysis" as they read a page aloud. Then we usually have a discussion about their strenghts, and set some goals for what they need to work on. With my low readers, I usually then take them to the class library to help them select a new book. They really need to be explicitly taught how to find a book that they can read and enjoy! They are always amazed to find out that wow, they really can enjoy reading if the book is a good fit!
Monday, 10 September 2012
My Feet Hurt!
Well, the first week went smoothly and according to plan! Yay! I feel very lucky; my kids are adorable and very keen.
I gave them each a whiteboard and they are loving those. (My friend and virtual teaching partner, Terri, gave me the idea of buying a sheet of whiteboard at Home Depot and cutting into into small individual boards. The price was just over a dollar board!) I am using them for formative assessment (as suggested in Dylan William's Embedded Formative Assessment,which Terri suggested I read) all day, but especially during Math. I will frequently ask them a quick question that they have to solve on their boards, then hold up. They will look at what others have put, sometimes change their minds, sometimes start defending their answers. It has led to some great classroom discussions, but also quickly tells me who knows what. I find that it has helped give the quiet ones a "voice".
I'm also using a "random name generator". It is a free app called "Stick Pick". I pass the IPad onto a student, and they click on "Stick Pick" which randomly names one of the students in the class. I'm using this during class discussions. The students are only putting up their hands to ask questions, not to answer them. This way we get to hear from everyone. We are only four days in and I think every single one of them is now comfortable saying "Well, I don't really know, but if I had to guess...." The first few times I got a lot of "I don't know"s, but I used Debbie Diller's line "I know you don't know, but if you did know, what would it be?" It's like magic. I've also increased my wait time, (that is the hardest part), AND waiting AFTER the child has responded. If I don't say anything after they comment or answer, they start feeling the need to elaborate. Another of Dylan William's ideas that I am finding works wonders.
My classroom library still isn't opened yet, but it's almost ready. I've been introducing about 100 books a day. I am down to my last bin (out of 8). The kids are practically salivating over the books, "Can I just keep this one in my desk", "Can I place a hold on this one", "Can I borrow a book to show my mother". It is hilarious! They even went to the librarian at recess and asked her if she would let them take some books out because they NEED to READ! The funniest part is that I surveyed them on the first day of school and all but 5 said they don't like to read!
So all is going splendidly well. On Wednesday I will start my formal diagnostic assessments. In our Board we do a Reading Comprehension assessment and a Writing assessment. I also like to use the PRIME Math Assessment Tool for Number Sense.
Once the class library is officially opened, and each of the students has selected an appropriate text, I will begin building their independent reading stamina. I use the Two Sisters' methods (from Daily 5). Each day we will read for longer and longer periods of time. Then, once they can read independently for 20 minutes, I will begin my Reading Conferences, meeting with 3 to 4 students per day to assess their reading and help them set reading goals.
Yes, it is wonderful to be back! But man, do my feet hurt!!!!
I gave them each a whiteboard and they are loving those. (My friend and virtual teaching partner, Terri, gave me the idea of buying a sheet of whiteboard at Home Depot and cutting into into small individual boards. The price was just over a dollar board!) I am using them for formative assessment (as suggested in Dylan William's Embedded Formative Assessment,which Terri suggested I read) all day, but especially during Math. I will frequently ask them a quick question that they have to solve on their boards, then hold up. They will look at what others have put, sometimes change their minds, sometimes start defending their answers. It has led to some great classroom discussions, but also quickly tells me who knows what. I find that it has helped give the quiet ones a "voice".
I'm also using a "random name generator". It is a free app called "Stick Pick". I pass the IPad onto a student, and they click on "Stick Pick" which randomly names one of the students in the class. I'm using this during class discussions. The students are only putting up their hands to ask questions, not to answer them. This way we get to hear from everyone. We are only four days in and I think every single one of them is now comfortable saying "Well, I don't really know, but if I had to guess...." The first few times I got a lot of "I don't know"s, but I used Debbie Diller's line "I know you don't know, but if you did know, what would it be?" It's like magic. I've also increased my wait time, (that is the hardest part), AND waiting AFTER the child has responded. If I don't say anything after they comment or answer, they start feeling the need to elaborate. Another of Dylan William's ideas that I am finding works wonders.
My classroom library still isn't opened yet, but it's almost ready. I've been introducing about 100 books a day. I am down to my last bin (out of 8). The kids are practically salivating over the books, "Can I just keep this one in my desk", "Can I place a hold on this one", "Can I borrow a book to show my mother". It is hilarious! They even went to the librarian at recess and asked her if she would let them take some books out because they NEED to READ! The funniest part is that I surveyed them on the first day of school and all but 5 said they don't like to read!
So all is going splendidly well. On Wednesday I will start my formal diagnostic assessments. In our Board we do a Reading Comprehension assessment and a Writing assessment. I also like to use the PRIME Math Assessment Tool for Number Sense.
Once the class library is officially opened, and each of the students has selected an appropriate text, I will begin building their independent reading stamina. I use the Two Sisters' methods (from Daily 5). Each day we will read for longer and longer periods of time. Then, once they can read independently for 20 minutes, I will begin my Reading Conferences, meeting with 3 to 4 students per day to assess their reading and help them set reading goals.
Yes, it is wonderful to be back! But man, do my feet hurt!!!!
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