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| Perfectly Purple Teacher Book Cover :) |
Sunday, July 14, 2013
Teacher Binder
Here is a quick look at the cover of my teacher binder. I will finish this post later, but I wanted to get a picture out there and our internet is too slow for me to tweet the pic.
Thanks to @mathtastrophe for the post on using Colourlovers to get the design! Read her post here.
Saturday, July 13, 2013
Unit 1 LTs (draft)
This is a follow-up to this previous post on Unit 1.
I (finally) have my first draft of Unit 1 LTs ready to share. I am very eager for feedback, as I want these to be as good as they possibly can!
I (finally) have my first draft of Unit 1 LTs ready to share. I am very eager for feedback, as I want these to be as good as they possibly can!
Section 1.1: Reasoning Precisely with Quantities
Standards Addressed: N.Q.1, N.Q.2, N.Q.3, A.CED.3
1.1A: I can choose
appropriate units and interpret units for a given situation.
1.1B: I can determine
an appropriate level of accuracy required for a given situation.
1.1C: I can use
dimensional analysis to convert units in the context of a problem.
Section 1.2: Reasoning Precisely with Equations
Standards Addressed: A.SSE.1,
A.CED.1, A.CED.2, A.CED.3, A.CED.4, A.REI.1, A.REI.3
1.2A: I can create
equations and inequalities and use them to solve problems (1 and 2 variable).
1.2B: I can graph equations
and choose an appropriate scale.
1.2C: I can solve an
equation/formula for a specified variable.
Please, please, please give me any feedback you can! (I'm pretty much begging you.) Whether you think I dominated unit 1 (probably not) or think I totally screwed things up (much more likely), I want to hear your feedback so that I can improve them before the school year starts!
You can comment below or tweet me (@kathrynfreed) to give me your thoughts! Thanks!
-Kathryn
Reflection on "Fair Isn't Always Equal"
I just finished reading "Fair Isn't Always Equal" by Rick Wormeli, and was encouraged by @druinok to blog on my reflections before moving on to another book on my list. So here is my attempt and doing that.
Section 1: Differentiation and Mastery
The first part of this section was an argument for differentiation. As I have already been convinced of its impact on learning, it was not a game-changer for me. However I did really benefit from the multiple attempts to define and clarify differentiation. Here is a statement from p.4: "Differentiated instruction does not mean we make learning easier for students. Instead, it provides the appropriate challenge that enables students to thrive." This is a good clarification. We are not making it easier, but rather providing students with the skills they need to embrace the challenges we give them.
The second part of the section was dedicated to sharing the importance of knowing whether or not a student has demonstrated mastery. This really pushed me to understand how important it is to ask good questions both in class and on assessments.
Section 2: Assessment
If I hadn't already been convinced of the usefulness of re-assessment prior to reading this, it might have been a turning point. What was good for me was the argument for pre-assessments. I did not do those often this past year, and even when I did, I rarely got around to actually looking at them and using them to the extent I should have. I want to be able to give each student three types of feedback at the end of each semester (1.) mastery level, (2.) growth, and (3.) behavior. Prior to reading this I had planned on doing (1.) and (3.), but through reading this and a Twitter chat with Garnet Hillman, I decided that giving feedback on growth was also important, for the student and for me.
But that isn't the only reason I find a pre-assessment valuable. Being able to give the student something that shows them where they need to go to achieve mastery is also huge. And I am totally pumped that a pre-assessment can do both of these. I plan on giving students their pre-assessments back and referring to them throughout the remainder of the unit. It can be used for formative assessment opportunities! Students could write a letter to themselves on how to correct a mistake they made the first time the took the assessment (after some learning had happened).
For me, this was the most valuable part of the book (at this time). Because my brain continues to overflow with ways that the pre-assessment can be valuable (and I hope to have one written for each unit by the end of the summer...I better get to work)!
Also this section was full of ideas on types of assessments, both formative and summative. Ideas on differentiating assessments, tips for writing good questions, and general assessment ideas. This will be a place to refer to as I continue planning throughout the year.
Section 3: Grading
First and foremost, I appreciate the distinction made between assessing and grading. Much too often those two get muddled because grades are based on assessments (and at times other things).
A lot of the grading recommendations I have already adopted and/or do not have control over. We use a 4-point generic rubric to score in my district. I love it, but I wish we could use something other than numbers to provide feedback so that students would see it as feedback rather than a score! Also I have been developing my own layout for my gradebook. My students will have the same in their ISNs for them to track their progress with each learning target.
I appreciate this reminder when considering grades. I always remember it with assessment, but perhaps not always with grades: "We're out for students' success, not just to document their deficiencies." (p. 114) Keep that in mind when determining grades.
I also appreciated the chapter on conditions for redoing work. I often feel as though I should ALWAYS allow students to redo work for full credit. Now I still believe this is ideal, however it was good to be reminded that this is for the benefit of learning, and if it is not done within that perspective, then it is perhaps better to not allow it. I usually allow re-dos for up to two weeks, but I rarely helped students plan for how to be successful in managing this, so I appreciated the idea of creating a calendar for students to help them be more successful on re-assessments. I also plan on adding that all re-assessments are done at teacher discretion. This is a nice reminder for me that I don't always have to be superwoman and manage everything. Sometimes it is just not possible.
Section 4: Implementation and the Big Picture
The final section was dedicated to ways of implementing changes in assessment in your district. This felt like something useful for an administrator or a teacher in a leadership position. That's not me, but I am glad to know all of those resources are there if I ever need them when talking with a colleague. The most important piece for me was to remember that even small movements forward are positive things to celebrate. Sometimes I get to caught up in working toward the ideal that I feel I have failed when I don't reach it. I have to keep in mind that it is a journey to get there and all those little steps forward are moments to celebrate.
Well, I think that is one of my first attempts at a book reflection. Thanks to @druinok for nudging me to do this. I'm grateful to have my thoughts in one place!
-Kathryn
Section 1: Differentiation and Mastery
The first part of this section was an argument for differentiation. As I have already been convinced of its impact on learning, it was not a game-changer for me. However I did really benefit from the multiple attempts to define and clarify differentiation. Here is a statement from p.4: "Differentiated instruction does not mean we make learning easier for students. Instead, it provides the appropriate challenge that enables students to thrive." This is a good clarification. We are not making it easier, but rather providing students with the skills they need to embrace the challenges we give them.
The second part of the section was dedicated to sharing the importance of knowing whether or not a student has demonstrated mastery. This really pushed me to understand how important it is to ask good questions both in class and on assessments.
Section 2: Assessment
If I hadn't already been convinced of the usefulness of re-assessment prior to reading this, it might have been a turning point. What was good for me was the argument for pre-assessments. I did not do those often this past year, and even when I did, I rarely got around to actually looking at them and using them to the extent I should have. I want to be able to give each student three types of feedback at the end of each semester (1.) mastery level, (2.) growth, and (3.) behavior. Prior to reading this I had planned on doing (1.) and (3.), but through reading this and a Twitter chat with Garnet Hillman, I decided that giving feedback on growth was also important, for the student and for me.
But that isn't the only reason I find a pre-assessment valuable. Being able to give the student something that shows them where they need to go to achieve mastery is also huge. And I am totally pumped that a pre-assessment can do both of these. I plan on giving students their pre-assessments back and referring to them throughout the remainder of the unit. It can be used for formative assessment opportunities! Students could write a letter to themselves on how to correct a mistake they made the first time the took the assessment (after some learning had happened).
For me, this was the most valuable part of the book (at this time). Because my brain continues to overflow with ways that the pre-assessment can be valuable (and I hope to have one written for each unit by the end of the summer...I better get to work)!
Also this section was full of ideas on types of assessments, both formative and summative. Ideas on differentiating assessments, tips for writing good questions, and general assessment ideas. This will be a place to refer to as I continue planning throughout the year.
Section 3: Grading
First and foremost, I appreciate the distinction made between assessing and grading. Much too often those two get muddled because grades are based on assessments (and at times other things).
A lot of the grading recommendations I have already adopted and/or do not have control over. We use a 4-point generic rubric to score in my district. I love it, but I wish we could use something other than numbers to provide feedback so that students would see it as feedback rather than a score! Also I have been developing my own layout for my gradebook. My students will have the same in their ISNs for them to track their progress with each learning target.
I appreciate this reminder when considering grades. I always remember it with assessment, but perhaps not always with grades: "We're out for students' success, not just to document their deficiencies." (p. 114) Keep that in mind when determining grades.
I also appreciated the chapter on conditions for redoing work. I often feel as though I should ALWAYS allow students to redo work for full credit. Now I still believe this is ideal, however it was good to be reminded that this is for the benefit of learning, and if it is not done within that perspective, then it is perhaps better to not allow it. I usually allow re-dos for up to two weeks, but I rarely helped students plan for how to be successful in managing this, so I appreciated the idea of creating a calendar for students to help them be more successful on re-assessments. I also plan on adding that all re-assessments are done at teacher discretion. This is a nice reminder for me that I don't always have to be superwoman and manage everything. Sometimes it is just not possible.
Section 4: Implementation and the Big Picture
The final section was dedicated to ways of implementing changes in assessment in your district. This felt like something useful for an administrator or a teacher in a leadership position. That's not me, but I am glad to know all of those resources are there if I ever need them when talking with a colleague. The most important piece for me was to remember that even small movements forward are positive things to celebrate. Sometimes I get to caught up in working toward the ideal that I feel I have failed when I don't reach it. I have to keep in mind that it is a journey to get there and all those little steps forward are moments to celebrate.
Well, I think that is one of my first attempts at a book reflection. Thanks to @druinok for nudging me to do this. I'm grateful to have my thoughts in one place!
-Kathryn
Friday, July 12, 2013
Organization Container
After seeing this organizer on Leslies's blog, I knew I needed one. Well, I finally made it to Home Depot and got mine! Here it is right out of the package:
And so with the dimensions from this blog I made my own labels and printed them. The file is here if you want it.
I decided I wanted green and black so I copied them onto green paper and began cutting
And then I got to tape (I used double sided tape like Leslie recommended. It worked both for attaching the papers together and for attaching them to the drawers.)
And voila! Here it is!
My favorite parts:
- It matches the new paint in my room perfectly!
- I feel super organized now!
Advice: If you are going to cut them down (like I did with the big green ones) orient them at the bottom of the table cell so you don't have to cut so much (silly me)!
Wednesday, July 10, 2013
Scratch Paper Notepads
I have found that little pieces of scratch paper can be extremely useful throughout a day of teaching mathematics. I always have SOOO much scratch paper and I could NEVER use it all (even though I use it whenever I can) so I found another way of using it.
I had seen something that made me think this was possible and just didn't know how to make it work. Then I remembered that this was the age of the internet, so I found some blogs of people who had done it (http://www.chicaandjo.com/2008/10/22/make-your-own-custom-notepads/ http://www.instructables.com/id/Duct-Tape-Tear-Away-Scratch-Pad/ and many others) and set out to try it myself.
I started with scratch paper and headed to the paper cutter! I wanted to use 1/4 of a piece of paper, so I started cutting...
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| Starting Point |
 |
| In Progress |
 |
| Cut Paper |
 |
| Everything I Need |
 |
| Make an edge flat... |
 |
| Clip |
 |
| Glue |
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| Ta-da! |
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| One more clip |
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| Stacks of notepads drying! |
I usually glue them 3-5 times before calling it good, but it only takes a little bit of time in between to dry.
Monday, July 8, 2013
ISN Set Up
So I couldn't help but start my ISN because I have so many awesome ideas rolling around in my head that I NEEDED to try them out.
Here is what I'm starting with:
You can already see a few things I'm definitely going to do. First, use a rubber band to help hold it all together. I'm guessing my idea for that first came from here. But, I stapled it to the back instead. It didn't take a fancy stapler or anything and it seems a little easier than the hole punch, at least to me.
Also I want use tabs for each section so that students can find things faster. I got this idea from Mrs. Hester here. Since I'm at home I worked with what I had available, so this tab is made from masking tape, but I will likely do something similar to what Mrs. Hester did.
When you open it up I'll probably just do a basic info page. Name, Algebra, Period or something. I am the type of person who never (ever) uses the first page of a notebook, so I couldn't think of anything better to put here. If you have ideas, please let me know!
I also wanted to put my syllabus in my ISN and after reading about it here, I wanted to do a tri-fold brochure type syllabus too. But it's going to be a challenge for me to fit my syllabus on that little of paper...so we'll see how it goes. Anyway the back side of the first sheet is reserved for the syllabus.
If I do a table of contents I would do it next, but I'm not sure I want one if I have tabs...I have a space in each section I could add page numbers (see below), so I'm still undecided...
Then the first section:
And a pocket behind it for all the papers from that section...Quizzes, Test, In Progress papers... I first heard about the pocket here, but I think they are pretty common. I don't want mine super stuffed, so I figured one per unit will help with organization.
The next page is what I ended up attaching the tab to. I was going to attach it to the pocket, but it felt flimsy when I put papers in my pocket. On this page of each section we will tape/glue in a paper that lists learning targets and students can record their scores. I got this idea from Jonathan here, but changed it a little to meet my needs. As an FYI, I am planning on have a page in my gradebook for each student (yikes!) and I will just tape one in for each student, too. (Interactive Teacher Gradebook :)
Here is the file:
https://www.dropbox.com/s/ofjb69pmqnxlubu/Section%201.1%20Records.docx [does not currently work]
(I've seen some people with their dropbox files embedded...please teach me!)
Oh, also I might have them put page numbers here so that it is a table of contents for the section.
After that we would start on the first learning target. I know that ISN is usually input on right output on left, but that seems really backwards to me...why not start on the left and work toward the right. Also what if someone write big and wants more space? I am probably going to let them move to the back page of the right side. (I'm not going to be OCD about everyone being on the same page...I hope!) But I suppose if someone could prove to me that it would help my students learn better to do it the other way then I could probably switch. (That means leave comments or tweet me if you think it's totally wrong that I want to do notes/foldable/graphic organizer/input on the left and practice/reflection/activity/output on the right.)
Well, that's all I have for now. That's mostly just the big, basic structure of it, but the way my brain works I have to figure that out before I can figure out the rest!
Here is what I'm starting with:
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| My ISN! |
 |
| Staple :) |
When you open it up I'll probably just do a basic info page. Name, Algebra, Period or something. I am the type of person who never (ever) uses the first page of a notebook, so I couldn't think of anything better to put here. If you have ideas, please let me know!
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| Syllabus (and yes that's my foot...I'm not a great photographer...) |
Then the first section:
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| Title Page |
 |
| POCKET! |
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| Tab and Records for Section |
https://www.dropbox.com/s/ofjb69pmqnxlubu/Section%201.1%20Records.docx [does not currently work]
(I've seen some people with their dropbox files embedded...please teach me!)
Oh, also I might have them put page numbers here so that it is a table of contents for the section.
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| View of open notebook |
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| Section 1 |
Wednesday, July 3, 2013
Summer Reading List
The final books from my summer reading list arrived. Can you guess that assessment is a HUGE focus of mine right now? I was never really challenged to think about it too much before this past year and now I just love reading, learning, and thinking about assessment. So excited for the good changes I'll be able to make next year due to these awesome resources!
Here they are:
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| My Summer Reading List! |
- Classroom Assessment for Student Learning (2nd Edition) by Chappuis, Stiggins, Chappuis, and Arter (Copyright 2012 by Pearson Education, Inc.)
This is the book (well the first edition I think) that teachers at my school used to guide them toward SBG. They studied it as part of PD for several years (all before I started there), so I figured I should pick it up and start working through it. I read bits and pieces here and there over the school year, but haven't done much with it since summer started. - Embedded Formative Assessment by Dylan Wiliam (Copyright 2011 by Solution Tree Press).
I heard about this book first by reading tweets about #efamath. I was so frustrated that I didn't know what efa stood for that I looked it up and then really wanted it since I've been doing a lot of reading, learning, and thinking about assessment, but felt really lacking on formative assessment info. I just got it today, so I have not yet started, but plan on lurking at #efamath chat tonight :) - Fair Isn't Always Equal by Rick Wormeli (Copyright 2006 by Rick Wormeli).
Rick Wormeli is the second name I heard associated with SBG (after Stiggins since our school was reading the previous book). I think I got the idea to read this from #sbgchat, and after watching some of his videos, I knew I needed to buy it. I got it sometime during second semester and got through the first few chapters before the end of school. I would say I'm about halfway through at this point. (When Nathan Wear visited our Algebra Project he recommended this book and I felt super awesome because I had already been reading it!) - How to Grade for Learning (3rd Edition) by Ken O'Connor (Copyright 2009 by Corwin).
This is the book that we were required to have for our Algebra Project. Lots of good examples and recommendations of where to find other good examples in here. Not as dense of a reading as Wormeli, but I also feel like the goal is to pursuade you to do SBG and I'm already pursuayed. In that way I feel like it is a little less beneficial for me. But if you are like, "Still not sure why I would do that" then it would be the perfect read for you. - Understanding by Design (2nd Edition) by Grant Wiggins and Jay McTighe (Copyright 2005 by ASCD).
I was given only standards when I started this year, and feel really unprepared to begin developing serious curriculum. This UbD concept makes a lot of sense to me, but what I've learned through the grapevine wasn't enough, so I bought the book. This is the other that just arrived today, so haven't started it yet, but hoping it will spur on some of the places I feel lacking with the curriculum writing. (If I just had manageable units I could really get to work, but trying to put the standards into manageable units is hard.)
Wow, sorry! I thought this would be a shorter post, but I still wrote a lot. Enjoy!
Leave a comment if it works--been having some issues lately :(--otherwise you can tweet me @kathrynfreed I would love to hear what you are reading and/or what you think of the books I'm reading!
--Kathryn
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