Fun Starts to a New School Year!

School is open!  This is the “honeymoon period” of the school year since all kids are happy to be in school again.  So this newsletter will be dedicated to building on that enthusiasm in creative ways (including a dash of FREE new technology) so that no student is left out.

First, what non-technological approaches can used that will make all students feel confident that the school year will be a good one (including those with special needs along with English language learners at all 3 stages of language acquisition)?  Here are a few just for starters (no set order implied):
 

1. Every classroom has rules.To provide students will a feeling of ownership, allow them to create some of the rules along with suggested consequences for breaking them.Using a randomizer (app on phone, popsicle sticks, playing cards with names on them, etc.), establish small groups of no more than 4.Try to ensure that friends are NOT sitting together since you want to build a family like atmosphere in the classroom where students help each other.Provide a couple of sample rules to start the process.For example, if a student uses his/her cellphone in class without permission, the teacher will take the phone and then give it back to him/her after class.This would be for the first infraction.Students could then offer ideas for 2^nd and 3^rd infractions.This would open the floor for a variety of approaches where all viewpoints would be respected (teacher could have groups post their responses on chart paper through words or pictures).The class could then vote on what they feel would be the best consequences.This approach sets them up to then proceed in their groups to address lateness, not doing homework, shouting out in class, disrespecting a classmate’s efforts to complete a task, etc.
2. The classroom will have many students who don’t know each other.So a teacher needs to build a learning environment that is safe and supportive—family-like.How can this be established?Have students take turns interviewing each other.Again, using a randomizer, pair up students who don’t know each other.Provide the class with a set of questions to be used to interview each other.If some of the students have limited English, they could ask for support from those who share the same language.Once things are clarified, they would return to their partner to complete the assignment.After about 20 minutes, each pair would come to the front of the classroom and then introduce his/her partner to the class.Using this approach, students would need to fully pay attention to what their partners say and not focus on their comments alone.
3. Create a class poster in which the diversity of the class is highlighted.A class poster coming directly from the students provides the students with a feeling of ownership.The finished products could be used for BACK-TO-SCHOOL night and would be a definite crowd pleaser as students explain the meaning of the posters and highlight their contributions to them.

Second, technology that could be used to ease student adjustment to a new school year is always fun.  Here are a few (again, no order is implied here):
 

1. One fun approach is to have students write a letter to their future selves.Teachers may wish to provide a general outline of what students could include (ELLs and those with special needs might need that extra assistance).Such an assignment would of course be ungraded (and that lowers stress greatly).I would suggest giving the class the same end date so that the results could be reviewed as a fun assignment.Students will be shocked at their growth (smiles and laughter will fill the room---guaranteed).
2. One strategy to build student confidence is to provide them with a MULTIPLE INTELLIGENCE online test.Students are always pleasantly surprised at learning what their intellectual gifts are.Once the test is completed, the class can survey their classmates for their strengths and then create a chart (or graph) on the results.Another benefit here is that for students who may have struggled in school, they now have the opportunity to see what they excel at.Further, the results benefit the teacher in planning class projects to make sure that such activities tap each strength in the class.
3. Have students create a comic strip on their lives, their plans for the new school year, their family or friends, on their own imagined super heroes, etc.Once completed, teachers can have them print them out, dress them up with a dash of color, and then post them around the room (to use as a GALLERY WALK).Students would rate each one with 2 STARS and 1 WISH (no negative responses just ones that seek clarification).

Again, time spent making the students feel confident in facing the new school year is time well spent.  The more teachers know about their individual students the more effective their learning will be (and that leads to less stress on the teacher’s part).

Have a great school year!  Our September newsletter will be out after Labor Day .

Denise (denise@ellteacherpros.com)
Marnie (marnie@ellteacherpros.com)
Cheryl (cheryl@ellteacherpros.com)

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Yeah--The Year Is Slowly Coming to an End:)

 


Hello everyone!  There are only another 6 or so weeks left to the school year with probably just a handful of students who might need some support in ending the school year on a positive note.  This is especially important with English language learners who have spent the year not only tackling the course content but also the language.  The focus in this newsletter will therefore be dedicated to offering some last minute tips on helping your ELLs finish the year on a positive note.

Many teachers give final exams to their students.  May is often spent preparing students for the finals.  Here are some ideas that are popular and effective:

 

1. If teachers have had students keep notebooks throughout the year, they might consider letting them use their binders for their finals.Students who have religiously maintained their binders throughout the year will feel rewarded for their diligent work habits.
2. Teachers often have success with having students (in teacher organized groups) lead study sessions for the class.When the students are responsible for creating review lessons for their classmates, they become class experts on their assigned area in the process.The technique used to deliver the lesson is left up to the students (power point, video, games, visuals, etc.). This approach is a highly effective review process.As the class listens to peer review lessons, they take notes on student created study sheets.Again, teachers might consider allowing students to use these review sheets on their final exams.
3. Another popular review/final exam prep technique for teachers is to have students create a study card (index card).On it, students write everything they think that they will need for the final and then bring it to class on the day of the examination.
4. Final examinations may also be broken up in a couple of class periods.For example, students might take a multiple choice on one day and then on another day take the writing component.
5. Create a final exam game such as BINGO or JEOPARDY where, after participation rules are established, the entire class is actively involved in the review process.

Below are some websites with even more ideas to help students review and retain for finals:


12 Top Ways to Rev Up Classroom…


Making Review Time Fun and Worthwhile


Review Methods for Classroom Teachers

Have a great Memorial Day break!

Denise (denise@ellteacherpros.com)
Marnie (marnie@ellteacherpros.com)
Cheryl (cheryl@ellteacherpros.com)

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Great FREE Academic Support Sites for ELLs and other Struggling Students!

 

Welcome to April!  Isn’t it difficult to believe that the end school year is just around the corner? 

So with that fun thought in mind (and 10 more weeks to go), what can be done to support those few English language learners who are doing poorly though they seem to put their best efforts forward regularly in class?  What can a teacher do to address the needs of those students who just arrived in the middle of the school year (very common with ELLs)?  How can their fellow classmates help these students without neglecting their own studies?  There are many solutions here and this newsletter will focus on many of them.

Technology-In planning any lesson for a class, some special consideration must come into play in preparing ELLs to do well.  SHOWME is an app that allows a teacher to develop videos, power points, white board activities, etc. for free!  Get the app and use some of the lessons already on file.  This is a great tool to use for ELLs who need to go through the content again or for students who were absent for the lesson.  This app helps the teacher keep her/his sanityJ

How about providing students with virtual tours of historical sites?  These tours would be available online 24 hours a day and accessible through iPads, smart phones, laptops, etc.  When students have the option to revisit material at home without peer pressure (and more L1 support), they are more likely than not going to understand more and that builds self-confidence.  The Statue of Liberty tour is exceptionally well done.

Knowmia provides over 30,000 video lessons from great teachers (you may also submit one of your own that you are particularly proud of as well).  Just imagine how this might alleviate a student’s anxiety in not fully understanding a lesson.  Here, a teacher would provide the link to both student and parent to make the lesson more accessible.

Organized Small Group Activities are a must for not just ELLs, but for students in general.  Asking students to make their own groups is essentially a train wreck in the making (humor intended).  Teachers need to create the groups with a healthy mix of students and talents.  Students must be clear that every person in the group (and that there is not only a group grade but an individual one as well) must work. Each person in the group has an assigned task for which she/he will receive a grade as well as a grade for the group as a whole.  With clear expectations laid out, teacher going from group to group to randomly call on persons in the group for information on group’s progress, and time constraints (to keep them on track), everyone benefits. 

Alternative assessments are only limited by a teacher’s imagination.  ELLs (as well as students with special needs) may require other approaches to demonstrate their understanding of a topic.  This link provides many tools that would offer such students a way to say to the teacher and the class that they have the same understanding of a given topic that all the others have.  Great self-esteem and self-confidence builder guaranteed!

Have a great spring break!

Denise, Marnie, Cheryl

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Fabulous Use Of Student Cell Phones in ANY Classroom:)

Well, after a fabulous vacation, we are back in the classroom fully energized and ready to continue to build an enthusiasm for learning within our students:)

Students love technology so what better place than that to start off the new year!  After all, the BYOD movement (Bring Your Own Device) is radically transforming the classroom to one where almost every student can access the internet through a wide variety of tools.  With this as the focus of this newsletter, we will explore a site that is building quite a strong following among educators and it is FREE!  That site is INFUSED LEARNING.

We will start off with a quick introduction through a video.   Immediate feedback to the teacher is crucial so that strugglers can be quickly identified and supported.  This site also allows different ways for students to demonstrate mastery.  Students may draw responses for example.  For English learners especially this choice opens up a chance to demonstrate grasp of a concept without being hampered by a language that they may not yet be very familiar with.  For classes not involving language development, being able to draw would allow these students to transfer knowledge from their home language to the teacher with ease (think math for example).  After all, a picture is worth 1,000 words they say.  For older students who are literate in their home languages, they may use a translation tool on the site.  For such students, this site permits them to earn the grades they deserve-grades based on actual content knowledge and not on full understanding of English. 

Here are some simple guidelines to get started:

1. Teachers need to set up a class.  Teachers can manually input all the names or use some tips from this site on using a Microsoft Excel template. 

2.  Types of assessments are varied.  We have the traditional such as True/False and Multiple Choice as well as short answer, sort and order, drawing, numeric, and likert scales.  Let us look at how to create a quiz for students first. 

3.  Interactive tools video lays out the process for using all of the interactives in any class setting.

4.  Quick assessments can now be easily interwoven throughout any lesson so teachers can keep a finger on the pulse with a snap.

I intend to kick the new year off with this since I believe that cell phones can serve a higher purpose.  After all, students will bring them so I might as well put them to good use:)

Happy New Year!

Denise, Marnie, and Cheryl

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Fun Opening Day Activities for Both Teacher and Students!

It is so difficult to believe that our summer vacation will be history in a matter of days.  Hopefully everyone has truly had enough time to regenerate his/her batteries:) 

The first day of school, teachers will have lots of excited students who, for the most part, are tired of summer and anxious to see their school friends again.  So, with such an enthusiastic crowd, what can teachers do to capitalize on this energy so that they can begin to know their students as people.

Here are some suggestions:

1.  Give students a multiple intelligences assessment.  Though assessment here is for middle school, it can be used from upper elementary through high school (just white out the grade level).  Once student complete the assessment, have the follow the scoring routine.  Students are always shocked by this new knowledge about their talents.  Then, calm the class down and start taking totals for each group.  With this data, the class will generate a graph with labels and numbers.  Once that is complete and some discussion has ensued, have them write a paragraph on how this information could be used by a teacher in creating projects for students.

2.  Since the students don't know each other, have them interview each other and then report out to the class on what they learned about their new classmate.  Students should take notes on the answers their partners provide to use when they share with the class what they learned about their new classmate.

3.  Students love social media (especially Facebook) so why not try having them create Facebook pages on themselves?  Of course, it would great if the teacher (with document camera) created one for her/himself to address questions along the way.  Then have them work on their own either with a partner if it is new for them.  Once everyone has finished, teachers can use document cameras to share a few of the student work with the class and then post all of them at the end.  Parents will love it for Back-To-School night.

4.  Here are 19 other icebreakers for the first day.  There is something for every grade level and all are crowd pleasers.  My favorite is FOOD FOR THOUGHT.  Students introduce themselves by first name and then select a food that starts with the same letter of their first names.  Example:  Hello, my name is Marsha and I eat mangos.  The next student gives his name and favorite food item and then must repeat what the other student said and so forth.

Have fun with students in the first few days.  Get to know them and them you.

Denise
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School Is Fast Approaching-Here Are Some Ideas To Ease the Transition:)

We hope you are enjoying your last few weeks of vacation:).   This school year, all the content areas will be fully engaged in delivering common core lessons with rich ELD components woven throughout.  In effect, every teacher, regardless of subject matter taught, will also be a language teacher.  Though this may seem on the service to be extra work, it really isn't.  In fact, this "switching of the gears" so to speak will be the focus of this newsletter.  We will provide you with some quality websites to ease the transition and assist you in building academic language within content areas for your students.

English-New York Times THE LEARNING NETWORK BLOG    Not only does the NY Times offer a wide range of informational text in all content areas, but also provides lessons which deliver common core material, vocabulary development, literacy development, and language development for ELLs.  It is also FREE. All content areas are addressed here.

Science and Mathematics-CK12 offers free, standards-aligned STEM teaching resources, free online textbooks, simulations, flashcards, and much more.  All items are standards aligned and support in 80 languages!

Social Studies-New York University offers some excellent resources for teaching social studies/history to ELLs.  Building content and language are addressed.

Mathematics-In addition to the link in SCIENCE and MATHEMATICS above, try this teaching support from NYC public schools.  The site contains contributions from MIT, stock market, NCTM, and more.  Everything is free.

Additional supports for ELLs that are easy to implement are posting common academic vocabulary in highly prominent places in their classrooms.  These lists would contain words such as COMPARE, ANALYZE, SYNTHESIZE, DEMONSTRATE, CLARIFY, etc.  Models of what you expect them to write should also be provided for them to reference as needed.  Visuals of finished products placed around the room (or if you use technology, in classroom websites or teacher blogs). 

Last of all is to check for understanding regularly.  Engage them in activities that require them to use the new language in as many ways as possible so that their literacy skills will grow.

Enjoy your new school year!

Denise, Marnie, and Cheryl

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How About Virtual CHART PAPER for Your Class!

With money always being an issue in most classrooms, supplies are often times a bit difficult to come by especially when it comes to chart paper (a favorite for group projects).  Add to this inconvenience that keeping such projects for an extended period of time can often times be a challenge at best.  Lamination could preserve some of them, but the process is not cheap and most schools don't even have a big enough laminating machine to accommodate a teacher's needs.

How about virtual paper?  "Paper" that never tears or rips and that the teacher can keep for years?  Well, welcome to PADLET!  This incredible free website offers a student an "easel" to meet the requirements of almost any chart paper project with ease.  Further, unlike chart paper where students must hunt for pictures, tape/glue, scissors, markers, reliable partners who show up prepared to contribute, time constraints, etc., PADLET is online so all a student needs is access to the internet via tablet, desktop, laptop, or cell phone. 

Here is a vocabulary activity from one teacher.  Students had to post sentences using the word FASCINATE in a sentence.  How about timelines?  What about the Odyssey?  Quizzes?  There are so many options here to get kids excited about demonstrating their understanding of an assignment in a non-traditional way. 

As with any app,  explore it in your free time since you have to be prepared for the mistakes students will make in working with something totally new.  I think you will like the app.  My students really enjoy using it and sharing the results with fellow classmates and parents:)

Denise
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EDMODO--An Awesome Activity for Students (personal reflections here + practical advice)

Well, it has been 10 days using Edmodo with my English language learners.  In day 10, most seemed to be able to do the simple assignment I posted there.  A few had some issues navigating the site.  So, how have we moved from ZERO knowledge of EDMODO to 75%?  :)

In the first day, I spent time at home and in my prep exploring the site after signing up.  Time spent here was not wasted for I had a chance to look at all the features of the site.  Since there is technically no user's guide, I had to figure out how the site was organized.  The teacher's site offers great tools for educators.  One of first ones I liked was the feature of creating multiple groups for my class.  This is crucial in a class of 4 different levels of English proficiency.  Such an option opens up many options:  whole class overall introduction activities, specific interest sections (math, science, English, social studies) geared to student interests, and groups based on proficiency so no one is frustrated.

Another feature I liked was the ability to not only assign work, but also lock the "door" so that if a student does not meet my deadline, her/his submission won't be accepted.  Explaining "deadlines" was an eyeopener for many of them.  After all, life is made up of countless deadlines so they might as well learn to deal with them in class:).  Also, every assignment carries points so this is an encouragement for students to raise grades.

One item students don't seem much interested in is that their parents are welcomed to see what their children are doing by joining the class as parents by using a code that is in their children's accounts.  I will probably call parents or email them about this opportunity.  With the Olympics coming up soon, assignments at all levels will be geared to that.

I have also built my own "library" of websites in all disciplines that will assist students in not just English, but also their other academic areas.  I then send websites to the class through a general posting which they can add to their virtual "backpacks."

Today, students had to submit their assignments.  All they had to do was go to the link right in the site, click on it, post their response, "turn it in" and RATE the assignment (interesting, boring, didn't understand, etc.).  Once the student "turned in" the work, it shows up in my scoring section as an assignment to be scored.  I also have the option of awarding "badges" which recognize effort as well as expertise.  Students can then see their progress (graph icon on their page). 

EDMODO also offers tutorials (I am signed up for one 1/30/14).  They are free.  Another plus about the site is that their tech people answer teacher requests for help in minutes.  THAT is a first for me and probably many of you as well.

I am co-presenting to the faculty on this Monday of next week and again at the California Association of Bilingual Educators in the spring.  I will take photos of my handouts and upload them to the blog next week.

You will really love the site and will wonder how you ever lived without it:)  Again, see the video next to the sign up section.

Denise

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How Would Students in 2014 Handle This 1912 8th Grade Test?

If students today think exams are difficult, they should be glad they are not in the year 1912.  In that day and age, the internet was not around to fill in the learning gaps:)

This 8th grade test from 1912 covers EVERYTHING including, but not limited to, spelling, grammar, parts of speech, mathematics, civics, etc.  What stands out is how the mathematics section has so many real world applications unlike many of our tests nowadays.  In fact, I can almost picture students from 1912 actually using such math skills in solving everyday situations demanding practical solutions like figuring out profit and loss in the sale of land or applying math to compute solutions to various home improvement activities. 

The writing and reading sections are not here because they were left up to the teachers to select.  Based on the rest of this test, I expect that they were equally challenging.

Why not offer this test as an extra credit project for students?  For ELLs, the playing field will be leveled since some of the information will be totally new for the EOs as well so only through team work will they be able to solve the problems or answer the questions.  I am sure they would welcome the challenge to prove that they are just as smart as those 8th graders from 1912:)

Here are answers to the test.

Denise

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Care to Liven up Vocabulary Review? Try QUIZLET!

How often do teachers of all disciplines have to build academic vocabulary for their students?  Often times, much of such work is done in class and through engaging techniques no doubt.  What if teachers could design online tools for this purpose which students could access at any time from their iPhone/Smart phone, iPod, tablet, or laptop for free?  What if these tools were actually fun?  What if students didn't actually realizing that they were "working"? :)

Well, there is such a tool and it is FREE!  Welcome to quizlet:)  Here is a site that is quite easy for teachers to set up.  This is a must with the workloads teachers have every day.  Once the teacher has uploaded vocabulary and definitions, s/he shares it with students.  If there are multiple classes, there is a fee of $25 a year with more features added, but most teachers are content with free access.

What are the options once the class is created and the vocabulary loaded?  Students can try FLASH CARDS to prep for additional activities on the site.  There is also the option to hear the word pronounced which is very beneficial for the English language learner.  Once self-confidence is established, students may go on to LEARNING the words, TESTING themselves on them, MATCHING word to definition (drag word to definition--if correct, the words disappear), and finally proceed on to SPACE RACE (a game using the vocabulary).

Try it:)

Denise

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Creative Ways to Weave Social Media Into the Classroom:)

In this day and age of social media, should teachers try to incorporate twitter, pinterest, facebook, etc.  in their classroom lessons?  Well, students are already well versed in it, use it regularly, and enjoy it.  So why should teachers consider weaving various social media tools within their instructional activities? 

Using social media is a highly effective tool to spark student interest and therefore their desire to learn.  Teachers who are not very proficient in such tools will need to explore them a bit before bringing them into class, but if help is needed, students can often come to the rescue.  The benefits far outweigh the risks.  The potential rewards from enhanced instruction merit a try on the teachers part.

Facebook has already been used in some classes and with good results.  Students might use facebook for group projects.  Click here for a quick "how to build a facebook page for classroom."  Teachers will see language skills of English language learners soar as they experiment with a medium that they use regularly with their friends.  What kind of projects can a teacher initiate?  Here is a link to some. The limits are those of a teacher's imagination.

Twitter is another tool which has met with success in the classroom also.  How many ways can it become part of school?  Here are 60, but there are many more.  I have used it as a way to keep my finger on the pulse of student learning.  Since tweets are limited to 140 characters, I am more likely to get responses from ELLs who are still new at the language.  I also it carry on a lively discussion on key topics.  Students are encouraged to save the feeds as additional study tools for upcoming tests.

Pinterest is rather new.  I use it to provide key visuals which support the concept I am teaching.  I use the materials I find there in power points especially to provide background information.  When teaching content vocabulary, pinterest can provide powerful images to clarify concepts. In developing writing skills, I use key images to inspire journal writing.  The list again has no limits:)

Try social media in your lessons.  You will not be disappointed:)

Denise

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5 Simple Ways to Start New Year Off on a Positive Note for EVERY STUDENT:)

Though most teachers are on winter break, they will probably start lesson planning next week:).   After all, assisting students in re-acclimating themselves to class routines and learning as quickly as possible benefits teachers as well as students.  With an attentive highly engaged student population, teachers will be in a better position to reap the benefits of their creative lessons.  As students' self-confidence builds, they retain more.  With higher retention rates, grades improve and that leads to a drop in the D/F rate of ELLs as well as long-term ELLs (many of whom struggle academically in mainstream classes).

Here is an excellent recap of very effective approaches to empower students (all students) to become active participants in lesson activities.  NONE of them are new of course, but they serve as a reminder of the need for teachers to "keep a finger on the pulse" of student learning.  Please note that the HOW-TO Suggestions are NOT new:)

1.  Engage/Observe.  Keep a checklist (short and simple--take a roster and use CHECKS and MINUSES on student progress).  For students who struggle, quickly note what the difficulty is and set time aside within class to help that one while the rest of the class is engaged with the assigned academic task on their own. 

2.  Feedback Give and Take.  The more constructive detailed feedback a teacher can provide, the more accessible the lesson content will be.  Make it a point to interact with every student.  This can be doing via small group learning activities or on an individual basis.  Keep in mind that interaction with students in small groups might be a more effective way to have more time with students as opposed to one-on-one contact.  However, find an approach that is the most effective for you.  I use a mixture of the two.

3.   Confer Frequently.  Set aside time at least once a week to talk with students on an individual basis on their progress.  Document, document, document!  Such information is crucial in planning more effective lessons and assessment tools.

4.  Design Unit Assessments.  With Common Core, such assessments are already in place.  However, teachers can still design unit assessments as PRE-Common Core assessments.  The results from such tools will assist teacher in identifying areas of weakness and strengths for students.  With such data in hand, the teacher can fine-tune lessons to address those weaknesses thereby building student self-confidence for taking the formal unit assessment.

5. Teach Self-Evaluation.  For students to truly benefit from assessments, they need to be able to see where they erred and know why.  For a teacher to return test papers without giving them time to discover why the grade or score they received was correct is doing little for the students.  Until they understand on their own why their choices were incorrect, they are doomed to repeat the mistakes.  To motivate, why not allow time in class to have them do just that and to make sure that they are not just copying, use a randomizer to select students to explain why the choices to an answer are wrong. 

Happy New Year from all of us to you and your students!  Yes, 2014 offers everyone a fresh start both teachers and students:) 

Denise, Marnie, and Cheryl

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Make English Language Learners Full Partners in Learning Process With Their Peers

In this day and age of education, our first and foremost goal as educators is to motivate students to be innovative in their approach to problem solving.  Students must take on more responsibility for their own learning if they are to be fully prepared to enter the rapidly emerging global workforce.  For this major leap to occur, our roles as teachers will shift more to one of instructional coaches or facilitators where we inspire students to discover within the power to solve real world problems with limited feedback from us. 

Where will the major instructional shift occur?  It will move from projects to Project Based Learning.  It will shift from group activities to team ones.  There will be little in the way of random groupings of students anymore.  Instead, student teams will incorporate students of varying academic and language abilities and their sole purpose will be to pool their skills to think-outside-the-box to solve real world problems in any of their subjects-mathematics, science, English, etc.  Every team member will be involved in solving the problem.

So, how will this transformation in learning appear in a classroom?  Below are some possibilities, but by no means are the only approaches.  We teachers are very creative individuals so feel free to weave in personal classroom success stories.

1.  Teach concepts and not memorization-if students don't fully understand the "big idea", they can't apply it to studies.  The inability to make those vital connections will limit their career options in life.

2.  Apply equal importance to acquisition of key skills and to knowledge building. Teach big ideas and how to apply outside the classroom.  Common core focuses heavily in this area as well.  Teaching ideas and not test items is not longer the focus.

3.  Make reflection part of any lesson.  Learning logs or journals here are especially helpful to English language learners.  With detailed notes written in ways they understand, they will continue to build not only a deeper understanding of content, but a richer knowledge of English.

4.  Find approaches you have used in class that accomplished the same.  Continue to fine-tune them.  Improve on them every time you use them.  Share with colleagues and collect feedback.

Build student self-confidence through out-of-the-box approaches:)

Denise

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5 Powerful Formative Assessment Strategies for Mathematics Classes!

For teachers to successfully deliver new common core based lessons in mathematics to their students, they will need to incorporate a variety of formative assessments to monitor student success in mastering the content or meeting the objective of the lesson.  Asking for a show of hands as to determine if enough of the content has been grasped so the teacher can move on is not efficient.  Formative assessments must go deeper, be more varied, and allow all students-especially English language learners-to fully demonstrate their grasp of lesson content.

In the article " formative assessments in math classes at all levels", the NCTM (National Council of Teachers of Mathematics) offers 5 creative approaches to conducting formative assessments in math classes. 

1.  Be sure students understand the learning goals by clarifying in student friendly language.  Be sure students know the criteria for success.  This provides them with a purpose for learning.
2.  Create a classroom environments filled with effective classroom discussions, questions, activities, and tasks which demonstrate student learning.
3.  Provide feedback that identifies what students are doing well so that they will know what to repeat.  "Good job!" means little if anything since the student doesn't know what he did well/
4.  Have students learn to take charge of their own learning.
5.  Have students support each other within the class as they grapple with ever increasing math problems.  In effect, students should be resources for each other.

The article expand on this of course.  In fact, these suggestions would work in any discipline.

Denise

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   (pdf of article)

Tools to Guide Students in Learning How to Learn:)

With Common Core based lessons, students will interact regularly with challenging informational text which will call into place the need to develop skills to successfully read it.

The skill to read for information to make a person smarter must be taught and supported.  There are many tools out there for teachers to use to build this skill in students and some of the best ones are also free. 

Some of the ones in this article are probably ones teachers are already using, but if students are to become proficient independent readers, they need to be able to analyze what they have read and apply that knowledge to accomplish a given end.  For the majority of students, this is a skill which must be taught and with the new Common Core, it will be addressed in every grade level from kindergarten through 12th grade. 

What works? 

Inquiry logs are highly effective.  Students write in their own words what they read.  They note not only what they read but also WHY that information was important and HOW they came to that decision.  In a few words, they must justify their selection and notes. There are 4 other techniques in the article which again may not be new, but with common core, they can be of great value in improving reading skills of students.

Thinking maps offers a graphic scaffolding support that assists students in pulling out key details and then justifying their choices.  These tools also lead to better writing in the areas of organization, development, vocabulary, etc.  Here is another link with even more information on similar supports for students.

Last, but not least, don't forget our website which offers many more ideas on addressing reading skills of students in all grades and subject areas.

Denise

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A Good Dose of Fun in Geometry Class Offers Lively Access to Content for Students Who Struggle in Math

For poor readers and many English language learners, the language of geometry can be overwhelming at times.  Though these students can often times with scaffolding handle simple geometry number problems, they struggle with the language of word problems.  The frustration in encountering those "brick walls" often times leads to an unbroken string of poor grades. 

So, what is a teacher to do to provide positive access to the language of geometry?  How about creating a scenario where a background in geometry is needed to build a city?  The problems which will surface here will offer students multiple ways to bring in architecture and civil engineering.  Students in teams of mixed ability will need to basically create the word problem (how to construct a city-roads, bridges, apartments, etc.) and then as a team map out potential solutions.  Once this is done, they are ready to go to: 

BUILDING BLOCKS:  GEOMETRY & MATH-MINDED (SIM) CITY BUILDING  (lessons, planning sheets, questions, etc. are included)

Teachers will delight in seeing the transformation within students as they move from a state of failure (the weak ones that is) to one of imagination and creativity as they put geometry to work in the "real world."  As students take charge in designing this city, they will see members of the team as co-planners and the teacher as a guide.  To build a viable city, the rules of geometry need to be followed and upon completion of the city will come a deeper understanding of how problems dealing with geometry are solved outside the textbook. 

Also, though teachers must register, the site is free:)

Denise

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How to Use Journal Writing to Build Subject Matter Mastery

As students become engaged in analyzing increasingly more complex informational text, they will need to not only reflect on what they read, but keep careful notes on what they understood from the content of the text. 

How can this be achieved in the class?  Incorporate reflective journal writing into every subject area on a daily basis and give students credit for maintaining them.

If it is a math class at any level, having students towards the end of the class write in their own language what they learned about in that lesson and include key notes along with examples on the mathematical concepts covered in class.  Such an instructional tool would fully support students in better preparing for tests or assignments since students would have easy access to their not only their notes, but also sample equations along with explanations as to how the answers were arrived at.  This technique takes them through the thinking process and that could boost self-confidence in doing future assignments based on those notes.

If it is a literature class, students could use their reflective journals for many activities.  For example, they could track of characters in a novel as those characters.  This would mean that they would respond to events in the novel as they would expect the character might respond.  Teachers could also pose a host of "what if" scenarios where students would write about their interpretations of the outcomes of those scenarios.  If teachers are looking for student buy-in, this is a must have tool.

The same approach could be used in science, social studies, and geography classes.  Approach the journal activities as ways to fully engage all students (especially the strugglers).  Weave in creative activities (new level of Bloom's Taxonomy) in every class and have students keep notes on all that is considered important in classroom lessons.

Below are two sources which offer more ideas on how to integrate journal writing into class.  


REFLECTIVE JOURNAL WRITING IN THE CLASSROOM


HOW TO BUILD THE USE OF ACADEMIC LANGUAGE IN THE CLASSROOM

Denise

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How To Make Homework Relevant AND Why It Is Important To Do So!

With the start of the second semester coming in a few days, mainstream teachers may wish to reflect on ways to make homework assignments more accessible for those English language learners in their classes.  Though it may be easier to assign the same work for all, often times this is not the most effective approach to take with them.  It is true that they sound fluent, but typically their reading and writing skills are 1-3 years behind their English speaking peers so if teachers give out homework without any scaffolding or adjustments, ELLs will either do poorly or not do anything at all.

How can a teacher attach meaning to class homework assignments?  This site lays out some very thoughtful approaches to create academically meaningful work for students to do at home. 

KEY TO ADDING MEANING TO HOMEWORK
(recap of article below)

1.  Purpose--Why are students doing the work?  Whose work is it--the student's or the teacher's?  By involving students in creating the assignment, they experience a sense of ownership.  Further, they will accomplish the task based on their strengths since they designed it. 

For myself, after finishing a lesson, I offer options for students to demonstrate their grasp of the concepts.  They are also allowed to complete the tasks with partners.  I never take assignments from textbooks, but instead, tweak the assignments so that they are relevant and in a more student friendly layout.  I also have students start assignments in class to make sure that every students starts off on the right foot.  After all, many of the ELLs are not living in homes where parents speak English at the level of a native speaker of English.

2.  Efficiency--Creating dioramas may be fun, but where is language skill being developed?  How is mastery of lesson content being handled?  Teachers want to design activities that involve genuine interaction with the content.  If students are studying historical events, why not have them keep journals as one of the historical figures being studied?  If studying biology, why not have students label all the parts of a plant cell and note the function of each part in keeping the plant alive and healthy?  The list of meaningful activities is endless.

3.  Ownership--How about offering students options on what to read on a given topic?  This approach taps student interests since s/he has the opportunity to select reading material that s/he feels will help her/him relate to the material being studied. What reading options might the student have?  Graphic novels, blogs, websites, wiki posts, e-books,  skype, iPad apps, pod casts, illustrated books, free online courses, translated materials, email correspondence, etc. are all options.  If students have the power to navigate towards sources they feel comfortable with, they will be more likely to tap them in completing assignments.

4.  Competence--If students keep learning logs/journals, they are keeping records of everything they studied.  Such tools can be used in any subject.  They are instrumental in assisting the student in keeping track of his/her progress in following a teacher's lesson.  For example, if teaching a novel, have students keep a journal on key events and their reactions to them.  Students might also keep journals as a character in the book.  The list goes on.  The important thing is that when they have to write a composition, an essay, or take a test, they have pages of handwritten notes/reflections to refer to in accomplishing that task. 

5.  Aesthetic Appeal--Presentation of the assignment is everything.  As the article notes, word searches are not interesting and carry little academic value since all a student does is find a word in a puzzle.  Instead, bring in some original graphic organizers that will offer students different ways to organize key information to use in class (FREEOLOGY.COM--lots of free graphic organizers).  If studying a character in literature, why not have students design a WANTED POSTER with detailed information on the protagonist (here is where the detailed notes come in)?  If in a science class, why not have them write a news article on the ramifications of the great discovery they studied in class that day?  Why not ask students what they would like to do for homework? 

The article has much more in it than I have here.  The new year offers a new start for many students.  If some students had a poor academic performance last year, new approaches to homework might improve student grades next semester.

Denise

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COMMON CORE WILL TOTALLY REFORM ASSESSMENTS FOR ALL STUDENTS

Common core standards will usher in an array of new assessment techniques for teachers and their students.  This new approach will offer a more accurate picture of a student's strengths and weaknesses.  With instructional programs such as EXPLICIT DIRECT INSTRUCTION, teachers will have multiple opportunities to assess for understanding throughout a lesson.  Such data will permit the teacher to create mini-lessons to address confusion on the part of struggling students (ELLs especially) while the rest of the class is free to continue other assignments.  Project based learning will be a major part of instructional component of every class.  Active student engagement through team collaborative activities like those found in the business world will prepare students to master those skills employers want in their employees.

So schools will move away from overuse of multiple choice questions and personal narratives to projects addressing real world problems where 21st century skills in math, science, engineering, etc. must be used to solve real world problems.   In such settings, students will not only have to employ a wide range of skills to solve problems, but also be able to the necessary research to develop an answer, work with a team to develop a solution, and then, with sharp presentation skills, offer their solutions to the problem.  School will be moving away from the humor in this video:  I CHOOSE C

Planning team building and class discussion activities to fully prepare students for this new look at learning are in this video of high school students following an challenging urban planning curriculum in a  fifteen-hour study unit. Teams of high school juniors and seniors were in a competition to offer the best plan for remodeling a poor neighborhood.  All academic skills are tweaked to apply to the business task of remodeling.  Quite impressive!  PROJECT BASED LEARNING ACTIVITY

Denise

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Informative Assessments a Must for Common Core!

As national standards are fully integrated into class curricula, regular on-going informative assessments will become a necessary component of every lesson.  With such monitoring on the part of the teacher, students (especially ELLs) receive steady feedback on their progress in working through the activities.  When the teacher sees a student struggling, s/he can step in immediately to offer support/further explanations/additional examples, etc. to make the content more accessible.

Now, here are some additional tools to make checks-for-understanding even more engaging for all:)  In this clip, the instructor goes beyond the traditional tools such as using whiteboards, identifying strugglers by walking around the room and looking for students having problems, asking for show of hands, etc.  One is free and the other is $20.00.  Both are easy to use!  INFORMATIVE ASSESSMENTS (though Google Forms are listed, I didn't include them since they are a bit more complicated to use than the other two sites mentioned and listed below).

SOCRATIVE ASSESSMENT TOOL (FREE)  Watch the demo here.  "Socrative is a smart student response system that empowers teachers to engage their classrooms through a series of educational exercises and games via smartphones, laptops, and tablets." (from site).  It is easy to use and students can respond via cell phones, laptops, iPads, tablets, etc.  Teachers receive quick responses and, in the process, no student is signaled out as not knowing the correct answer.  This opens up the floor to discuss why certain answers were picked and why they were wrong/right.  Since no one knows who picked what, it becomes a risk-free discussion for all.

TESTMOZ  ($20 a year) is similar to Socrative.  Teachers generate quick multiple choice questions for students to answer.  Teachers can monitor how well their lessons went by having students use any device of their own choosing to take the mini-assessments.  Quickly, the teacher sees what questions students had difficulties with and what ones were not a problem.  Such rapid feedback helps a teacher keep a "finger on the pulse" of the class with ease:)

Denise

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