Clear Glasses to See Learning Gains from Technology

Almost all of   technology workshops that I have attended share the same trait. They all present the “positives” of the technology in education.  They talk about the wonders of the new technology and they show how to use it.  These workshops are rose-colored glasses workshops.   They do not talk about what might go wrong and they  do not tell how to overcome these problems. For example,  I have attended numerous workshops on 1-to-1 computing but no presenter has every talked about the problem of students surfing the web instead of doing their work.   I observed a class where students had laptops;  over 60% were  surfing or playing online  games instead of being on task. If the teacher had moved to the back of the class where he could have seen the laptop screens, he might have observed this mis-use of technology.  Likewise, if the teacher had built-in accountability such as  the students having to show him their concept maps  fifteen minutes into  the period, he  could have detected who was doing class work and who was not. Likewise, if his assignment was a challenging one that was unique to his geographical area, the students could not have copied/slightly modified already existing concept maps.

We need to move from the rose-colored glasses presentations and workshops about technology-based learning  to clear glasses presentations and workshops so that students see learning gains instead of their wasting valuable classroom learning time.

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

Also, my  book,  Successful Student Writing Through Formative Assessment, is available through Eye on Education.

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Dead or Alive Students?

Recently a fence between my neighbors and my house fell down. As I walked around the huge tree in the backyard near the downed fence, I noticed that the tree was rotten on the back side.  I called three tree specialists. Two said to cut it down. The third agreed it was rotten but then stated that the tree was still alive. It had healthy branches. He could trim it so that the rot would not cause the tree to come down. The tree could continue to live and grow.

I wonder how often we have  “cut down”   “rotten” students when they have failed tests,  not completed their homework, or not done in class work.   We may think, “They’ll never get it…They are always lost…They will fail… They are beyond help.”   However, if  we nurture them through formative assessment  they can overcome their “rotten” parts.   We can  use technology to provide additional resources for them that present the learning in a different manner so that they grow in their learning.

Do you view students as “dead wood” or as “thriving trees”? How does your classroom actions show this? Try formative assessment to help your students become successful learners.

My new book,  Successful Student Writing Through Formative Assessment, is available through Eye on Education.

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

Close but Not Really Formative Feedback

Example A:

At the end of each class, a teacher has her students  do a cumulative task on their whiteboards. She looks over the whiteboards and then gives the whole class the  feedback  of a repeating the rule she has already said.

Formative Assessment or Not:   She does diagnose each student’s answer in a formative manner.  However, she directs her feedback to the class and not an individual.  She does not give a new strategy but only gives the same general rule such as  “remember the order” that she has previously used in class. If the students do have the answer wrong, they probably do not understand the general rule so repeating that rule does not help the students.  Saying a rule  louder or more often does not help students who do not understand the rule.

Example B:

During the class, a teacher has her students do a task on their mini-whiteboards. She looks over their answers and quickly regroups students.  Each group has a specific task to do.  Some do enrichment, some have formative feedback for their overcoming a specific gap, and others meet with the teacher for more in-depth help in overcoming the gap.  Each student gets the appropriate feedback so he/she can overcome the learning gap and move forward.

Example B shows formative assessment in action.

My new book,  Successful Student Writing Through Formative Assessment, is available through Eye on Education.

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