As my students and I begin our next topic of study, I still have some students who haven't demonstrated understanding of the first topic which puts me in a rather tough spot...sort of caught between a rock and a hard place. I believe that each child needs to demonstrate understanding, however, by having them continue to work on the first topic they miss all the instruction on the second. This would ultimately put them even further behind which would lead them to take school, particularly my class out of their quality world picture. I don't want this for my students but I'm not able to control the choices they make. I can only continue to encourage them to talk with me, develop a plan and help them achieve the goal. I also made the decision that I would encourage them to come in before or after school to get more help if they needed it. When I introduce new concepts or ideas they are a part of the class. When we are working on projects, I pull them together and continue to work on chemistry. Don't know if this will work out, but at least I don't feel like I'm helping them dig their holes any deeper.
I was working with one student recently and I was sure that this particular student really didn't know much of the chemistry we had been studying so I threw him this question....What have you learned about matter and chemistry? I was absolutely amazed at his knowledge. He not only demonstrated understanding of the learning targets, he also had explored some areas that interested him. After he finished I asked why he had waited so long to show me he understood. His reply was simply I wasn't ready until now and I wanted to be sure I really could explain it before I talked with you. I also don't like to write so I procrastinated on the writing part. Did he learn the material, yes. Did he put the effort in that I felt he needed to, not always. Ultimately he learned and that's what its all about.
I had another student that was struggling with the lab report that went along with the chemistry unit. I worked with him during several lunch periods and he was much more confident that he could and would get it done. With progress reports due, I asked him this morning how he was coming with his report. He said he was almost done, but really didn't want to rush through it and not give it his best effort. I asked him if he wanted me to go ahead and give him a B knowing that he would turn the lab in by the end of the week or if I should give him no grade and wait for him to finish. He chose the no grade option. When I asked why he simply said I want to do my best and learn from it so my next one will be better still. If I take the B now, I don't think I'll put as much effort into finishing this one.
Amazing. In both cases they chose to do their best rather than the easier way. I wonder where they would be in a more traditional classroom. Would they value quality or would they do it just to get it done and for a "grade"?
Monday, January 28, 2008
Thursday, January 24, 2008
Frustrations
Being a pioneer isn't always easy and sometimes its downright frustrating. This is one of those times for me.
The middle of the second trimester is upon us and I have 15 students who will be receiving no grade. They have not demonstrated understanding of the chemistry and scientific method learning targets which were the focus of our work since December. This is an increase of 10 students from the end of the first trimester. I feel like I've failed them somehow. Yes, I know that it was their choice to complete the work or not complete the work, but I keep wondering if there wasn't something more I could have done.
The second source of frustration comes in not letting those students go on until they have "mastered" the chemistry and scientific method targets. On Monday we began our next unit of study with a video. Those 15 students who weren't ready went and worked in another area while the others watched the video. Tuesday, we watched the end of the video and I began introducing the vocabulary. On Tuesday, I brought the 15 back into the room when discussing the vocabulary. I didn't want that hole they dug to get even deeper. Glasser would say that they need to finish the first before going on, but that's really hard for me. I guess I saw the missing of the video as a sort of compromise.
I had all the students in on the introduction of the cell structures and functions which took us through Wednesday. Once they were done, I again separated the groups. Those that were finished were able to work on their cell structure project. The others worked with me or independently to finish the chemistry targets. This was the same plan for Thursday. I also had several of them in at lunch to get more help. My frustration comes in when I know that they need to master the chemistry, but missing out on instruction just puts them further behind and I worry that they may just simply stop trying because they don't see any way of completing everything. As part of a K-8 school district, I'm not sure how the no grade will be handled by the high school. Will they accept the students without science grades? If they do that, what message will the students here get and how will that impact my quest for a quality school?
I know that it was their choice to waste class time chatting, but I don't know how to get science into their quality world so they make better choices. I believe I have a good relationship with my students, but something is obviously missing. I haven't given up. I continue to ask them to come in before or after school, they have written plans for completion, and I encourage them to demonstrate their understanding all the time, but again I ask is it enough?
The middle of the second trimester is upon us and I have 15 students who will be receiving no grade. They have not demonstrated understanding of the chemistry and scientific method learning targets which were the focus of our work since December. This is an increase of 10 students from the end of the first trimester. I feel like I've failed them somehow. Yes, I know that it was their choice to complete the work or not complete the work, but I keep wondering if there wasn't something more I could have done.
The second source of frustration comes in not letting those students go on until they have "mastered" the chemistry and scientific method targets. On Monday we began our next unit of study with a video. Those 15 students who weren't ready went and worked in another area while the others watched the video. Tuesday, we watched the end of the video and I began introducing the vocabulary. On Tuesday, I brought the 15 back into the room when discussing the vocabulary. I didn't want that hole they dug to get even deeper. Glasser would say that they need to finish the first before going on, but that's really hard for me. I guess I saw the missing of the video as a sort of compromise.
I had all the students in on the introduction of the cell structures and functions which took us through Wednesday. Once they were done, I again separated the groups. Those that were finished were able to work on their cell structure project. The others worked with me or independently to finish the chemistry targets. This was the same plan for Thursday. I also had several of them in at lunch to get more help. My frustration comes in when I know that they need to master the chemistry, but missing out on instruction just puts them further behind and I worry that they may just simply stop trying because they don't see any way of completing everything. As part of a K-8 school district, I'm not sure how the no grade will be handled by the high school. Will they accept the students without science grades? If they do that, what message will the students here get and how will that impact my quest for a quality school?
I know that it was their choice to waste class time chatting, but I don't know how to get science into their quality world so they make better choices. I believe I have a good relationship with my students, but something is obviously missing. I haven't given up. I continue to ask them to come in before or after school, they have written plans for completion, and I encourage them to demonstrate their understanding all the time, but again I ask is it enough?
Wednesday, January 9, 2008
Admin Meeting
Dale had asked Vicki and I if we would speak to the administrative team about our work with Choice Theory in our classrooms. We were both thrilled to have the opportunity and put together a powerpoint presentation that included an informal discussion with some of our students. After giving them an overview of Choice Theory we asked 6 of our students to join us. The discussion that followed was absolutely mind blowing.
Vicki and I had met with the 6 students on Monday to go over the format and ask them some questions about our classes. That 30 minute lunch session was great. I was surprised by their openness and honesty. All six agreed that this year is much better than the previous years. They all felt that they are doing so much more "real" learning in our classes than in the past. One student said that while he wasn't sure he would ever use the chemistry we have been learning, he found it more valuable than learning about bird calls, which he had to do last year in science. He also liked the assessment process. He no longer has to memorize useless facts of information for a test, just to forget it as soon as the test is over. The rest of the students agreed with him on this point. Learning for them is more fun because they get to choose how and when they learn the information. They also like that when they ask me questions I don't give them the answer. I ask them more questions to keep them thinking. Then when they realize the answer I applaud their thinking skills and ask another question or two to make sure they really do "get it". One student referred to these as her "light bulb" moments.
They also like the fact that they really learn on topic. They don't just skim over the surface and have to use their problem solving skills to find the information. It is not just given to them to "sit and get". All of the students felt that they were more successful this year than in the past and felt that they would do OK next year at the high school in more traditional classrooms because they know how to do what needs to be done, even if it means going back to memorization and completing homework every night for a grade. More than anything, they felt that our classrooms were helping to prepare them for life long learning. They realize that once they get beyond high school no one will tell them to learn this for this test and that for that test, they will have to know how to find the necessary information and apply it, which is what they are doing right now.
Two of the students in the group were identified as gifted and talented and they were absolutely thrilled that they were being challenged without being removed from the classroom and without having to do extra work. They are free to learn about topics in depth, while others may not. They can then use their knowledge to help others. They were quick to point out that this didn't mean giving the answers, but meant giving them the chance to ask questions that would help others understand the information.
We asked them how they felt about homework and they loudly and unanimously agreed that most of it is wasted time. They particularly didn't like things like crossword puzzles, word searches, and coloring assignments (yes, they still had coloring assignments in their worlds!) They also like that they don't have to do the assignment if they already understand the concept. They can do it if they choose to, but ultimately they get to decide if they understand it well enough to demonstrate understanding to us. We also discussed my A, B, no grade policy and how they felt about it. Some admitted that at first they didn't really like it because they were used to getting A's but after working with it, they feel that when they earn an A for us they really have demonstrated "understanding" not just their ability to recall stuff for a test.
I was so impressed with my students. They were so honest and open about what is going on in my class. They also surprised me with their level of understanding of Choice Theory and my competence based classroom. I also really needed to hear it. I was beginning to wonder if what I was doing was making any difference to my students. I found out that it is and they really are learning more than they felt they had in the past. I hope that they are able to carry the lessons learned with them into high school and life.....
Vicki and I had met with the 6 students on Monday to go over the format and ask them some questions about our classes. That 30 minute lunch session was great. I was surprised by their openness and honesty. All six agreed that this year is much better than the previous years. They all felt that they are doing so much more "real" learning in our classes than in the past. One student said that while he wasn't sure he would ever use the chemistry we have been learning, he found it more valuable than learning about bird calls, which he had to do last year in science. He also liked the assessment process. He no longer has to memorize useless facts of information for a test, just to forget it as soon as the test is over. The rest of the students agreed with him on this point. Learning for them is more fun because they get to choose how and when they learn the information. They also like that when they ask me questions I don't give them the answer. I ask them more questions to keep them thinking. Then when they realize the answer I applaud their thinking skills and ask another question or two to make sure they really do "get it". One student referred to these as her "light bulb" moments.
They also like the fact that they really learn on topic. They don't just skim over the surface and have to use their problem solving skills to find the information. It is not just given to them to "sit and get". All of the students felt that they were more successful this year than in the past and felt that they would do OK next year at the high school in more traditional classrooms because they know how to do what needs to be done, even if it means going back to memorization and completing homework every night for a grade. More than anything, they felt that our classrooms were helping to prepare them for life long learning. They realize that once they get beyond high school no one will tell them to learn this for this test and that for that test, they will have to know how to find the necessary information and apply it, which is what they are doing right now.
Two of the students in the group were identified as gifted and talented and they were absolutely thrilled that they were being challenged without being removed from the classroom and without having to do extra work. They are free to learn about topics in depth, while others may not. They can then use their knowledge to help others. They were quick to point out that this didn't mean giving the answers, but meant giving them the chance to ask questions that would help others understand the information.
We asked them how they felt about homework and they loudly and unanimously agreed that most of it is wasted time. They particularly didn't like things like crossword puzzles, word searches, and coloring assignments (yes, they still had coloring assignments in their worlds!) They also like that they don't have to do the assignment if they already understand the concept. They can do it if they choose to, but ultimately they get to decide if they understand it well enough to demonstrate understanding to us. We also discussed my A, B, no grade policy and how they felt about it. Some admitted that at first they didn't really like it because they were used to getting A's but after working with it, they feel that when they earn an A for us they really have demonstrated "understanding" not just their ability to recall stuff for a test.
I was so impressed with my students. They were so honest and open about what is going on in my class. They also surprised me with their level of understanding of Choice Theory and my competence based classroom. I also really needed to hear it. I was beginning to wonder if what I was doing was making any difference to my students. I found out that it is and they really are learning more than they felt they had in the past. I hope that they are able to carry the lessons learned with them into high school and life.....
Tuesday, January 1, 2008
New Year
Learning or Schooling
It has been a very interesting start to the 2007-2008 school year. I find that I am less stressed and more concerned about my students doing quality work rather than completing homework assignments and projects. I believe this is a good change, but I know that not everyone agrees with that philosophy.
Over the holiday break I had the opportunity to spend time with my sister and her family. After dinner one night we got to talking about school. My two nieces are 16 and 13 and both are relatively good students. The younger of the two was talking about a recent assignment that she had worked on on volcanoes. In the span of three minutes she referred to getting a "grade for the grade book" 5 times. I finally asked if that was the only reason she did the work, was for a grade in the "grade book". No surprise when she said yes. I asked her what she could tell me about what makes a volcano erupt. Her reply was also not surprising...she said "well I know it has something to do with molten rock" My next question to her was "So what does the grade in the grade book really mean?" What did you actually learn? I have to admit that I was deeply saddened that neither one of them saw learning as fun or worthwhile. It was just for a grade in the grade book.
This led to a heated discussion among the adult of the importance of grades. I was in a minority when I said grades were not really that important since an A for one person may look very different than an A for another. Often times in our school systems student learning is not really a factor in the grade. Grades are based on completing homework, projects, or other daily assignments and not on real learning. My niece happily admitted that her science grade was based on the projects that she has done, not really on what she has learned. She was quite happy that she could do poorly on a test and still get an A or B in the class just by doing the project or homework. I again asked her what she had learned.
Her older sister was really excited about what I was saying. Several times during the conversation this high school sophomore said she would love to be in my class. She has seen several classmates get passing grades just because they do the homework. They can't apply what they have learned, yet they get passing grades. She didn't think that was really fair.
The adults in the conversation felt I was doing my students a huge disservice and not really giving them a good education. I asked what they thought a "good education" looked like. I really didn't get a solid answer, but I definitely got the impression that they felt I should spend my class time teaching students to memorize the periodic table of elements, the names of the bones in the human body and the classification system for living things. I asked why? Because that is what they have to know on tests. I responded that may be true of some teacher made tests, but if they needed to know what Au stood for, how would they find out. They all responded that they would go to the internet. My next question was, wouldn't you rather students were taught how to solve problems, apply knowledge to new situations, and reason things out rather than to memorize useless information for a teacher made test and forget it as soon as the test was done?
While they did agree with that, they still felt that it was imperative that students learn basic information. I agree completely. They also need to learn that the "grade" isn't the end product. Learning is. Each student has the choice to learn or not, to do work for the reward of a "grade" or not. How can we move students from the "grade" mentality to learning for learning? I often wonder what will happen to those students who consistently say "just tell me what to do" when they get out into the real world where it is up to them to know what to do and when to do it. What will happen when they look at their boss who has just outlined a project that they are to be responsible for completing and they say "just tell me what to do"?
It has been a very interesting start to the 2007-2008 school year. I find that I am less stressed and more concerned about my students doing quality work rather than completing homework assignments and projects. I believe this is a good change, but I know that not everyone agrees with that philosophy.
Over the holiday break I had the opportunity to spend time with my sister and her family. After dinner one night we got to talking about school. My two nieces are 16 and 13 and both are relatively good students. The younger of the two was talking about a recent assignment that she had worked on on volcanoes. In the span of three minutes she referred to getting a "grade for the grade book" 5 times. I finally asked if that was the only reason she did the work, was for a grade in the "grade book". No surprise when she said yes. I asked her what she could tell me about what makes a volcano erupt. Her reply was also not surprising...she said "well I know it has something to do with molten rock" My next question to her was "So what does the grade in the grade book really mean?" What did you actually learn? I have to admit that I was deeply saddened that neither one of them saw learning as fun or worthwhile. It was just for a grade in the grade book.
This led to a heated discussion among the adult of the importance of grades. I was in a minority when I said grades were not really that important since an A for one person may look very different than an A for another. Often times in our school systems student learning is not really a factor in the grade. Grades are based on completing homework, projects, or other daily assignments and not on real learning. My niece happily admitted that her science grade was based on the projects that she has done, not really on what she has learned. She was quite happy that she could do poorly on a test and still get an A or B in the class just by doing the project or homework. I again asked her what she had learned.
Her older sister was really excited about what I was saying. Several times during the conversation this high school sophomore said she would love to be in my class. She has seen several classmates get passing grades just because they do the homework. They can't apply what they have learned, yet they get passing grades. She didn't think that was really fair.
The adults in the conversation felt I was doing my students a huge disservice and not really giving them a good education. I asked what they thought a "good education" looked like. I really didn't get a solid answer, but I definitely got the impression that they felt I should spend my class time teaching students to memorize the periodic table of elements, the names of the bones in the human body and the classification system for living things. I asked why? Because that is what they have to know on tests. I responded that may be true of some teacher made tests, but if they needed to know what Au stood for, how would they find out. They all responded that they would go to the internet. My next question was, wouldn't you rather students were taught how to solve problems, apply knowledge to new situations, and reason things out rather than to memorize useless information for a teacher made test and forget it as soon as the test was done?
While they did agree with that, they still felt that it was imperative that students learn basic information. I agree completely. They also need to learn that the "grade" isn't the end product. Learning is. Each student has the choice to learn or not, to do work for the reward of a "grade" or not. How can we move students from the "grade" mentality to learning for learning? I often wonder what will happen to those students who consistently say "just tell me what to do" when they get out into the real world where it is up to them to know what to do and when to do it. What will happen when they look at their boss who has just outlined a project that they are to be responsible for completing and they say "just tell me what to do"?
Subscribe to:
Posts (Atom)