November 2011 Reflection
As I begin to write my reflection this month I have one term that comes to mind. Assessment. This term not only was explored at our last meeting, but it has come up in one of my classes. As I change my 8th grade English class from traditional to a learning center, I struggle with assessment. The term has also come up in a school-wide debate.
I frequently let my thinking wander and wish that I could have pass or fail and goals for students. If they meet the goals they pass. Unfortunately, this will probably not happen during by teaching career. I have to question myself on my assessments of students.
The debate in our school is many students failing classes because of homework issues. Students do not turn in homework in some classes and fail the class. This is not the problem in my class, but I realize that we have to work as a team. Our school came up with a new homework policy. I am not sure if I agree with it or not. We will also begin our new semester with a new grading scale. The same for all classes. I feel this is a good thing, but not overly in love with the new scale.
The issue I am having in my own room is how do I assess my students in a thoughtful, fair, and consistent way. Since I have changed our learning (8th grade) I am not quite sure how to do it. Each week students are responsible for a lesson from the vocabulary table, inquiry table comprehension table, and one extended learning activity. The extended learning activity is the difficult one. I added this table for students who wanted more learning or even craved more learning. I now realize not all students will get to this level. I understand that, but am unsure how to assess those that do. I am not sure I want to make it extra credit. I want all students to actively try to get there. How should I assess the ones that do? I don’t think I want to penalize those that don’t. My, oh, my how to do this. Well, I will continue to ponder this issue.
It is somewhat ironic that our last meeting had us thinking about assessment. It genuinely makes connections between our learning and my students’ learning. I feel so grateful to have a group of peers that I can ask advice from. As I write this, I think of our meeting and our advisory groups - how we would assess each other. Hmmmmm . . . . .
Maybe I can use something like this in my class. I see my 10th grade English and their poetry projects . . . . . okay. Sorry. As I write, this picture came into my head. All of my students reading poetry projects, and as groups, evaluating, discussing, and sharing the projects with each other and myself. OMG - what was I thinking. This is something I always bring home over Christmas break. I actually don’t mind reading them, but it is very time consuming. Thank you again for guiding my thoughts in new directions. Plus, the students love to share with each other.
Okay, back to my reflection. I am continually thinking about our readings, videos, and discussions. During our last meeting, we watched the video from Sir Ted Robinson. I have used this site in the past, but did not realize it’s real value. He was truly inspirational. I love all of the little tidbits I pick up each week. From Chat Pacs to the “50+websites,” or even the video about the young man with ADHD - not really part of our planned learning, but excellent resources for us. We collect so, so much valuable learning each month.
Again, off on another path. I will get back on track and write a little about our book we have been reading and the activities. The book, How to Think Like Leonardo da Vinci, has not been one of my favorites. Don’t get me wrong. It is kind of like The Book of Learning and Forgetting to some of my friends (already from our group) who did not like it or connect with. This one does not have me jumping up and down. There are pieces that resonate with me, and there are those that fall short. It is much like my book club - not everyone can love every book.
I am hoping this activity goes better than last month. I will stop here for now and let you know how it turns out. Okay I am back with astounding results. I tried one activity with my 8th graders - Woohoo - SCORE!!! We used the eye-palming activity where they rub their palms, close their eyes are are quiet. Of course we always want students quiet, so this was double score for me. Anyway, after I had them open their eyes are look around it was wonderful. They all looked a little giddy. I could go on and on. I am writing this on my Da Vinci activity sheet. I should step back for a minute. I explained to the students that I have a book I am reading for a class and they wanted to know all about it. I gave a brief description. This is where I failed last month. I had students complete an activity with very little details on why they were doing it. Just another activity Mrs. Heiden has dreamed up for them. Well, things have completely flipped around. After discussing the book and my class the students were excited for the activity. Wait . . . it gets better. After we opened our eyes students were instructed to quietly write in journal about what seemed different, etc. etc. The great part is the following day. The students came to class and asked if they could do another activity to help them become a genius. My little angels. I am so excited they are excited about my book. So as long as everyone works hard I promised them we would work on becoming a genius the last 10 or 15 minutes of each class. More of this on my activity sheets. Sorry about the long paragraph. I promised myself I would stick to the facts and not go on and on. Cannot help myself. I think of this as a journal, reflection, and brainstorming all in one.
I want to reflect a little about my portfolio. When I was in college, my English professor wanted each of us to make out English Education Portfolio as a web site. i struggled with this because I was not as computer literate as I am today (lol). When we first discussed this our community I knew this was something I should do. I have made several binders as portfolios. I actually enjoy putting it together and being creative. I also realized that would be an easy task for me. My school is a 1:1 school and each student has a laptop as do the teachers. Creating new curriculum using the computers has certainly been a challenge. I knew I had to take on the challenge of making my portfolio an actual website.
I think I have a great start, but am struggling with artifacts and what outcome they would go under and should I make each their own page, subpages, links, etc, etc. In order to make some artifacts reflect my learning and teaching I will have to write new complete lessons. Oh wait, the lessons I am actually using each day. I have scribbles and notes written down for myself and in my lesson book - but since we went to all computers I have not made a complete lesson plan from beginning to end. It is constantly changing. I find this task tedious and time consuming. I realize this is something I have to do. So I am beginning to actually write the new plans as I use and make them. I feel free when I talk with other teachers that have to adhere to a strict curriculum and lesson plans. Sometimes, the freedom I have in my classes enables me to go several directions and change things on a daily basis. I get an idea in my head or see something new and say to myself that I have to try it. This is not always a good thing. For instance, this year my 8th grade class had very little grammar instruction. We concentrated on novels and writing and of course, my student directed learning. Who am I to say this is the right direction or not. Are they going to pay the price for not grammar shoved in the face day in and day out. Actually, I would never do it that much, but I believe it does have its place - but that place was not our classroom this year.
Okay. I have managed to ramble on and on. This is so therapeutic for me. I promise to stick to one or two points next month. My reflection has given me some great advice. I cannot wait to have students assess, and share their poetry projects. This will be a great thing. Right before Christmas. It gives me goose bumps and helps me get in the spirit of Christmas. Peace!!!!
I frequently let my thinking wander and wish that I could have pass or fail and goals for students. If they meet the goals they pass. Unfortunately, this will probably not happen during by teaching career. I have to question myself on my assessments of students.
The debate in our school is many students failing classes because of homework issues. Students do not turn in homework in some classes and fail the class. This is not the problem in my class, but I realize that we have to work as a team. Our school came up with a new homework policy. I am not sure if I agree with it or not. We will also begin our new semester with a new grading scale. The same for all classes. I feel this is a good thing, but not overly in love with the new scale.
The issue I am having in my own room is how do I assess my students in a thoughtful, fair, and consistent way. Since I have changed our learning (8th grade) I am not quite sure how to do it. Each week students are responsible for a lesson from the vocabulary table, inquiry table comprehension table, and one extended learning activity. The extended learning activity is the difficult one. I added this table for students who wanted more learning or even craved more learning. I now realize not all students will get to this level. I understand that, but am unsure how to assess those that do. I am not sure I want to make it extra credit. I want all students to actively try to get there. How should I assess the ones that do? I don’t think I want to penalize those that don’t. My, oh, my how to do this. Well, I will continue to ponder this issue.
It is somewhat ironic that our last meeting had us thinking about assessment. It genuinely makes connections between our learning and my students’ learning. I feel so grateful to have a group of peers that I can ask advice from. As I write this, I think of our meeting and our advisory groups - how we would assess each other. Hmmmmm . . . . .
Maybe I can use something like this in my class. I see my 10th grade English and their poetry projects . . . . . okay. Sorry. As I write, this picture came into my head. All of my students reading poetry projects, and as groups, evaluating, discussing, and sharing the projects with each other and myself. OMG - what was I thinking. This is something I always bring home over Christmas break. I actually don’t mind reading them, but it is very time consuming. Thank you again for guiding my thoughts in new directions. Plus, the students love to share with each other.
Okay, back to my reflection. I am continually thinking about our readings, videos, and discussions. During our last meeting, we watched the video from Sir Ted Robinson. I have used this site in the past, but did not realize it’s real value. He was truly inspirational. I love all of the little tidbits I pick up each week. From Chat Pacs to the “50+websites,” or even the video about the young man with ADHD - not really part of our planned learning, but excellent resources for us. We collect so, so much valuable learning each month.
Again, off on another path. I will get back on track and write a little about our book we have been reading and the activities. The book, How to Think Like Leonardo da Vinci, has not been one of my favorites. Don’t get me wrong. It is kind of like The Book of Learning and Forgetting to some of my friends (already from our group) who did not like it or connect with. This one does not have me jumping up and down. There are pieces that resonate with me, and there are those that fall short. It is much like my book club - not everyone can love every book.
I am hoping this activity goes better than last month. I will stop here for now and let you know how it turns out. Okay I am back with astounding results. I tried one activity with my 8th graders - Woohoo - SCORE!!! We used the eye-palming activity where they rub their palms, close their eyes are are quiet. Of course we always want students quiet, so this was double score for me. Anyway, after I had them open their eyes are look around it was wonderful. They all looked a little giddy. I could go on and on. I am writing this on my Da Vinci activity sheet. I should step back for a minute. I explained to the students that I have a book I am reading for a class and they wanted to know all about it. I gave a brief description. This is where I failed last month. I had students complete an activity with very little details on why they were doing it. Just another activity Mrs. Heiden has dreamed up for them. Well, things have completely flipped around. After discussing the book and my class the students were excited for the activity. Wait . . . it gets better. After we opened our eyes students were instructed to quietly write in journal about what seemed different, etc. etc. The great part is the following day. The students came to class and asked if they could do another activity to help them become a genius. My little angels. I am so excited they are excited about my book. So as long as everyone works hard I promised them we would work on becoming a genius the last 10 or 15 minutes of each class. More of this on my activity sheets. Sorry about the long paragraph. I promised myself I would stick to the facts and not go on and on. Cannot help myself. I think of this as a journal, reflection, and brainstorming all in one.
I want to reflect a little about my portfolio. When I was in college, my English professor wanted each of us to make out English Education Portfolio as a web site. i struggled with this because I was not as computer literate as I am today (lol). When we first discussed this our community I knew this was something I should do. I have made several binders as portfolios. I actually enjoy putting it together and being creative. I also realized that would be an easy task for me. My school is a 1:1 school and each student has a laptop as do the teachers. Creating new curriculum using the computers has certainly been a challenge. I knew I had to take on the challenge of making my portfolio an actual website.
I think I have a great start, but am struggling with artifacts and what outcome they would go under and should I make each their own page, subpages, links, etc, etc. In order to make some artifacts reflect my learning and teaching I will have to write new complete lessons. Oh wait, the lessons I am actually using each day. I have scribbles and notes written down for myself and in my lesson book - but since we went to all computers I have not made a complete lesson plan from beginning to end. It is constantly changing. I find this task tedious and time consuming. I realize this is something I have to do. So I am beginning to actually write the new plans as I use and make them. I feel free when I talk with other teachers that have to adhere to a strict curriculum and lesson plans. Sometimes, the freedom I have in my classes enables me to go several directions and change things on a daily basis. I get an idea in my head or see something new and say to myself that I have to try it. This is not always a good thing. For instance, this year my 8th grade class had very little grammar instruction. We concentrated on novels and writing and of course, my student directed learning. Who am I to say this is the right direction or not. Are they going to pay the price for not grammar shoved in the face day in and day out. Actually, I would never do it that much, but I believe it does have its place - but that place was not our classroom this year.
Okay. I have managed to ramble on and on. This is so therapeutic for me. I promise to stick to one or two points next month. My reflection has given me some great advice. I cannot wait to have students assess, and share their poetry projects. This will be a great thing. Right before Christmas. It gives me goose bumps and helps me get in the spirit of Christmas. Peace!!!!