Student Assessment

As a "seasoned" teacher, I have had to really step out of my comfort zone of pencil and paper assessments.  I remember thinking that tests had to be at least 25 questions with a variety of type:  multiple choice, matching, true/false, short answer...the list goes on.  However, in recent years I have come to accept that tests do not have a certain look or formula.  In fact, with those types of assessments, students seem to learn the material only for the test and then forget.  But when we provide a variety to types of assessments and allow students to even chose, their learning is retained. 

This module has helped me think about student-centered assessment in the following ways:  

1.  I found article on Know Students Better: A Visual Guide to Student Assessment very valuable.  "When teachers know their students well, they can build strong connections that lead to better learning. Knowing students’ interests, strengths, and weaknesses help teachers tailor learning experiences for their students. Formative assessment involves the teacher collecting information about what students know, don’t know, and want to learn. This information takes many forms, including observations, exit tickets, discussions, games, and quizzes. These kinds of informal assessments can also help teachers get to know their students as learners and as people."  
This first paragraph in the article hit home and really made me assess the  how I "test"  my learners.  Observations in small groups is something I never thought about in assessing my learners.  However, I can see mastery in a certain standard by observing my students, listening to them explain/reason, and giving them an opportunity to present the material in their "own" way. 
2.  Using digital games and quizzes is another tool that can be used to assess in an informal or formal way.  Learners use technology and digital tools on a daily basis now, and allowing them to use forms of assessment on their devices meets their needs more than pencil and paper.  I have recently discovered Quizizz.com.  I am able to create quizzes and use already made quizzes to assess knowledge of a certain skill.  The results are then sent to me in Google Classroom and I can see what learners have mastered the standard or those that still need assistance.  I can base my small group teaching off of these results.  
3. Because Project Based Learning is a big part of Pike Road Schools, I do all allow my learners to present information in a variety of ways following a rubric.  Sometimes this is hard for me to allow and the room seems to be in chaos, but I find my learners value owning their learning and really put for effort in getting the task done. 
4.  RUBRICS - I often use them to grade the assessment, but have learned that the students need the rubric before the completion of the assessment.  Learners must know what is expected of them and be able to follow the instructions.   Even in a learner centered project where they are allowed to create on their own, they must know what the guidelines are to be able to understand how to complete the assignment. Student friendly language is essential. 
5.  Assessment does not mean testing.  I have to remember that.  I want to make my assessments more intentional and base them off my students passions and learning styles; not what is easy for me.  
6.  I also want to give my students more feedback and not just a grade.  Allowing them to reflect on their work and provide glows and grows for areas of improvement.  Conferencing with students and creating data journals/notebooks is a goal of mine this year. 

Integrating Technology

"How can I make the delivery of content more interactive and engaging for my students by integrating technology?" 

Module 4 has probably been the most challenging module yet!!  However, I have enjoyed it the most and have really learned some new fun things.  I sometimes find myself teaching whole group in lecture style.  It is easier to plan whole group lessons and make copies of old school worksheets.   Because of this style, my students are bored and learn the material only for the assessment.  Then I feel defeated.  I have realized that when I take the time to plan interactive and engaging lessons, my students take ownership of their learning and are truly having fun.  And I must admit, I enjoy monitoring them and have fun myself.  

Integrating technology in the classroom requires devices.  At PRES, we have 1:1 iPads.  Therefore, it will be easier for me to provide more interactive lessons.  

One thing I really want to begin incorporating with my students is Flipgrid.  I really learned about this tool when I created my CoolTool Presentation.  I had heard of Flipgrid before through a coworker, but was scared of it.  I was new to the 1:1 iPad integration and I wanted to keep my classroom simple.  My goal is to use Flipgrid for reading response during literature circles and reading workshop.  I am sure my kids will love it and it will be a great tool for them to use to share their thoughts and respond to others. 

Another tool I plan to use is Nearpod.  I enjoyed creating my interactive presentation using Nearpod.  After showing my students the work I was proud of, they begged for me to create more for them to do.  I want to create another activity with my students so they can see the process.  After much practice, I will begin to allow them to create presentations on Nearpod for assessment purposes. 

My students also enjoy playing Kahoot, an interactive game where students answer questions on their device and it shows the leaders on my screen.  They really get into this and works great for reviews. 

I use Google Drive on a daily basis in my classroom for students to see the "Game Plan" for the day.  I create my station rotations with expectations in a doc for them to see and keep open so they know what is expected next.  It works so well for organization during transitions. I can also use this for collaborative sharing in response to various questions and/or activities. 

At the end of the week, we have a special Makerspace time.  We spend the afternoon creating any type of presentation as an extension of our learning.  Students choose what they want to continue to learn about or what they are curious about.  They then create any type of presentation to share with the class their findings. 

While whole group teaching has a place in the classroom, society has brought us to a time where students need to be active in order to learn and retain information.  Students must be engaged and take ownership of their learning for it to be meaningful.   I am excited about the future of my classroom and I can't wait to share with my coworkers. 

Bloom's Taxonomy in the 21st Century

I enjoyed this module and learned quite a lot about myself as a teacher.  As an experienced teacher, I often use the "old" model of Bloom's.  I planned lessons based on the original terms.  However, as society changes we must also change our approaches in the classroom.   
I found the video on Digital Taxonomy very enlightening.  I noticed that Create was moved to the top and is also the center of the cognitive process.  One profound statement I heard and will embrace is, "Digital tools are vehicles used to transform student thinking".   


This module has helped me connect Bloom's Taxonomy to 21st-century skills in the following ways...

1.  I need to provide my students with specific goals, however let them own their learning by being creative. 
2. I want to use the 4Cs in my daily instruction/activities:  critical thinking, communication, collaboration, and creativity.  
3.  I will allow my students to assess in a variety of ways, not just paper and pencil.  Students will embrace their learning when they are allowed to be creativity.  I really took in the new terminology: design - blog; invent - remix; construct - program.  I also want to incorporate the 4Cs within assessments. 
4.   I plan to use data journals with my learners so they can take ownership of their learning.  I would like to hold Learner, Parent, and Teacher conferences and have the learner lead the conference using their journal. 
5.   I want to make my lessons purposeful and meaningful to engage my leaners.  While preparing to teach a standard, I want to focus on the literary terms and backwards design.