Assessments

    

 

     There are some people who believe that tests are the only way to truly measure how well a student has achieved mastery of objectives. In most cases, this is complete bull. Do a google search for "types of assessments." There are literally millions of entries. Some are split into three or six or other random groups. Others are just lists of different ways to assess students. If you were to ask a group of teachers, you would likely get a bunch of different answers as well.

     Are tests an effective way to measure objective mastery? Sure, sometimes, but not always. As a math teacher, I rely on three things to assess how well my students can perform the objectives. I use homework, quizzes, and tests.

     Homework is a daily thing. I believe that the only way for students to learn math is to practice, practice, and practice some more. Homework is divided into sections based on each specific objective. Previously, I have counted the total points achieved out of the total points possible and then take the score as a percentage out of 10. For example, if there are 34 possible points and a student scores 22. They earn a 64.7%, which is a 6 out of 10. Currently, students must get a 5 or 6 out of 10 in order to move on to the next assignment. This makes it so that all homework is weighted the same. Next year, I am moving toward individual objective mastery so I will split the homework scores into each objective. Students will need to pass each section with a 7 in order to move on.

     I assign one or two quizzes per chapter. I let students use their notes, homework, textbook, whatever. As I reflect on that, I don't really know why I use them. They don't really differ from homework other than they are weighted differently in the final grades. I guess they serve as a practice test. . .hmm. . . I'm going to really have to think about why I use them and if they are effective. . .

     The third assessment tool that I use is tests. I allow my students to use foldables and a page of notes, if necessary. They get one chance to pass the test and then they move on. I also do a lot more helping than I am comfortable with. This leads me to believe that my students do not really know the material. They learn it, but it never moves to long-term memory. I'm definitely going to have to look into this. One of the things that I know I am going to change is making my tests more objective specific. Students will need to achieve a 70% on all the work for each specific objective before moving on. If they do not achieve that score, they will need to do additional work and then retake only the portion of the test the involves that objective.

     In my case, I do not rely solely on tests to assess mastery of objectives. In fact, I rely more on practice. I believe that this takes into account students who do not take tests well. It does not however, take into account different learning styles. I definitely like my combination of assessment tools, but am well aware that I can change things to make them even more effective.

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Technology-Infused Classroom

     Depending on a school budget, a technology-infused classroom could look many ways. In my opinion, the bare minimum would be a teacher computer, at least one student computer, and some type of interactive whiteboard. This would allow the teacher to create and plan using technology, the students to have some access to technology, and both teacher and students to interact together.

     While those three pieces of technology are what I would consider the bare minimum, the other end of the spectrum really has no limits. There are so many technology applications today that I personally do not know about. If the 3 teachers and 2 administrators in my building put our heads together, I bet we could only come up with a tiny fraction of all the technology applications available. And that does not include technology in the future.
    
     Here's what I envision for my technology-infused classroom:
     Students walk into the classroom and sign-in at one of two interactive whiteboards, one in the front and one in the back. This keeps track of my attendance so that I can get started right away. Each student has a tablet or other personal device. They use their tablet to scan a QR code which gives them the daily warm-up. Once completed, students either email or submit to a dropbox. I can start the lesson with some sort of hook: a video, an essential question, a cartoon, etc. This is shown on both interactive whiteboards.
     We begin with notes which are shown on the whiteboards as well as uploaded to each student tablet. Students use a stylus, their finger, or a keyboard to write on these notes. I ask questions throughout the lesson and students can answer by showing their tablets or clicking in a pop-up box that allows the answers to be shown anonymously on the whiteboards.
     At some point in the lesson, students split into groups to complete practice problems. An app that they are working on gives custom feedback. I would also walk about the classroom asking questions, giving feedback, and checking for understanding. As students complete this, they are also able to check in with me via a pop-up that lets me know who gets it, who needs a little more help, who needs a lot more help, and who is completely lost.
     The day's assignment as well as additional links to more information are uploaded to student tablets. Students have time to work on their assignment in class, but also have the materials to review at home. As students complete the assignments, I am notified. Learning analysis also lets me know what specific concepts I may need to review the next day.
     Even as I describe this, I know that there is so much out there that I cannot even imagine and so many more things that could be incorporated. However, this plan is something that I think is actually achievable and realistic. I did find several YouTube videos that show some really cool futuristic classroom technology. The video below is of several classrooms that I would give just about anything to have if only budgets were not an issue. . .

 

Visual Literacy

     Typically, teachers talk about three main types of learners: auditory, visual, and kinesthetic. Visual learners are the most common. Because of this, it is extremely important that a teacher considers how they will use visuals in their classroom. Common types of classroom visuals include pictures,, drawings, charts, graphs, posters, and cartoons (Smaldino, Lowther, & Russell, 2012). Visuals can help students remember content, make abstract ideas more concrete, motivate students, draw attention, repeat information, recall prior information, reduce learning effort, and enhance the classroom culture (Smaldino et al., 2012). Teachers should strive for a balance between negative space and visual space so that learners are not under or overwhelmed.
     In my classroom, I want students to immediately feel comfortable. I want the overall essence of my classroom to be warm and welcoming. In order to do this, I plan to incorporate a variety of visuals. I like to embrace my "math-nerd" side with math humor. I have a shirt that says (using math symbols) "I ate some pie and it was delicious!"

     Currently I teach in alternative education at a school for pregnant and parenting teens. I love these girls, but most lack positive role models. I also try to incorporate positive quotes and inspirational sayings to help motivate my students. Next year, in honor of Maya Angelou, I am going to decorate my window with "Phenomenal Woman." I am also taking over a bulletin board and making it "Math in the News."  These types of visuals are more about my classroom culture and environment.
     I also want to include visuals that will help students academically. I typically do not make my students memorize formulas. I believe that with the integration of technology in the classroom, students will generally have these resources available to them. As such, I want to make sure that I have common formulas, abbreviations and problem-solving strategies displayed. These things will help reduce the learning effort of my students. One tool that I use for this falls under the analogical visuals category. I use a YouTube video to help students remember the equation for slope of a line. Next year, I want to have students help me create something that will help them remember the formula without using the actual formula.

 
  As a math and computers teacher, I am well aware of the positive roles that the Internet can play in the classroom. As a teacher of high school girls, I am also well aware of the negative roles that the Internet can play in the classroom. This year, we had a huge problem with cell phones, social media, and cyberbullying. Next year, we will not be allowing cell phones in the classroom and computer access will be severely limited. Unfortunately, this means that we will have to sacrifice some of the benefits of the Internet. One large benefit that I will be sad to lose is that a good portion of my students worked really well when they could listen to music on their devices. It helped them to focus. I do plan to use this as a reward that they can earn. More importantly, I have a couple of whole group projects planned. In one project students will be researching Tessellations and creating a media presentation describing a specific tessellation. I am also hoping to compile a number of resources that will prepare me to "flip" my classroom.

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Reference:
Smaldino, S. E., Lowther, D. L., & Russell, J. D. (2012). Instructional technology and media for learning (10th ed.). Boston, MA: Pearson.

Instructional Strategies

     It used to be that teachers could simply stand at the front of the classroom and lecture. Students would be expected to listen, take notes if necessary, and then complete some sort of assessment. Teachers, administrators, and parents did not generally worry about whether the student was in the best learning environment. Learning styles and individuality were not considered.

     Today, we live in a very different world. Children are surrounded by technology. They are used to instant results and doing things an easier way. Numerous studies have been performed on the way students learn. The biggest impact with these studies is the we now know that as unique as each person is, so is the way we learn. We have determined three primary ways that students learn: auditory, visually, and kinesthetically. Additionally, teachers now realize that we do a great disservice to students when we expect them all to learn in the same manner. In order for students to do and be their best, teachers need to appeal to all three major types of learners in their classroom. Choosing a wide variety of instructional strategies is a teacher's best bet to meeting the needs of each individual in their classroom.

 Strategies for Auditory Learners:

• Lecture
• Discussion
• Think, Pair, Share
• Debate

Strategies for Kinesthetic Learners:

• Simulation
• Demonstration
• Experiment
• Play

Strategies for Visual Learners:

• Reading
• Writing
• Taking Notes
• Graphic Organizers

     Technology can play a huge role in helping a teacher meet the needs of all learners. Not only are most children familiar with some sort of technology, they like it! What adolescent doesn't like to play games on a gaming console or connect with their friends via a phone or social media? What adolescent isn't bombarded with technology in their everyday life? When a teacher can tap into that excitement, they are truly engaging their students.

     Technology has come so far since the days of the one-room-schoolhouse. Computers, tablets, laptops, and phones have apps that can assist in the classroom and help meet the needs of all learners.

     For example, a lecture can be digital: students can watch a video or listen to a podcast. Students can participate in a discussion from anywhere in the world via an online discussion forum, a video conferencing tool such as Skype, or a some type of instant messaging.

     Since safety is big concern in schools, students can now view experiments and demonstrations online. They can actively participate in simulations without making an irreversible mistake.

     Visual learners have scores of productivity software applications at their disposal. They can read textbooks in an e-reader, take notes with an interactive tablet, or use a SMART board to create graphic organizers.

     As a teacher, I need to remember all of this. I need to remember that what works for me may not be effective for some of my students. As I plan my lessons, I need to take into account who my students are and how they learn. I will need to make sure that I am including at least one component that reaches to each major type of learner in each lesson. And, since I can't clone myself, I need to remember that technology is a wonderful tool that can help me accomplish so much more than I can do on my own.

     . . .at least until technology figures out how to make another me!