I have been making a real effort to give better feedback.  I have noticed that it definitely takes more time; however, when using it in class as verbal feedback, it is worth it.  When I give more feedback saying what was correct and how to correct the missing parts, class discussion is improving.

Feedback

I just finished reading Margaret Heritage's chapters on feedback and figured I would begin the comments.  The reflection questions at the end Chapter 6 (Formative Feedback for Learning) ask about our own type of feedback provided in the classroom.  The type of feedback I typically provide is verbal hints, guidance, and further instruction when helping students during their formative assessment (whether it be an activity, worksheet, homework, stations, or CPS questions).  Generally I have found immediate feedback to be the most effective in math.  Delayed feedback on their homework or other things turned in does not seem to be as effective because students disregard it - they don't read the comments or throw the assignment away.  I thinks verbal feedback is the most effective because it provides me with the opportunity to know what the student is thinking and identify their misconceptions.  The two-way communication also provides an opportunity for them to identify their own misconceptions, thus engaging in self-assessment.

The other question asked in the book was how often we utilize self and peer assessment.  To be honest, I do not feel like I use it enough.  I have students working together often, but rarely have them assessing other classmates' work.  The problem I have in doing this is that I feel like this has to be taught over multiple days. I think the teacher has to show examples of how to assess, has to create the right culture that encourages kids to be collaborative, and has to help develop "assessing" skills.  The problem I have with this is TIME.  With math, I feel that doing one extended response question this way could take half the period.  If I had the time, I would LOVE to do that.  However, I feel so bogged down with content that I do not have that kind of time.  There are so many standards I must get to...hopefully with the Common Core it will be different!

Monday, February 11, 2013

Today in our meeting we had a discussion over the deconstruction of the standards.  As a group we tried to clarify for interpretation the parts of the standard and how best to simplify the standard to meet the students needs.  This included making sure that we used "student friendly" vocabulary so that students could understand their goals and how best to achieve those goals.

Carmen Lacy

April Jackson and Carmen Lacy
STANDARD(S):     (8.L.2a and b) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a.    Use punctuation (comma, ellipsis, dash) to indicate a pause or a break.
b.    Use an ellipsis to indicate an omission.

Based on the NOUNS/NOUN PHRASES  – What KEY CONCEPTS must students KNOW?

-conventions
-standard English
-capitalization
-punctuation
-spelling
-comma
-ellipsis
-dash

VOCABULARY we should standardize and use across classrooms: 
Based on the VERBS – What do students need to DO?   SKILLS

-determine
Identifying the types of skills in the standard(s) will shape the types of learning targets written.  Please identify all necessary skills under the appropriate categories. 
These will ultimately become “I Can…” statements, so please write them in student-friendly language.

KNOWLEDGE SKILLS    REASONING SKILLS    PERFORMANCE SKILLS    PRODUCT SKILLS
What must students know in order to master this standard?    How are students using knowledge to solve a problem, make a decision, form a plan, etc.?    What must students be able to do?  How are they using knowledge and reasoning to perform a task?    What are students asked to produce or create?

I can identify…
  -commas
  -ellipsis
  -dashes
I can use commas, ellipsis, and dashes to create pauses in my writing

I can determine when to use an ellipsis, dash or comma.

I can determine when to use and ellipsis to indicate an omission.       

7th Grade Math

7^th Grade Math

Strand – Geometry and Spatial Sense Standard

Standard:

7.3.1. Use proportional reasoning to describe and express relationships between parts and attributes of similar and congruent figures.

Learning Target:

I can…recount relationships of similar and congruent figures by setting up an equation.

Success Criteria:

I can…

Ø  Identify equivalent ratios and proportions.  Students will be given similar and congruent figures to compare and set up ways to solve.

Ø  Use a data table to determine whether ratios greater than others. Students will be given different tables and must be able to find the relationships between their proportions.

Ø  Relate proportions by using cross products.  Students will be able to take a ratio by using a figure and formulate a process to solve the problem.

Ø  Identify, write, and compare ratios.  Students must be able to explain that ratios can have different forms or ways of representing the same thing. They may use a proportion with words, figures or numbers.

Learning Goal

Since I was absent last Monday, I'm thinking this may or may not be correct.

I can understand how an author uses specific word choices to impact the reader.
Criteria
  1. I can define figurative language.
  2. I can define examples of figurative language (simile, metaphor, onomatopoeia, alliteration,
      hyperbole, personification, imagery.
  3. I can find examples of figurative language.
  4. I can analyze the impact of figurative language.