This chapter, after reading the last three chapters, really makes me think about how “mean” or strict I will be as a teacher. It talks about the conditions under which a student would be able to redo an assignment if they do poorly on it the first time. I think that this is a hard situation to consider. This may be one topic or situation that will be decided on when I have come to know my classroom environment and my students better. I believe that if I am too lenient then my students can take advantage of a good thing, of something that was intended to only be there as a means of last resort. There is no way to fully prevent this circumstance from appearing in the classroom. There will always be students who want to redo something or earn a higher grade or even just want bonus points. But keeping the lines of communication open and really connecting with the students are the only ways to help yourself as well as your students succeed on any assignment or with any material.
The number one thing that comes into question when deciding whether or not to allow a student to redo an assignment, project, quiz, or test is the condition under which they did poorly in the first place. If a student has a hard time with taking a paper test and I noticed that they know all the material when talking to me, maybe an oral exam would be more beneficial. If they knew the material but a personal or another extraneous circumstance outside of the class prevented the student from concentrating then maybe a redo is the best scenario. However if a student, when speaking with me, simply does not know the material, did not study, and took no pride or effort in preparing for the quiz, test, assignment at hand- why would a redo benefit this student? I think it would be more beneficial for them to take the lower grade, suffer the consequences of being unprepared, and learn from their mistakes. The only trouble with this way of thinking is that some students may not care whether or not they receive low grades. This is when motivation and great teacher-student interaction comes into play.
Wednesday, February 25, 2009
FIAE- Chapter 9
This chapter was so interesting to me because it was from a different standpoint then we have continuously seen. It discussed ten different things that teachers should avoid when they are differentiating grading and assessment. The list includes such things as, grading on a curve, avoiding recording zeros, avoiding extra credit or bonus points, avoiding scaffolding, avoiding categorizing students or using terms that may hint towards this, avoid grading things that are not relevant to mastery of the material at hand, and avoiding grading homework. I think that having a list of things that should be avoided makes me consider all possibilities of a situation, such as grading. Many times teachers are so concerned with what they should be doing and what they should include, that they often times accidentally include some things that could have been left out.
I don’t agree with some of the items on the list simply because I may over think or analyze many different aspects of a situation or particular piece of material. However I feel that sometime it may be better to include more than less. What if a particular student is doing poorly and you know they are capable to achieving much better, why can’t they have extra credit- a second chance to help themselves? If students know that what they are “supposed” to do outside of the class is not going to be graded then why would they bother doing it? They could simply say I forgot about it, I lost it, and every other excuse. I feel that including so many different aspects when grading could help my students to be more prepared and more involved with the material at hand.. Each class may need to be graded differently considering that they will understand, learn, and interact differently on every level. I think the biggest point of this chapter was meant to make us think more extensively about being flexible and adaptable to every kind of classroom environment that we may encounter.
I don’t agree with some of the items on the list simply because I may over think or analyze many different aspects of a situation or particular piece of material. However I feel that sometime it may be better to include more than less. What if a particular student is doing poorly and you know they are capable to achieving much better, why can’t they have extra credit- a second chance to help themselves? If students know that what they are “supposed” to do outside of the class is not going to be graded then why would they bother doing it? They could simply say I forgot about it, I lost it, and every other excuse. I feel that including so many different aspects when grading could help my students to be more prepared and more involved with the material at hand.. Each class may need to be graded differently considering that they will understand, learn, and interact differently on every level. I think the biggest point of this chapter was meant to make us think more extensively about being flexible and adaptable to every kind of classroom environment that we may encounter.
FIAE- Chapter 8
This chapter allowed me to think a lot about what kind of teacher my students will believe me to be as well as what kind of teacher I will grow to be. This chapter also discussed grading and included the idea that effort, attendance and behavior should be measured or considered in the grading. Since grading serves so many purposes such as to document students’ progress, provide feedback to all as well as help in future decisions made in the class it is hard to include so many different aspects when creating rubrics or guidelines for grading. Being able to understand a student, as we have seen before, is crucial in order to understand how they learn and what is affecting their learning outside of the classroom. Grading attendance is important and relates to participation. How can one be actively involved in the class if they are unprofessional and always late or even worse not there?
Grading participation is crucial for a student to become involved not just in the class but to become engrossed in the material. Many times students are too shy to answer questions, therefore participation being graded will help them step out of their comfort zone and work on public speaking. The effort put forth on any project, assignment or group work is hard to grade due to the fact that one may see his part as a crucial part to the whole while another may view it as insignificant. This is when communication between not just student and student but teacher and student can help when grading. Peer feedback can give the teach insights into why each person felt the way they did about another individual’s work. The behavior of a student is important and grading effort allows the student to step up to the plate and control themselves in a professional manner for the sake of others in the group and for the sake of the overall effectiveness of their work.
I think that although the purpose of grading is to measure student’s understanding of the material, there are so many things that impact their learning that those should be considered and accounted for. If a teacher can get every student involved and interested in the topic then the shy or behavioral students may be more apt to speak up or control themselves in order to help and work with others in the class. I do not think that it is enough to just give peer feedback on different aspects such as effort, participation, behavior or even attendance. Just because a student receives a different view point of something does not mean that they will change their ways or “bad habits”. If they are given consequences they might be more likely to see what their true potential is and might be able to help other students along the way, earning a better grade and better yet, a real understanding of the material.
Grading participation is crucial for a student to become involved not just in the class but to become engrossed in the material. Many times students are too shy to answer questions, therefore participation being graded will help them step out of their comfort zone and work on public speaking. The effort put forth on any project, assignment or group work is hard to grade due to the fact that one may see his part as a crucial part to the whole while another may view it as insignificant. This is when communication between not just student and student but teacher and student can help when grading. Peer feedback can give the teach insights into why each person felt the way they did about another individual’s work. The behavior of a student is important and grading effort allows the student to step up to the plate and control themselves in a professional manner for the sake of others in the group and for the sake of the overall effectiveness of their work.
I think that although the purpose of grading is to measure student’s understanding of the material, there are so many things that impact their learning that those should be considered and accounted for. If a teacher can get every student involved and interested in the topic then the shy or behavioral students may be more apt to speak up or control themselves in order to help and work with others in the class. I do not think that it is enough to just give peer feedback on different aspects such as effort, participation, behavior or even attendance. Just because a student receives a different view point of something does not mean that they will change their ways or “bad habits”. If they are given consequences they might be more likely to see what their true potential is and might be able to help other students along the way, earning a better grade and better yet, a real understanding of the material.
FIAE- Chapter 7
This chapter was interesting in comparison to chapter eight just read in UbD/DI. This chapter was also about grading. Many times within a classroom a teacher resorts to the grading system used for so long- A, B, C and D. This chapter allowed me to see that although grading has become somewhat redundant and even annoying to the students and even to the teacher at times, it is important to have a grading system. Having a means by which to assess the students on their work and knowledge helps the teacher become better equip to teach and the students more apt to want to learn. My struggle stems from how to judge what constitutes the actual grades from A to F. Teachers must learn not just how to grade but what grading really means and what it does for the students and for the entirety of the course. If teachers can adapt their teaching and classroom for each student, the grading should be adapted to not just reach all students but to find a common ground. But finding this common ground is when problems arise such as, how can two people view one piece of material or knowledge the same way? One teacher may grade a project as an A and another teacher may see it as a C. The answer is that they probably won’t see it the same way but they need to work together to create an “understanding” of what is expected and what is appropriate.
An important thing that I noticed when reading this chapter was that you need help your students understand that they do not just “get” a grade then earn it. Hard work, understanding of the material and all the extra effort in between is what can achieve that high grade. However the students need to know that although teachers set them up for success, it is in their own hands whether or not they can reach that level of expectation they hold and the teacher holds for them. Being able to not just assign a grade to a piece of work allows the students to yet again grasp the true idea behind teaching in this light, understanding. This chapter emphasizes for me the idea that feedback to my students is crucial in order for them to understand the grade that was given to their work. Without understanding what and why they do the material at hand they may not want to learn and may even “check out” of the class all together.
An important thing that I noticed when reading this chapter was that you need help your students understand that they do not just “get” a grade then earn it. Hard work, understanding of the material and all the extra effort in between is what can achieve that high grade. However the students need to know that although teachers set them up for success, it is in their own hands whether or not they can reach that level of expectation they hold and the teacher holds for them. Being able to not just assign a grade to a piece of work allows the students to yet again grasp the true idea behind teaching in this light, understanding. This chapter emphasizes for me the idea that feedback to my students is crucial in order for them to understand the grade that was given to their work. Without understanding what and why they do the material at hand they may not want to learn and may even “check out” of the class all together.
MI- Chapter 11
This chapter focused on the MI theory and special education. The MI theory has many affects on special education and not just the students but the teachers as well. Using the MI theory as a tool, educators can start to view students with special needs as “regular” students possessing many different intelligence areas. It may be able to provide a growth paradigm for assisting special needs students in school. It helps to give a different viewpoint of the student and of the situation. This theory provides a model for understanding a wide range of special needs students from those who have cerebral palsy and dyslexic to those who are labeled as an autistic savant or “retarded”. Looking at the deficit program and the growth paradigm, we can see it is a good versus bad standpoint of how to “deal with” and “label” students with differences. This theory also provides a context for discussing and dealing with the students’ disability or difference, helping them to understand their own uniqueness. By developing a perspective of special-needs students as whole individuals, viewing them using the growth paradigm it provides a context for positive channels through which they can deal with their disability. The way in which a teacher views a student can have a positive or negative affect on the students overall work and motivation and outcome in school.
Many times special needs students may need alternatives to an assignment or activity this is called cognitive bypassing, or simply an alternate route to take when completing the work in order to gain the desired outcome. The empowering strategy may include alternative technology, alternative symbol system, and different instructional strategies such as alternative “language” for certain students to understand. Sometimes a difficulty in one intelligence can be overcome by using a more highly developed intelligence. When dealing with IEP’s the MI theory can help teachers identify a student’s strengths and preferred learning style. If the MI theory is used properly then it is likely to have positive effects such as fewer referrals to special education classes because the “regular” classrooms are more sensitive to the needs of all. It can lead to a changing role for the special education teacher, it can put a greater emphasis on identifying strengths, and it can increase self-esteem, and increase understanding and appreciation of students. I feel as if labeling a child to get them out of your classroom and into a special needs classroom is ridiculous. I feel that the MI theory could have so many positive affects on the entirety of the classroom that anyone not using this theory would have to be a fool. Students who have special needs or differences are not the only ones who need this new way of altering the classroom, the whole class as well as other teachers should embrace any model that allows for their students to better develop themselves as well as their learning.
Many times special needs students may need alternatives to an assignment or activity this is called cognitive bypassing, or simply an alternate route to take when completing the work in order to gain the desired outcome. The empowering strategy may include alternative technology, alternative symbol system, and different instructional strategies such as alternative “language” for certain students to understand. Sometimes a difficulty in one intelligence can be overcome by using a more highly developed intelligence. When dealing with IEP’s the MI theory can help teachers identify a student’s strengths and preferred learning style. If the MI theory is used properly then it is likely to have positive effects such as fewer referrals to special education classes because the “regular” classrooms are more sensitive to the needs of all. It can lead to a changing role for the special education teacher, it can put a greater emphasis on identifying strengths, and it can increase self-esteem, and increase understanding and appreciation of students. I feel as if labeling a child to get them out of your classroom and into a special needs classroom is ridiculous. I feel that the MI theory could have so many positive affects on the entirety of the classroom that anyone not using this theory would have to be a fool. Students who have special needs or differences are not the only ones who need this new way of altering the classroom, the whole class as well as other teachers should embrace any model that allows for their students to better develop themselves as well as their learning.
MI- Chapter 8
Many times teachers are at a loss, as to how to get the attention of their students, or essentially, being able to keep them interested and respectful to listen when you ask. Getting a classroom full of so many unique and different students to all calm or quiet at once is not an easy task. Therefore there are many ways in which to approach this, one may be to use new techniques such as doing or saying something unplanned or unexpected by you students. Waiting, flashing lights, or writing on the board are all ways in which you can catch the attention of your students. In order to better understand how to reach your students, a teacher must consider all of the different multiple intelligences and how each one of these may be excited. Allowing each student to have input into the decisions being made, tasks at hand, or any kind of work/activity may allow them to be more interested and focused. I feel that the need to understand multiple intelligences is only becoming more and more important in order to have a balanced and attentive classroom.
Students will not respond if I simply teach to only one learning style/ intelligence. Creating activities that cater to all multiple intelligences is not hard, just takes some time and consideration. Knowing that multiple intelligences can be used to do so much will benefit not only my students but me as well in the long run. Most teachers resort to what they have experienced or what the “last resort” has become. Learning new ways of communication, verbal and physical, and how to address each student’s behavior may be the best way in order to be able to teach to the whole class not just a handful. I am interested to see how I can really adapt myself, to take myself out of my comfort zone/my own preferred learning style. I feel that when dealing with so many different learners having a routine may be the best way to help all students, mixing in all kinds of cues, music, inside and outside the classroom learning, different verbal and physical communication.
Students will not respond if I simply teach to only one learning style/ intelligence. Creating activities that cater to all multiple intelligences is not hard, just takes some time and consideration. Knowing that multiple intelligences can be used to do so much will benefit not only my students but me as well in the long run. Most teachers resort to what they have experienced or what the “last resort” has become. Learning new ways of communication, verbal and physical, and how to address each student’s behavior may be the best way in order to be able to teach to the whole class not just a handful. I am interested to see how I can really adapt myself, to take myself out of my comfort zone/my own preferred learning style. I feel that when dealing with so many different learners having a routine may be the best way to help all students, mixing in all kinds of cues, music, inside and outside the classroom learning, different verbal and physical communication.
UbD/DI- Chapter 8
This chapter discussed how difficult it can be to teach to a classroom composed of so many different types of students and learning styles. This can cause difficulties when trying to grade and having to use only one grading scale. To many students, they place such a high pressure on themselves to achieve not an understanding of the material but a good overall grade. The emphasis switches from knowledge to a letter grade. However, as the chapter discusses, grading can be a way to communicate not just to the student and how they are progressing through the material and the class but to their parents as well. Some ideas that need to be considered when grading are to make sure that the grades given are determined by how they relate to the goal at hand, how valid the evidence is for grading it as such, how the grading relates to the criteria, and to avoid other obstacles that could hinder grading specifically allowing to focus on a better end result. Teachers do need to make sure that there is little to no competition between students who are succeeding in the class and who are struggling. Many are judged not based upon their knowledge but by the letter they have received, which is most times the only thing students’ peers view.
I feel that making sure my students understand why I grade in the first place, why I grade the way I do and what I do, as well as why they received the grades they do is important. If students do not understand why I teach and grade the way that I do, they might reject not only my classroom but me as a teacher, at which point I may not be able to reach them. I do feel that finding a balance for all students so they can understand, succeed, want to succeed as well as be able to not just coast through my class or any others. The problem lies in how to be tough with the students so they are not able to coast through the course but being flexible enough to help them learn and grow. The chapter suggested that grades could be reported in three different segments, one to show the achievement or understanding of the material, one to show the progress toward the end goal, and another to show a student’s work habits. I do not know if I agree with these three categories but I do know that I need to find a way to balance what I want, what I can provide, and what my students want and need. Grading and assessing at several points throughout the class and the material at hand, being fair, tough, and flexible may be the best way to achieve my goal.
I feel that making sure my students understand why I grade in the first place, why I grade the way I do and what I do, as well as why they received the grades they do is important. If students do not understand why I teach and grade the way that I do, they might reject not only my classroom but me as a teacher, at which point I may not be able to reach them. I do feel that finding a balance for all students so they can understand, succeed, want to succeed as well as be able to not just coast through my class or any others. The problem lies in how to be tough with the students so they are not able to coast through the course but being flexible enough to help them learn and grow. The chapter suggested that grades could be reported in three different segments, one to show the achievement or understanding of the material, one to show the progress toward the end goal, and another to show a student’s work habits. I do not know if I agree with these three categories but I do know that I need to find a way to balance what I want, what I can provide, and what my students want and need. Grading and assessing at several points throughout the class and the material at hand, being fair, tough, and flexible may be the best way to achieve my goal.
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