Sunday, November 11, 2012
Module 2
I have almost finished with module 2 so I thought I would go ahead and start the discussion. In her email, Cher questioned our process for deconstructing the standards. I'm not sure about Language Arts, but for math, we haven't really gone through that process at all. At my old school, we went through the standards and just decided the order that we would teach them - the creation of learning targets was done on an individual (teacher) basis. For the common core, someone I know at another school gave me their pacing guide which did this type of decontrustion. They had the pacing guide layout in terms of order of standards taught and then under each standard they broke down the learning targets that will be used in order to successfully teach the standard. I really like how they did that, and hope to modify/create our own when we start teaching the Common Core next year.
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In LA, we worked on deconstructing. I guess that I'm extremely proud of our district for being so far ahead of most schools! Great job to all of the LA teachers for taking the time to do this!
ReplyDeleteI found that one important piece of the puzzle I fail to integrate is looking down and up grades to find where they have been and where they are heading. I know that each of us has done an amazing job with providing clear learning targets; I see them in everyone's rooms.
I know I need to do a better job putting terms in a language more suitable for my students and parents. I wish I had watched this a few weeks ago so I could have a checklist like displayed for PT conferences.
I have not really looked into deconstructing standards to the extend that they discussed in the module. I do like the idea of planning towards having a specific plan for moving beyond the 'meeting grade level' point.
ReplyDeleteWhile it is not math or LA, I do enjoy teaching both grade levels of history. I find that I reference the "I Can" statement much more in my American history classes and I feel I do a better job of linking the current targets to what they had to learn last year in world studies.
Finally, I figured out what I was doing wrong. I probably have 6 little blogs floating around out there somewhere.
ReplyDeleteI am like Whitney, I think we are ahead of the game in formative and summative assessments.
One thing I would really like to take from Module 2 is to have my students more in charge of their learning. I would love it if they could self-assess where they are in their learning and be able to tell me. "Am I comfortable with the information? Do I still have questions? Do I need a 1-on-1 conference with the teacher?" I would love to use the 3 boards with sticky notes, but, frankly, I do not have the space with "I can" statements and posters filling all my boards. I will have to come up with a way so that I can make my classroom environment one that students feel comfortable assessing themselves.
I feel our district is heading in the right direction! Our training and PD in formative and summative have made us aware and active in practicing and putting into use these tools.
ReplyDeleteI just love how the learning targets are put into the students hands after the teacher walks them through what will be taught with a rubric, how they will be engaged and active with the target and the students have a way to chart their own progress. I feel I have "posted" the I CAN statement, we review it, revisit it to see if we have meet the target and continue to use it throughout our unit along with other targets. I need to put the rubric of the learning targets in the students hands. I would like to improve on that aspect of learning targets.
I feel comfortable with our math standards, but as Amanda stated earlier, it would be wonderful to sit down BEFORE we dive into the Common Core and create our pacing guide. The copy of the other district who is already doing the Common Core was great to see and piggy back off of as we construct are own for next year.
ReplyDeleteExit Ticket
Name: _______________________ Date: _________
Topic: _______________________ Class: _________
Question #1 (factual): ______________________________________
_____________________________________________________________________________________________________________________________________________________________________
Question #2 (conceptual): ___________________________________
_____________________________________________________________________________________________________________________________________________________________________
Exit Tickets or Exit Slips
OVERVIEW
Before students leave for the day or switch classes, they must complete an exit ticket that prompts them to answer a question targeting the big idea of the lesson.
IMPLEMENTING THIS ACTIVITY
1. Determine what question to pose on the exit ticket.
a. Ask yourself: “If I’ve taught this lesson to my students well, what one question should they be able to answer to prove to me they got the big idea?”
b. Once the big idea of the lesson has been identified, the question can be determined.
c. When creating the question, remember that both students and teacher will benefit most from a question that requires a synthesis of newly and previously learned information and an application of new knowledge in relation to themselves.
2. Post the question for students or have it written on the exit ticket for them.
3. Give students time at the end of the lesson to complete their exit ticket.
4. Have the students line up at the end of the period and turn in their exit ticket on the way out. Now, students can congregate at the door with a purpose!
5. Review the tickets and allow the data to inform future instruction.
VARIATIONS
Admission Ticket
• Students record a fact, concept, or question related to their assigned reading and hand it in as they enter the classroom. The teacher may prefer to assign a guiding question. An admission ticket serves as a great technique for reading/homework check.
Give out exit tickets at the beginning of the class
• At the beginning of class, distribute the Exit Ticket. Take a moment to describe the directions and expectations for the Exit Ticket. Distributing this at the beginning of the lesson will help students focus on the most important ideas.
A resource for math teachers on math progressions:
ReplyDeletehttp://ohiorc.org/bookmark/view_a_folder.aspx?uid=18178&folderID=28507&collapseat=1
from Cher :)
I think a lot of us already use exit tickets. I have a 2 week exit ticket that they keep in their binders. Every day they have to write down the learning target and then we do an exit (which can consist of 1, 2, or 3 questions) at the beginning, middle or end of each class which they need to get checked. They know they should have 10 stars at the end of 2 weeks. It help to show them and me that they know what the learning target is and they can solve a problem to show they have accomplished this target.
ReplyDelete
ReplyDeleteName: _____________________________ Date: ________
Topic: _____________________________ Class: ________
3 things I learned
1.
2.
3.
2 things I have a question about
1.
2.
1 thing it helped to already know
1.
Name: _____________________________ Date: ________
Topic: _____________________________ Class: ________
3 things I learned
1.
2.
3.
2 things I have a question about
1.
2.
1 thing it helped to already know
1.
3-2-1 Reflection
OVERVIEW
The 3-2-1 reflection serves as post-instructional activity that helps students to focus their ideas and synthesize large amounts of information.
IMPLEMENTING THIS ACTIVITY
1. Decide what the focus of the reflection will be.
2. Post this for students or have it written on the activity sheet.
3. Explain the directions and expectations for this reflection.
o Students will determine the three things I learned.
o Student will specify the two things they still have a question about.
o Students will reveal one thing it helped to already know.
4. Collect the reflections and evaluate the reflection to determine the student’s level of understanding prior to the next lesson or reading.
VARIATIONS
• 3 things learned; 2 things they already knew; 1 thing they still don’t fully understand
• 3 main ideas, 2 immediate actions they will take as a result of learning, 1 major insight
•