What Is Your Summer PD?

CLICK HERE to Open the Interactive Slide

Here is an image of my summer Professional Development Slides I will be creating during the summer as I troll my social media sources.  I will pick 5 articles, blog posts, etc... to share with whomever wants to check them out.  I only have two slides so far, but once you click on the link, the slide show will live in your Google Drive account.  As I add slides you will be able to check them out.  Enjoy, Share, Repeat.

Homework in a Standards Based Learning Environment

Yesterday I was sucked into a discussion about homework on Twitter.  My colleague John Walkup likes to challenge my thinking on things which I appreciate because it makes me reflect on my practice.  In doing so, I found that I could no longer participate on twitter because I needed more characters.  So here is a brief explanation of how homework went in my middle school math classroom:

• When the students entered my classroom, there was an activity for them to complete.  (If the students are engaged, I can touch base with all of them).
• The "warm up" is based on THE ONE problem they had for homework the night before and is strategically chosen for it's learning value for all students.
• I ENCOURAGED the students to copy, cheat, and steal ideas from their group members as they communicate and collaborate and get their minds on math.
• As they worked, I "checked homework" by going to each group and checking in with EACH student. 
• If a student did not have their work, their book, their notebook or other materials, I made eye contact and ask them why (with empathy).  I had a coding system so I could keep track of each student's work patterns and level of understanding and look for work behavior patterns.  
• I also made sure that I smiled genuinely at each student and acknowledged their successes or understood their anxiety, frustrations, and/or confusions.
• This formative check I did with EACH student in EACH class EVERYDAY also enabled me to make sure the students knew I was there to challenge and support their learning in a respectful collaborative environment.
• I allowed for 5-10 minutes at the beginning of class to accomplish this task and build relationships.  It was the most valuable time of the day for establishing a foundation for trust and risk taking in a middle school math class.

I found that formatively assessing my students, providing a safe environment to make mistakes, learning from failure and building relationships were the driving forces behind all that happened in OUR math classes.  

Oh and by the way, when students were able to let go of their math anxiety by "copying" or "cheating" or "stealing" from a classmate a few things resulted:

• their math anxiety decreased
• their confidence increased
• they took risks and began trying difficult problems on their own
• they asked more questions and sought help and support 
• they increased their scores on unit assessments (which they could NOT "copy" or "cheat" or "steal" on.

Meaningful learning for all is my goal.

I've Absolutely Had It With Homework

For those of you who regularly read my blog you know, I think about standards based grading OFTEN! The other topic I am obsessed with is HOMEWORK.  Last May, one of my favorite education bloggers, Joe Bower wrote this piece on opting out of homework:
Alfie Kohn's "Opt Out of Homework" letter shared by Joe Bower

If you read the comments you will notice the long one I posted.  I have not done much writing here about homework.  I am not sure if it is because I feel it is not a battle worth picking since my views go against the mainstream thoughts of most educators.  Or if it has just taken a backseat to my need to write about other topics.  I have been collecting blog posts and articles for the better part of 2 years which are here for you to explore:
Kristen's Evernote Standards Based Grading and Homework Notebook

The resources I have been collecting (and obsessively continue to collect) have provided a burden of proof for me to share with those who question my philosophy on all things related to homework and standards based grading.  They have also given me enough peace that I haven't felt the need to push my views here or anywhere else except when I have to defend myself.  Interestingly two things happened this week that have awoken a sleeping giant and require my immediate attention.

Last week the second EVER chat for #sbgchat on twitter addressed homework:
Storify Archive of #sbgchat on Homework 03/20/13
It was a lively discussion that blew my mind with the speed of the chat and resources and thoughtful comments.  It also created a fire in my gut that told me I need to advocate for my views on homework.  Two days after that chat I received my son's first grade progress report in which he scored an S- for homework.  I would like to say that a light bulb sparked, however, it was more like an explosion of some sort.  So here goes another one of my "I Believe" rants which will be followed by a reflection on homework as the parent of a first grade student.

• I believe that students should read or be read to at home everyday for at least 30 minutes (any type of media) and discuss, debate, question, with family members what they have read for an additional 10-15 minutes
• I believe that students should have at least an hour of time to unwind or do whatever they choose
• I believe that students should actively participate in some sort of family ritual every day (including preparing dinner, attending sporting events, attending other events, helping with chores, caring for animals, any other family time/event)
• I believe that students should get a minimum of 8 hours of sleep a night
• I believe that if students do all of the above, they will have not other time for "homework"
• I believe that if students spend more than an hour on homework a night they are wasting their time.

Ouch, I am going to hear it on these!  First, the kiddos who are going to stay up until all hours of the night completing the homework you assign already know the material and most likely do not need the practice.  The ones who do need the practice will not do it anyway, nor will they do any of the things I mentioned above.  So, homework punishes the high achieving students by taking ALL of their quality family time and free time when they should be rewarded for their hard work during the school day.  The students who "need" homework" are usually the ones not completing it because they do not have the support at home.  They do not even do the things I mentioned above because their parents are usually working, and the student has to take care of siblings and/or cook dinner and/or be the parent.  

Please don't get me started on the responsibility argument!  It is an illusion to think that we can make anyone do anything, even our students.  This I have learned by becoming a parent.  The last thing I want my son to be is a blind rule follower.  I want him to be a thinker, problem-solver, questioner, creator, builder, includer, writer, reader, information consumer, member of a community, and contributer.  Because he is an individual there is no way to standardize this.  Unfortunately, school tries to.  

As I write this I have come to a realization, I do not fit into the system of school as an educator and as a parent.  Sadly, I have found that is also true for my son.  I just noticed the connection at this very moment.  Neither one of us truly fits in, in my case I can adjust as needed.  But for my son, is writing an "Opting Out of Homework" letter to his teacher going to be enough?

What is the Purpose of Grades in my Classroom?

My first semester of the new school year will be over in eight days.  I have whole heartedly began my journey into using standards based grading this year.  At the halfway point, I want to share some beliefs, insights, and struggles that I have acquired the past few months.

First, I want to begin with my beliefs on the purpose of grades in my classroom:

• I believe that grades are about what students learn not what they earn ASCD Article by Susan Brookhart
• I believe grades do not motivate or provide incentives for students to do well
• I believe one single grade given on a test with multiple learning standards is not an accurate measure of student knowledge and understanding.
• I believe that students should not be punished for taking longer to learn essential skills or standards
• I believe the students should be asking: "What does advanced look like on this standard?"
• I believe students should get credit for showing thinking and understanding in any way that makes sense to them as long as they can explain their thinking and procedures
• I believe students should get full credit even if they did not learn the standard "on time" 
• I believe that Summative Assessments are also Formative because the students know anything they do not score proficient on, they still have to show proof of understanding.
• I believe any work I assign to my students must be tied to a standard

How has my classroom environment changed based on my beliefs?

• My classroom atmosphere encourages thinking and problem solving rather than rule following because students have to understand the process they are using to solve math problems
• Students work and persevere on problems rather than giving up and waiting  for a fellow classmate or the teacher to give them the answer (#1 rule in my classroom - no one will give an answer, we agree to ask questions to guide thinking and learning).
• The students know that proof of understanding requires deeper knowledge and the ability to explain their process/thinking.  So when they don't understand something, they tell me rather than hiding it
• They do more work to show their understanding
• My students know their strengths and weaknesses and  find relief in the fact that I will work with them to improve and show understanding

I feel like I am in my infancy in the standards based grading journey.  I am experimenting with grade book formats and a variety of resistance from my colleagues, parents, and the students who have become comfortable taking the F.  At this point I feel as though I have made a break through with the kiddos that are used to taking the F.  They have learned that failing is not an option and that they have to prove understanding.  I also love the conversations that occur around standards based grading:

"how is advanced different from proficient on this standard"
"what do I need to do to prove understanding of this standard"
"I don't understand this concept/standard"

I am struggling in a few areas:

• providing timely feedback often is challenging
• my grade book and how it informs students and parents
• strong resistance from my colleagues (hence this post to share with them)
• training middle school students who are entrenched in the "old way" of grading to work to prove understanding

What I know for sure:

• my classes have changed for the better of all students
• I have so much work and growth in this area
• I will use my Twitter PLN and especially #sbar for resources, support and learning

I can't believe my school year is almost half over... YIKES!!