Teaching and Testing vs. Student Learning and Assessment

In a 2011 issue of Ed Weekly, Peter DeWitt published an article discussing how our focus on testing should be shifted to assessment. This idea of assessment, whether formative or summative, has been widely spoken and debated for quite some time. Our movement towards common core standards and PARCC assessment has forced our shift to summative testing. In other words, we are preparing students for end of course summative assessments that provide an "autopsy" of how well the students have mastered skills and content. By incorporating "Student Growth Percentage Scores (SGP's)" in teacher evaluations we are also assessing how well teachers have done in ensuring such mastery with a defined group of students. 

While there is value and relevance to summative assessments, our goal as educators is not to teach, it is to ensure student learning. In order to meet that demand we need to employ formative assessment to constantly check for understanding. The results of which will impact our pacing, lesson plans, follow-up assessments, interventions and support models.

In most schools teachers embark on this challenge in isolation. They develop tests, quizzes and other formative assessments  on their own. Teachers calculate percentage scores, averages, and hopefully varied levels of itemization resulting in data analysis for their group of students.

The work of DuFour, DuFour and Eaker support a hybrid approach to formative assessment by introducing common formative assessment.  The advantages of teachers teaching the same content developing common assessments are highlighted in their many works.  It is important to note that they are speaking of assessments and not content tests. These assessments provide a variety of prompts, questions sets and tasks that assess the skills, critical thinking, problem solving and content connected to the standards. The results of each assessment are itemized and discussed collaboratively. Interventions, curriculum changes, and  instructional planning are developed collaborative as a result of the data.

"If five teachers teaching the same course or grade level are responsible for ensuring all students acquire the same knowledge and skills, it make sense those teachers would work together to determine the best methods to assess student learning. A team of teachers could divide responsibilities for creating a unit and developing assessments. Teachers working in isolation replicate and duplicate effort. They work hard, but they do not work smart.", (DuFour, DuFour, Eaker, 2007).  Other advantages cite equity, collaborative problem solving, improvement of individual and teams of teachers, systematic interventions and increased student achievement.

Teachers of the same content working together to develop 3 or 4 benchmark assessments, aligned to standards, presented timely, and analyzed and discussed collaboratively will undoubtedly have a greater opportunity to ensure student learning than high stakes, summative tests.

Common Core Sharing

Now that we have established and committed to the Common Core Standards we have a common expectation. We have a framework that will be used to assess our students based on curriculum aligned to these standards. While the implementation of common assessment vehicles is beginning to unfold there remains skepticism and concerns regarding the focus on testing, logistics and value of high stakes assessment.

One advantage of national common standards is the unity of our educators around the country. By providing common standards we simplify the process of making connections between educators of the same content area. Teachers across the country who have common core aligned curriculum are sourcing and developing instructional materials and resources that are aligned to these standards. By standardizing what we teach we open up the opportunity to crowd source the content, materials and plans we implement in our classroom. The breadth of sharing escalates when we align all of our teachers.

The Learning Registry, www.learningregistry.org was developed to connect the thousands of pre-qualified resources being utilized by teachers around the country. The Learning Registry is a portal where educators may find standard aligned digital content. Educators may simplify their searching of the registry by using the site http://free.ed.gov.  

This is a start in the right direction. As the web continues to grow the resources for educators grow with it. The common core standards has standardized "what" educators need to explore with students. Together we can vet the digital content aligned to these standards and share it with our peers. I hope to see more sites like the learning registry simplify this process.

Responding to Student Needs With Instructional Strategies

A number of established and best practices in education emulate the principles of inclusive education.  Educators today are better equipped to facilitate meaningful and inclusive education for students at risk.  However, a holistic and comprehensive school plan is an integral component of a school wide effort to provide all students with the education they are entitled to receive.  We must continue to enhance and expand the continuum of options available to our students.  Principles of this systematic plan include staff that is trained in successful instructional strategies, committed to teaching and progress, reflective on student performance, and responsive to the needs of all students.

In looking at instructional strategies, a comprehensive review of the lesson framework and the selection of strategies and practices contained is the first step. We can best meet the needs of our students by designing a classroom environment that provides opportunity for all. Do we design lessons that provide individuals the opportunity to connect prior learning, assess their understanding of content, collaborate with peers, ask questions and explore new learning?

When designing instruction to meet the varying needs of our students the instructional strategies we select are the first step to level the playing field. My colleague and I have designed an interactive pyramid of intervention to provide a toolbox for teachers. This toolbox aides in lesson design, instructional strategies and targeted interventions.  An exploration of the interactive Lesson Framework provides teachers with a toolbox of instructional strategies for each area of the framework.

Flipping The Instructional Design In Core Subject Areas

One of the highlighted additions to the Common Core Standards is the focus on informational text. Students are required to demonstrate comprehension of such text as well as the ability to produce written text  grounded in research, analysis and argumentation.  In order to develop these skills and to prepare students for college and career readiness a paradigm shift must occur in many of our content areas. In many schools the approach to addressing this shift has been the integration of literacy instruction and application into core subjects such as social studies and science.

The design process looks something like:

What do we want our students to learn?

What content must we cover?

How can we integrate literacy into this process?

With the help of the Literacy Design Collaboraive teachers can now Flip this process in order to have a more focused approach to literacy instruction without minimizing the content. In  fact, teachers who have implemented the "template tasks" developed by the LDC have discovered students develop greater and deeper content knowledge.

This model involves:

Select a Literacy Based Template Task

Select a topic from your curriculum

Fill in the blanks in the task from the topic

Select the content/ text students will read

Select the text the students will write.

The task templates are available for download on the LDC website. The tasks are designed to be integrated into LA, Science or Social Studies.

An example task is:

 

[Insert question] After reading _____ (literature or informational texts), write _________ (essay or substitute) that addresses the question and support your position with evidence from the text(s). L2 Be sure to acknowledge competing views.

Sara Ballute and Timothy Lent in New York City used that template to create a teaching task for high school world history:

Were the achievements and growth of the Industrial Revolution Era worth the cost to society? After reading secondary and primary sources pertaining to the British Industrial Revolution, write an argumentation essay that addresses the question and support your position with evidence from the texts. Be sure to acknowledge competing views.

Monica Cressman, Sean Houseknecht, and Alex Shubert of the Elizabethtown (Pennsylvania) School District used the same template for middle school science:

Should animals be kept in zoos? After reading the information texts provided, write an essay that addresses the question and support your position with evidence from the texts. Be sure to acknowledge competing views.

The integration of the template tasks provided by the LDC represent a paradigm shift in core content instruction. While this model has proven to be effective it requires significant PD for all. This is a great opportunity in high schools for interdisciplinary PD. Having English teachers host PD on writing instruction for content area teachers, developing common writing rubrics and developing PLC's with a focus on this topic are some ideas worth exploring.

Students Use Social Media to Analyze Rhetorical Strategies in AP English Course

Social media has found a place in the classrooms of Chatham High School.  With the growth of social platforms such as Twitter, Facebook, and Google +, schools have been seeking out best-practice approaches to utilizing these platforms with students. Mrs. Heather Rocco, Supervisor of Language Arts, recognized the value social media can have in the classroom. She introduced Today’s Meet, a private micro-blogging platform, to her department. Ms. Falkner, a member of the English Department, was first to jump on board and integrate this tool in her classes. Recognizing the powerful impact that such tools have on instruction and the need to integrate them in a safe and effective way, Ms. Falkner worked with Mrs. Rocco to introduce this private micro-blogging tool in her classes.

The students in Ms. Falkner’s AP English Language class have been utilizing Today’s Meet to integrate Back Channeling in their classroom.  Back Channeling is the practice of using networked computers to maintain a real-time, online,conversation alongside live spoken remarks. Today’s Meet is a free tool for developing  such a Back Channel. It allows teachers the opportunity to develop a private online forum for real-time discussions. Think of it as a private Twitter feed that is available to you and your students.  The service is free and does not require students to sign up or register to join the conversation.

Today’s Meet can be used in a variety of settings including presentations, workshops, movie viewing and class discussions. It encourages the room to use the live stream to make comments and ask questions . The feedback gathered can be used as a method to check for understanding, tailor your presentation, sharpen your points, and address audience needs. Ms. Falkner has been utilizing this tool to develop an active learning environment in her classroom. She is using Today’s Meet as a tool to teach the skill of analyzing rhetorical strategies.

Ms. Falkner discusses how she uses Today’s Meet below:

 

“My AP language students are very strong at identifying rhetorical strategies in a text, but they struggle to be able to articulate how a particular strategy functions or what effect it has in the text. In short, they struggle to analyze rhetorical strategies, but they can identify them with ease. In using Today's Meet while viewing a documentary, I'm attempting to separate out the two skills: students identify the strategies as they watch and note them in 140 characters, and then they work in small groups, after the film ends, to select a few of the strategies noted in the conversation and analyze how the strategies function and for what purpose(s)/to what effect(s). This division of "tasks" enables students to differentiate between what it means to identify and what it means to analyze.

The "backchannel" conversation also provides students a lens through which to view the film - they are watching each scene with the intention of identifying a strategy to "tweet" out to the class, so there's active viewing vs. passive viewing of the film text. The students are motivated to write thoughtful comments because they have an authentic audience of their peers (whose opinions are often far more valuable to them than that of their teacher!).

The activity requires that we teachers "let go" of our control of the lesson and turn the reigns over to the students to dictate the direction of the discussion following the film. With that said, I could always interject a "tweet" of my own if I felt that the students were missing a key rhetorical strategy in the film”

How have you used micro-blogging in your classroom? Please share your experiences by commenting on this posting.

Image Source:
Social Media Band Wagon: http://serc.carleton.edu/sp/library/media/social_media.html

Today's Meet: http://www.todaysmeet.com

High Achiever or Creative Thinker...Developing Deep Thinking?

A couple of recent publications that arrived in my Google Reader prompted my thinking regarding "defining student achievement" .With such a high focus on standardized testing and data driven evaluations these articles present a fresh perspective as to "how should we define achievement?" What type of outcome are we looking for in our classrooms? Who will find more success in our global landscape, a high achiever or a creative thinker?

Grant Wiggins recent posting on "thoughtlessness" discusses our focus on "covering content" vs. developing depth of thought. He discusses a system in which achievement is obtained by working hard, completing assignments and testing well on materials that were taught. This is a system that does not dive deep into content. The below quote summarizes this thought process.

" But teaching is not about what you will do; I am interested in what the student will be able to do of value as a result of your teaching, because that is all that matters. Thoughtful teachers don’t design backward from the content (the inputs); they design backward from worthy performance in using content (the outputs)." - Wiggins.

In many of our classrooms we focus our attention on how to address students who do not know content. The reaction to this results in differentiation, specific interventions and formative assessments. What about the student's who do know the content? What do we do to develop these students depth of knowledge? Are we providing a classroom environment that offers growth for these students?

I believe it is important to spend some time reflecting on our instruction. Can we spend less time developing pacing guides and more time discussing methods to develop high order thinking within our units of study? How can we challenge our "high achiever", "content masters" to become creative thinkers? Are we providing opportunities to solve and discuss problems, ideas and questions?

This chart published on a blog posting by Bertie Kingore, Ph.D. discusses the differences between a high achiever, gifted learner and creative thinker. As we review the descriptors we should reflect on how we are creating classroom environments that support each.

A High Achiever...	A Gifted Learner...	A Creative Thinker...
Remembers the answers. Poses unforeseen questions. Sees exceptions. Is interested. Is curious. Wonders. Is attentive. Is selectively mentally engaged. Daydreams; may seem off task. Generates advanced ideas. Generates complex, abstract ideas. Overflows with ideas, many of which will never be developed. Works hard to achieve. Knows without working hard. Plays with ideas and concepts. Answer the questions in detail. Ponders with depth and multiple perspectives. Injects new possibilities. Performs at the top of the group. Is beyond the group. Is in own group. Responds with interest and opinions. Exhibits feelings and opinions from multiple perspectives. Shares bizarre, sometimes conflicting opinions. Learns with ease. Already knows. Questions: What if... Needs 6 to 8 repetitions to master. Needs 1 to 3 repetitions to master. Questions the need for mastery. Comprehends at a high level. Comprehends in-depth, complex ideas. Overflows with ideas--many of which will never be developed. Enjoys the company of age peers. Prefers the company of intellectual peers. Prefers the company of creative peers but often works alone. Understands complex, abstract humor. Creates complex, abstract humor. Relishes wild, off-the-wall humor. Grasps the meaning. Infers and connects concepts. Makes mental leaps: Aha! Completes assignments on time. Initiates projects and extensions of assignments. Initiates more projects that will ever be completed. Is receptive. Is intense. Is independent and unconventional. Is accurate and complete. Is original and continually developing. Is original and continually developing. Enjoys school often. Enjoys self-directed learning. Enjoys creating. Absorbs information. Manipulates information. Improvises. Is a technician with expertise in a field. Is an expert who abstracts beyond the field. Is an inventor and idea generator. Memorizes well. Guesses and infers well. Creates and brainstorms well. Is highly alert and observant. Anticipates and relates observations. Is intuitive. Is pleased with own learning. Is self-critical. Is never finished with possibilities. Gets A's. May not be motivated by grades. May not be motivated by grades. Is able. Is intellectual. Is idiosyncratic.

References

Szabos, J. (1989). Bright child, gifted learner. Challenge, 34. Good Apple.

Granted - http://grantwiggins.wordpress.com/2012/09/03/thinking-about-a-lack-of-thinking/

http://www.bertiekingore.com/index.htm

There's an App For That

Zite
http://www.zite.com/
Zite is a personalized magazine for the IPAD. You can select your favorite news sources or topics. Zite will build a magazine full of articles relevant to your interests. This app has a number of uses in schools. Teachers can use the app professional development. Their education topic and technology top-cs have excellent articles that are applicable to the classroom. Students may use Zite to catch up on current events, read non-fiction text, and explore articles related to health, social studies, mathematics, science and literature. Articles can be saved and shared easily.

Evernote
http://evernote.com/
Evernote is one of the first APPs that I have used on the IPAD as well as on my Android Phone.   Evernote is a great tool for teachers and students to capture notes, save research, collaborate on projects, snap photos of white-boards, record audio and more. Eve-rything you add to your account is automatically synced and made available on all of your devices.

Create Your Own STEM Textbook for Free!

The CK-12 foundation has introduced a new resource called the flexbook. CK-12 provides free access to textbooks for science, technology engineering, math and SAT review. They are now offering the ability to design your own "flexbook". You can read more about this initiative here. 

The web interface allows the user to select chapters from a text and then add them to your personalized flexbook. The editor allows the user to edit content in the chapter, insert text, insert images and insert videos. There are a series of easy to follow video tutorials that demonstrate how to add your own content.   Besides utilizing or editing existing chapters you can author your own chapter. The editor is very intuitive and offers a breadth of functionality.

Once you have finished curating the resources in your book you have options for sharing.

1. Share or Print as a PDF


2. Share as an online electronic book


3. Share as an HTML website.


4. Some of the books can be downloaded directly to the IPAD, Kindle, Nook Color, or Android Tablet.

You can share the book with your students by adding a link to it on your website or Moodle course.  There are a number of relevant books in the library. In many cases these books are best used to supplement the existing text and instructional materials already in place. The online textbooks utilize a number of primary source documents. They are designed to develop critical thinking skills.  You can search for textbooks that are aligned to the New Jersey standards and the common core standards.

The use of web-based, online textbooks that allow for the addition of personalized content offers a simple solution for educators to incorporate the resources of the web in one organized place.  Students, teachers and curriculum coordinators may author chapters or complete textbooks. Special education teachers may work collaboratively with general education teachers to provide flexible and differentiated content to meet the needs of their students. The possibilities are endless.

 

Enjoy

 

Common Core Writing - Web-Based Instructional Resources

Consider the following standard taken from the Language Arts Common Core

Standard: Writing

     “The ability to write logical arguments based on substantive claims, sound reasoning, and relevant evidence is a cornerstone of the writing standards, with opinion writing—a basic form of argument—extending down into the earliest grades. “       

While there are a number of resources and strategies that may be used to address this standard I would like to share some online resources that are available.

Let’s first take a look at the available options in the NY Times. We are all aware that the Opinions Section for any newspaper, not just the Times, offers an opportunity to read various viewpoints on a topic. Students may reflect, conduct further research and form their own opinions based on what they read in these sections. The New York Times Editorial page, Op-Ed columnists, Letters to the Editor or even the collection of Opinion videos are great resources for this type of activity.  There is also the Student Opinion section from the NY Times Learning Blog which targets stories relevant to our students.  Students 13 years old and above may register to post comments on the stories posted.

The New York Times offers another great resource called “ Room For Debate”  (www.nytimes.com/roomfordebate)  Room for Debate looks at an issue or event in the news and organizes four to five opinion pieces for each. The contributors are limited to a four or five paragraph response. This makes the reality of implementing this in a classroom or as a homework assignment more practical. The site is very user friendly for teachers and students.

There are a number of uses for such a source. Instructional strategies such as think-pair-share or jigsaw may be used in the classroom to discuss the various views. Culminating activities may involve contributing to an online discussion using Moodle, Edmodo, Ning, or a blog posting or any other online discussion forum.

After reading and researching varying viewpoints on a topic students may be charged with crafting their own written opinion piece that will be reflective of the various opinions as well as their knowledge of context gained.

Teen and Tween Tribune are another great resource for students to read current event articles as well as the responses and comments published by other students. Each day they post the most compelling, relevant, and interesting stories for teens and tweens. Students are provided with an opportunity to comment on these stories. Teachers may setup a class page and accounts to manage and monitor the activity on the site.

 

There are a number of websites that offer articles or conversation starters that can be used to formulate persuasive or argumentive writing. Opposing Views, Procon, Middle School Debate and the Wikipedia list of controversial issues are a few.

When looking at current news, politics and other notable events PolitiFact takes an interesting spin in its approach.  Each day they analyze statements and comments made by notable politicians and then rate the accuracy of these statements.

The RAFT writing strategy is a popular strategy for both teachers and students. You can view my wiki of resources regarding this topic here. When constructing a writing task in social studies this topic generator may come in handy.

When developing expository writing assignments in any subject area technology may be a valuable asset. The development of a digital story or tutorial requires a written document that is then narrated.

Students may develop a mathematics or science tutorial using Jing. This tutorial may demonstrate the steps of solving a word problem, the process of photosynthesis, or how to compute the area of a room. In each of these scenarios the students must develop a written piece that identifies the steps of the process. The fact that they will be speaking and recording their writing for a global online audience offers a level of authenticity and engagement that is difficult to replicate with traditional writing tasks.

By taking students on virtual field trips to  locations throughout the world using Google Earth, or the museums of the world through the Google Art Project we present opportunities to build context and activate prior knowledge. We also provide an engaging and interactive experience that acts as a catalyst for writing.

A simple webquest created using Google Sites may ask students to compare the sequence of events that led to the New Deal and contrast them with the events that led to the current economic stimulus package. A webquest template contains links to resources, tasks and guidance for students to take part in this inquiry driven assignment. Writing may be published and shared online using Google Docs. Google Docs will allow for peer review and editing. It also allows for the teacher to monitor the writing progress in real-time

 

Flip the Classroom - Screencasting Resources

Are you considering the implementation of the flipped classroom? The process of flipping the classroom involves a paradigm shift in what constitutes class work and homework. When a classroom is flipped the students receive direct instruction at home typically through the use of multimedia. When students return to class the next day they are able to apply what they have learned by working on questions, problems, or tasks that would typically be assigned for homework.

There are a number of instructional benefits to this process. You can read an earlier blog posting I have written on the topic here or take a look at my wiki page on the topic. My observations have been very positive.  I would like to share some of the tools that are available to create multimedia files that can be used to provide direct instruction online.

Probably the most popular resource is the Khan Academy which I have written about here. In order to produce instructional videos such as the ones used in the Khan Academy, an instructor must utilize software that allows for the capture of audio as well as your computer screen. This is called screencasting.

There are a number of free screencasting software  resources available. Let's take a look at some of them:

Cam Studio

Cam Studio is a free open source download. It allows its users to screen record  video tutorials and share them via a web link. It is also very easy to use.



 

 

Jing

Jing is another free download offered by TechSmith. With Jing you will also create a free online account with www.screencast.com.  When you record a screencast tutorial with Jing or capture an image you can save the file to your computer and upload it to your online screencast.com account. Each user is granted two gigabytes of storage space on the site. The site will provide a link and embed code for your video to share.

Jing offers a free and paid pro version. With the free version you are only able to create screencasts that are 5 minutes in length. While that may seem too short i believe there is a benefit to chunking your tutorials into 5 minute increments.

 

 

Screencast-O-Matic

Screencast-O-Matic is a very easy to use screencast site. It is completely web-based. It does not require a software download. Just visit the site and click start recording. There is a free and paid version. The paid version is $12 a year. With the free version you can create a screencast that can be used by students. If you export the screencast to upload to Youtube it will include a watermark on the free version.This site also allows the use to capture his or her video from a webcam.



 

 

Wink

Wink is a tutorial and presentation creation software that lets its users. It allows users to capture screen shots, add explanations, add text boxes, and add titles. You can create very detailed and highly effective tutorials with this free software. It is free and easy to use.



 

 

No Technology Until High School?

This weekend there was an article in the NYTimes that spoke about the Waldorf School located in northern California. Below is a quote from the article:

"This is the Waldorf School of the Peninsula, one of around 160 Waldorf schools in the country that subscribe to a teaching philosophy focused on physical activity and learning through creative, hands-on tasks. Those who endorse this approach say computers inhibit creative thinking, movement, human interaction and attention spans."




The school does not believe that technology is necessary or a valuable tool in education. They perceive it as a distraction. Their philosophy is to focus on the basics of reading and writing with traditional instructional methods.

This is a topic that may bring about a lot of debate. I would be interested to hear your comments? I believe that it is important to focus our curriculum. We sometimes get caught up in the fads and new gadgets. However, if used "as a tool" i believe that technology has an impact on student achievement. It is my belief that we should not be teaching technology. It is not about the technology itself. That will always be changing. The students will adapt to those changes on their own. It should be about the content. How can we use technology as a tool to suppport the essentials within our curriculum?

I support the universal design for learning framework. In order to address the various needs in our classroom we need to differentiate content, process and product. We can use technology to represent content in a multitude of ways.  When used appropriately it engages students and allows for alternative methods of evaluation and assessment. Our public schools have students with a variety of backgrounds, experiences, and needs. As educators we must do our best to individualize the learning experiences for our students to be sure they are successful. Technology is a tool to aid in this process.

I also believe it is iresponsible for educators to ignore the footprint of information and breadth of knowledge available through the web. How do we not teach students to manage and vet the information that is available to them on the internet? The web and mobile technologies allows students to collaborate with others. It allows students to make connections, write for an audience and compare perspectives of others. Ignoring this opportunity and limiting a child's education to what is available within the four walls of a classroom is not an effective education in the 21st century.

 

What are your thoughts?

Reflecting on our own school experiences.

I recently attended a conference in which Charlotte Danielson was the afternoon keynote. Charlotte discussed the details of her framework for teaching. She also discussed her views on the overall evaluation process. While the session had a number of key points that were shared there was one topic that I believe is worth sharing. 

The Danielson framework for teaching is made up of 4 domains.

Domain 1 - Planning and Preparation
Domain 2 - The Classroom Environment
Domain 3 -  Instruction
Domain 4 - Professional Responsibilities

Charlotte presented the following question to groups of teachers during professional development sessions. " If you were to walk into a classroom, what would you see or hear from students or the teacher that would make you say, this is good stuff. I would want my child in this class? "  When presenting teachers with this question almost all of them would provide examples from Domain 3, instruction. They would site things like engaged learning, discussion, collaboration and assessment.

She would then ask a group of teachers, "Think back to when you were in school.  Remember a teacher or class that had a positive impact on your. What is it about this teacher or class that had an impact on you? Why was it so great?". When presented with this question almost all of the teachers listed attributes that would fall under domain 2, classroom environment. They would list experiences such as respect and rapport, a positive learning environment, a teacher who cared and the overall relationship of the teacher with the students.

This simple exercise in reflection reveals a lot. In our pursuit of increasing student achievement we tend to focus on instructional strategies, interventions, curriculum, formative and summative assessments, and the lesson framework. While these are all important and essential, is it possible that we are not placing enough emphasis on the classroom environment? Should we be working with teachers and supporting teachers to be more supportive and caring. Should we be working to build better rapport with students? Does the rapport we have with staff and the culture we establish in our buildings have a direct impact on the classroom environment? Can a school or district wide initiative to improve the relationship between administration and faculty and faculty and students impact student achievement and move us to the level of success we are striving for?

My thoughts in this posting are general observations related to teaching and learning. While this is an excellent topic for reflection it is not necessarily specific to my current district. I believe this is an area that all schools can benefit from exploring.

Web Based Inquiry Science Resource

The Technology Enhanced Learning in Science Foundation (TELS) is a funded consortium of seven universities, a non profit educational organization and several public schools around the country.  They have released a web-based tool for science instruction called WISE (Web-Based Inquiry Science Environment.

Here is a snippet directly from their site:

"WISE is a free online learning environment supported by the National Science Foundation.  In WISE modules, students work on exciting inquiry projects on topics such as global climate change, population genetics, hybrid cars and recycling.  Students learn about and respond to contemporary scientific controversies through designing, debating, and critiquing solutions, all on the WISE system.

Students do most WISE activities on the computer, using a web browser. The WISE software guides students through evidence and information pages that provide content, films, and discussion tools that encourage students to reflect and collaborate, and other tools for data visualization, casual modeling, simulations and assessment."

Students typically work in pairs on WISE Projects. The site allows teachers to create a teacher account. From the teacher dashboard you can assign projects and generate an access code for your students. The students then access the site, provide the project code and create their own account. From the teacher dashboard a teacher can monitor and view student progress and results. WISE is web-based. Projects range from 3-8 days. The software is web-based which means students can work on the projects in school or at home.

Why use an inquiry approach to science instruction

Research has proven that inquiry based learning is an effective approach to science instruction.  This type of learning involves the students taking on the role of a scientist.  "When students are active participants in asking questions, designing procedures, carrying out investigations, and analyzing data, they take responsibility for their own learning, and begin to think like scientists." (Glencoe)

 

WISE  has released a new version called 4.0. It can be accessed here - http://wise4.berkeley.edu/webapp/index.html. The site is still in BETA. They are in the process of adding resources and cleaning it up.  I would recommend registering your account with the new site. To view a short flash presentation on the features of WISE you can visit their original site by following this link: http://wise.berkeley.edu/pages/intro/wiseFlashIntro.php

 

Enjoy!

A Technology Integration Matrix - Developing our K-12 Neo's

The University of South Florida has published a technology integration matrix that is quite impressive. The matrix is to be used as a guide to initiate a paradigm shift with regards to how we infuse technology in the classroom. The matrix is an excellent resource for all k-12 teachers to not only assess where their level of technology infusion stands, but it also provides inspiration and a road map as we look to expand our use of it in our classrooms.  The matrix provides examples for each level for each of the core subject areas. 

Here is an excerpt directly from their site:

"The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells".

This matrix is a valuable resource for all educators. In our district we are working to develop rubrics for classroom walk-throughs. This matrix will be useful as we develop the look-fors.  It is also a great point of reference to share with teachers as we assess and discuss technology use in our district.

Thank you University of South Florida and the department of instructional technology for developing and sharing such a wonderful resource.

Guided Reading Groups Cross State Lines

The students in Ms. Reichel's grade 2 class at Briggs Elementary School have opened their classroom by partnering with another grade 2 class located in Tennessee. Ms. Reichel had previously hosted whole class video conferences with her class in which all of the students engaged in a series of questions, answers and discussions. Although these events have been successful, she wanted to be able to use this technology in a more intimate setting. By providing an intimate setting we allow small groups of students to engage in a more fluid dialogue. This provides a manageable audience as well as opportunities for students to make connections and share perspectives on a topic.

I worked with Ms. Reichel to setup small group video conferencing in her classroom. We used the guided reading table in her room, a laptop with Oovoo installed and a webcam. The students in each class were divided into four groups. Each group read a book that was at their guided reading level. The students took note of connections, inferences and wonder questions as they read the book. They also noted their favorite part of the book and any questions that they had regarding the book.

Armed with their knowledge and questions we connected the groups with a 20 minute video conference session. The groups in NJ and Tennessee discussed their connections, inferences and wonder questions. They read parts of the story to each other. They exchanged questions as well as perspectives that brought insight to their geographical differences and class curriculum. The book talk extended beyond the actually books by making connections to their current studies in science.

This was an amazing learning opportunity for the students. This personalized approach to collaboration is an  example of the development of 21st century skills. Technology allowed us to collaborate beyond our classroom. We provided students with authentic connections that brought various perspectives, opinions and knowledge. We provided an audience for our students that was beyond their typical day. We experienced an excitement for reading, sharing of what good readers do, and collaborating with others.

Awaken Your Curriculum With Skype Interviews

Financial responsibility, goal setting, savings options and of course technology,  are just a few topics covered in a White Rock elementary school  fourth grade classes. Students in Mrs. McLeod and Mrs. Brzostowski’s collaborative classroom enjoyed learning about financial decision making using a program called “Feed the Pig”. Students worked in groups to create financial plans for piglets. They discussed their own goals and how to accomplish them. Students even created digital posters and digital stories for their peers as a campaign for proper financial decision making.



Students used technology almost every day in the White Rock classrooms. This  included digital posters using Glogster, interactive storybooks using Story Jumper and interactive simulations that reinforced what they are learning in class.  These activities not only developed 21st century skills, but students were provided with a authentic learning opportunities. They were provided with multiple avenues for assessment.  The technology options allowed them to display their creativity. It also  provided an opportunity alternative assessments and increased student engagement. This is the recipe for a successful project.

The finale of the project was held Wednesday May 18^th when Mr. Ray DePalma a Certified Public Accountant Skyped with the class and discussed how to save money. Students asked Mr. DePalma what taxes were, how to become a CPA and of course, how to be the most efficient with money. Below is a clip from the event.



By using Skype to connect with subject area experts we are able to make authentic connections to the curriculum. Students can receive information, ideas and opinions from experts in a field. By combining access to individuals as well as the world wide web we move away from a classroom environment where the teacher is the only purveyor of knowledge. This new model has the teacher facilitating the learning in the classroom and providing multiple means of representing content and assessing content.

Using Skype for Grade Two Book Talk

The students in Ms. Johansson's grade two class at our Cozy Lake Elementary School are taking their book talks around the country. Today the students in Ms. Johansson's class hosted their first online book talk with a grade two class in Dillwyn Primary School located in Buckingham County Virginia. The project was organized by myself, Ms. Johansson, Mrs. Stephanie Cotsifas (Coordinator of Staff Development/ITRS, Buckingham County Schools)  and Ms. Gillispie (Grade two teacher Dillwyn Primary School).

The students in each class read the Magic Tree House Book: Mummies in the Morning. Each class developed a set of questions and conversation topics to share during the online book talk. We used Skype to connect the two classes. Below is a short clip of the event.



The book talk was a great opportunity for our students to engage in an authentic exchange of opinions, ideas and perspectives. By connecting our students to classrooms around the country and our world we expose students to collaboration and the opportunities that exist by connecting with technology. It is really interesting to hear the perspectives and exchange of information from schools around the country. We are looking forward to more connections in the future.

Authentic Learning With Skype - Sea Turtles

I recently worked with a grade 4 class in one of my elementary schools. Mrs. McLeod and her students were very interested in sea turtles. Her students were conducting research on the various types of turtles. Mrs. McLeod attended a workshop that I presented on video conferencing in the classroom. Upon completion of this workshop she gained access to a webcam and a microphone that can attach directly to her interactive whiteboard. This is where the fun began!

Project Planning

Mrs. McLeod contacted me expressing interest in connecting her students with someone who could teach them more about Sea Turtles. Although i do consider myself resourceful, I did not have a contact that could fulfill this need. However, a simple Google search on "sea turtle experts" returned websites that pointed to Dr. Spotila, a professor with Drexel University. Dr. Spotila is one of the worlds leading experts on sea turtles. A quick email to Dr. Spotila requesting an opportunity to video conference with him via Skype was all it took! Dr. Spotila agreed and on May 5 our students connected with Dr. Spotila to discuss Sea Turtles!

The Result

The experience was one to remember. Our students conducted research on  specific sea turtles in advance. They also created digital posters using Glogster about the sea turtle they were researching. Mrs. McLeod had the students develop questions in advance for Dr. Spotila. We also organized roles for the video conference. We had question groups,  a videographer, photographers and note takers.

The students presented Dr. Spotila with a number of excellent questions. After the last prepared question was asked, what ensued was what every classroom teacher seeks. The students continued to engage Dr. Spotila in conversation by asking additional questions. Each question was well thought out, relative and sparked additional questions. The students remained engaged and enthusiastic for 30 minutes of conversation.

At the end of the session Mrs. McLeod presented the students with a closure activity in which they discussed what they had learned. Later that day the students published reflective essays on what they learned form Dr. Spotila. All of these materials as well as a video of the conference is published on our Google Site.

Reflection

This was a terrific experience for our students. By providing such an authentic learning experience using technology we engaged students in the learning process. The excitement over the activity still continues and the students continue to reflect. The best part of the entire story is that Dr. Spotila did not have access to video that day! For this entire event the students could only hear him, yet their focus was astounding!

Primary Source Documents in Social Studies

Primary sources are the building blocks of history. They are not limited to printed documents. They may also be artifacts, places, sounds and images. When primary source documents are used in instruction they expose students to various perspectives on issues from the past. They promote inquiry. Students engage in question asking, critical thinking, inferencing and interpretation. In many instances classes that utilize primary source documents create an environment where students engage in debates about interpretations. They will challenge each others conclusions and engage in a rich dialogue.



Instructional Value

Students who analyze and discuss primary source documents will soon realize that almost all recorded events are subjective. They will be empowered to research and defend or disprove their findings. Primary source documents are supportive of the first framework of universal design for learning as well as differentiation. By providing multiple representations of content we can individualize the learning experience of our students.

A quote from Docs Teach

Primary sources encourage higher order thinking. As historians, students can link documents to see cause and effect relationships, fit historical pieces together to understand a whole story, understand historical events in context by relating primary sources to mathematical data or geographic locations, and assess primary sources as evidence to formulate interpretations about the past.

Providing Help for Students

Reading and analyzing primary source documents may be difficult for some students. Here is a guide that will help students learn how to annotate such documents in order to understand the documents and to become active readers. Here is a guide with some strategies for reading these types of documents.

Implementation and Extension with Web Tools

Primary source documents may be provided to students in electronic form. By using Moodle, blogs or wikis students may engage in discussions about the sources in forums, collaborate on analysis, and develop presentations regarding them. By building a library or collection of primary source documents we can not only differentiate for our students but we can move to an instructional model that is not dependent upon a textbook and allows for self-directed learning.

Docs Teach - www.docsteach.org

While there are many sources for such documents, Docs Teach is one worth exploring. It was developed by the National Archives. With Docs Teach we can setup classes and assign activities to classes. Activities consist of a collection of primary source documents and a related activity.  The activities are interactive. They encourage students to apply the levels of blooms taxonomy as they work to build  and support their interpretations within each activity.  Below is a screenshot of the available activities. Click the image to enlarge.

You will also find a library of activities that have been created by other educators and shared on the site.

Enjoy!

Flip and Manage the Classroom with Khan Academy

I have written about the Khan Academy many times in my blog postings. It is a tremendous resource and  one that I believe can greatly impact student achievement.  The "flip the classroom" model of instruction involves having students review teacher or student made tutorials at home for homework. They then work on applying problems in the classroom. The benefits of this method of instruction are discussed in one of my previous posting "Are you ready to flip the classroom".



If you are planning on testing this method of instruction, the Khan Academy is a great place to start.  Here is a brief overview of the site from the publisher:

"Our library of videos covers K-12 math, science topics such as biology, chemistry, and physics, and even reaches into the humanities with playlists on finance and history. Each video is a digestible chunk, approximately 10 minutes long, and especially purposed for viewing on the computer.

 

"I teach the way that I wish I was taught. The lectures are coming from me, an actual human being who is fascinated by the world around him." —Sal"

The site now offers new features as well as integration with our Google Apps for Education Accounts. After students watch the tutorials they can also work on practice problems in a virtual environment.  Each problems can be broken down into individual steps with a the click of a button.  Students are able to track their progress as they progress through an interactive map of knowledge.

Managing this progress has now gotten even easier. They have added an entire new Student/Class manager. Teachers can monitor and report on student progress. Information regarding these features can be found here. ( You will be prompted to login with your Google Apps account.

Students and Faculty who have access to Google Apps for Education accounts can sign directly into Khan Academy with their accounts.  The site is well organized and easy to navigate.

Here is a video from TED that discusses Khan Academy



Enjoy!