Carl's Teaching Blog

A place to talk about teaching and learning

Author: Carl Oliver (Page 1 of 33)

Grading, Assessments, and Hot Pockets

So you’re at a PD, a really awesome one at that. Everybody is quietly thinking about the prompt “What is assessment?” Your neighbors are writing things like “Assessment is knowing where kids are, where they need to go, and what you should do next.” These poetic statements allude to many parts of a real-time data gathering and analyzing process . Diagnostic assessment, summative assessment, formative assessment are all critical pieces of information that end up letting the teacher know what they need to maximize student growth and learning. The information gained from assessment become the ingredients that “Chef Teacher” can use to create any number of delicious stews, or salads, or souffles.

The facilitator tells everyone to stop writing and to stand up and share with someone new. After 15 awkward seconds of trying to lock eyes with someone, you find a partner across the room. After shaking hands you read your poetic statement with a serious flourish. Your partner responds with the following:

Assessment is how you give kids grades.

You wonder for a second if their table was given the same task. This statement describes a calculation chore that happens at the middle and the end of each term. Grades are what you show to parents and administrators if they want to know how the kids are doing. Assessment is a process that ensures that you have the information at any given point to be able to make the grade, but also to do so much more. Assessment can help you make decisions in the moment, tweak tomorrow’s lesson, or even alter your unit structure. Your assessments can tease out which students understand what you taught today and which ones are relying on the trick they learned last year. Viewing assessment as only a tool for finding grades is like “Chef Teacher” going to the kitchen, by passing all the groceries, and microwaving a Hot Pocket.

You rack your brain for how to begin a conversation about Grading, Assessments,…and Hot Pockets, when your partner cracks a smile. Turns out he was messing with you. He didn’t really believe that Assessment is solely for producing grades, but lots of teachers out there do. How would you describe all the things that assessment could be to someone who thinks it is only for getting the numbers to put on the report card?

First post of 2018: Itching to get started again

It’s been a long, rough, couple of months since my last post. I can briefly fill you in on all the stuff that has happened.

  • Our second baby is 4 months old!!!
  • My last class ended in wonderful fashion. I had a solid pass rate and I got lots of good feedback about the number talk routines that I began each class with (which I’ll write a blog post about soon).
  • I’ve wrapped up a PD that uses the problem solving and helps teachers learn using video (which I’ll write a blog post about soon).
  • I took a month to come up with some pretty good New Year’s Resolutions (one of which is to write more blog posts, soon).
  • I also started this Eczema Diet after  jump to two kids triggered the worst flare of my lifetime with the disease.
  • After a fall and winter full of audits and external pressure, our school finally has a clear path forward for some of the things I oversee.

This time was rough largely because of my own difficulties shifting to having a lot less free time, but all of the same problems at work. There was an idea that I just should sit down and focus, causing my blog to get a little dusty. This wasn’t really working. Now I just feel bad for all the things I’m not posting, and I feel all alone because I have no one to talk with about the things that happen on the job. In the next year I’m going to try to put more things on the blog, even though they may not all be of the highest quality and hopefully improve that part of my work life.

Ok, so now that we’re all caught up, let me talk about what is going to happen.

  • I’m going to give a black history event with my school’s librarian. It is tentatively called building intergenerational wealth and is going to involve the next version of this Desmos activity.
  • I’m going to teach a class about the lottery, which will talk about probability through the lens of the lottery and how it operates in our neighborhoods.
  • One of my New Year’s resolutions is to write more about the administrative part of my job, and figure out how to make it interesting and valuable, so that will be good.

I’ve got a lot to look forward to, and I’m going to get as much of it on this blog as possible. If you have any thoughts, questions, or feedback let me know in the comments below!

Silence And Shared Frustrations At The Department Meeting

This story begins a little after our math team meeting finished their fun math problem and transitioned into Best Practices. Best Practices are where someone on the team can ask the rest of the team a genuine question of the form: “What’s your best practice for…” Once the question is asked, we go around the table answering our own “best practices” that related to the question. As the facilitator of the group, and an administrator, I avoid asking the best practices questions for a number of reasons. As administrator, I want to use any chance I can to hear what teachers have to say, and as a meeting facilitator, I want to hear my voice as little as possible. However, I sent an email out calling for best practice questions and got no responses. It seemed like a good chance to see if the rest of the team could help with the question that emerged when I was doing observations.

The observation story actually begins about 3 weeks prior. The admin team at school began our observation cycle when teachers were all at the end of the first unit. Students were working on the final projects in all the classrooms. Despite us all teaching different projects about different content to different students, I noticed plenty of exchanges like this:

Teacher: For this part of the project you guys need to know how to do _______.

Student: _________? Isn’t that just Cross/Flip/Multiply and Square root?

Teacher: No… What? No, we definitely didn’t talk about that. [I actually don’t think any math teacher talked about that] Do you have notes?

Student: Oh, let me check my folder? [Student 1 pulls out folder with crumpled papers and those wavy stink lines like you see in cartoons] Hmm, I can’t find it.

[Teacher spends 5 minutes flipping through the folder, making small piles for complete and incomplete work until they come across the worksheet about _________. The sheet is largely incomplete, and it seems that the student has a shaky understanding of what they initially wrote down.]

Teacher: It looks like you either need to go back and reteach yourself this, or I need to work with you on it, or else there is no way for you to finish the project with an actual understanding of what you’re doing.

Student: I just need to do what I need to finish this project so I can pass the class. I also have projects in all of my other class, so I don’t really have the time to go back and complete previous work unless I’m doing the barest of minimums.

This scenario could play out with teachers reteaching material, or students working with neighbors to get the work, or maybe even kids looking on their phone to see what google suggests. These scenarios all result in stressed out teachers and students, with not a great deal of understanding to go around.

This all could be avoided if the kids could have actually learned what they were supposed to have learned before the project starts. Everything would be fine if the learning stuck. Failing that, if the kids took better notes, be aware of the things they don’t know, and ask the right questions to repair things that they don’t understand. Everyone would genuinely want to know the answer of this question, right?

This all came to mind during the math meeting. So after the math problem, I said “If no one else has a best practices, I have a question.” What kinds of things are any of us doing in order to ensure that kids really learn, so that at the end of the cycle they are able to finish the project independently? Of course, this was met with silence. I just saw that everyone struggles with it, why was I expecting people to respond with answers? In retrospect this request sounds almost like a demeaning form of torture, or a passive aggressive way to dress down the group, which wasn’t my intent at all. This seemed like a question that everyone was genuinely wondering, and airing it could let everyone know we share this frustration. The silence after the question sort of showed that it was a genuine frustration. Now, everyone else knows that they share this with everyone else on the team. The next steps could provide a chance for teamwork and collaboration on this newly discovered, shared problem. Now I just need to figure out what those steps are…

Stats Trumps Hate – #NCTMRegionals Chicago 2017

Thanks to everyone who came out to our session. Megan and I had a great time and hopefully people walked away with some new ideas to try in their classrooms. Here are our slides:

Let me know if you have any questions!

Clog: Where I love doing the info gap incorrectly

It’s the second day of my class, and it’s going…OK. It’s a new class, and it made sense to do some review activities so I rolled out the OUR curriculum and tried one of their lessons. Specifically lesson three of their 8th grade linear unit. We had a number talk, which I updated a little bit to this:

The number talk went ok. Good actually, I considering it was my second one ever. There were definitely some kids who rolled their eyes at the beginning, who were engrossed by the end. There were also kids engrossed from the beginning, that felt defeated by the end. I think I need to do better work at making strategies visible and accessible, but that’s another post.

After that we started the task. Immediately it felt like there was no time left. We were either going to finish the second part of the task, and have to end the class their since our school had shorter periods to make room for our thanksgiving potluck. The kids energy and affect seemed low, so I thought more problems would make kids loathe today and want to cut my end-of-the-day class tomorrow. So, I asked the class, “Hey, would you guys rather do the back of the worksheet, or do an activity? Let’s have a vote.” To my surprise, the info gap won, 3-2.

An info gap is an activity where students are given either a data card and a problem card. The problem card person has to work with the data card person to get the task finished. This task turned into more of a pair exploration because I didn’t explain that the data card person is supposed to be a tough guy, but that was ok. The info gap we worked on had an unfinished graph and on the problem card, and a table with a couple of values on it. The students with the graph knew they needed the data from the data card, and they asked the questions to get that information. The students with the tables though they had a task of their own, to make set of larger points out of the small set of points they were given. They were each working on making a representation of the same linear relationship, but they had different tasks. This allowed them to genuinely help each other, without merely copying. Is this what was supposed to happen? I don’t know, but I do know we are doing some more info gaps before this cycle is over.

Page 1 of 33

Powered by WordPress & Theme by Anders Norén