Archive for February, 2009

Messy papers are best: Continual Improvement through Formative Assessment

I like messy papers. I like papers with all sorts of colors over them and all sorts of comments. My students enjoy them too.

The messy papers are my students’ peer reviewed papers .  The pupils color code the writer’s paper with the thesis and topic sentences in red, evidence in yellow and details in green.  They draw triangles for transition words. They put in many other marks to indicate various aspects of writing that they found.

The more colors and the more marks, the better the student has written the paper. When students get back their papers, their faces light up when they see all the colors and all the positive comments. When they are missing a color in a paragraph, they can instantly notice the lack of color. They know we are a “green” classroom; we want to have plenty of “green” in their writing.

After a quick verbal peer conferencing, they revise their papers as soon as they are made aware of their learning gaps.They want more “color” in their life!

How do you help your students to give formative feedback to other students? How do add “color” to their work?

My book, Formative Assessment: Responding to Students, is available through Eye-on-Education.

Reponding to Your Students

High Expectations For Our Students: Our Responsibility

Robyn Jackson in Never Worker Harder than Your Students differentiates between standards and expectations.

The standards specify what high level content or process learning we want of the students. Expectations refer to our belief that we can help the students  to get there. If we have high expectations, then we believe that we can help the pupils to be successful. If we have low expectations, then we do not feel that we can help them learn. If we truly have high expectations, then we will figure out what we can do to help the students to  grow in the standard to the point of achievement. We do not focus on what they cannot do, we focus on what we can help them be able to do. We do not focus on what they do not know, we focus on how to help them obtain the prerequisite knowledge or skills in the context of the course. If we have high expectations, we do not ask students to learn the missing material or skills on their own, we build knowledge or skill development into our class into mini-lessons targeted to help them. If we have high expectations, we take responsibility for their growth; we work on the solution, not cursing the problem. If we have high expectations for our students, we promise ourselves that they will be successful in our class due to our efforts.

Do you have high expectations for your students? How do your students know?

My book, Formative Assessment: Responding to Students, is available through Eye-on-Education.

Reponding to Your Students

Break your class now!

For many years a favorite book of mine was If it is not broken, then break it by George Morrison. The author stresses that the time to improve something is when it is working, not when it is broken. If you fix something when it is broken, you usually only restore it to its original condition but not an improved one.

If you spend time in reflecting on the lesson or unit and breaking the present level, you improve it to a higher level. Your students learn better.

When do you stop and break your class? Do you consciously say “What can I improve the next time I do this?” Do you rewrite your lesson plans? Redo your PowerPoint? Find different websites? Think about wording things differently on your handouts? Do you ask your students what worked for them such as rating each part of the unit on a 4-very helpful for learning the goal 3- somewhat helpful 2- a little helpful 1- not helpful at all” scale and do you ask them “What would have helped me better learn this goal?” Do you honestly consider their suggestions?

Break your class to help your students better succeed!

One way to break your class is through formative assessment.

My book, Formative Assessment: Responding to Students, is available through Eye-on-Education.

Reponding to Your Students

Baby’s Learning and Our Students’ Learning

My wife and I  have taken care of our ten month old grandson for two days.  He  now puts Cheerios in his mouth.  He cannot yet feed himself with spoon. Life skills take a long time to develop.

I teach a college composition and research course  in which I spend the whole semester in having the learners develop their essay skills. Most students come in with a very low level of skill. Numerous students write their first essay as one long paragraph with no introduction, no conclusion, no major categories of proof, no evidence and no detailed examples. By the end of the course,  they can write a full five paragraph essay in 50 minutes. We constantly assess and improve upon the various skills in essay writing until they can skillfully use them.

I wonder how much time we spend in our classes in teaching the life skills of our course. Do we give our students prolonged time to learn, practice, and be assessed on their critical skills?  Do we consciously build on the skill over time to get it to a proficient level?  Do we revisit the skill to help them increase in their level of the skill? Do our students finally reach a level that they have developed a life skill of our course?

My book, Formative Assessment: Responding to Students, is available through Eye-on-Education.

Reponding to Your Students

Going to the Well to Be Refreshed

I recently attended a conference.  Yes, I did a presentation but I really went to go to the well, to refresh myself with new ideas and new viewpoints.

When people present different viewpoints, I have an opportunity to better examine my own views.  When a teacher tells how her first grade students use a wiki for literature study,  I am confronted with my belief that wikis are for older students, a belief that I did not know I had.

I like to take someone’s idea and extend it or elaborate on it. For example, a person talked about a website that offered assistance to students at various points in the learning.  I began to think of how I can  build help into student material such as handouts or PowerPoints.

What well have you gone to recently (talking content with a colleague, exploring a topic on the web, reading a professional journal, viewing an educational show or a Youtube video on the topic)? How have your let yourself grow due to this experience? Be refreshed and a better educator!


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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