I have often talked to other teachers about an interesting phenomenon - that I could tell you a student's final grade within a few percentage points about 1 month into the semester. A student that had a 60% after the first month was likely to submit work on subsequent units that were about the same quality or showed the same level of understanding and would end up with a grade in the neighbourhood of 60%. This was true for students at every level - not just those getting 60%. Other teachers noticed the same thing and agreed that all of the marking and assessing we do is a bit of a waste of time considering we already know where the student is likely to end up in the end.
It occurred to me three days ago that I have been a horrible teacher! I had data suggesting that specific students were struggling, and were likely to continue to struggle and yet I did nothing about it. I continued to teach the same students in the same way - and, brace yourself for the shocker here - they continued to perform at the same level.
I have been involved in an education initiative over the past few years that is all about gathering evidence, adjusting practices, and really focussing on students that we can see early on are likely to fail, seeing what works for them and sharing those practices with other teachers to help them reach the same student and hopefully broaden their success. It took me three years + 1 conversation (that ironically had to do with data we were collecting not being reflective of what we see happening in the regular course) in order for me to open my eyes and see that I was failing my students.
Friday, June 10, 2016
Tuesday, February 12, 2013
Read What You Wrote -- Write What You Mean
I've noticed that students like to give answers to their homework problems.. well, the kind that ask "What do you think of this phenomenon?" or "Why do you think the thing does that interesting thing?" The problem is, they can't represent their thoughts in writing.
Without fail, students will begin to read their response, and then slowly but surely their heads will begin to lift and then they are just talking. While I certainly don't mind the conversation (and I know that a lot of the time we are developing our world view as we talk about what we think), I sometimes (and more importantly they often) need them to write down what they mean. In today's world of high-stakes testing and written assessments, being able to write, instead of say what you mean is increasingly important.
I'm thinking of starting a routine where I ask fairly simple questions (simple to answer -- not uninteresting though). Questions where there is no fear of being wrong since there might not even be a right answer, and having students just read (and only read -- verbatim) their answers to their partners. I might even introduce a second part where the partner has to summarize (in writing) what was heard and share that out to the class, again by reading.
Any thoughts?
Without fail, students will begin to read their response, and then slowly but surely their heads will begin to lift and then they are just talking. While I certainly don't mind the conversation (and I know that a lot of the time we are developing our world view as we talk about what we think), I sometimes (and more importantly they often) need them to write down what they mean. In today's world of high-stakes testing and written assessments, being able to write, instead of say what you mean is increasingly important.
I'm thinking of starting a routine where I ask fairly simple questions (simple to answer -- not uninteresting though). Questions where there is no fear of being wrong since there might not even be a right answer, and having students just read (and only read -- verbatim) their answers to their partners. I might even introduce a second part where the partner has to summarize (in writing) what was heard and share that out to the class, again by reading.
Any thoughts?
Tuesday, January 29, 2013
What is 3% and Why Grades Don't Matter
I hate this time of year. This is the time of the year when, all of a sudden, every kid is keenly aware of their GPA (though many of them couldn't care less about it only 3 weeks ago). It is exam time. I hate it because of the finality of it all. This is the time when a student, officially at least, will pass or will fail.
There are many problems with the system, and I don't have the energy to get into all of them right now, but fundamentally, I don't believe that grades are the way to go. I follow (but don't yet use) the SBG model as I think it is vastly superior to the current way Ontarians conduct evaluation. (Ed problem #1? Teacher unwilling to change even when they know it is to the benefit of the learner).
I am currently (and constantly) faced with the decision - pass or fail? And with that decision comes two questions:
1. What is 3%?
2. What will a failing grade for this student accomplish?
When I reflect on the first question, the answer is painfully obvious; I don't really know. Especially when that percentage mark is a combination of marks from a variety of strands that are themselves unrelated. Isn't it better to be able to say (to the student and the parent and the next teacher) "This student understands Topic A very well and can do these things within that topic, but has difficulty with these other aspects, and still requires a lot of work with these other concepts."? (SBG helps with that)
The second question relies a bit on my answer to the first. Is a student with a 50% really well prepared to move onto the next topic? 50% does not scream mastery. In fact, I'd go out on a limb and guess that the 50% indicates a profound lack of mastery in most areas. BUT 50% is a pass. Forty-seven percent on the other hand is a failing mark. Three lousy percent. In reality, this 3% probably means that one topic, rather one part of one topic, was done slightly less well than the person that got the passing mark. (In many classes it may even mean that a student didn't hand in that atomic model in chemistry or didn't colour the title pages) Is the student with the 50% going to be that much better prepared then the student that had 47% eight months from now (minimum) when they move on to the next science class (in a semestered school)? Neither of them will likely have the tools or background that they need to really and truly succeed at a competitive level. I am certainly not suggesting that high marks are indicators of future success; but low marks don't scream future success either.
As I reflect (in writing), it appears to me that perhaps the problem lies with me. Perhaps my grading system is unjust or inaccurate. Perhaps the 50% student (if I truly believe they aren't prepared) should not have been able to achieve the 50%. Fifty percent should indicate readiness to move forward; competency. If however the problem does indeed lie with me, I am not alone. I co-teach, and co-plan. I have taught with many different teachers at 6 different schools. I am not that different (if I am different at all) from many of the other teachers out there. This seems to me to be a very big problem, one which I clearly do not have the answers to. Your feedback and suggestions are most certainly welcomed.
As students are (hopefully) reflecting on the habits they have that may have led them to less then desirable results, so too am I.
There are many problems with the system, and I don't have the energy to get into all of them right now, but fundamentally, I don't believe that grades are the way to go. I follow (but don't yet use) the SBG model as I think it is vastly superior to the current way Ontarians conduct evaluation. (Ed problem #1? Teacher unwilling to change even when they know it is to the benefit of the learner).
I am currently (and constantly) faced with the decision - pass or fail? And with that decision comes two questions:
1. What is 3%?
2. What will a failing grade for this student accomplish?
When I reflect on the first question, the answer is painfully obvious; I don't really know. Especially when that percentage mark is a combination of marks from a variety of strands that are themselves unrelated. Isn't it better to be able to say (to the student and the parent and the next teacher) "This student understands Topic A very well and can do these things within that topic, but has difficulty with these other aspects, and still requires a lot of work with these other concepts."? (SBG helps with that)
The second question relies a bit on my answer to the first. Is a student with a 50% really well prepared to move onto the next topic? 50% does not scream mastery. In fact, I'd go out on a limb and guess that the 50% indicates a profound lack of mastery in most areas. BUT 50% is a pass. Forty-seven percent on the other hand is a failing mark. Three lousy percent. In reality, this 3% probably means that one topic, rather one part of one topic, was done slightly less well than the person that got the passing mark. (In many classes it may even mean that a student didn't hand in that atomic model in chemistry or didn't colour the title pages) Is the student with the 50% going to be that much better prepared then the student that had 47% eight months from now (minimum) when they move on to the next science class (in a semestered school)? Neither of them will likely have the tools or background that they need to really and truly succeed at a competitive level. I am certainly not suggesting that high marks are indicators of future success; but low marks don't scream future success either.
As I reflect (in writing), it appears to me that perhaps the problem lies with me. Perhaps my grading system is unjust or inaccurate. Perhaps the 50% student (if I truly believe they aren't prepared) should not have been able to achieve the 50%. Fifty percent should indicate readiness to move forward; competency. If however the problem does indeed lie with me, I am not alone. I co-teach, and co-plan. I have taught with many different teachers at 6 different schools. I am not that different (if I am different at all) from many of the other teachers out there. This seems to me to be a very big problem, one which I clearly do not have the answers to. Your feedback and suggestions are most certainly welcomed.
As students are (hopefully) reflecting on the habits they have that may have led them to less then desirable results, so too am I.
Tuesday, January 22, 2013
Sound and Waves
It turns out that we had it right when we were 8; a cup and a string make for an excellent telephone, and for one hell of a physics lesson on sound, waves, and resonance.
If you get the chance, procure some really thin wire. You know, the kind that those movie tough guys are always strangling people with. If you have two Tim Hortons coffee cups, and one really long hallway, you can demonstrate so many of the wonderful aspects of sound, waves, and vibrations it is unbelievable.
Note, some old coffee cans work a bit better, but are a tad harder to come by. The perk (sigh) of the coffee cans, is that you can (after poking small holes in the bottoms and tying knots in the wire to prevent it from coming out) get some pretty good tension in the wire, making it work a bit better. The coffee cup bottoms (cardboard) tend to rip when you pull hard.
Materials and Set-up:
Two cans/cups with bottoms that you can poke a small hole in (without bending the bottom -- try using a drill or screw if using metal coffee cans. With a cardboard cup, the wire may do the trick -- if not, use a pin)
Thin wire (I used 30+ meters)
Long Hallway
Radio (not required, but cool)
Some crazy cool things you and your students (or children) might observe:
1. The sound is AMAZINGLY clear over such a long distance
2. You can talk fairly quietly. The cup you hold amplifies your signal, and the one at the other end boosts it again
3. You can hear the person through the cup WAY before you can hear them through the air (if you can hear them through the air at all!)
4. You can hear the radio clearly through the apparatus as well (yeah, I know, not groundbreaking, but who doesn't love a little Katy Perry)
5. You can have students stationed along the wire (which I recommend so people don't walk into it) and have them pluck the string producing guitar like sounds on both ends. Pluck at different places or at multiple places at once.
All of these things can lead to rich observations and discussions about:
transmission of energy through a medium
the nature of sound waves
the speed of sound (solid vs gas)
resonance (in an air column, on a string, or in general)
the human ear
interference of waves
intensity of sound and the decibel scale
whether Katy Perry is better than Michael Jackson, or if her parallel success to his is a sign of the times and speaks to a lack of true artistic talent
and maybe lots more that I am missing
This upcoming semester, I plan to start with sound so I don't have to rush through anything and we can explore these ideas to our ears content.
If you get the chance, procure some really thin wire. You know, the kind that those movie tough guys are always strangling people with. If you have two Tim Hortons coffee cups, and one really long hallway, you can demonstrate so many of the wonderful aspects of sound, waves, and vibrations it is unbelievable.
Note, some old coffee cans work a bit better, but are a tad harder to come by. The perk (sigh) of the coffee cans, is that you can (after poking small holes in the bottoms and tying knots in the wire to prevent it from coming out) get some pretty good tension in the wire, making it work a bit better. The coffee cup bottoms (cardboard) tend to rip when you pull hard.
Materials and Set-up:
Two cans/cups with bottoms that you can poke a small hole in (without bending the bottom -- try using a drill or screw if using metal coffee cans. With a cardboard cup, the wire may do the trick -- if not, use a pin)
Thin wire (I used 30+ meters)
Long Hallway
Radio (not required, but cool)
Some crazy cool things you and your students (or children) might observe:
1. The sound is AMAZINGLY clear over such a long distance
2. You can talk fairly quietly. The cup you hold amplifies your signal, and the one at the other end boosts it again
3. You can hear the person through the cup WAY before you can hear them through the air (if you can hear them through the air at all!)
4. You can hear the radio clearly through the apparatus as well (yeah, I know, not groundbreaking, but who doesn't love a little Katy Perry)
5. You can have students stationed along the wire (which I recommend so people don't walk into it) and have them pluck the string producing guitar like sounds on both ends. Pluck at different places or at multiple places at once.
All of these things can lead to rich observations and discussions about:
transmission of energy through a medium
the nature of sound waves
the speed of sound (solid vs gas)
resonance (in an air column, on a string, or in general)
the human ear
interference of waves
intensity of sound and the decibel scale
whether Katy Perry is better than Michael Jackson, or if her parallel success to his is a sign of the times and speaks to a lack of true artistic talent
and maybe lots more that I am missing
This upcoming semester, I plan to start with sound so I don't have to rush through anything and we can explore these ideas to our ears content.
Modern Physics
I know that universities and the Perimeter Institute would love it if we (high school physics teachers) spent more time on modern physics. You know what? I would too, but is it really possible?
Today we spent some time at the zoo looking at the strange (if you can pardon the pun) things living there; bosons, leptons, and hadrons. We looked at the quarks, and even had some fun building protons and neutrons, along with a meson or two. It was great, and I think everybody really enjoyed it, but did they enjoy it for the pure academic exercise and the weird look into the bizarre quantum world, or for some other reason?
I have my students trust. I can lead them through time dilation and length contraction, and even though I get my fair share of 'but really's, they go along with me. Better still, they revel in the mysterious. They love the quantum weirdness of it all... but could they do it for half the semester? Could it keep their interest if I dealt with things so outside of their ordinary realm of experience? I doubt it. This could speak to my lack of ability or creativity. I've tried the cloud chamber and looked for particle tracks... but beyond that, and the many computer simulations, what am I to do? I spend one month (approximately) in modern physics and for now, we all like it that way.
Today we spent some time at the zoo looking at the strange (if you can pardon the pun) things living there; bosons, leptons, and hadrons. We looked at the quarks, and even had some fun building protons and neutrons, along with a meson or two. It was great, and I think everybody really enjoyed it, but did they enjoy it for the pure academic exercise and the weird look into the bizarre quantum world, or for some other reason?
I have my students trust. I can lead them through time dilation and length contraction, and even though I get my fair share of 'but really's, they go along with me. Better still, they revel in the mysterious. They love the quantum weirdness of it all... but could they do it for half the semester? Could it keep their interest if I dealt with things so outside of their ordinary realm of experience? I doubt it. This could speak to my lack of ability or creativity. I've tried the cloud chamber and looked for particle tracks... but beyond that, and the many computer simulations, what am I to do? I spend one month (approximately) in modern physics and for now, we all like it that way.
Friday, January 18, 2013
Shake Off The Rust
Okay. Two fold purpose - one, to shake off the rust. I've been avoiding coming back here due to the content of my last entry. I'm moving forward.
Lastly, to make a confession. It turns out that I (unfortunately) link the performance of my students to my self-esteem. Like all educators, I change things up in order to improve. I thought I did a real bang-up job recently. In fact, I gave myself the proverbial pat on the back. Then I looked at the results of the assessment directly tied to that lesson. Ouch. I know that this time of the year is tough for students, and I should roll with the punches and all of those other tired cliches, but man, did I take it personally.
Each day is a fresh start and another opportunity to learn and to help others learn. I went over the material with them again today, had kids jumping onto and off of lab benches to various levels (simulating electron stimulation and emission of photons), and this time, hopefully, they got it.
Lastly, to make a confession. It turns out that I (unfortunately) link the performance of my students to my self-esteem. Like all educators, I change things up in order to improve. I thought I did a real bang-up job recently. In fact, I gave myself the proverbial pat on the back. Then I looked at the results of the assessment directly tied to that lesson. Ouch. I know that this time of the year is tough for students, and I should roll with the punches and all of those other tired cliches, but man, did I take it personally.
Each day is a fresh start and another opportunity to learn and to help others learn. I went over the material with them again today, had kids jumping onto and off of lab benches to various levels (simulating electron stimulation and emission of photons), and this time, hopefully, they got it.
Thursday, November 8, 2012
Full Circle
It was eleven years ago, when I started my next life
We had bought our first home
I was more boy than man, but I didn’t know it
I thought I could do everything, and proceeded to try
We found a dog. Just a puppy. My dog.
Black fur, grey eyes, warm eyes.
He rode home on a blue blanket in her lap
I think she fell in love with him too
I played with him in the cold garage
We spent time together, the three of us, my next family
He helped around the yard, raking leaves and building
snowmen
He was dirty and happy and I loved him.
When Brandon was
born, after so much worry, he was sick.
Not seriously, but new parents, scared parents don’t know
Ambulances are not meant for a 1 day old baby.
Especially at 2 am .
I thought about a lot of things. My parents. Their strength.
My life; my wife; my baby. I tried to be strong.
I sat in the garage, and I told you of my fears.
I cried, and you licked the tears from my face.
You made me smile when I didn’t think I could.
When Brandon
came home, the two met.
I flashed forward to the boy he would become
At how lucky you both were to have each other.
Built in best friends. A boy and his dog.
You both sat on the sidelines at my soccer games.
I saw the two of you grow together.
I saw you playing together. Becoming friends.
I saw you talking to him when you were upset.
I remember you taking him for a walk on your own for the
first time
He was so strong that he pulled you off of your feet.
You were never afraid of him, and you never mistreated him.
You sat together in his house, and he licked your face all
over
He wouldn’t stop, and you laughed until you cried.
He is tied into my memories of your childhood.
You found him. Shovel to earth, I laid him to rest.
Tonight we talked.
Shared our memories and shed our tears.
Tonight, you wiped the tears from my eyes.
Subscribe to:
Posts (Atom)