Archive for January, 2008

Student Understanding of a Rubric – Not that easy!

Tonight in class I passed out an essay rubric and asked my students to circle any word or term that they did not understand. I said, “Imagine I gave this to you after you wrote an essay. I’ve circled some words that show you your learning gaps. Would you understand these words?” About 1/4 of the class circled items on the rubric that they did not understand or they wanted more clarification on. (I had revised the rubric from one from Rubistar) I will rewrite the rubric so that they can understand all the items on the rubric. One student mentioned he would like examples of each. A good thought but I have to consider how long the rubric will be. At present it is two sided. After I use it once with them, I will ask for them any more clarification on the rubric.

How well do your students understand your rubric? How beneficially is it for them?

Escuela- Hispanic School Pictures from Flickr

Share these with your Spanish teachers so they can promote language use through talking and writing about hispanic schools through flickr images.

Ninos a la salida de la escuela Punta Cana. Republica Dominicana
http://www.flickr.com/photos/burtonez/273321085/

la Escuela de Lenguaje en Las Palmas
http://www.flickr.com/photos/hortensia/186009195/

Escuela de Flamenco, Cordoba, Espana
http://www.flickr.com/photos/barthelomaus/129380157/

escuela de uros, Lake Titicaca ,Peru
http://www.flickr.com/photos/28148072@N00/73302011/

Escuela Rural, Republica Dominicana
http://www.flickr.com/photos/daquellamanera/74820634/

Estudiantes en la calle, San fermines, Espana
http://www.flickr.com/photos/daquellamanera/888581808/

escuela lic. “francisco aranda” Avenida Cedeño. San Juan de los Morros. Estado Guárico. Venezuela.
http://www.flickr.com/photos/xolkan/1294975980/

Escuela D190 12/2004, La Florida, Santiago, Chile
http://www.flickr.com/photos/monky/353105663/

Escuela D190 12/2004 La Florida, Santiago, Chile
http://www.flickr.com/photos/monky/353768937/

Educación autónoma y popular! Muro de la Escuela Autónoma Rebelde Zapatista en la comunidad de San Juan de la Libertad. Chiapas, Mexico
http://www.flickr.com/photos/joserevueltas/576088432/

Revista de Gimnasia Escuela N.o 3, Ovallito, Chile
http://www.flickr.com/photos/ovallito/45500626/

 

Time for Formative Assessment?

I have been trying to apply a formative assessment approach in my writing class. Based on the learning gaps that my students demonstrated on their diagnostic writing, I developed a checklist for proficient writing. We went over the list in class. Then I used that checklist to assess their next writing. Sixteen hours later I am still going over their papers with about five papers to go. I’m assessing about 64 papers. Most teachers do not have 16 hours+ to develop to assessing two sets of papers. I am not happy over all of the time I’m spending and I wonder how much students will actually improve based on the feedback.

My guess is that the students will be shocked at their 2 out of 4 (4= above proficiency) rating. Probably I gave them too much detailed feedback to be effectively; research shows that 2-3 salient points are best. If I use a more general writing rubric then the rubric will only serve a summative purpose and not a formative one since the rubric will not offer help to the reader on how to improve specifically.

Teachers are caught in a delicate balance between wanting to give formative assessment and yet not wanting to spend hours and hours on an assessment. I’m searching for a middle road where the students get formative assessment on their writing that helps them to improve and where I do not spend my life in giving them formative feedback.

Technology Rich Schools – Dream or Reality

I was talking with someone who is aware of the technologies in many schools in the area.  When I mentioned a technology, he usually would say “Well, a few districts have it.”  After we went through numerous technologies that I thought were common place, I came to realization that only a few schools are technology rich in having a variety of technology. Yet our educational technology gurus are talking about Web 2.0 (or is it Web 3.0 by now?) technologies. They are promoting  all manner of futuristic technology,when most schools do not even have Web 1.0 technologies.  I love to dream but I also have to deal with reality.  Let’s help schools use what technology they have to improve student learning. It is not what schools have but how they use it.  A word process is still a powerful learning tool!

Checking for Understanding Instead of Lecturing

We feel so good as we lecture. We know that we have prepared well. We know that we have good examples and visuals. We have interesting stories. We feel that the students are basking in our teaching. However, we do not know if the students are learning the goal. They may be able to parrot back to us the major points but can they paraphrase these points in their own words? Can they identify examples of it? Can they apply the learning in a mini-example? We can stop every 5-10 minutes and make sure that they can demonstrate their learning through the use of various technology. Each time we will raise the bar of what we want them to learn in terms of the higher level thinking skills for the learning. Each time we will have them demonstrate that can reach that new level. Then we can really feel good about their learning!

Formative Checklists- Useful or Not

I created a writing checklist (For narrative writing – start with a startling statement.  Use time transition words to move your story along)  for my students’ writing. We went over it.  We used it to evaluate a piece of writing. Then I asked the students to self-evaluate themselves using the checklist before they handed in their own writing.  Every student self-assessed that they had done all of the items on the checklist when they had not.  They could not discriminate between the reality and their perception.

A key question is how can I help them to better understand the checklist so that it becomes an effective tool to help them.  They cannot better their own writing unless they can analyze it critically.  I will probably ask them to paraphrase each of the items on the checklist, pair-share, and then we will evaluate more writing against it.

Does anyone else have any suggestions on increasing their ability to use a checklist, rubric, or rating scale?

Simple yet powerful technology

I believe that when a technology is simple to use, then teachers will use it.  Witness the Smartboard and the Document camera.  Simple technologies can be powerful technologies.  They do not require thousands of hours of professional development. They do not require long learning curves.  Teachers “get it” and can use them.   They can involve their students in that technology with minimal prep.  I think that often we over look simple technologies like word processing, digital camera, document  cameras, and smartboards. Let’s promote technologies that teachers can and will use instead of complex technologies that often require someone else to set things up like videoconferencing.  Let’s focus on what teachers have in their classrooms!


RSS Education with Technology

  • Tech Integration Teacher, What time is it? August 23, 2016
    When someone asks what time it is, that person wants to know the time, not the history of the clock, not how a clock works, and not what other types of clocks there are. Classroom teachers want to help their students improve their academic learning through technology. Sometimes they need help with technology so they go […]
    hgtuttle
  • Curriculum Focus, Not Technology Focus July 28, 2016
    In my public school career I have been a classroom teacher, a technology integration specialist and a technology administrator. In my technology role, I served under the Assistant Superintendent for Instruction. She had a simple mission: Improve students’ academic learning. My mission was equally simple: Improve students’ academic learning through technology […]
    hgtuttle
  • Students React to Digital Badges: Pros, Cons and Interesting June 22, 2016
      ISTE 2016 By Harry Grover Tuttle, Ed. D. College World Language Students’ Preferences Digital Badges – 52%        Paper Certificates – 48% World Language: Can-Do Digital Badges Digital Badges Pro- – Breaks down proficiency more – Shows all badges at once – Is more attractive – Is more appropriate since we use […]
    hgtuttle
  • Digital Badges: Naming the Badge October 29, 2015
    Once teachers have selected what learning and what digital badges (individual or category badges; see previous blog), the teachers encounter another decision. What will they name each badge? Will they use the full name of the Common Core Standard or the national proficiency? For English, under “Speaking and Listening,”will they write out SL.2 “Integrate and […]
    hgtuttle
  • Digital Badges: Better Than Grades? October 19, 2015
    Teachers understand that the grade in a course consists of many different factors such as homework, participation , projects, tests, etc. Blodget observes that sometimes grades reflect attitude, effort, ability and behavior (http://www.academia.edu/9074119/Grading_and_Whether_or_not_Grades_Accurately_Reflect_Student_Achievement). Equally important, a letter […]
    hgtuttle
  • World Language Students Use of Mobile Devices in the Classroom October 5, 2015
    Do world language students use technology n the classroom? Do their  teachers go beyond having their students use technology simply for the drill and practice in vocabulary and grammar? Students can use laptops and mobile devices to hear authentic language, read authentic texts, read tweets about famous performers, see up-to-the-moment culture,  watch video […]
    hgtuttle
  • Digital Badges: Individual or Categorized Learning Badges? September 12, 2015
    The idea of digital badges sounds appealing for the digital children in classes. As teachers start thinking about digital badges, they have to figure out what badges will be awarded. The teachers can award social or academic badges. If teachers decide to use academic badges, then the teachers may base their badges on the Common […]
    hgtuttle
  • English +Common Core +Mobile = Success (ISTE2014 Poster -details) June 30, 2014
    Here are the ten examples I showed at my English + Common Core  + Mobile ISTE 2014 Poster Session: Based on CCSS Anchor Statements: L.2 Take a Conventions Mobile Online Quiz  to pick the  incorrect sentence from four choices (capitalization) SL.2  Evaluate audio recording of a  book chapter on mobile and predict for next chapter. […]
    hgtuttle
  • Global Cultural Learning Using Mobile Devices (ISTE Mobile MegaShare Presentation) June 28, 2014
    Based on my presentation at ISTE 2014 Mobile Megashare Why teach about other countries? Location: Large view to small on maps. Culture or culture. Find six similarities in a  mobile picture from another culture (“Wars are caused by differences, not similarities.”-Tuttle.) Tell one piece of information from each different Internet visual from a place in that […]
    hgtuttle
  • English + Common Core + Mobile = Success in Learning Poster Session at ISTE 2014 June 25, 2014
    In my ISTE Sunday 8-10 am poster session, I demonstrate many diverse mobile activities to help students achieve the English Language Arts Common Core Anchor Statements through mobile devices. The mobile activities focus on free common tool apps that are available on both the Android and the iPad. The students use the apps as a seamless […]
    hgtuttle

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