Archive for the 'Schedule' Category

Your Class Calendar and Formative Assessment

Most teachers have class calendars or schedules.  I’m wondering how much formative assessment is mentioned.

I guess that middle and high school teachers formatively assess (diagnosis a student gap, give a specific strategy to overcome that strategy and re-assess for success) less than  10% of the assessment time and  do summative assessments 90% or more.

How different it would be if teachers put formative assessment in their class schedule to show that formative assessment was a regular part of learning.

An English teacher may have for the writing section of class (Pre-write topic for contrast paper and have teacher, peer or self assessment of topic, narrowed topic, thesis, brainstorm, categories of proof,  graphic organizer or other organizer).

A science teacher may have the students write  a lab report draft (Teacher, peer or self assessment of lab report essential parts via a check-list;  compare findings with other students’ reports and report differences)

When students see such assessments, they know that their work will be reviewed, strengths and gaps will be identified, and they will be given precise strategies to overcome their gap and show improvement. They see that the class will help them move forward instead of just receiving a summative  assessment of a  “D”.

Try changing your class calendar to include formative assessments and see the difference in student learning.

Harry Grover Tuttle's Two Formative Assessment Books

A New Class Schedule Format – Standards Based

calendar

This year I am using a different format for the class calendar/schedule that I give to the students. At the top I list the major outcome/standard/proficiency for whole course. I list each class. I no longer list the day’s topic for each class. Instead I list what they will “be able to…” and what they will “understand” by the end of each class. I list a major assessment for the day. Then I list the homework for the next class. I have found that students usually first look at the assessment so that they know what they are responsible for. Then they look back at the “be able to”and “understand” column. They know how they will be assessed and they know what they are to learn or be able to do. They have a global view of the class and a specific view of the class. I can assess if they have been successful and they can assess if they have been successful.

Calendar for learning

What does your class calendar look like?

Improve the Class Calendar/Schedule from Topics to Actual Learning

Calendar

I was given a class calendar/schedule and as I looked at it , I saw the date, week, topic and homework. As a future instructor of the course, I could not figure out what the students were to learn in each class. A topic such as “Email” does not tell me much. I assume it tells the students even less. I have been going through each class session and changing the topics into specific learning. For example, “Email” became “Be able to use email (compose, send e-mail, reply, attach a file, forward, distribution list, and new contact). “Computer basics” was changed to “Understand the computer basic concepts (input, processor, memory, output)” since it is a concept rather than a performance. As I look at the new calendar/schedule, I now know exactly what the students should be able to do and know at the end of each class. I also can see how each class provides additional subskills necessary for the students to be able to do the final class project. The students will be able to assess whether they have able to achieve the designated learning during that class and, hopefully, feel successful at the end of each class.

I have added another column, “Assessment,” in which I have indicate how I will assess the learning in each class. Usually the assessment is embedded into one of the class activities so I can give students formative feedback during class.

What does your class calendar/schedule look like? Does it quickly convey what the students are to learn during the class with clarity and preciseness? Run to your word processor and modify it to promote better student learning!

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RSS Education with Technology

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    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 […]
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  • 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 […]
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  • 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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