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Anchor Marks: Reporting Drama in the intermediate Grades and the importance of relationships

1/10/2015

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What better way to procrastinate on digging myself out of mounds of marking and report card writing than a nice little blog post on assessment?  :)

Returning to an Intermediate classroom this year has brought many interesting challenges and opportunities, and as assessment is always a hot topic amongst parents and teachers alike, I thought I'd share some practical resources and information on the eve of report card writing season this term.

One change in reporting as students move from Grade 6 to Grade 7 in Ontario is the move from Levels 1-4 (or letter grades D-A) to percentages.  To complicate matters further, the ministry and Board have developed "anchor marks" in an attempt to align good assessment practice and the reality of reporting.  (The research -- see paragraph on Feedback and Grading near the bottom -- shows that holistic assessment grounded in descriptive feedback is a far more effective way to move student thinking forward than marks on a page, and yet, teachers are required to plug in marks on a report card that compartmentalizes learning and academic skills.  So we are asked to still assess holistically and provide descriptive feedback, but then have the challenge of turning our proverbial gold into straw three times a year in order to fulfil the requirements of an archaic reporting system!)

Anyway, even for those who never got more holistic, and continued to happily plod along with an endless parade of paper and pencil tasks they could "grade" and then average out into a neat and tidy percentage... GONE are the days of 99% -- each "level" or letter grade now translates to a specific percentage (for example, an A- is equivalent to an 84%, according to the anchor marks, and a good, solid B, or Level 3, is noted as 75% on the report card).

But for those teachers who have been reading and implementing the research, and have been recording anecdotals and/or more holistic marks, how do we translate these comments and levels into the required percents for reporting purposes?  And for families reading the number on the page next to each subject level, what does that number really MEAN?

I am hopeful that the one-page chart below will be helpful to both parents and teachers alike: Colleagues, print it off and post it next to your computer or stick it in your marks binder.  Families, post it on your fridge or somewhere near where your child does her homework each night.  Learn the language, so that you can understand that a 68% means your child's work demonstrates adequate but inconsistent skills for that grade level expectation, but that she is moving towards provincial standard, or Level 3.  Know that comments like "solves problems with considerable accuracy" means level 3, or 75%, and that "communicates with a high degree of clarity and precision" means Level 4, or 91%, depending on how much clarity and with what consistency it's happening.
(Got an issue with downloading the doc above?  It's here, to the right, too, in editable WORD format.)
levels_percents_anchors_assessment_evaluation_chart_doc.doc
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Perhaps more importantly than all the jargon, though, consider the "next steps" comments the teacher has made to your child verbally or on her work in writing, and support your child in engaging in those next steps.  And remember that teachers are imperfect, and are doing the best they can given the often limited resources and sometimes extraordinary challenges they face in their schools and classrooms each day.

Regardless of when marks are plugged into a program or when a 4-page report is printed and the time elapsed before it is signed by the office and sent home, it's the RELATIONSHIPS between you and your child, and between your child and her teacher, and between your family and the school that are going to be major influencers on the level of personal and academic success she experiences.  So after a reasonable amount of time and attention spent on the report card, put the sucker away, and go read a book or do a fun math challenge or go to a show with your kids.  And then take a few minutes to thank your child's teacher for his time and efforts with your most precious commodity.

That goes for you, too, teachers -- no matter how many hours you spend on these novellas, they are going to be imperfect literary works picked apart by your colleagues, supervisors and families.  Let it go and presume positive intentions.  And then go take a nap or walk or go out for dinner with someone you love.

Happy Report Card Writing Season, Y'all!
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Differentiation a la Patterning & Algebra

1/6/2015

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Started our Patterning and Algebra Centers today in Grade 7, and both the teachers and the students were super excited!

We had reviewed our learning goal and success criteria for the unit, practised what effective centers work looked, sounded and felt like, and written personal goals and trepidations.  Now students began working alone, with partners or in small groups on the centers of their choice, recording their learning as they went.

Some students recorded their work in a math notebook, others obviously got devices for the holidays, and have begun experimenting with recording their learning on said device.

We were also to (finally!) use the classroom computer, thanks to the new LCD projector that comes with the ability to freeze the screen while the actual computer is in use.  In this way we could keep our meeting schedule posted at the front while students explore CLIPS on the computer. (Now, if only I had a few pairs or working headphones...)

Already by the end of the first class, I had students posting "guess the word" frayer models they had made to show off their new-found knowledge of patterning and algebra vocabulary!!!

I was also fortunate to have one of our Board's instructional coaches in the room with me this afternoon; with two teachers in the classroom, it was easy to keep students focused and on task, and to perform check-ins and teach mini-lessons as needed to guide instruction and clear up misunderstandings.
One more day to get them deeper into the work; on Thursday morning, we have some visiting teachers coming in from other schools to observe the fun and chaos!

Click here to download Patterning and Algebra problems and other activities that form our centers for this unit.
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Transferable Skills

1/6/2015

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One of my Math classes today was booked into the Gym to participate in a ropes/rock climbing course that had been rented by the Phys. Ed. team for the week and set up for all classes in that grade to participate in.

In addition to the Phys. Ed. teacher and the fellows who worked for the company, I was also to be on hand to supervise (and was invited to participate if I wished).

The ropes involved considerable perseverance and problem solving ability -- students had to use knots and various procedures as well as body strength and agility to climb and descend -- and I was interested to see how particular students in my math class would fare.
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I found to my amazement that the same students who tended to give up easily rather than persist with a problem or new work in math were also the students who struggled with limited success on the ropes!

"OMG, I can't do this!" whined one girl repeatedly who issues the same complaint while rolling her eyes in my math class on a fairly regular basis.  Two boys who struggle to stay focused during independent work in math required frequent encouragement, guidance and redirection on the ropes, too. 

One student had just basically given up entirely, and was sort of just "sitting"/hanging there on his rope.  Kind of the way he just sort of lounges around in math class, not really doing much work of any consequence.

And the gals who stuck with it, even though it was hard work, trying different approaches, considering what they were taught, applying various strategies, and whose efforts were rewarded when they found themselves at the top of the ropes, gazing down upon those less perseverant?  You guessed it!  The same kiddos who work at a math problem in my class and don't give up when the solution is not immediately apparent!  Amazing!

Apparently they have two more opportunities this week to work on the ropes. 

I really hope someone coaches OMG girl to get to the top.  It would be such an accomplishment for her, and once she believes in her abilities as a climber, I am confident that attitude will transfer back to my math class when she returns thus and begins to see herself as a mathematician-in-training!

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Kidnapping!

1/3/2015

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A grand (mis)adventure happened at our home this morning: Two new stuffies of Alex and Simon's were kidnapped by Cow and Panda, their old stuffies!  

The boys arrived at our place from their dad's to see Panda and Cow perched on a chair in the doorway to their bedroom, in full kidnapper regalia, a screwdriver in their hot little hands, and a ransom note:
Having unscrewed (get it?) the battery cap to a nearby toy, the boys figured out (with Mommy's help) that the first clue required a mirror to decode...
The next clue was hidden under the carpet, and led the boys to the first captive...
But the captive offered another note which held a desperate plea from his co-hostage... 

After decoding a series of clues posted on the fan's blades high above, the boys found the final clue, disguised as an ornament on the Christmas Tree, and successfully rescued the other hostage.

Despite the kidnappers' initial demands, no ransom chocolate changed hands!
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Thanks, Tatsy, for another amazing puzzle!!! :D
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2 Articles to read this weekend

1/2/2015

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Heading back to school Monday?  Stop farting around on my blog and read these two articles instead!

From ASCD's Educational Leadership: 8 Great Ways Teachers can Reach Students shares things that teachers think, say and do to motivate students to do their best in all classes.

If Classroom Management is a focus for you, then check out this book chapter from Teach for America's "Teaching as Leadership" website.  TFA is an incredible, hope-founded and excellence-based organization whose arm's-length group, "Teach for Argentina", I became familiar with last year while traveling in South America.  Their materials are high quality and always practical, from what I have seen.

Next week it's back to the grind for many of us.  With the possible exception of those of us working in well funded private schools with small classes of well-supported high achievers, we'll continue to make lots of mistakes as we stumble around navigating our way through an overloaded, imperfect system.  But we've got to stay the course and try our best.  A little regular professional reading can help with that.  Enjoy!

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DPA Learnin g Skills

1/1/2015

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I know from the number of searches for "learning skills comments" in my web data that people are starting to delve into report card writing in a desperate attempt to get on top of the 60-hour plus ordeal that will soon be upon us once again!!  So, here is a little something new I cooked up this year:  DPA checklist. 

My students run DPA in my room; we've brainstormed criteria, and I invite students to sign up in pairs to lead at least once a month.  Those who do offer an opportunity for Learning Skills fodder!! And even those who don't lead can be assessed on their participation (or lack thereof).

Sorry it's imperfect, but its creation is buried under a mountain of math comments, new floor plans and 10 thousand other minutiae.... maybe people will find it useful anyway.  (And if you don't, search "learning skills" in the search bar at the top of this blog, and you'll find plenty of other gems!)

Happy report card writing season, y'all!
dpa_learning_skills_legal_size.doc
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    About Vera...

    Vera & her Sons, April 2021
    After writing for several teacher and multiple birth publications, including ETFO's Voice Magazine, Multiple Moments, and the Bulletwin, Vera turned her written attention to prolific blogging for some years, including BiB,  "Learn to Fly with Vera!"  and SMARTbansho .  Homeschooling 4 was her travel blog in Argentina.  She now spends more time on her Instagram (@schalgzeug_usw)  than her blog (pictures are worth a thousand words?!) 
    DISCLAIMER
    The views expressed on this blog are the views of the author, and do not necessarily represent the perspectives of her family members or the position of her employer on the the issues she blogs about.  These posts are intended to share resources, document family life, and encourage critical thought on a variety of subjects.  They are not intended to cause harm to any individual or member of any group. By reading this blog and viewing this site, you agree to not hold Vera liable for any harm done by views expressed in this blog.
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Vera C. Teschow, OCT, M.Ed., MOT
Toronto, ON & St Peter's Harbour, PE
www.verateschow.ca 2021
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