Posts Tagged 'response'

Check Lower Level Learning Immediately (Formative Assessment)

We all want our students to be learning at the higher levels of thinking.  However, they first have to learn  lower level information.  For example, Spanish students want to converse in the language but until they learn basic vocabulary and grammar such as the present tense; they cannot converse.  We can change the format of class so that after we have introduced the lower level learning and have them practice it enough to know whether they understand the concept, then we can have them practice the lower level learning at home.

If we have them use an online program that “drills” them, shows them the right answer, and shows them  how to get the right answer,  they can immediately know how well they are doing and be given the opportunity to improve.  They do not have to wait until the next day (or in terms of a college course five days or week) to find out if they can do this lower level thinking.  Since the teacher has put in the program   a full explanation of how to get the right answer, the students can overcome their learning gap (formative feedback aspect of formative assessment).  They can redo the program to verify that they can do this lower level activity well.  They feel successful.  They have practiced this learning in the safety of their homes.

Then, in class, the teacher  can move the students to higher levels from the lower level.  For example, the Spanish students can tell what activities they do that day, can describe the various activities of their family members, and ask others what they things they do during a day.

So how do you practice lower level learning so that students know immediately if they are right or wrong and if they wrong,  do they learn how to change their thinking to get right answers? How do you  use formative assessment to move your students forward in their learning?

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.

How Lost Are Your Students?

I heard from a college student who happened to read parts of my next manuscript (Formative Assessment Improves Writing) after his mother told him that she was reviewing the book. He mentioned that the smart kids “get it” but the other kids often struggle. They get lost in one part and then they get more lost  in the next and more lost in the next until they cannot find their way out. Unfortunately, their teachers usually do not help them.

He was interested in how I made sure no student could get lost since I assess each student on each minor part of his/her writing  journey.

I wonder how often teachers assess their students and then give formative feedback immediately?  How many minutes go by before the students are assessed and formative feedback is used to help students get back on the learning path if they have wondered off? How many days? How many weeks? The more time between formative assessments, they more time to get lost, to get so lost that there is almost no hope of ever finding the path again.

learninggoalfaffmap1

How lost are your students? How do you know? What do you do to help them when they get lost?

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

Reponding to Your Students

Don’t Leave Improvement to Chance

I offered my college writing students the opportunity for a one-on-one so that I could help them with their papers.

About three students in each class wanted a one-on-one. I was trying to give them a choice. I realize that I should have made their  improvement a requirement. A mandatory one-on-one would have allowed me one last chance to see their graphic organizers before they began to write; I could have helped them improve.  Although the students  had peer reviewed the graphic organizers, many students at the early stages of writing (and other learning) need the most feedback.

How often do you allow students choices when, in fact, their continual improvement, should be a requirement?  How often do you build “mandatory”  formative assessment into  their learning?  Do you just hope they will get it right or do you carefully monitor them and redirect them so that they will be successful?

Responding to students: Our Real Emotional Message

In a previous post, I emphasized that students need an abundance of positive comments before they really believe that what they have done is good.

Likewise, when we examine our comments to students in the margins and at the end of their papers, we may discover that  the messages that we think are positive or neutral appear to the students as negative ones.     For example, in “Good topic sentence. Follow it up with more evidence”   the message seems to us to be a positive; however, the second sentence deflats the praise. The previous examples strikes students as a “set up and slap down” comment.

Students may see our statements or questions as direct commands rather than suggestions. “Can you think of other possibilities?” can easily be translated as “You dummy, why can’t you get a good answer?”

When we write on students’ papers, we have to promote a positive tone since many students will read any non-positive statement as a negative one.

If you are interested in implementing  formative assessment in the classroom, my book,
Formative Assessment: Responding to Students is available through Eye-on-Education.

Reponding to Your Students

10 Standards-Based Formative Feedback Techniques for Your Class

Part of the handout for the conference session

  1. Verify the purpose.

  2. Be specific in the feedback.

  3. Limit it.

  4. Use an exemplar.

  5. Use a formative rubric.

  6. Have peer feedback.

  7. Have students develop their own feedback.

  8. Inform the class of progress and ask for strategies

  9. Put the resources on YouTube.

  10. Build in multiple checkpoints.

  11. Provide graphic scaffolding.

  12. Your ideas?

For any one who is interested in implementing formative assessment in the classroom, my book,
Formative Assessment: Responding to Students is available through Eye-on-Education.

New Windows, New Visions: Insights into Class Learning

Our church is having its stain glass windows cleaned. As the window company took out the stain glass windows for cleaning, they put in clear windows. The sanctuary is covered with light now. Things that we did not notice, we know notice.

I wonder how much light we have in our classrooms. Do we see which students are struggling? Do we see how they are struggling? Do we see which resources we can use to help these struggling students? Do we see how we can lecture less and spend more time helping students? Or do we teach our lessons so we only see darkness (our teaching) and not students’ responses?

Turn on your lights by noticing how students respond to your higher level questions through their hand signals or personal response systems. Brighten the classroom by observing students doing in class exercises to determine where their strengths and learning gaps are. Enlighten your classroom by having numerous formative feedback activities to help students who struggle.

Let student learning shine brightly in your classroom.

For any one who is interested in implementing formative assessment in the classroom, my book, Formative Assessment: Responding to Students is available through Eye-on-Education.

Public Performance and Students’ Learning

I watched a seven year who played his violin at a Farmers’ Market. About 100 people listened as he did two songs. When I asked his father about this performance, he stated that his son’s violin teacher insisted that all of his students play in public. These students are to watch the audience as they play to determine what moves the audience. So the son plays out once a week.

I wonder how often we have our students play outside the school to demonstrate their skills to the public and to listen to their response. How do our social studies students demonstrate their skills to the community? What do our math students do to showcase their learning and get reactions from the people in their town?


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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