Archive for March, 2009

Color Coded Rubrics For Formative Assessment

If your rubric has a limited number of concepts, you might consider using  color coding. As you assess student work, you use a certain color highlighter for each major concept in the rubric (for example, for writing, red for  thesis and topic sentences, yellow for evidence, green for details,  etc.)  When you see a strength, you use that color marker to put in a Plus(+) sign next to where you  highlight the actual strength  Likewise, you can put a minus (-) sign next to a learning gap such a sentence that is missing a  transition and indicate where the transition should be.  Since each color corresponds to your rubric, you do not have to write out the type of learning strength or gap.  You indicate the category by its color and then you can write a formative feedback comment more quickly.

A variation is to use a certain colored highlighter for above proficient (green), proficient (blue), developing yellow), and beginning (red)  levels in the student work. For example, if students write an introduction at the proficient level, you highlight it in blue. If their conclusion lacks a restatement of the thesis, does not include the categories of proof, , and does not have an extender, you highlight it in red.  Students can do a color scan of their papers to see their levels of proficiency.

Help your students to improve by adding  color to their work

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

Reponding to Your Students

Teacher Portfolios- Real Student Success or Faked Success?

Individually, I talked  to two teachers who had to present teacher portfolios and had received back  comments on their portfolio.  One teacher had glowing feedback.  He told me how he had only put student material in the portfolio that demonstrated above proficient work. He explained that usually only one or two students in all of his classes had reached that level for each standard and so he included that  work.

The other teacher had put in student work at all levels of proficiency.  Her feedback focused on how she had to help students to be successful. She had included the percent of  students  at each level of proficiency; she had even included a graph for the proficiency rates on  the four major standards. She indicated some strategies she had tried and whether each strategy succeed or did not succeed with these students.

The administrators were looking for measures of the teachers’ success in helping students to learn. They did not discern the difference between  a staged or fake representation of success for a teacher and a teacher’s  full disclosure about classroom learning.

How can your teacher portfolio show your growing success in reaching more and more students?

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

Reponding to Your Students

Providing Classroom Variation

My wife and I like to go to productions of  the musical Godspell to see how the director will vary the setting, costumes, and dialogue and yet keep the central message of the play. Godspell is a musical that encourages variation.

I wonder how much most classroom teacher encourage variations on the central learning. One English teacher has all of his students write on the same topic for a contrast essay. Another English teacher lets her students select their own topic from a very long list or come up with their own topic for a contrast essay. One   social studies teacher has his students answer the questions from the text book chapter. Another teacher has her students find news articles about the topic and react to the news articles. One science teacher hands out a description of “the” project.  Another teacher provides a tic-tac-toe board with various projects  arranged by learning style.

When we allow students choice, they are more invested in their learning. They have more opportunity to engage themselves through their own interests in their  central learning. They think more and they learn more.

How do you encourage variation?

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

Reponding to Your Students

Talking to Babies Makes Them Successful in School

Christensen, Horn and Johnson in their Disruptive Class argue that one of the most disruptive ways to improve education is to have children 0-3 years hear more “language dancing” (Risley and Hart term) where the parents  engage in face to face conversation with the infant and talk in adult, sophisticated language.  The business talk  of  “Let’s get in the car”  or “Eat your peas” does not contribute much to language development. They quote research to show that a significant portion of a person’ intellectual capacity is determined in his/her first 36 months and the most critical is the first year. Risley and Hart affirm that some working class parents do talk to their children and some affluent parents do not. Race, age, or income are not factors, simply the amount of time that parents talk to their children.

I would like to propose a  serious change in education.  I advocate that the federal govt or state pay retired teachers to go to talk to young babies for two hours a day for five days a week. Even if the teachers are paid $10 an hour or twenty dollars a day or $100 a week for a total fifty two weeks or  $5,200 a year, that would be a tremendous Return on Investment (ROI).  Imagine students going into school having heard 48 million words as opposed to the 13 million words.   Hopefully, the children’s parents after hearing the sophisticated talk of the retired teachers will change their talk to their children. We could get rid of HeadStart and use that money.  Many of the reasons for universal Pre-K would be eliminated.  All students would start school at a high level of language.  All students could start off being successful and continue to be successful.

Let’s starting talking to babies now!

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

Reponding to Your Students

Pre-checking for Student Engagement Through PowerPoint

Like many teachers, I use PowerPoint to guide the lesson. I like that I can have all the images, videos, quotes, essential questions, class activities, etc. in one place for the lesson.  Lately, I have been thinking more about student engagement during class. I’ve come up with a simple way to verify that students will be engaged.  I use a distinct color such as dark blue  in the PowerPoint to indicate  all the  student activities  such as questions to be answered, small group discussions, and  comparison charts to be done. Before I teach a lesson, Iscan my PowerPoint slides to see how often I am engaging the students- I simply look for the dark blue text.  Since I’ve begun doing this, I find myself  wondering how I could be talking/showing for so long without students being asked to think through the topic.  I find myself adding more opportunities for students to  become engaged with the material.

Go dark blue and see what happens in your class.

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

Reponding to Your Students

New article for Wiggins’ Big Ideas Website

I have had another article, Distributed Practice for Success, published at Grant Wiggins’ Big Idea website: Exploring the Essential Questions of Education.

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

Reponding to Your Students

Learning as dancing

One of my student compared being a student to learning to dance with someone. You have to figure out where the person is taking you. You learn how the other person moves.  You learn how to respond.  You learn the boundaries.

Often students spend much of a class in figuring out this dance. They may not know the “real” course goals. They may not know how they will be assessed. They may not know how they are to complete assignments (the procedures and expectations). They do not know the limits (They have not seen an exemplar).  They step on many toes in doing this dance; they stumble.  We need to step back and show them the “secrets” of our dance so that they can spend time dancing instead of trying to figure out the dance. Let’s scaffold our class for success in each part of the dance so that the students can do a joyful dance of learning!

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

Reponding to Your Students


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

Blog Stats

  • 737,010 hits