Rick Wormeli - Sound of Music

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.

In Tech Class I had the students report out by sending me an email listing anything they did not understand and what they found interesting. The approach made me realize that some students who typically do not like to talk in class were willing to share via an email.

Learning Target and Success Criteria - 8th Grade Math

8^th Grade Math

Strand – Algebra

Standard:

ü  PFA1.  Relate the various representations of a relationship; i.e., relate a table to graph, description and symbolic form.

Learning Target:

I can…relate tables, graphs, pictures and equations

Success Criteria (in order of teaching):

I can…

Ø  Make a table from a function.  Students will be given a function (for example: y  = 2x + 4).  They must be able to make an x and y table from this function

Ø  Identify a function from a table.  Students will be given different tables and must be able to find the relationship between x and y (the opposite of the first success criteria)

Ø  Graph a function from an equation or table.  Students will be able to take a function, make a table of the function, and show it on a coordinate grid

Ø  Identify a function from a picture or graph.  A picture or graph will be given.   Students must be able to make a table from this so they can identify the function that the picture or graph represents.

Ø  Relate tables, graphs, equations, and pictures.  Students must be able to explain that tables, graphs, equations and pictures are all different forms or ways of representing the same thing.  I tell students this is called “completing the set.”  We do 4 different activities where students show me that they can do this.  The first two are paper/pencil.  Given an equation, table, graph, OR picture, students will have to complete the other 3 elements.  The third activity a matching activity.  I have laminated tables, graphs, equations, and pictures.  Students have to match them up.  The last is the summative assessment.

January COP Meetings:



January COP Meetings:

January 14 - Share a FA you have been trying out in your classroom.
                
January 21 - No school,  For COP, re-read pp. 44-55 in Margaret Heritage's book.
                                       Also, watch Heritage Webinar on the Coaches' section of the ORC Fams blog.
                                       It is also about Learning Targets (Goals) and Criteria for Success. There are
                                       handouts for this webinar on the site, too

Assignment:                   Take one standard in your discipline. From that standard, write a Learning
                                      Target and the Criteria for Success for that Learning Target. It would be best if
                                      you choose a standard you have not yet taught so you can use this work later in
                                      your teaching.

Post on our school FAMS blog.  (Jan 23rd if possible)

This is a reflection of the formative assessment that the 8th grade language arts teachers gave our students as an indicator to tell us what literary techniques the student understood from our unit on literary techniques.  The inclusion specialist created a graphic organizer.  The graphic organizer consisted of four parts, which was used to identify various literary techniques from a story they were given along with a description of the impact the technique had on the story.  After they completed the organizer we also gave the students time to self-reflect on their answers and discuss the information with partners.  From there we had a whole class discussion so that they could identify most of the ideas presented in the story. From this information the students were then able to use the gathered material as a study guide to use for the summative assessment.  Overall we thought this activity was very effective in allowing us to gather information regarding the students knowledge of the material.

Tech Website

To access all tech resources in last post, simply go to:

www.freetech4teachers.com

Resources for Celebrating Student Work

Favorite Resources

This lists the most visited posts to appear on Free Technology for Teachers. This list is current as of July 1, 2011.

1. 47 Alternatives to Using YouTube in the Classroom

2. The Super Book of Web Tools for Educators

3. 77 Web Resources for Teachers to Try This Summer

4. 10 Ways to Create Comics Online

5. Historical Facebook - Facebook for Dead People

6. 11 Social Studies Resources to Try in 2011

7. 11 Science Resources to Try in 2011

8. My Fake Wall - Create Fake Facebook Walls

9. 11 Mathematics Resources to Try in 2011

10. Google Tools to Support Bloom's Revised Taxonomy

11. Google Search Tips Posters

12. How to Create Self-Graded Quizzes in Google Docs

13. 12 Ways to Create Videos Without a Camera or Software

14. 10 Ways for Teachers & Students to Build Websites

15. Seven Videos All Educators Should Watch

16. How to Set Up a Blog

17. How to Set Up a Wiki

18. 15 TED Talks for Teachers

19. Five Free Scientific Calculators

20. 17 Free eBooks for Teachers and Parents

This list is based on my personal selections for favorite resources. The numbers assigned do not reflect their relative value. The numbers reflect only the order in which they came to mind and wrote them down on June 26, 2012

1. Wall Wisher

2. Todays Meet

3. WeVideo

4. Common Craft

5. Google Docs

6. Blogger

7. In Class App

8. Animoto

9. Socrative

10. Aviary

_____________________________________________________________________________

ESPECIALLY FOR MATH:

http://www.freetech4teachers.com/2011/01/11-mathematics-resources-to-try-in-2011.html#.ULOn9I7W55g

ESPECIALLY FOR HEALTH/PHYS ED:

http://www.pennmedicine.org/encyclopedia/em_DisplayAnimation.aspx?gcid=000004&ptid=57

TECHNOLOGY TOOLS:

http://wallwisher.com/      

FOR PRESENTATIONS:

http://www.powtoon.com/

FOR ELA:

http://sharpjacqui.blogspot.com/2009/09/47-ways-to-publish-students-writing.html

Next FAMS Grant Meeting Dec 5th Webinar then Dec 11th

Just a quick reminder that we will NOT meet next Tuesday after school instead we will be meeting Wednesday in Mrs. Stolly's room to participate in a webinar. Mrs. Petty is looking into subs for the teachers who have class or duties 9th period. All teachers who do not have students 9th period are expected be there. We will resume our regular meeting time December 11th at 2:40 promptly. Please make sure that you have read the handouts provided to you by Cher prior to our Dec. 11th meeting. until then, Happy Formative Assessing

Reading before the next FAMS (Tuesday afternoon MTG.)

Please Read the following Dylan Wiliam Embedded Formative Assessment chapter 3 Clarifying, Sharing, and Understanding Learning Intentions and Success Criteria page 51 thru 69

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.

A Note from Cher

This is a place we can have conversations when it is impossible to meet in person for our Tuesday COP meetings. For instance, next Tuesday, I have an all-day ODE meeting, so I propose we all complete Module 1, Introduction to Formative Assessment Practices, on our own, by that date. By the weekend, I will post a prompt or question on the blog related to this Module. Then, I hope that during the week folowing Oct. 30, you all will check the blog and respond to comments you find there. As you would tell your students, be thoughtful, ask questions, relate classroom experiences related to the topic, etc. You can find the Modules at the Battelle site described on pp. 22-23 in your FAMS Handbook. Our blog is at
Thank you! Cher

1st post

This will be a place where all members of the UJHS FAMS grant team can post thoughts, respond to questions, or ask questions of each other.