Tater's Spring Break Re-Takes and Re-Dos

This past week my 7 year old son and I have been on spring break.  On Wednesday 3/27 the #sbgchat discussed redos and re-takes.  Here is the Storify archive of the chat which I had to read because I was driving home from a day of skiing with my family.  My teaching life requires me to think about redos and re-takes everyday as I try to effectively implement standards based grading.  This week while at home with my son, I witnessed some real-life redos and re-takes I'd like to share here.   Watching Tater  reminded me that I am only scratching the surface with redo and re-takes in my classroom.  This post will serve as a reminder to me that I need to keep revising my process for the sake of my students.

Tater the Spy

One morning as I was working on a project for my math students (will be shared on my classroom blog), my son and his buddy were pretending to be spies.  Tater is a bit obsessed with James Bond at this time (yes, he is only 7 and yes, we watch James Bond movies with him - shame on me!).  Anyway, Tater and his buddy were trying to sneak up on me and surprise/SCARE me as I worked on my computer.  It was great because the first time they barely made it down the stairs before I heard them.  At that time I had no idea what they were doing until they informed me that they were spies trying to sneak up on me.  Upon hearing this I told them they needed a "redo" and sent them back upstairs to try again.  On their second try they got closer before I heard them.  Once I "caught" them, I complimented them on getting closer and then gave them another redo.  Tater stated that he wanted me to pretend I did not hear them so that they could sneak up on me.  I informed him that if he wants to be a spy, then he has to learn to sneak up on me using stealth - no sound, banging, or bringing attention to.  They continued to practice and each time they got closer and closer experimenting, revising, and problem-solving.  They were not punished for having to try multiple times.  I did not tell them they had only one attempt and then they were done.  Although they became frustrated during the process, they never gave up and found it fun to keep trying.

I immediately put myself into my classroom and the learning process my students go through to prove their understanding.  Why is it I can patiently guide my son through the revision/re-take process, yet  I struggle with my students.  I find it interesting that my students also would like me to pretend that they know something, similar to Tater's request for me to "pretend" I couldn't hear him.  In my classroom I drift in and out of "old school" and "new school".  When I am in "new school" mode I am embracing the standards based research and listening to the incredible educators in my professional learning network.  I am patient with the students, I encourage them to try again and give them hints and instruction that will help them revise their thinking and understanding.  I differentiate between silly mistakes and true misconceptions to help each individual student.  I push and do not give them an option to quit.  I work hard to stay in this mode, but every once in a while I revert back to "old school" mode.  My regressions are due to peer pressure from my colleagues, parents, and students who don't want to work hard to prove their understanding.  Those of you trying to implement standards based grading know how challenging it is for every stake holder involved.

Tater the Skier

I think I mentioned that my son is seven.  He has taken two full days of lessons and has a nice foundation of the skiing fundamentals.  During spring break we took our first family ski trip.  The night before we left, Tater was anxious about riding the chair lift and even got a bit teary.  Skip and I assured him that we would not put him into any situation that he would not be able to handle and that we would be there to support and help him.  All went well with the first chair lift ride.  We took Tater on beginner runs which were easy for him, however, he did not need to turn to get down the hill.  After lunch Skip and I decided that for Tater to learn how to turn, we needed to challenge him a bit, sort of force the issue.  We took him to an intermediate run which pushed Tater to the edge.  At the top of the run, Tater completely melted down and threw a fit.  He gave up, quit and according to him was not going to ski down the hill.  Unfortunately for him, I was not going to be hiking back up to the top so we could ski down the beginner hill, so we were at an impasse.  Skip and I let Tater throw his fit which took about 10 minutes.  We calmly waited and when he was calm enough to listen we explained the situation to him.  He was going to have to figure out how to get down this run by making turns and we would be guiding him the entire way.  Skip was downhill from Tater guiding his turns.  I was uphill ready to pick up skis and poles as they dispersed when he fell.  I yelled "pizza turn" (the new terminology replacing "snow plow") when it was time to turn.  It was extremely painful at the beginning with lots of tears and declarations of quitting from both Tater and Skip.  I told both of my boys that quitting was not an option, we were going to get down this hill and if we all worked together we would be successful.  Tater's turned improved each time.  As we made our way down the hill, we glanced up and saw the ground we had just covered.   When Tater looked up and saw what he had skied down it gave him confidence and the will to continue.  In the moment, it was a struggle and at times extremely unpleasant, however when we got to the bottom the three of us collectively felt a sense of accomplishment.  On the chair ride up we complimented Tater on  his effort and perseverance and we continued to point out the steepness of the hill he had just skied down.  The rest of the day, Tater had no problems making turns.  That hill we took him down was all about re-dos and re-takes.  Every turn he made was a re-do/re-take and it taught him how to turn his skies.  We had to challenge him on this hill because he would not turn on the easier hills.

This experience translates to my classroom in many ways.  Again, it interesting that I found the strength to push my son yet I sometimes have a hard time pushing my students.  I have learned a lot about "cognitive dissonance", that place where learners are extremely uncomfortable and struggle.  Our educational system does not allow for students to spend time in this place, we are to rescue them and make them comfortable.  I purposely put my son into a situation where he was uncomfortable and struggling and he learned - he was kicking and screaming, but he learned.  Because of the "pacing guide" I am forced to follow, I cannot put my students into this state often enough, nor do I know how to do it properly in an educational setting.  I feel I am doing a disservice to my students by not allowing them to have this experience of discomfort while learning mathematics.  I need to explore how I can create these experiences with the confidence I had with my son as he tackled skiing.

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?

The Lone Wolf and Standards Based Grading

I am the lone wolf when it comes to standards based grading at my middle school.  That is a very loaded statement and some at my school would disagree for the following reasons:

• Our report card has the following grades: A, B, C, NM (No Mark) meaning the student has not demonstrated proof of understanding in ONE or more Essential Standards 
• Every department has 10-12 "Essential Standards (ESC's)" for their courses
• These ESC's are tested at the end of each unit using common assessments and the following rubric:  4- advanced, 3- proficient, 2- developing, 1- beginning, 0- did not attempt
• If a student does not earn a 3 or 4 on an ESC then their OVERALL grade is a "No Mark" which means they are not passing the particular course
• As a department we agree on how the students earn a particular rubric score based on agreed upon criteria for each problem or assessment item
• If a student has a "No Mark" then they must complete a corrective activity or activities and then a re-take.  

Some of you may be wondering how this does not illustrate standards based grading.  I agree there is a lot of good stuff in all of this!  However, it breaks down when teachers combine the above with: zeros for missing homework, grading homework on completion, 10% off your grade for every day an assignment is late, formative quizzes count for 10% of your overall grade, and other types of grading based on behaviors rather than proof of understanding.  If you want to be reminded of my beliefs on grading behaviors etc... Read This. 

So, as the lone wolf, I have come to understand some things:

• I really admire and respect the teachers I work with because first and foremost they LOVE working with middle school students
• I understand their reservations in making the full fledged jump to grading students solely on their proof of understanding (or lack there of) of the Essential Standards - students, parents, board members, etc... ( a blog post for another time)
• Change is difficult

On the other hand:

• Teachers can't keep grading the way they are because that is the way they were graded
• It is not okay to stay the course and maintain the status quo
• It is a different world and we must be flexible and adapt

What I really wanted to write about was standards based grading and the correctives process, so I will share some quick thoughts and some resources I have created/gathered.  The whole idea behind implementing SBG is including the students in every aspect of the process.  What I find is that even though I am using a standards based grade book, the students have not utilized it fully.  I expected them to check their grades see NM's, highlight what they need to fix and come to me for correctives or what others call remediation.  About 2 months ago I came across this blog post: Mathy McMatherson's Wall of Remediation and I realized I needed to create something similar or duplicate this for what my district call correctives.  Instead of creating a physical wall, I created a virtual one.  So I created the following Google documents:

Pre-Algebra Chapter 4 Correctives

Pre-Algebra Chapter 6 Correctives

Algebra 1 Chapter 6 Correctives

Algebra 1 Chapter 8 Correctives

Now keep in mind these are beginning drafts, I am still searching for better online resources that will give the students practice.  Also keep in mind that these are very skill based which is the opposite of what my classroom is all about.  I am still working through all of this and also please remember that my implementation of standards based grading is a work in process! 

Please give me ideas and feedback!

Be the Teacher You Wish You Had in School

The other day while reading a blog post from one of my favorite educational bloggers: Bill Ferriter, The Tempered Radical I came across the following tweet:

This statement George (another one of my favorite bloggers/tweeters) shares struck a chord with me as a classroom teacher of 22 years.  When I started my teaching career, I gave myself 5 - 8 years in the classroom before moving up into some sort of administrative position.  However, what I realized is that my place is with the students, they are the ones I cannot wait to see every morning and think about during the evenings and weekends.  I tell my friends stories about my students and tears fill my eyes (I am a major sap head!).  Everything I do in my classroom is with thoughts of my students.  What I realized is that as a teacher, I stay in the classroom because I am determined to "create an environment I wanted as a student."

So, what am I doing in my class that I wished my teachers had done with me?  In the spirit of the common core and the inspiration I get from Dan Meyer's 3 Act Math, I have been working to change how my students learn math.

First, on Monday's our district has articulation time from 2:15 - 3:45 so the students have shortened periods and go home at 1:56 instead of 3:10.  I am using Mondays to introduce a "3 Act Math" type of activity that I then also use as the basis for my homework for the week.  I make sure the activity I pick is either related to our current pre-algebra content standards or will act as a preview for upcoming standards.  Here is an example of one of the activities we recently did and how this past week I referenced back to the activity as I introduced ratios and proportions.

Nana's Chocolate Milk (link to Dan Meyer's activity complete with video etc...)

Monday - I usually begin each of these activities with a story about myself and/or my family:
"During vacation, Skyler and I visited my parents in Oregon.  My mom, Nana, loves chocolate milk and Skyler loves to make it for her... I then show the video of what happened.

Nana's formula is one cup of milk to 4 scoops of chocolate, however, the video shows one cup of milk and 5 scoops of chocolate.

I ask the students to share some "math questions" they have and they all come up with
How can we fix Nana's chocolate milk?

After letting them fumble for a few minutes, and noticing that most of them are just doubling the "recipe" I stop them and throw a tidbit in "Oh, I forgot to tell you guys that when you fix the mixture, you can only add milk, you cannot add any more chocolate.  This really forces the students to think and work together.  

This takes the better part of the half hour we have together.  Pairs that are stuck are encouraged to walk around the room and "steal" ideas.  I cruise around and only ask questions to help them get unstuck.  By the end of the period, all of the pairs/groups have a solution.

Their homework is to write an explanation or illustrate their understanding of the problem/solution.  When they come to class the next day, they work with their partner to "revise" their explanations/illustrations as their warm up.  If a student does not bring anything, they participate in the group discussion and "copy" the groups/pairs end products.  (I do not penalize students for not completing homework - that is a completely different blog post.)

The rest of the week during class we worked on the standards in our unit of study, however, the homework all week was a  problem that related to Nana's Chocolate Milk: Nana's Eggs (the sequel to Nana's Chocolate Milk), Papa's Iced Tea.  Again, I have the students work on explanations and illustrations at home and bring something to revise the next day in class.

By the way, we did get a different solution than Dan's Solution Video - we added 1/4 cup of milk instead of a 1/2 cup, we must have thought about it a different way!  That is what I love about these activities is that they are open to the questions that the students ask.

This is one way in which I work to create a math class I would have loved as a student.  Problem-solving working to write explanations of my thinking, illustrating my math work and collaborating with other students in class.  Discussing, getting stuck, feeling frustration, persevering, learning from others, all things I rarely had the chance to do as a math student.

This past week when we started our ratio and proportions unit, I started by reminding the students about Nana's Chocolate milk and used that problem to create a concrete reference to define ration and proportion. The students loved it!

Should Quizzes Count?

As I passed back our most recent chapter assessment, I struck up a conversation with one of my Algebra 1 students.  When she looked at her scores (I give each problem a score which is tied to a standard rather than one overall score), she noted that she had never received such high scores in math.  This student has said that after every chapter test usually in amazement at her success.  This last time I decided to sit down and have a chat with her about two things: my confusion of her lack of confidence and her continued disbelief in her math ability.  She has passed every essential standard on every test with a proficient or advanced score, usually an advanced score (based on our department expectations). 
I took a seat next to her and we looked through her assessment.  I asked her some questions about how she solved some of the problems, how she chose strategies to use, why she solved problems the way she did.  These  questions proved what I already knew, this is a strong math student who knows what she is doing and why she is doing it.  In my eyes math makes sense to her. 
So then I asked the burning question I was really wondering: "How is math different for you this year?"  She sat and thought for a minute or two.  While she contemplated the question, I considered why I asked this and what I was expecting to gain from her response.  Since I am in my second year of implementing standards based grading, I am conducting action research in my classroom constantly.  I was hoping to gain some insight on how/if standards based grading had anything to do with the improvement of her math grade.  As it turns out, the implementation has had an indirect effect on her improved grade.
She told me that the biggest thing for her was our weekly formative assessments (quizzes) and the immediate feedback on classwork that had enabled her to practice, learn, make mistakes, identify her misconceptions, and then allow her to re-learn the things she struggled with without being punished by a failing grade.
"Mrs. Beck, you record our standard scores in the practice phase so that we can track our progess, understanding, and misunderstanding but those scores do not count against our grade AT ALL.  When it is time for the chapter test, the scores I receive on that are the scores I have in the class.  So, this year I am not stressed if I do not know how to do something, I just know that I need to get help and practice more.  I am able to focus on learning rather than focusing on not making mistakes.  The mistakes I make while practicing allow me to adjust and build a lasting understanding of algebra 1.  Last year I was so stressed about not making mistakes that I couldn't focus on learning the math standards."
When my winter break ends in a week, I know that I need to bring this issue up with my department to discuss if/how quizzes should be counted.  The most common comment I hear from my colleagues is that if they do not "count" the quiz, then the students will not take it seriously.  So, when I hear that comment my first question will be: what is the purpose of your quiz.  For me, the purpose of a quiz is to see where my students are with their understanding.  There has been more than one occaision that I thought my students had a concept down up until I gave them a formative assessment on the standard and was proven wrong.  Thankfully, my students will write me notes and let me know they have no idea what/how to do something because there is not the punishment of a grade looming over them.  They readily admit their lack of understanding knowing that there will be help and support to get them where they need to be.
I only hope I can convince the math departement that fear of a failing grade will not motivate students to learn and be successful math students.  It will be a conversation that will continue for many months with many uncomfortable moments.  But it is a conversation that I will start.  There will be many challenging questions asked from both sides and the parody will enable all involved to grow. 
I apprreciate any suggestions and/or advice you have to share!

Grading Irony

This past week, as I graded the first chapter assessment in my pre-algebra classes, I had a realization.  The last page was filled with problems on mean, median, mode and the best measure of central tendency (I will remind you soon about these) using a set of "test scores" from a social science class.  Some form of these questions have been on the chapter test for the past 6 years and I am embarrassed to say that I failed to see the negative impacts of averaging grades that were explicitly pointed out on these assessment questions.  Part of my ignorance can be attributed to the fact that I have been using a 4, 3, 2, 1, 0 grading system that equalizes the A to F grading range.  I learned many years ago that a 100 point grading range can be devastating to a student's grade.  But it took my student teacher and her discussions with students to really hit the point home.

The test scores that were given in the data set were:

92, 82, 88, 90, 82, 0, 98, 100

mean: 79
median: 89 (the middle number after putting the data in order from smallest to largest)
mode: 82 (the number that occurs the most)
mean (without the outlier): 90.3
outlier: 0

The mean or average of this data is 79 which is a C+ in most grade book programs.  When you look at this data, do you think the mean is an accurate evaluation of this student?  If we look carefully, there are four scores 90 or above, three scores in the 80's and then that ZERO.  Wow, can you believe the impact that one little zero has on the other scores when using the mean to calculate the grade?  What about the other measures?   Now it is story time...

As we went over this assessment question in class, an amazing thing happened.  Before discussing this question, I asked students which measure of central tendency was the best for "grading".  Overwhelmingly my students voted for mean.  I asked them why and they stated that the mean had been used in every one of their classes from fourth grade until now.  After the informal poll and the discussion, I posted the last page of their chapters 1 and 2 assessment.   I asked the students to get their phones or a calculator out and find the mean of the data since on the test they only had to describe/define how to calculate the mean of a set of data.  As each student saw the result appear on the screen of whatever device they were using there was a collective sigh of disbelief.  They were absolutely shocked at the result.  When they saw that the mean was 79, they began formulating arguments and questions as did I.

My first question was: Do you still think the mean is the best measure of what this student knows?  My next question was: Is there a measure that you would rather have your teacher use?  My last question was what are you wondering?
Here are some of my student responses to the data and my questions:

First, overwhelmingly, the students felt that the mean was the worst measure to use with this data.  They argued that the student obviously understood the material and that he/she had one bad day which had a huge impact on his/her overall grade (something that could be proven by using standards based grading).   If they had to choose, they preferred that their teacher use the median to "calculate the grade.  The interesting part came when we discussed the things my students were wondering.

They wondered why grades are calculated the way they are.  They wondered how grading can be more informative and meaningful.  The most insightful question came when a student asked, "Mrs. Beck, why didn't the teacher ask the student what happened or have a talk with the student to get to the bottom of the zero."  Many of the students stated that if this had happened to them, they would feel defeated.  And because we are in a middle school and there is no consequence for failing, they would no longer put much effort into a class that pays more attention to the one bad grade instead of acknowledging the many outstanding grades.  This question and discussion opened the door for a new look at the standards based grading system I use with these students.

I shared this problem and the discussion with the teachers at my school.  I am the lone wolf of standards based grading and this was not about converting others.  It was about awareness and having my colleagues consider the effects of their grading system on student learning and motivation.  Unfortunately, the message fell upon deaf ears.  I shared this information with the teachers because I promised my students I would.  I am sharing on this blog because I know there are many folks out there that will think about this and consider it.

Needless to say, my students have a new appreciation of standards based grading.  I will be sharing more about all of this soon.  I ask that you pause and consider your grading and what it actually measures.  Then join the #sbar group on twitter to join the journey to make grading more meaningful to all!

When Life Happens...

The beginning of this school year has been an eye opener for me.  I have been slammed with a lot of "LIFE" lately.  Without going into too many gory details I am dealing with some major stuff:

• My family is in the middle of selling, buying, moving, and trying to make it all work with only one move... slightly stressful for a couple of control freaks (my hubby and I).
• Parental health issues that will/are having a major impact on me and my family.

You are thinking, what does this have to do with education... well it has a lot to do with the students who walk through our doors everyday in many ways and I will be happy to make the connections for you!

Moving is stressful and it is something my husband and I despise, however we have done it 8 times in the 20 years we have been together (the past 9 years we have been in the same house).  We feel totally out of control because our house has sold and we are waiting for a short sale house we are trying to buy to close by the end of the month so we can avoid a double move.  My husband and I have had to remind ourselves that this short term stress is worth the result of having 3 acres of land to play on and a place that we will consider a vacation from our work lives.  It hit "home" today when we watched our 6 year old son run around the property.  The short term nightmare will lead to many incredible years of love and fun.  However, I know that our stress is transferring to our son in indirect ways and that makes me think of my students.

Have you ever had a student who tells you they are moving or have just moved and that they cannot find their "school stuff" because it has been "packed"?  There are tears in their eyes for a variety of reasons.  Maybe their parents are splitting up, or perhaps their family has lost their home due to the economy.  Or they could be moving for good reasons.  No matter the situation, moving is stressful and it can turn a household upside down which can have a huge impact on our students.  

Now onto the parental health issues.  Both of my parents are up there in age which creates an interesting dynamic for me, I had my son when I was 40 and so I am the mother of a young boy who has parents who now need help and care.  Again, what does this have to do with our students?

I want to make a plea of patience with our students.  Right now I am dealing with a bit of added stress, but I am so thankful in so many ways.  However, I worry about our kiddos in our classroom who are experiencing stress because of the "life" that is happening.  Guess what, some of your students have daily stresses that they deal with.

I ask you to please consider the following in your students lives:

• Listen to them and not judge what they share with you about what is going on in their lives
• Work to make a connection with the student(s) who seems to be a "problem"
• Provide a safe learning environment for your students, which includes giving them more time, or lending an ear, or finding a way to make them successful everyday.
• Look for the good in each student every day
• Know that sometimes the reason for their actions or lack their of are due to  something that is out of their control.
• Remember that NO student comes to school thinking "I want to fail"

Apparently, I have a lot of external issues that are impacting my daily life.  What I do not want is to impact is my students learning experiences in a negative way.  I have been thinking about how I can share my "life happens" moments with my students as a teaching/learning experience.  I want to model for them a variety of things:

• It is healthy to show emotion.
• It is normal to be stressed and confused about what is going on in your life.
• Please ask for help, support and/or advise when you need it.
• Know that there are many people who care about you.
• Know that you are an incredible individual with many gifts to share.

Yes, I know there are those students that make things difficult in our classrooms.  They are the ones who need to know that we as educators believe the above applies to them.

Most importantly, I am asking that when you are checking homework or looking at student work and you walk up to that student you are almost sure does not have it, STOP.  There are two paths you can take at this point.  The first is giving the student a zero for whatever work is missing this time.  Or you can take the second path and have a chat with the student to find out why they consistently don't do their homework or classwork.  Find out about this kid and make changes to help him/her succeed instead of continuing the cycle of failure.  You just might be the person who changes the student's learning experiences into positive ones.