I've been trying to implement more self-assessment every year so that students know where they stand. Last year, I used M-A-T-H (mastery, approaching, tutoring needed, help!). This year, our school has implements a 4-3-2-1 level system that requires a rubric on what is required for a level 1, 2, 3, 4. At first I thought this was stupidly requiring more work with time I don't have. I still think this is on time I don't have, but I don't think it's quite so stupid. The thing that's changed my mind is the rubric must be framed in "I can..." statements. The reason this changes things is now I have to consider what things a student CAN do (and not their deficiencies).
Let's say our learning goal is something like "Create equations and show equivalence." A level 1 would not be "could not solve equations," rather they must attain some kind of knowledge (e.g. I can identify variables in an equation). This is very basic, but it lets students know that there is a minimum level that has been achieved. It's helpful to think about these as LEVELS and not as points. I'm still playing around with this, so we'll see how this goes. One thing I've done recently is have students take a quiz for a given learning goal. Then I find 4-5 samples from their work that demonstrate understanding levels from 1-4. I also provide an answer key. They rotate through samples and grade the samples against the rubric. This is so they have a better idea of the difference between levels. I share what I would have graded the samples and have a quick conversation. This is all to prepare them to self-assess their own quiz. They do this next, provide themselves feedback, and an explanation for why they chose their level. I look at the graded work and explanation and give my own grade. I think eventually students will get good at grading their own work- perhaps good enough that their self-assessment will be what goes in gradebook. The dream lives on. ..my phone is broken so I haven't been able to post student work... but I will when I get a new one!
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The first two weeks are flashing before my eyes but also feel very grueling. Especially in the first month, I am prowling the classroom. I am a lion. Hear me roar. Two of my classes are back to back for a 100 minutes with 8 minute passing periods. I did the arithmetic and I stand and prowl for 3 hr and 40 min straight. Coming from a previously sedentary summer, it's safe to say my body is in small states of confusion and weariness.
Yet somehow, this is still better ... infinitely better.. than my first year teaching. One of the biggest changes is that I'm addressing problems more directly. I've spent most of my life avoiding problems and hoping things will either resolve themselves or go away. I've found that as a teacher- problems only go in one direction: bigger. I've been interlacing math content with culture building activities. Today, I asked students to share a cultural practice or tradition so that we got a sense of who we are as people walking into the classroom. In one period, I could sense that students weren't buying in. "Why are we doing this? This is math class." I guess all that mumbo jumbo about learning together as a community wasn't cutting it. The problem is... that even if most of the class is cool with an idea quietly, a few vocal minority can turn the class around really quickly. It's one of those kind of remarks I might have stumbled through and proceeded on as if nothing happened. I gathered my thoughts and said, "I apologize that you don't find this a worthwhile activity. I want people here to know each other and know their backgrounds and histories better." I had responded for now, but made a note in the back of my mind to directly address it with her later. Then I gave my own example. I had crafted it beforehand. It was time to work the crowd. I sold my story. Students were nodding along as they journeyed through my early years without Thanksgivings. I saw a few faces that were grossed out when I mentioned kimchi- a spicy pickled cabbage. I had them hooked. They spent a few minutes crafting their own memories and I bee-lined to the disgruntled student. She had her eyes ready to roll. I said: I know you might not find this a valuable activity. And I can't force you to do it. She said: I'm not going to. I responded: Let me explain why I'm doing this. When I was a student in high school, I always felt like I had to leave some part of me at the door. Maybe it was because I'm from a Korean family with different values and maybe it was because I never felt very comfortable in a white-centric environment, but I felt like I had to be a different person to succeed. I'm doing this activity because I want people to know that whatever their background, history, or culture, they are welcome here. And I want you to know, whatever your background or history, who you are now, is welcome here. I don't usually say something so direct, and honestly- I'm not even sure that I knew would come out of my mouth. She didn't respond, but I observed a subtle yet noticeable shift in her attitude toward the class and the activity. We had a few people share their stories aloud- from New Years on a boat, to making Saturday deliveries with dad, to soccer Sundays, we listened and clapped as people shared. We'll definitely need a LOT more reinforcement before our class becomes a community but I'm hoping to take strides there. And mostly I'm hoping that responding to students and problems immediately is going to be way better than previous years. okay, I'm exhausted. next time I'll post a mistake making activity that students completed. I've been M.I.A. for a fat minute, but I'm back now.
First.... some updates: Over the summer, I went to a research experience for undergrads & teachers in math ed. More info here: http://math.illinoisstate.edu/reu/ We got to learn about graph theory, participate in real never-been-done-before research, and run a small one week math camp for high school students. It's hard to pinpoint exactly what I got out of it, but I think I see mathematics with fresh and broader perspective. I see how it's changing and growing, but more importantly- I realized students need to find mathematics fun. Simple idea, super challenging to make happen. I'll continue to think about this throughout the year I'm sure. Second update. Last school year ended- well, not exactly the way I wanted to. I think finishing strong has always been a weakness of mine. From planning the end of a lesson to just drinking a full glass of water without giving up midway. So this is the goal. Finish strong. I thought about what kinds of obstacles I faced last year and I think it mostly came down to classroom management. Don't get me wrong. I've grown immensely from when I was in my first year of teaching, but the truth is- I've always focused on big picture ideas and classroom culture, because classroom management seems so unpleasant. But this is my year to grow as a teacher. I'm currently reading Teach Like a Champion and Tools for Teaching. They give specific actions on how you can respond to negative behaviors and prevent them from happening. I'll share some things about both books as I feel is helpful. One thing I'll mention now though- I think Teach Like a Champion has some good stuff in there, but I"m not sure if my philosophy aligns. They're all about getting the most learning out of every minute- which I think is important, but I think being human is pretty important too. I'm not sure if those two things are always in sync. (<-lol) To be REALLY honest though, I'm not sure how I feel about this upcoming year. I feel pulled in so many directions. At any given time, my brain is thinking about the following: 1. The department is trying to align their standards for Standards Based Grading (or some iteration) and come up with what each level of mastery represents: 1, 2, 3, 4. This is SO time consuming. 2. The union, our contract, and my role in how I can help our schools be properly funded so that black and brown students receive a quality education. 3. Culture building activities and math content for the first two weeks of class 4. Making course decisions on homework assessment, curriculum, and quizzes. 5. How to train my student assistants in the classroom 6. The physical space of the 3 separate classrooms I'll be in. 7. Learning about classroom management so I can be prepared on Day 1. 8. Deciding on bathroom policy, tardies, class chores, absent students... 9. Trying this thing called "math talks" for the first time as a warm up 10. Connecting with other educators in professional groups. 11. How the heck I'm going to memorize 140 students' names. School starts in just a few days. I am. so. stressed. |
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