Saturday, November 6, 2010
My Favorite Formative Assessment
If you were to do a walk-through of my classroom you would likely believe my favorit formative assessment to be Fist to Five. Multiple times during a period I will poll students on their performance and affective status. That process is quite explicit. It would take an exceptionally insightful evaluator to identify my favorite form of formative assessment. It is listening. Yes, of course it is important to really hear what students are asking and what their questions convey about their understanding when they ask direct questions of the teacher. But, I'm talking about listening when those students don't think the teacher is listening. Sometimes just after I've set them to a cooperative task I duck into the chemistry prep room and sit at my desk at the door to the classroom. I just listen. I find out if they really know what they are supposed to do. I hear students explain concepts and guide others through procedures. It tells me about both types of students simultaneously. I usually don't even have to hide for them to reveal themselves. I have found there to be a perception unique to teenagers. They seem to believe that when they are speaking to another teen they are conversing in a language foreign to those over 20. It is amazing what they will say within my earshot or even when I am working adjacent to their lab station.
Six Year Shelf Life
Just as a teacher fully ripens, generally five years into teaching, she leaves the profession. Sure, we can investigate why this is so, remove obstacles and increase incentives to try to give teachers what they need in order to keep them in place. So far not so good in making a difference. What if we sidestep it completely? What I propose accepts that there are few quality teachers suited to lifelong career commitment to education. What I am about to suggest has the potential to improve teaching (or what is usually referred to as teacher quality) immediately and surely.
What if we really had principals? -principal teachers. Small teams of teachers serving the same groups of students is not a new idea. But what if they were led by a consummate teacher? One with a grasp on pedagogy. This mentor would teach but also train, supervise and cooperatively work with a cadre of recent college grads. Those young, bright and committed souls that have the energy, passion and vision to give it their all. And perhaps vitally, they have been untouched by the current archaic system. Let them work under the mentor for up to four years. Then they can decide to make a career change or become as their mentor. These mentors I would not only consider teacher leaders but replacements for graduate school programs and professors that prepare teachers. They should be of that caliber and serve that function in situ.
What if we really had principals? -principal teachers. Small teams of teachers serving the same groups of students is not a new idea. But what if they were led by a consummate teacher? One with a grasp on pedagogy. This mentor would teach but also train, supervise and cooperatively work with a cadre of recent college grads. Those young, bright and committed souls that have the energy, passion and vision to give it their all. And perhaps vitally, they have been untouched by the current archaic system. Let them work under the mentor for up to four years. Then they can decide to make a career change or become as their mentor. These mentors I would not only consider teacher leaders but replacements for graduate school programs and professors that prepare teachers. They should be of that caliber and serve that function in situ.
Waiting for Superman
As one who has helped start and has taught in a charter school I have a few things to say about this movie. The final conclusion that we all must contribute to school improvement - to not accept the mediocrity we have now is warranted. The impression that charter schools may be the answer needs to be examined more closely. I agree that the methods of and commitment of those running the best charter schools are key. That we can meet our nation's needs through accelerating such school charters is putting too much faith in a fairly random and incomplete process. I hope that we can move beyond charter schools. For many the initial purpose of charter schools was not to offer alternative opportunities to a few (or even all) but to prove and showcase models and methods to be implemented widely in all schools. The blame for why this has not happened can, as presented in this movie, be placed at the feet of unions and the consequent culture they induce in public schools.
It might also be worth noting that the best charter schools generally are composed of young idealists who are willing to and can afford to give it their all. But even these dedicated souls burnout quickly. These schools do not have the teacher attrition problem beat. In fact, they generally don't address it at all.
It might also be worth noting that the best charter schools generally are composed of young idealists who are willing to and can afford to give it their all. But even these dedicated souls burnout quickly. These schools do not have the teacher attrition problem beat. In fact, they generally don't address it at all.
Friday, April 23, 2010
Why Are You Doing All That?
There's a perception out there:
Ambitious teaching is a personal trait. Not all teachers are ambitious, nor do they have to be.
I've been asked more than once, "Why are you doing all that?" It might be about serving on several school-wide committees. I am passionate about the work of both my classroom and that of the whole school. You might say I am an ambitious teacher.
My response to the question often is, "It's just professional." My expectation is that ambition is a common characteristic of teachers.
Ambitious teaching is a personal trait. Not all teachers are ambitious, nor do they have to be.
I've been asked more than once, "Why are you doing all that?" It might be about serving on several school-wide committees. I am passionate about the work of both my classroom and that of the whole school. You might say I am an ambitious teacher.
My response to the question often is, "It's just professional." My expectation is that ambition is a common characteristic of teachers.
Change
New practices and innovations should:
1. not be patched onto archaic systems.
2. be a part of a comprehensive integrated program.
3. be based upon a vision.
4. grow out of research.
1. not be patched onto archaic systems.
2. be a part of a comprehensive integrated program.
3. be based upon a vision.
4. grow out of research.
What Happens in the Other Classrooms Doesn't Affect What Happens in My Classroom, Does It?
Sometimes my students look at me like I'm crazy. I admit it may be a bit unsettling to have your chemistry teacher singing and dancing around the room. I don't mind the looks so much then. I do mind the resistance I encounter when I implement practices I learned in graduate school.
Within a school-- agreement about instructional practice is required in order to reap the ultimate benefit of each individual teacher's investment. Teachers united in consistently applying a real shared vision will see the greatest effect. This is true because it makes it all simpler and clearer to students. Similar models and methods are encountered in all classes. Once learned and understood they can be used by students in any class. Students working toward common standards they have seen and tried before rather than a multitude of performance measures are more confident in their attempts to meet them.
Outstanding Instructional Practice
Improving Schools From Within
Classroom Instruction That Works
Powerful Learning
Within a school-- agreement about instructional practice is required in order to reap the ultimate benefit of each individual teacher's investment. Teachers united in consistently applying a real shared vision will see the greatest effect. This is true because it makes it all simpler and clearer to students. Similar models and methods are encountered in all classes. Once learned and understood they can be used by students in any class. Students working toward common standards they have seen and tried before rather than a multitude of performance measures are more confident in their attempts to meet them.
Outstanding Instructional Practice
Improving Schools From Within
Classroom Instruction That Works
Powerful Learning
What Students Need: Structures and Tools
Students need structures that provide them:
Power and Choice
If students have power and choice they will be motivated to discover and create.
Responsibility
Confidence in Their Abilities
Students need tools:
Of the Time Period
Technology
Of the Mind
Process skills, habits of mind
Of Their Heritage
Content knowledge
Power and Choice
If students have power and choice they will be motivated to discover and create.
Responsibility
Confidence in Their Abilities
Students need tools:
Of the Time Period
Technology
Of the Mind
Process skills, habits of mind
Of Their Heritage
Content knowledge
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