In his concluding chapter entitled, Implementing Change, Cooper speaks about the need for change, but also lists a variety of strategies for implementing change in relation to teachers, students and parents. In my opinion, the education system has drastically changed since my time in elementary school. In my experience, the teacher was always an authoritative figure in the classroom, now it seems the teacher’s role has moved into the realms of facilitator. In this final chapter, Cooper, on page 243, expands on the use of the pronoun “we”, claiming, “teacher and students working collaboratively are equally responsible for a positive learning environment” (243). Of course, numerous schools across Ontario have attempted to restructure, and update their curriculum with the idea of Assessment for Learning at the forefront, yet such initiative often experience the “implementation dip” as per mentioned on page 242, which leads to the initiative faltering. In such cases, it can easily be argued that teachers, principals, and administrative staff were unaware that change often requires modification. In this final chapter, Cooper explains that successful change is a long-term goal, and provides the guidelines to achieve successful change.
First, in the sub-section titled: Teacher-Initiated Assessment Reform, Cooper explores the idea of support and maintains “planning together, perhaps observing each other teach a class, debriefing what worked and what problems occurred, and them problem solving to refine the strategy are all opportunities for teachers to learn from each other” (242). This easily relates to the third point raised by Cooper. The idea of collaboration is essential, and as mentioned in the text, a high school setting is often appropriate to begin discussing change because teachers from a same department may want to group together to develop a curriculum that promotes student engagement. Of course, this does not mean you have to shy away from the advice of other teachers from different departments. On the other hand, this can be quite beneficial because the different ideas and perspectives might provide further insight, and in addition, might increase the level of success. In my opinion, teachers need to collaborate in order to have a successful classroom. Collaboration is key at Pinecrest and this idea is apparent throughout the school. It is clear that the teachers, and administrative staff all work together to achieve a common goal, student success. Although this example might seem quite mundane compared to other visible acts of collaboration, during our math lesson, Ms. Bergquist collaborates with another math teacher to create a lesson that is both stimulating and educational for the students. This method proves to be quite effective since this is a split grade 3 and 4 class. During their prep. period, they both take the time to talk about the lesson, and start planning a lessons for the next day's class. Often, however, you may encounter teachers and other professionals who are for a lack of better words, resistant to change. As per claimed by Jessica Bohn, “veteran teachers are likely to resist change because they believe that traditional methods are best. These teachers are not simply trying to be difficult; they've most likely had success with their tried-and-true lessons and strategies, and so change may seem unnecessary or overwhelming” (2014). In such case, it is important to stress the fourth point raised by Cooper, which is staying the course. Experienced professionals may not be able to see the immediate benefits of change because they are used to working alone, but it is important to remember that collaboration is essential for school-wide improvement. Briefly, while this article speaks about implementing change, it is not limited to collaboration. In this final chapter, Cooper explores proper implementation and how teachers, the school, and the administration all have a role to play in this initiative. Citation: Bohn, J. (2014, February 13). Turning Resistant Teachers into Resilient Teachers. Retrieved October 22, 2015, from http://www.ascd.org/ascd-express/vol9/910-bohn.aspx
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Assessment and Grading for students. What stood out to me upon reading Cooper’s Chapter 9 was the idea that grading
Early in the semester, I commented on the importance students accord to grades. For most students, a grade is considered far more important than what they have learned throughout the school year of a specific term. But, what goes into grading, and how do educators reach these grade? Of course a grade is far more than a numerical value given to a piece of work. A grade reflects a student’s achievement level or lack thereof. In chapter 9, Cooper provides some useful insight in regards to grading and reporting. While many schools have “attempted to move towards are more standard-based curriculum, grading practices and techniques have by and large remained unchanged” (2). As per claimed by Thomas R. Guskey and Jane M. Bailey authors of Developing Standard-Based Report Cards, “a standards-based report card breaks down each subject area into specific elements of learning to offer parents and educators a more thorough description of each child’s progress towards proficiency” (2). In other words, the grade, or more specifically, the report card should communicate “essential learning targets or achievement categories” (Cooper, 195). Traditionally, a grade is given to a student based on an assessment methods whether a quiz or test. After the student submits their test, quiz or project, one grade entry is given to the student. This grade is usually attributed to the student based on criteria present in a grading rubric, however, it is important to remain aware that rubrics “emphasize structure and conventions” (185). As explained by Cooper, “the scores that a student receives on the set of assessments comprising the grade may not fully or accurately represent what that student actually has learned about the learning targets in question” (202). In this context, according to the standard-based grading system, a grade is accorded to a student “based on learning goals and performance standards.” In most cases, the problem that presents itself with traditional grading techniques lies in the fact that it fails to communicate to parents, as well as the student, what they understand or have learned from the course. When considering a student’s achievement or failure in a class, numerous variable come into play. For example, perhaps a student did poorly on a test or failed to submit an assignment because he or she is suffering from emotional difficulties or stressors such as bullying or problems at home that are preventing the child from achieving success in the classroom. In order to deal with incomplete assignments, Cooper urges teachers to create a plan to insure work is completed. He claims, “the plan should include home contact, a completion contract, and should temporarily deprive the student of free time by assigning him or her to a supervisor study area during lunch or after school” (207). The Ministry Document titled: Growing Success, provides an extensive list of preventions methods that can be used by teachers to diminish the amount of late or missed assignments. These preventions methods aim at assuring that students are held responsible for their failure to submit their work, but also ensure that the work is completed in a given time. In elementary school, the last period of every Friday would be a free-play period. During these free-play periods, students would be able to do anything besides school work. However, if a student failed to submit their homework or failed to hand-in an assignment, the student would be prohibited from participating in free-play. Rather, the student would be sent to an empty classroom, where he or she would have to complete their unaccomplished work, under the supervision of a supply teacher. This also pertains to argument raised in Growing Success, which claims “that student must understand that there will be consequences for not completing assignment for evaluation or for submitting those late assignment” (43). This teaches the students that they must complete their work when necessary in order to get a reward, such as free-play on Friday afternoons. I would also argue, however, that if a student fails to complete work as a result of emotional or physical stressors, other measures should be put in place in order for the student to properly address the problems that may be preventing them from completing said work. In any case, as claimed by both Cooper and in Growing Success, a late or missed should not be given a grade of zero rather, an “incomplete” should be written on the report card. It has been argued that “success is the best way to breed success” (46) yet, these extreme measures may only serve to further discourage the student(s), and prevent them from completing the required tasks. At last, in the final pages of this chapter, Cooper present seven guiding principles for determining grades. As per claimed in Growing Success, in order to ensure the most accurate grade possible, “evidence of student achievement must be collected over time from three different sources, observation, conversation, and student products” (39). I would also argue that a student’s recent achievements and ability to improve should be taken into consideration when grading or providing feedback for a report card. In my opinion, a student’s ability to learn and as a result improve their skill if far more important than a grade that might discourage the student. Assessing Student with Special Needs, tools, and technology. What stood out to me upon reading Cooper’s chapters 7 and 8 was the idea that educators must identify students with special needs, and plan their curriculum accordingly.
As opposed to the last readings, where I struggled to personally identify with the concepts presented, in both these chapters, in particular chapter 7, I found myself relating to the content presented because, I have had the opportunity to work with a student with special needs. For the purpose of this blog, we’ll call the student in question, Andy. Andy was a grade 4 student with a severe learning disability, he was also diagnosed with Attention Deficit Hyperactive Disorder, therefore, it was quite difficult for him to remain attentive for the duration of the school day. Because, as per claimed by Cooper, “these students are at risk on a “one-sized-fits-all” classroom; they will not be successful unless the teacher makes specific adjustments to the curriculum, instruction, and or assessment that have been planned for the majority of the students in class”(122). After speaking with Andy and observing him during free-play, his teacher identified that Andy had a particular passion for building things out of repurposed materials. She noticed that he would dig through the recycling bin and take empty juice boxes, and apple sauce cups to make something refined and realistic. The teacher was truly impressed with his ability to create something new out of ordinary materials, but also how passionate and proud he was of his art work. Although the teacher did try to integrate Andy into classroom activities, such as knowledge building circles, and other activities, he had a great difficulty interacting with other students are preferred to be secluded from the other children. In order to properly accommodate Andy, the teacher decided to place his desk away from the children in a more secluded area, where his creative abilities would be fostered. While this method is not appropriate for most classroom, Cooper does maintain that “it has become necessary that all teachers differentiate their classroom strategies to meet the diverse needs of their students” (126). On a different occasion, the teacher walked into the classroom, and placed a new tube of tin foil on Andy’s desk. I asked the teacher with whom I was working with why she purchased the foil for him. She told me: “because he asked for it yesterday, and I know how it feels when a teacher does not know how to deal with a student with a severe learning disability.” Furthermore, she often allowed Andy to go help the Kindergarten children during arts and crafts. This allowed Andy to feel a sense of independence, but also this made him feel like he was apart of something bigger in schools. Every time I worked with him, he always seemed quite happy and eager to start a new project. The method employed by the teacher I worked with did raised some concerns. As aforementioned, Andy would spend a vast majority of the day making art projects, therefore, I often questioned the teacher ability to properly assess and subsequently grade Andy’s work. Fortunately, Cooper provides, in chapter 7, a section titled: Grading and Reporting for Students with Special Needs. In this section, Cooper identifies three principles:
Moreover, chapter 8 provided some useful insight in regards to rubrics and grading schemes. In my experience, when a teacher or professor introduced a new assignment, the first question posed by students always seemed to be: “Is there a grading rubric attached to this assignment?” In this context, it is clear that students want to know the criteria, as well as how they will be graded. In Teaching with Rubrics, the Good, the Bad, and the Ugly, author Heidi Goodrich Andrade claims, “I use rubrics before, during, and after I deliver instruction, and the benefits are numerous” (27). In my opinion, as held by Goodrich, students achieve greater success in the classroom when the teacher’s expectation are clearly communicated to the students in advance. In order words, the language used in the grading rubrics must be clear and concise, rather than vague. I would also argue that a qualitative rubrics, which refers to the quality of the phenomenon is a better way to communicate the student’s weak and strong points. Goodrich points out, “such descriptions tend to be quite informative for students, thereby helping them think, learn and produce high quality work” (27). Although informative, when using rubrics it is important to remain aware of the potential shortcomings. As explained by Goodrich, grading rubrics are “not entirely self-explanatory, and do not replace good instruction”(29). While validity, reliability, and fairness are concerns addressed by the author, as future educators, it is important to, in addition to the rubric, pay attention to our own judgement and reasoning. Talk About Assessment,
In all honesty, I found myself quite lost in both these chapters, unable to personally identify or connect with the assessment methods presented by Cooper. In chapter 5, a vast majority of the content was dedicated to Nadine, and her assessment methods, and while I cannot personally speak for my past teachers and professors, I do not recall ever being subjected to assessment methods such as reciprocal teacher, surveys and interviews or the cloze procedures. While I have not been subjected to these methods, I do acknowledge the benefits of implementing them in the classroom. In fact, after reading chapter 5, I’ve realized how the practice of reciprocal teaching can have a profound effect on students’ ability to achieve success within the classroom. As per claimed by Cooper, students who are experiencing difficulty grasping new material can meet with their peers to discuss the content in a non threatening way. In University, and High School, in particular, I always felt intimidated speaking to my teachers and professors. In fact, I felt intimidated when others read my work. I always felt that my work was not satisfactory or lacking. For the reason mentioned above, I would often rely on my classmates to help me with my work. In my experience, classmates are often ready and willing to help, and they can also teach you alternative ways of completing work. In chapter 6, Cooper identifies the three problems with questioning techniques. In problem 1, titled: Lack of Participation, Cooper identifies four types of students:
While it can be argued that this part of the chapter does not contain the bulk of the information, these four types of students can easily be identified within the classroom. As of my first day at Pinecrest Public School, I was able to recognize these four types of students. As per claimed by Cooper, “the problem with this situation is that very few students are thinking about what they learned” (Cooper 107). In this situation, students are, in most cases, thinking of something else, which in most cases does not pertain to the question or topic at hand. If I had to categorize myself according to these four types of students, I would label myself as a “I hope she doesn't pick me.” In my experience, if a teacher or professor posed a question, I was always afraid of saying the wrong answer, although in some cases I did know the answer, I always felt a little insecure about my abilities. So, in that case, what Cooper says is quite true. When a teacher or professor poses a question to the class, often the students are not focusing on answering the question, but rather focusing on blending in the back ground in hopes of not being called upon. While some student do want to answer the question, a vast majority want to simply slide by hoping that the teacher distributes the day’s assignment. Instructional Strategies. While this text is quite strenuous, it does provide a great deal of information, and useful insight into instructional strategies, as per claimed by the title. Firstly, the importance of morning activities such as bell ringers seemed curious. Every morning in Ms. Bergquist's grade 3 and 4 class, she does an activity called “eye-openers.” The activity is simple, take your composition book, and answer the question written on the board. The eye-opener of the day: In three sentences, write three things about our class that everyone should know. This short 15 minute activity allows for students to settle down in their seats, and prepare themselves for the day. It also allows the students to calm down after being outside for a short while. From what I could tell, the students really enjoyed sharing their ideas ideas with the class. Although the answer were simple such as, “listen to the teach,” and “we are room 49,” the student actively engaged and participated to the greatest of their abilities. The “eye-opener” activity was also a great segue into the the lesson of the day, which was literacy. Furthermore, anchor and sponge activities are also an important part of Ms. Bergquist's lesson plan. At Pinecrest, anchor and sponge activities are used when students finish their work before the rest of the class. These activities are performed individually, and students are permitted to use Chromebooks to do math games online. The students really seemed to enjoy using and working with the computers because it allowed them to access a variety of learning tool, but also helped them acquire digital literacy skills that are quite pertinent nowadays. Moreover, the recall and rehearsal theory as coined by Doyle and Strauss explains that “we give people to much gum to chew (content) and not enough time to chew it (process)” (130) Although Doyle and Strauss explain this theory is simple terms, it is quite true. In my opinion, students are given a lot of material, and are given a short amount of time to process this new content. In high school, students are taught a subject, and subsequently tested on their knowledge a few weeks or even days later. In order to recall the most information during the examination, as a study method, I would sit at my desk and try to memorize the most information possible. The day of the test, I would blurt out everything I remembered on a piece of paper. Was this effective? I would argue that this method is not effective because days and even moment after the test, I would only remember a little of what I had actually studied. So, perhaps it is more beneficial if students are made to rehearse the material covered until it becomes clear. When I study for a test, I could easily memorize ten pages of notes, another ten pages of reading notes, and anything I remembered from the class, but this is my opinion, is not a proper way to process new content because I did not necessarily understand the information, I was just memorizing it. In University, I have had numerous courses, in which the students were evaluated according to three multiple choice examination. Of course, the weight attributed to each test was different. But, as claimed in Growing Success, teachers are not assessing their students properly because they are not obtaining information through a variety of means, and more importantly, this method does not promote learning. Briefly, while the text did provide far more information than what I touched upon, the ideas mentioned above, stood out to me because they particularly pertained to my CLS experience, but also my academic experience, as a whole. |
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