Ch. 8: Effective Assessments

We must remember that effective assessments do not have to all be the same. Why grade 15 written reports when students can show the same thing in different forms? Why not give choice? Why not take home a variety of projects that represent the same outcome? Wormeli reassures us that this approach of differentiation while assessing is perfectly normal and usually more enjoyable. Grading does not have to be hard or strenuous at all. Yes, we need a new criteria for each project, yet, the overlying point is did the students accomplish what you wanted them to learn, was your essential question met…Students should have the opportunity to show off their talents and meet expectations in their own, unique style. For example, at the beginning of the chapter, Wormeli talked about Danny who struggled with reading. Wormeli let him do his book report in a form other than writing the summary in order to achieve. While Danny sang and played his guitar, he was able to express what he learned from the book. We need to give students the option to show their true colors and not hid behind a giving assignment that they cannot do well at. The thing that stuck out in the chapter was the section on the goal. I find it interesting that the good assessments define at the beginning of the chapter and not the end of the unit. When the student and the teacher are on the same level the outcomes will improve tremendously because both parties will clearly understand what is expected. In my classroom, I hope to bring some of the examples of group and individual assessments that were mentioned on page 93 because they include MI’s, differentiation, socialization and imagination. A well-rounded student is subject to knowing who they are at least one of these levels; we are the coaches and guides that have the will and ability to bring these aspects to life. While assessing we need to know the difference between a “good” assessment and a “valid” assessment; a good assessment is a valid indicator of what students know and are able to do while valid assessments give students a fair and equal chance to show what they know and can do. As teachers, guides, and coaches, it is our job to assess while students are at their best. The main concern we should have while assessing is, “Did they meet our objectives?”—if the students understand our goal, the essential questions and the objectives, then we have done our job; it should not matter how they show what they have learned only that they do show that they have learned what we expected them to learn.

Ch. 7: Differentiated Instruction--Fitting the Lesson to the Learner

In differentiating instruction and lessons for all, we must remember to teach the content. All students are different and learn in different ways. The most important thing we need to keep in mind is what is essential to know. Wormeli said, we all have “fluff” in our lessons and must be flexible enough to change the “fluff” for the student’s interests and abilities. Some students need this extra information to push them to succeed while others imagine without the push and have the consistency to always ask why to get the information they need. I may be alone here, (and I’m ok with it), but I’ve never thought it was fair to give more work to the stronger students because of the myth that they can handle it and less work to the lower achievers. Why separate the workload in a week or month by giving the stronger readers two or three book reports and the struggling reader’s only one? I believe in differentiation, no doubt, but young adolescents are judgmental creatures and will quickly be able to pinpoint the stronger learners and the weaker ones and know where they fall. This will affect self-esteem, I feel. I was a strong reader in middle school but instead of having to do more, my teachers would have me compare the books I read in one report so essentially I was never doing more so it would not show, yet the teacher would know that I read four books versus Joe’s one, but it was something only the teacher and I would know. The opposite goes with math and myself, I would be at the lower spectrum. If my peers knew this, I feel I would be more self-conscience, therefore, we need to keep our students comfort levels in mind as well. In order to differentiate, we must remember that we have to be empathetic to our student’s interest, organized with grading, graphic organizers and be well-informed about the different areas within the content as well as be comfortable, flexible, tenacious, and resourceful within the classroom and have the ability to collaborate and include humor to the lessons. With all these things in mind, Wormeli helped me believe that differentiation is the key to a successful learning situation. My only fear is picking on the weak/strong achievers in the classroom therefore I won’t assign more, yet I would opt to assign choices and have information in different venues available, for instance, what I would expect if they were to draw the book report synopsis, or make an iMovie, Podcast or blog and how I would grade a written report versus an oral report. Having differentiation helps learners grow and succeed, but in every class we should have limitations and expectations for all to achieve. On another note, we, as teachers need to keep in mind the multiple intelligences to spark our student’s interests and boast differentiation.

Ch. 6: Accountability for High Standards

This chapter brought me back to that scene in the movie Freedom Writers where I believe his name was Jamal gave himself an F in the class. The work was his accountability, but how he learned it came from Mrs. Gruwell. So, in giving himself an F it was in terms giving her a big “F-you” as the teacher meaning he didn’t care and he didn’t learn anything. Wormeli turned this point back to a kid in his class, Jared, who stumbled on an oral presentation. He was uncomfortable speaking in front of the class, but Wormeli pushed him until all of his words fell into place. The student should and has the ability to lead their own destination, but the teacher is accountable when the material is not understood. We have to come to terms with this concept and manipulate our teaching to better fit our student’s needs. While holding our students accountable, we should step back and let them be their own guide and come to us only with questions that they or their peers cannot assess on their own. Although, we want to hold students accountable for their actions, we are important people in this journey of discovery as well, just like Mrs. Gruwell pointed out to Jamal. When students struggle, we struggle as well because we are weary as to if they grasped the material or just sit there nodding their heads pretending to listen. Wormeli suggested that if we respond to the standards at the same time the students are accountable for their work and efforts then academic excellence will be met. On pages 65-67, Wormeli left a bulleted list that I am sure I will reference back on when the sharing of accountability gets lost in the shuffle of life. These are just some tips such as standards are not limits, they are minimums and think unconventionally, always putting the student first, so that we now where we stand and where we should go with our lessons so that students will contribute a fair amount.

How to be a "Wiz" at Brain Based Teaching

"We are preparing students for a world we know nothing about," is an excellent quote that helps us see things through our students eyes. Change is always present, can we keep up with the change in the world, in classrooms, etc.? Through Jenny and Meghan's presentation on the book, I took a lot of notes because of the many activities and projects we could do to keep our students interested in this changing environment. Although change occurs and our technology will never be the same from year to year we are still expected to be role models and guides for our students during their schooling journeys. The way the book was set up helps as to accommodate to every student, personality, MI, etc. We have to remember that although our students will be learning in a time of high technology that we can always lean back on the pen and the paper to guide them. The "back burner box" was an excellent idea that will most likely find a place in my classroom, because it helps students take their mind off what is bothering them and refocus on the classroom. Although, we are not their parents, it is our job to assure that our students needs are being met, so we must push all the things we do know on our students so the things we do not know will slowly fall into place. The unknown becomes the know with imagination, will and curiosity much like the journey Dorothy took in OZ and the journey Jenny and Meghan described in the author in the book tried to accomplish in her own classroom and spread to other prospected teachers. I think through their discussion, I will buy the book and use it in my everyday practice to make my classroom a more successful and reassuring environment for my students.

Ch. 3: Brain Reseach Applied to Middle School in Meet Me in the Middle

In this chapter Wormeli focuses in on the brain, how it works, why it functions and what stimulates it. When we understand the brain then we are able to understand how it affects the development of adolescents. When I was in high school, I remember I would work hard to memorize the information I needed for the test and after the test if I felt it was not relevant, I would forget it. As an inspired teacher, I now know how important memory is in teaching. We must involve all students and accompany learning with stimulating activities that boast knowledge and growth. I like the concept of “wait time” Wormeli exposed us to on page 21. This concept of “wait time” helps extend processing. We need to allow time between announcing and asking the question, asking the question and calling on someone to answer it, calling on someone to answer it and requiring an answer, and student’s answer to the teacher’s response because the brain is hard-wired and needs simulation in order to recall certain aspects in life at this age group. Giving “wait time” allows the brain to process where it is suppose to go and how it is going to get there. I personally became attracted to the idea of the emotion learning because of puppy background. Feeling like you are part of the situation helps the buildup of the mood of the classroom. The aspect of “plants” as parents may seem like a great idea but may have some time constrains and schedule conflicts. Blooms taxonomy plays a big role in the way students learn along with several activities such as euphemism, weasel wording, and bad analogies to build engagement and keep the information solid and in reach. There can be misconceptions, but there are always a way to pull through with the ways to prevent misconceptions on page 37-38. Overall, a lot of what Wormeli touched on in this chapter will be useful and handy while teaching in my own classroom in order to reach the students as a whole.

Student-Oriented Curriculum presented by Cam, Charli and Kaitlyn

After listening to the book talk, I am well aware that 13-16 statements are in fact true, but it is our job as teachers to push students along and help them catch on with the concept of being in control. They are the one driving the vehicle. The vehicle may stop at various places to learn, but not every students vehicle will stop at the same place. Every student has different interests and different views on what is important for them to learn. Student-oriented curriculum pretty much helps students teach themselves, where the teacher guides them along the way, but let's them see the big picture where they want to focus in on it. For example, if the unit is on health, some students may pick health in sports other students may want to know about diseases where others may even be concerned with addiction and depression problems. Each of these sub-categories can be broken up and explored across the field. This way of teaching is beneficial because the long-term teaching goal is met and the students are learning in a way that suits them. The curriculum is indeed demanding because you as the teacher must have the ability to answer all questions that arise, but the reward is greater because the students are learning what they want to learn when they want to learn them. I feel that in a classroom setup like this students will participate more frequently because they are engaged and learning what they want rather then what the teacher has planned for that particular day. Overall, I think this setup is worth a try and very beneficial especially when team teaching. It may be more work but the students grow more and essentially need less because when they are engaged and focused on the topic research becomes fun and easy.

ch. 13: Outdoor Activities from Meet Me in the Middle

It is true that outdoor activities build confidence and self-esteem as well as boosting personal anatomy. I remember at least three times a year we would go to the AMC and exploring. Sometimes we would sleep in huts and other times it was just day trips where we’d snowshoe, use compasses to get out of the woods, take hikes, explore trails and investigate trees, plants, animals and rivers. We must teach conformity as well as individuality so group building exercises and individual reflections are a key to successful outdoor learning. I don’t really see it feasible to go camping all the time or feel that it would be approved, but maybe once a year for an end of the year activity it would work. The build-up of day trips would allow it to be integrated with all content areas and the camp week would be the reward. Because, I am not very mathematical or scientific all the activities I like have to do with finding self, artistic aspects and English. Surviving nature and outdoor problem solving help students get grounded so I feel with these activities students will learn the things they need to learn to be individuals and also conform to work together. Creature features and sketching just seems way to fun to not include in the camping trip. Parental support and chaperones are needed to have any field trip be a success. Not to disagree with Wormeli, but overall, I feel a “camping trip” may not be totally do-able, but instead we could have several day trips throughout the year where we focus on different activities, different content and different ethical reasons. I really like the idea of “giving back” by doing a service project on one of the trips. Outdoor Adventures help students become grounded and even if it rains they can be memorable if you prepare enough.

ch. 4: Active Learning of Meet Me in the Middle

Active learning is the best form of learning. It is determined that if the students are not interested in the subject or engaged in the content then they are NOT there yet. We, as teachers, must find ways to push are students to be there all the time and be willing to grow and learn. Wormeli described many ways to activate learning in the classroom that I will keep in mind when I have a classroom of my own. Reading the setup of the student who did not catch on to learning ratios helped me zoom in on the different aspects of teaching. Teaching is not sitting in a room listening to the teacher talk for 90 minutes. Teaching is involved, interactive and involves movement of all the multiple intelligences. We can have active learning by kinesthetic, verbal, musical, spatial or naturalistic involvement. As Wormeli said, “movement helps transfer an abstract idea into a tangible sensory impression.” Before setting up an activity, we must know clear, essential information to pass on. In my high school, we were allowed to take a ceiling tile home and write a quote, paint a picture or illustrate a word that meant a lot to us. When we finished the tile it would go back in the ceiling as be a place for eyes to wonder when in thought or trying to gain ideas or brainstorm. This active learning idea that Mr. Hamel used is like Wormeli’s maintaining a bulletin board, carousel brainstorming, adding papers to wall and diagrams with chalk. Some of Wormeli’s ideas are very useful and some I would have to tweak to fit for an English classroom. Rap songs, the “wave”, rewriting traditional songs, summary ball, Olympics, punctuation marks, demonstrating pronouns and drama are the ideas I will most likely use. Overall, movement and motivation work hand and hand and lead to engagement and growth in all classrooms.