Matt began a great discussion string by asking what teachers do when,
in spite of their best teaching efforts, their students fail. The conversation
ranged over teaching styles, strategies like scaffolding, and classroom
assessment.
I'm sitting here growing increasingly frustrated with each test I correct.
My 1st and 3rd hour classes did fine, but my 4th hour class saw half of
them fail. We studied Ancient Greece for about a month before the test.
Two days prior they were given a review sheet, which basically told them
EVERYTHING that would be on the test. We talked about the written items
they would have to respond to, as well. I don't understand why they did
so poorly. I will offer them a re-take, but I'm curious how you all handle
it when students don't fare well on things that to us should have been "easy."
This leads me to my next question. This year, the learning in my classroom
has become primarily student directed, with very little lecture. Students
read the content in small groups, summarize what they have read (both out
loud and on paper), and complete various assignments. Rarely do I lecture.
My inclusion teacher suggested that I need to do more lecture/whole class
discussion, because many kids "aren't getting it" when working
in small groups. How do you specifically teach content? How do you use the
textbook in your classes (and yes I understand the text is not the only
resource, but it is the primary one.) What do you do (again specifically)
to gauge students grasp of the material?
These questions must make me sound ignorant or something, but I'm really
looking for more varied ideas to get the content across to the students.
I do use a variety of things, but evidently not enough.
By the way, I teach 7th grade.
Frustrated and disappointed,
- Matt
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Joanne joined Matt in seeking answers to this important question.
Matt, you are not alone. I am in same boat. As you and will wait for
the replies to your questions. This teaching thing sure isn't a walk in
the park. "Here, catch the frisbee" we say. Some students grab
it and run, others say, "Which way did the frisbee go?" And still
others say, "What's a frisbee?"
Hang in there Matt. This list will help us.
- Joanne
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Chris made a number of practical suggestions.
Matt: You might want to do an item error analysis of the tests. See
if you can find any patterns for the errors. Were they all similar? Were
they errors relating to process or content? Did they not follow directions?
Another thing to think about- What formative assessment did you do before
the test? The test is a cumulative assessment. Theoretically, you should
have a pretty good idea of how the kids would do on the test because you
did some checking for understanding,
dip-sticking, low stakes assessment along the way. The test, ideally, would
be a chance for the kids to pull together what they know, not a hurdle to
overcome. (That's the ideal)
As for the lecturing thing- Use every method you can think of, the issue
is one of balance. Just because there is criticism of lecturing doesn't
mean we should do it. It means we need to do less of it, and do it for the
right reasons, do it correctly, and teach the kids how to deal with the
methods we use.
I've simplified things, maybe too much. Step back, don't blame yourself,
or the kids....do some analysis of the problem and try again, in a different
way.
- Chris
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Ellen pointed out the futility of memorizing facts and commented on the
importance of having students use factual knowledge to produce a more in-depth
understanding that they are less inclined to forget.
A couple of questions...first of all, did they fail to memorize and
respond to knowledge based questions or more open-ended, constructed response
questions?
I teach language arts, but I think some of the things I do are applicable
with history as well. If I have *facts* for students to learn, I direct
teach them in mini-lessons (10 minutes, tops) or have kids read & respond
in groups then discuss as a whole class. I try then to have kids working
with those facts in a meaningful way, essentially working at the upper levels
of Bloom's Taxonomy.
It is not enough to simply expect students to memorize facts. I did that
for the test and then did a "mind dump" because I wanted to do
well in school. Many students today will not memorize facts just to memorize
them; they must be embedded in some meaningful task. And I mean meaningful
to them...
Example. One of the things I have to teach is the parts of a story and what
each part is. BORING. I have direct taught it, but I have also included
that information indirectly in many tasks--prewriting for their own stories,
outlining stories they have read in order to compare them with each other,
a post-writing strategy to check to see if they have a beginning, middle,
and end.
I think it is more important for kids to show what they can do with knowledge
than to simply know something. A really good history site by a middle grades
teacher is Mr.
Donn's. If you do a search for him, I am sure you will find his site.
He especially has good stuff on Greece.
- Ellen
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Matt elaborated on the content of the test in question.
There is some memorization involved, but the students have also had
opportunities to interact with the material. One of the items on the test
asked them to create a Venn diagram comparing Athens and Sparta. They had
already created one when we read that portion of the text, but we did an
Olympics simulation (which I originally found on Mr. Donn's site, by the
way) where they had to play the role of Athenians and Spartans. They know
the characteristics of each. They knew it would be on the test; they had
created the Venn before. I think the material had risen beyond memorization,
because of the role-play involved; Yet many still couldn't produce on the
test.
They also had to write a short essay (a couple of sentences) on the accomplishments
of Pericles. Once again, they knew it would be on the test, we had talked
about it and they had interacted with it.
The test consisted of the following components:
Nine multiple choice questions, Five fill in the blank, a Venn diagram,
a short essay on Pericles, a map where they had to label five items, and
a short answer section where they had to identify the importance of 3 of
the 4 listed individuals (which we had reviewed two days prior.) It sounds
harder than it was.
I'm obviously struggling with how to make the information more pertinent
to their lives, though. Any ideas?
- Matt
--------------------------------
Ellen suggested trying to connect curriculum content to things that are
of interest to students.
Kudos on your efforts! I think sometimes it is difficult to figure out
how our content relates to those things our students care about, especially
since we are interested in the content for our own, very different reasons.
I think what has worked for me in the past is to try to match my content
with the things they care about. What do adolescents care about? Issues
of fairness, love, hate, drama, popular culture...lots of other things.
How do we match content with those things? It takes conscious thought and
planning, trial and error to figure this out. Ask the kids for feedback.
Many times they will be able to help you.
We did an integrated unit on Greece last quarter, and the kids are still
begging me to do more with myths. I had them write letters to the gods and
other characters as a response do various stories, and I still see/hear
them making references to those stories on their own.
I'm interested in hearing how the rest of you help bring content to your
kids...it really is one of the most important things we have to do.
- Ellen
----------------------------------
Ann provided a number of practical suggestions directed at helping students
meet success on tests.
Congratulations on taking the risk, Matt. I agree with Chris. Look back
to see if there are any patterns to mistakes. Also, here is a trick I taught
one of my student teachers. Gather two-three tests of students who "scored"
or "went" above the expectation of the test. Do the same for those
who scored at expectation and below expectation.
Identify what you saw as "critical" to the test: (content info.,
Social Studies skills, generic skills) and then sort the tests to see what
you get. This might offer you insight into what you might need to do when
you launch your next unit, get into the thick of it and prepare your students
for the next assessment/project/test whatever.
It is my belief that successful student behaviors must be explicitly taught.
For example, very few middle schoolers really "get it" that a
good first step in preparing for a fact-filled test is to organize notes
and homework in some type of order that squares with what was taught.
Finally, it might be worth your while to have students respond to the test.
Example: Send the test home with the correct answers and ask students which
ones they got correct, which ones they got wrong and to develop a "theory"
(good SS skill too) regarding why they got the score they got.
If you have kids who are reluctant about homework then this might be a good
de-briefing activity to do in class. I firmly believe that this type of
discussion about how to succeed in school has a way of empowering students.
VERY few kids are "natural" students.
- Ann
---------------------------------
Carol shared a number of games that help prepare students for assessment.
I teach 6-8 Special Ed. in a self-contained classroom. I try to teach
what the same age peers are learning to some degree. My students, most of
whom are non-readers or very low ability readers, do not test well. In order
to gauge what these kids are learning, we have lots of games focused around
what they have been taught. Bingo, using the vocabulary terms to fill in
the bingo boxes is very popular, esp. for a larger group.
I got an idea from an AIMS workshop for the game, "I have.. Who has..."
Basically you put part of one fact on an index card under the "Who
has" and the rest on another card under the "I have" part.
Then you start another fact on that card under the "who has" part.
You need at least one fact for each student but I found that after they
answer their question, they don't follow along. I try to have at least 2
facts for each.
This game requires planning because you want the questions to go in a circle
so that the player who started also ends the game. I have used this game
learning the presidential facts, states and capitals, math skills. The kids
love it. You could allow the kids to come up with the 2 parts of the questions
and then all you need to do is put them down on cards. AIMS sells the cards
already made for math.
We also play a game called May I? It is similar to the playground game but
before the students can move the required steps, they have to answer an
academic question. This is the favorite game this year because I have a
small group but this could be played outdoors with a larger group.
Hope this helps.
- Carol
------------------------------
Juli stressed the importance of breaking larger tasks into doable parts.
Matt and Joanne -- You two guys are great! That you can see so
clearly and care so much is so important to helping kids "get it."
No matter what, when, how, where or why we teach, it isn't "taught"
if the kids don't get it.
I find that my students aren't flexible in how they deal with assessments.
If they have "learned" how to do something one way, on one day,
then the next day they may not still have it. Research has shown that some
learners need to "do it or use it" 14 different times before they
have in down. Wow!
If you want your kids to be able to do the type of assessment you described
(with a wide variety of opportunities to show what they know), then hand
it back to them and go over it item by item. Have them re-do their answers
to an acceptable level with your guidance (the whole way). Explain to them
how you would answer; do a "think aloud" showing them your thinking
process and talking about how you go about understanding questions, deciding
what information you know that can help you, and them answering the questions.
It really helps them to break down the task into doable parts. Kids need
to see, hear and feel the modeling to "get it."
Keep it up!
- Juli
--------------------------------------
Michelle agreed with Juli's response.
Juli offered a thoughtful response to Matt and Joanne regarding multiple
ways to assess and teach children. I can see your understanding of Different
Ways of Knowing, in your language, Juli! :)
I think the important thing is to understand that some children needs lots
of scaffolding, within those multiple times, to help them finally "get
it," and this involves pitching it where they can hit it each and every
time. I know; I know--a very daunting task for us all.
When I think of this, I think of my own four children and how each of them,
who are all from the same two parents, need different strategies of motivation,
are on varying levels of developmental needs, and bring to the picture varying
perspectives. Now, apply that to a classroom of 30+ middle schoolers, all
from different parents, or to a school of 600+ middle schoolers. Yes, we
have a VERY daunting task!
- Michelle
----------------------------------------------------------------------
Matt expressed his gratitude for the suggestions shared by MiddleWeb
readers.
I truly appreciate each and every response thus far. However, I guess
I really need some guidance into the how part. How can I "scaffold"?
How can I teach things multiple ways? I do try, but it's a daunting task,
and I'm still a little new (3rd year.) Can someone provide a concrete example
of how to accomplish it? How can I help them "get it"?
- Matt
----------------------------------------------------------------------
Chris made a suggestion.
How about this folks? Matt, give us an example of something the kids
really missed on the last test. Give us the item/assessment/question and
then some examples of incorrect answers, what you did to teach the kids
the thing they missed. Then we can discuss it. Are you up for it?
- Chris
---------------------
Joanne shared some learning insights with MiddleWeb readers.
*Waving hand in air furiously and squirming in my seat*
"Let me try to answer!! Let me try, please!!!"
The only reason I am excited is because I have spent the weekend and today
(school holiday) watching my CLAD
(cross-cultural language acquisition development) videotapes and this is
an area the lecturer addressed.
I discovered I had scaffolded in a recent assignment without even realizing
it. Using graphic organizers, Venn diagrams and the like is a way to scaffold.
Students organize and fill in information that they know in order to see
it visually. For instance, my students had to write a biographical essay
on a character from one of the short stories we had read. In the center
we drew a circle where the character's name was placed. Off that circle
were lines leading to four subheadings that matched their paragraph requirements.
The subheadings were circled and included:
1. what character looks like
2. what character does (actions)
3. what the character said
4. what others thought of the character
Off those subheadings there were circles they had to fill in with at least
three examples of saying, doing, and appearing. This is a scaffold, or outline,
or framework from which the students can identify and organize what concrete
details they are going to include about their character.
Your Venn diagram is an example of scaffolding. I have a hunch, Matt; we
do some of these things without even realizing the terminology. But I do
love the word scaffolding. It is such a visual of what we are trying
to do with/for the kids.
Now, mentors, please correct/add/subtract/improve upon the above.
Also, I would so pleased if Matt took up Chris's offer to give an example
that we discuss. I need so much help on this sort of thing, too. Assessment
is a pretty weak point for me.
- Joanne
----------------------------------------------------------------------
Chris suggested ways to connect scaffolding tools to actual student learning.
Great points and examples regarding scaffolding, Joanne. Now the trick,
or process, is to get the students to internalize or make the process their
own by engaging them in creating the Venn diagrams, webs, graphic organizers
for themselves in a meaningful way. As they do this work give them lots
of feedback and reasons for continuing to make the process their own. It's
not enough to show them, walk them through it, or use examples.
No matter how great a job you do of showing them, you're still doing it.
Remember that the goal is to eventually remove the scaffolding and have
the "structure" stand on it's own. If this isn't part of the plan,
the building fails....kind of like students who don't learn what we thought
we were teaching them.
So the scaffold is two things perhaps. It's something the student can stand
on to reach higher. Stuff they already know is the basis for accessing what
they need to know more about. Scaffolding is also used to support the student
until they are comfortable enough to continue on their own. I guess it gets
removed in stages with quality checks along the way.
Here's something I found from education world. I got it by doing a search
on vivisimo.com. I just typed in education, scaffolding...so cool this technology
thing is.
Teaching the American Revolution: Scaffolding to Success
http://www.education-world.com/a_curr/curr218.shtml
- Chris
----------------------------------------------------------------
Joanne responded to Chris' posting.
That's fantastic, Chris! I had the first part down, but not the second
part. Thanks for the extension ladder. ;)
Why do I keep wondering why I don't get this kind of support/feedback from
my own principal?
- Joanne
----------------------------------------------------------------
Chris, a middle school principal, responded to Joanne's musings.
To be fair to your principal, do you communicate with him/her in the
same way you communicate with folks here? I'm pretty sure there are members
of my staff who wonder why I'm not always there for them during the day.
I like to think they know they can come to me to discuss their concerns,
mistakes, and successes.
- Chris
----------------------------------------------------------------------
Mary Anne introduced the concept of teachers needing to develop a basic
premise of what they want students to know.
I've been taking a course on assessment. It is very interesting, but
one of the things I learned and have been successful with is working on
developing what I consider a "standard or C" grade. That means
what is the basic premise I want kids to know.
Then I build from there. What would a paper that exceeds expectations look
like?
I have found by this simple alteration, my rubrics are a lot more true to
what I really want. I might add that I try and work with only a three-point
rubric--above standard (A), at standard (C) or below standard (F). It has
really cut out a lot of the gray--subjective stuff and helped me focus on
who has "got" it.
- Mary Anne
----------------------------------------------------------------------
Joanne asked Mary Anne to elaborate.
Mary Anne,
This sounds like a fascinating approach to assessment. Where are you taking
the course? I need one, but would prefer an online, independent type, if
possible. How do your students respond to not having B's or D's?
- Joanne
-----------------------------------------------------------------
Mary Anne responded.
It is actually an on-line course through the University of South Florida.
I would recommend it but be forewarned--the books and handouts cost me over
$150. I only took this particular course because of an outstanding recommendation
by a good friend and two of us at school are taking it and splitting the
book prices. If you are still interested--let me know and I will give email
you all the info privately.
- Mary Anne
----------------------------------------------------------------------
Paul commented on the value of traditional tests.
I do not give tests. I think that they are useless. If you ask the students,
they will have the same response. Most of my assessment is performance based.
The students by this time of the year dictate the topics (well...my course
covers 19th century US History so the topics have to fall in that time period),
they dictate the final result, and they even tell me when their due dates
are. So yes, I have many groups and individuals working on all different
topics with results that are due at different times.
I present a common theme that they all connect to, and each one has a particular
skill to focus on as well as some other loose guidelines they must follow.
It takes about four months of un-training before the students can begin
to think for themselves again and create and finish these projects. I give
no homework. The students can decide to do a little each night or spend
an entire weekend finishing a project.
Now I know what you are thinking...I'm crazy right...so do most people who
first meet me, and people who walk by my class. It's the people who come
in and sit down and see the kids walk in and attack their problems without
me getting them started that realize I am not a nut. I tell my kids that
my goal is to become useless...in a manner of speaking.
I think that teachers forget that learning is natural when curiosity is
present. Sitting in a classroom in a chair five days a week has taken the
curiosity out of students. That's why we must teach them. I let my students
take from me. I am tired at the end of each day. It is as though I have
taught thirty lessons each day, but it is worth it.
It is true; my students leave me knowing far fewer facts than my comrades
down the hall...but I bet you that 360 days from now they will have remembered
more.
So am I crazy?
- Paul
----------------------------------------------------------------------
Joanne responded to Paul's posting.
I don't think you are crazy at all, Paul. I totally agree with you that
our students have lost all curiosity at least in part due to the rigidity
of our classrooms and the incredibly boring facts (e.g. comma rules) we
toss at them, and hope they catch.
I want to teach differently. I want my students curious. I want them out
of their seats and moving, but moving with a purpose and a focus. Unfortunately,
partly because I am a first year teacher, partly because I am not thinking
creatively, partly because I have state standards I have to teach, I am
at a loss as to how to do what you describe.
Maybe what I need to do is say to my classes: Ok, this is what you guys
have to learn this quarter. How are you going to go about learning these
things?
"I present a common theme that they all connect to, and each one has
a particular skill to focus on as well as some other loose guidelines they
must follow."
Can you give an example of a common theme, the loose guidelines, and particular
skills they must focus on? Also, how do you go about"un-training"
them?
Thanks in advance,
- Joanne
-----------------------------
Trish asked a practical question.
...and what about grading and report cards?
Trish
------------------------------
Kasey explained the system used in her classroom.
Well, I teach 6th grade science and virtually never give written tests.
In fact, our district presents us with a ten-week assessment, which consists
of 5-6 multiple choice and 4-5 constructed response questions. Had it not
been for these tests, I wouldn't give tests at all.
I assess my students learning through their performance of particular activities.
For example, it isn't enough to list the parts of a circuit. I want them
to put the circuit together to see if the light bulb will glow. Then diagram
a picture of what they just did and label/explain the parts. For me, this
has been much more effective than regurgitating memorized information.
I also give my students choices. I try to give them different ways to perform
for me. For example, in our study of the universe, students could choose
one of the following projects:
1. Solar system mobile
2. Children's book about the planets
3. Poster presentation about a planet of their choice
4. Power point presentation
Each of these projects were equal in scoring guide and I did require certain
information. However, it turned out much better than any test, because they
truly gained knowledge about what they had been researching due to it being
their choice.
Don't get me wrong; I think there is a time and place for tests. However,
I hate to see teachers get caught up in formal testing over every subject
and chapter. How boring. Perhaps in history, you could do a reenactment,
or create a play, or write a journal that would get the students to tell
you what they have learned.
Good luck!
- Kasey
--------------------------------------
Melba shared her expertise.
First of all, Matt, this is the perfect forum for asking these types
of questions. Whenever my students did poorly on a test, assignment, or
project, I always looked at the percentage of failures and yes; I have had
to toss many tests in the 27 years I have taught.
Many times what seems like a piece of cake to us completely passes the students
by. I always asked the kids to do an analysis of each test item such as:
What part of the problem did you miss? or Why did you write that instead
of...? or Is there a better way to write this question/problem/sentence?
(I taught math as of last year). Once you get a sense of their errors, review
the test, design another one and retest.
I think your student-centered approach is terrific and right in line with
the standards based philosophy. DO NOT go back to the old boring lecture
style. However, if your lecture is actually an interactive type a la Socratic
Method, then by all means go for it.
As to how do you monitor the students' learning -- while they are working
in their co-ops (my kids pronounced this word as coops rhymes with hoops),
conference with the small groups and do a verbal check for understanding.
If you need some documentation, devise a checklist. You can even share the
checklist with the class so they will know ahead of time how you will score/rate/or
the information they are expected to know or learn during these group conferences,
or maybe design a rubric! Another idea is to have each group prepare a report
on the learning and assign a specific portion of the report to each group
member.
How do I use the textbook? Since I taught math, I used it mostly for the
computation problems and so the students could look at the processes and
the examples that showed the mathematical process/steps. But, the language
arts, social studies, and science teachers on my campus (the non-traditionalists)
use the textbook for reference. Some students or many times their parents,
need a security blanket, the book provides that for them and some teachers
too. But don't let the textbook stifle you; use other sources. I hope this
has helped.
- Melba
-----------------------------
Joanne asked a question.
Matt referred to his "inclusion teacher." What is an inclusion
teacher?
- Joanne
----------------------------------------------------------------------
Matt answered Joanne's question.
The Inclusion teacher is the Special Ed teacher who is in the regular education
classroom to assist with instruction.
- Matt
----------------------------------------------------------------------
Carole explained the various roles fulfilled by an inclusion teacher.
An inclusion teacher is a special education teacher who goes into the
regular classroom to work with the Special Ed students. There are different
variations to this. Some regular teachers limit the inclusion teacher to
the specific special needs students. Others will embrace them and they might
team-teach, each taking turns planning lessons and working with the students.
One neat feature about an inclusion teacher is that it allows the second
teacher to also work with students who "fall between the cracks."
These students have been evaluated and do not qualify for service, but still
need extra help. Special Ed students are required to be in the Least Restrictive
Environment (LRE), which is to be in the regular classroom as much as possible
without it impeding their education. This is one way of meeting that need.
- Carole
-------------------------------------------
Michelle commented on the role of inclusion teachers.
An inclusion teacher is one who collaborates with the regular teacher
to modify lesson plans for students with special needs who are "included"
in the regular classroom. In our state, we call this a collaborative teacher,
and in the best of all worlds, the two teachers co-teach and have common
planning, etc., that supports them teaching the 30 kids in their classroom
together. In reality, many times, they don't have or don't use common planning
and it turns into one teacher planning the lessons and the other providing
the modifications.
- Michelle
-------------------------
Matt provided further information.
I don't have the tests in front of me, but I will tell you this - I
asked every student to give a written explanation today of why they got
each question wrong. Now I haven't looked at them yet, but I'm hoping not
only will it tell me what the problem is, but it will tell them as well.
Also, to respond to a few other posts, I don't think tests such as the one
I gave are the be-all-and-end-all of assessment. Project scores are averaged
right in with tests as half of their final grade, and give students the
opportunity to express their knowledge in a different way. A few days before
the test I had them design a poster based on the chapter. There were four
separate lessons in the text, and they had to create an original picture
with caption for each. They did quite well. However, I do feel tests are
still an important measure of their learning. Plus we need to prepare them
for high school and college. Unless things have changed in the last couple
of years, tests are often the ONLY method of assessment in college. They
need to be able to do them, like it or not. Plus that's the way they're
measured by most states.
I have enjoyed reading about scaffolding. And, yes, I know I have done it
to some degree, I just didn't know I was doing it. I'd be curious if someone
(preferably social studies) could summarize one of their units, so we could
see precisely how they get things done in their classroom. What do you do
in a typical class period?
Thanks again
- Matt
Editor's note: The article
at Education World referenced earlier by Chris does this at a unit level.
----------------------------------------------------------------------
Brenda shared her perspective and asked a number of questions.
Wow, Matt, you've asked some meaty questions in your posting. Many of
your questions are near and dear to my heart. The one above is especially
important to me because it drove me, several years ago, to intentionally
look for better ways to address test preparation.
Over the past few years I've pondered questions like - whose job it is to
get the students ready for exams? Could test preparation be considered "spoon
feeding"? Is it worth the class time? What are some unconventional
ways to prepare kids for assessment? After much soul searching, reading
(brain-based research) and just plain experience, I've come to realize that
young adolescents need someone to walk them through the concrete steps of
organizational issues, one of them being test preparation. Test preparation
is part of the learning process. When I view it this way, I don't feel guilty
for the time it takes and the amount of effort it takes from me.
Ongoing assessment has become a more important part of my classroom model
than in the past. The reason for this is that I don't want to wait until
the final exam to find out that kids are unclear or unprepared.
Ongoing assessment means that I test on smaller amounts and I do it frequently
(at least weekly). The outcome of these quizzes or performance assessments
help drive what I will do next. Now, when the students do a final exam,
I'm not especially surprised by the outcome because I have done previous
testings on the concepts and then revisited things that they've been weak
on. if I know the kids are not ready, I hold off. I'd rather do this than
need to re-test half the class.
Before the final exam the kids do a variety of test preparation activities
(many in class, because I don't think that Grade 6/7 kids really know how
to study). We'll do Jeopardy or Bingo type games, use mind map assignments
that condense the essential knowledge down visually, as well as assignments
where the kids write their own test (and include a "key") of the
content being tested.
I have also used something I call the Lexicon
Challenge. Via a game format, the Lexicon Challenge helps students to
recall important facts quickly. It is helpful to use practice tests from
Quia (online practice tests that I've
created on the curriculum content) so that students get practice with the
type of questions (application questions especially) I will be using on
tests.
Essentially it's all about providing the scaffolding necessary to allow
them to be successful. Test results have improved and I see kid's learning
how to prepare for assessment. Hope this is helpful to you.
Sincerely:
Brenda
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Chris had a few more questions for Matt and responded to some of Matt's
previous postings.
Here's a couple questions Matt. Would it be useful to use the tests
and the results as an opportunity to teach or reteach important skills and
information? Having the students' explanations in writing will be useful.
Might there be some other modes for students to reflect on what happened
on the test? Also, would anything be gained by having students reflect on
why they did well on some parts?
Matt wrote:
Also, to respond to a few other posts, I don't think tests such as the one I gave are the be-all-and-end-all of assessment. Project scores are averaged right in with tests as half of their final grade, and give students the opportunity to express their knowledge in a different way. A few days before the test I had them design a poster based on the chapter. There were four separate lessons in the text, and they had to create an original picture with caption for each. They did quite well.
Matt wrote:
However, I do feel tests are still an important measure of their learning. Plus we need to prepare them for high school and college. Unless things have changed in the last couple of years, tests are often the ONLY method of assessment in college. They need to be able to do them, like it or not. Plus that's the way they're measured by most states.
Matt wrote:
I have enjoyed reading about scaffolding. And, yes, I know I have done it to some degree, I just didn't know I was doing it. I'd be curious if someone (preferably social studies) could summarize one of their units, so we could see precisely how they get things done in their classroom. What do you do in a typical class period?
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