Teaching Naked

What a title right?  I’ve seen about 3 references to this recently…I was slightly intrigued each time.  Today, trying to “get into” doing my homework for a PD class I am taking, I ran across Al Rowell aka locotech – a fellow learner in the class.  I decided that as a technology director who seemed interested in edtech training he might be a great source to add to my PLN. Looking at what Al’s been tweeting lately, I saw yet another mention of teaching naked and I had to bite.

 The Chronicle of Higher Ed published an article on teaching naked last month.  The article is about a Dean at a college who is removing computers from “smart” classrooms.  His premise – powerpointing students to death is not best practice.  Students come to class to interact with the teacher and each other and the crutch that PowerPoint has become is getting in the way.  Think about it – the most boring thing that you can have in a class is an instructor who reads to you from a PowerPoint presentation.  This Dean thinks a good professor will put the PowerPoint online along with a podcast to accompany it.  Students can take a short quiz online or in class that verifies that they have read the material.  Then they can take student knowledge to a higher level on Blooms taxonomy with the time they have in class through group work and discussion. 

 What if we did that for our elementary students?  We can’t make them read PowerPoint presentations and listen to podcasts at home, but we could at school. 

 What if we covered the recall and understanding portions of Bloom’s taxonomy using centers?  Students could watch video clips or listen to podcasts in centers.  We already have the equipment.  A teacher could use Discovery Education Streaming quizzes or lesson builders to deliver video and podcasts that would cover the basics.  RECALL could be tested, remediated, and the quiz could be scored automatically using a well constructed DE Streaming quiz.  Would you rather use a podcast?  You can create one yourself using a voice recorder or find a ready made one (there are tons out there).  Put together a quiz or worksheet for the student to fill in as s/he listens.  Moving up to UNDERSTANDING – ask your student to summarize.  Use a DE Streaming writing prompt, use a few questions on your blog: either can be easily done as a group in the school computer lab or on a COW or at the computer center in the back of your room. 

 When you are ready for whole group instruction you can break out the FUN!  Starting at APPLICATION now that the boring part is done – do that science experiment, practice as a whole group using your whiteboard/slate/wireless keyboard, work on an application assignment together at the document camera. Group discussion becomes ANALYSIS using your similarities and differences Marzano strategy – In what ways is this like or different from what we’ve studied before? Or make a connection – when I think about (insert your content here) I am reminded about…

 EVALUATING and CREATING can be a part of every class project.  Where your students can create a representation of your concept (create their own podcast, photostory, wiki page, animoto, voicethread, museum_box etc.) evaluating resources from DE Streaming or Freeplay music or some other source to decide what types of content is appropriate to add to their project.

Changing your style of teaching won’t be easy, but wouldn’t it be a great thing for our kids to operate at higher levels of Bloom’s taxonomy?  We don’t have to throw out our technology, just use it in better, more powerful and more appropriate ways.

Marzano Keynote

This session with Marzano is entitled: Developing Standards-Based Schools One Teacher at a Time

There is a growing movement to change the way we allow students to show what they have learned.  So many things are beginning to come together sometimes the terminologies get confused, but we’ll get that sored out.  New book coming out about formative assessment…formative assessment is at the crest of the wave of change that we are beginning to see. 

We need to make a distinction beween forms of assessment and uses of assessment.  Forms of assessment: obtrusive, unobtrusive, and student generated. Obtrusive: instruction stops and assessment begins – the traditional paper-pencil test, student presentations.  There are a lot of ways to get information about what students know.  Unobtrusive – instruction doesn’t stop – Phys ed teacher shows kids to throw and then watches and makes observations.  Student Geenerated is the most powerful.  Student says “let me show you what I know”.  It allows students to guide there learnign.

Uses of assessment: Formative scores, summative scores and instructional feedback.  Formative scores can be derived from any one of the previous forms of assessment, are scored in some fashion and recorded and can/should be used to track student progress over time.  Summative are pretty much the same except the represent a student’s final status after some interval – this can be derived or informed by a series of formative scores.  When students track theri own progress there is a 36% gain.  instructional Feedback – derived from obtrusive and unobtrusive, can be scored but usually not, not recorded, but used to provide students and teachers with information that should change their behavior.  These can use these to inform summative scores.

Students can usually accurately tell you what score they should receive.  If they give you a score that you can’t justify you should ask them to demonstrate their knowledge.  Students need rubrics and multiple assessments in order to get the correct feedback for this. Tests aren’t necessarily accurate nor do they show you student learning over time. Teachers need to take scores and use their judgment of how the student has progressed over time to determine what the grade should be.

Eventually a district or school has to address the issue of report cards with rigor and courage.  Perhaps the sacred cow that is the report card needs to be changed. Changing your report cards to standards based instruments will be a bumpy road.  Scores with letter grades are arbritary.  There is no logic associated with this type of grading.  Students and their parents need to know where the student started at a certain point of time and the knowledge that they gained over the period of time that is being reported.  Then they can look and see the student’s rate of growth over that period and identify if there is a problem with the student’s rate of learning.  If a student comes into the time period with a certain level of knowledge in a subject area and leaves without gaining any additional knowledge (if it has been presented) there is a problem.

Performance based VS Time based educational systems: Performance based does not require students to figure out teacher rules from year to year. Requires student to take control of their learning.

Individual teachers can operate a standards based classroom.

  • Map out the curriculum (District should give this to you)
  • Teacher the required topice for first quarter and report scores
  • Allow students to work in small groups or individually a few times during the week during second quarter to increase their learning on quarter 1 topic while introducing Quarter 2 topics.
  • Quarter 3 introduce new topics while giving students the opportunity to go back to the previous 2 quarters information in small groups and individually.
  • Continue the same for fourth quarter.

This will change the paradigm of instruction.  Changes:

  • Students understand what the overall structure of the course will be and the info they will be required to demonstrate.
  • Student will be able to demonstrate increased understanding at any time in the school year.  They have the option of going back at any time. 
  • Topics are organized into measurement topics
  • students can demonstrate competency any time they think they can
  • Students have the responsibility for their progress.

Another look at Marzano

In preparation for the Pinnacle Gradebook rollout to the remaining elementary schools, I am taking some professional development.  I went to 2 sessions today led by Rebecca, a very passionate educational consultant for the company.  These sessions will lay the foundation I need to understand the sessions I will go to tomorrow.  The first session was a little slow going.  Rebecca walked us through a really detailed approach to curriculum writing.  She also talked about the characteristics of High Performing schools.  This is some research that I have heard about, but had not taken the time to actually read. This is it in a nutshell:

 Nine characteristics of high performing schools.

  • http://www.k12.wa.us/Research/pubdocs/NineCharacteristicsOverviewKeyPoints.ppt
  • they focus on what they can do not what they can’t
  • they don’t leave anything about teaching and learning to chance
  • o They use rubrics and frequent assessments
  • o They inform parents about standards and student performance
  • o Teacher rubric for scoring & “student speak” version of rubric – allows students to understand what the goal is.
  • Set high goals
  • High performing secondary schools put all kids – not just some – in a demanding high school core curriculum

 My most important “take-away” was this afternoon – Rebecca’s discussion of Marzano’s work.  I was aware that Marzano has begun to do additional research (beyond the 9 strategies that we all know and love), but I haven’t really read a lot of his new stuff.  I definitely need to take a look at The New Taxonomy of Educational Objectives and Classroom Assessment and Grading that Work.  I here they may have copies for sale later on this week and I might just pick them up if they do.

Most of us a familiar with the 9 instructional strategies that Marzano found most helpful in his research.  I have encouraged teachers to use them whenever I can.  Today I learned something about them though…The power in using the strategies is not just in incorporating them in our lessons.  The power comes when you teach the actual strategy.  Once students learn the actual strategy – learn to identify similarities and differences for example – they can then transfer that skill to any content area and that is when you see the tremendous gains in achievement.  See, by teaching the strategy, we are helping the students to build schema and once that schema is laid we can help students see the same pattern in any content area.  “Remember when we talked about how plant and animal cells were alike and different?  We are going to do the same thing only today we are going to talk about how the First Americans were alike and different…”  Definitely not the way that I have taught with these strategies before, but I’ll do better and will coach my teachers along the same lines.

 

I have only been here one day, and I’ve already learned something that will inform and change my practice…There are some concepts that Rebecca talked about I will try to get clarification for while I’m here as well – grading on a learning trend, leveling test questions, and the way she talks about using rubrics…This is going to be some week…

Kidspiration In The Classroom

We’ve got new books in the library.   Kidspiration in the Classroom for Reading, Writing, and Math.  The books have tons of lesson plans on how to use Kidspiration 3 for instruction.  Remember – Kidspiration is one of the most powerful tools we have for non-linguistic representation (you remember Marzano?).  The books come with a CD which has a pdf file of the lessons on it.  I have also placed a copy of the files on the media drive (y: drive).  If you need a refresher on how to use Kidspiration, let me know.  I would be happy to sit down and go over it with you.  If you would like me to co-teach a lesson using Kidspiration, I’m sure I can find or make an appropriate template for your class.  If you question the use of Kisdpiration for instructional or  remdiation activities, tak a look at this case study published by Inspiration.  The case study tells how a teacher at John Tyler Elementary (here in Portsmouth) is successfully using the software application.