What are our students saying when they don't do practice exercises outside of school? This isn't a revolutionary thought. I'm just a slow learner. Last week I finally had enough of seeing too many empty desks when they're supposed to get out their Home Jams (homework) after our daily warm-up. I assign about 3-4 questions nightly Monday through Thursday. They're not worth any points because of the Standards Based Grading model I've adopted this year. I use Dropbox to sync all my home jams so students have access at home and I don't need to make photocopies or rely on students using a workbook or textbook. I don't collect them. I don't keep track of complete or incomplete home jams. Furthermore, chances are pretty good I will spend the first 5-8 minutes of class having students review the previous night's home jams as a group on their giant whiteboards. My school is in an affluent area and every family has internet access so why do I still see a strong majority of empty desks? I'm not the only one who is absorbing this pain and bafflement. Chris Robinson, Hedge, and Fawn Nguyen (my trusty cohorts) jumped in on this conversation/quest.
Let's find some scapegoats: laziness, apathy, age, adolescence, immaturity, puberty, hormones, SBG, points (or lack thereof), Gangnam style, etc.
Are these really worth my blame and energy? Should I be looking to point fingers, because I'll run out of fingers if that's the attitude I take. There seems to be a more productive use of my time and energy. I like Chris' idea of designing meaningful tasks for students outside of class, but right now I battle the clock with trying to design meaningful tasks for students inside of class. Therefore, should I be associating my home jams with incentives? Let's ask our kids what they think first before we rack our brains out. Here are the two questions we asked our kids today:
1. Briefly explain what reasons cause you to regularly complete or regularly NOT complete the homework assignments.
2.What incentives would motivate you to complete more homework assignments?
The results.
Reasons for NOT doing home jams:
I forget: 17
Online hassle: 12
Not worth points: 10
I don't need the practice: 1
I have other homework: 9
Reasons for doing home jams:
Master/practice skills: 18
I don't understand: 3
Prepare for assessments: 10
My parent makes me: 3
I didn't enjoy homework as a student and still don't (BTSA). I don't think students should be doing hours of homework. When my children get older, I hope they don't have hours of homework because I believe it would rob them from family time or time simply being a kid.
As for incentives, students suggested the following:
Make them worth points [that's not happening].
Make them fun [curious what that means].
Give candy [yup, all I need to do is encourage tooth decay, obesity, or diabetes].
Extra Credit [really? Again, that's not happening].
Put them on paper [I'm listening].
Bring in food [that co$ts money, y'know].
Play music [yes, I considered that and I like].
Redeem points for class prizes [who's paying for the prizes?].
Work it into Math B-ball [I considered that too and I like].
So now what? Enter my thought process and your input here. I'm open to the incentive idea. Could there be something for the group (since my students sit in groups) who completes their home jams all week? Their group DJ's music. They get comfy chairs to sit in during class. They get extra points when we play Math B-ball. They wash my car. Oh wait, that last one seems out of place. I'm going to sleep on this.
My parting thoughts go like this. It eats at me that learning just isn't more intrinsic, valued, and supported at home as much as I'd like it to be. Could that be another job for some caped homework crusader we all dream about? Incentives are cool, but is that just trickery? Am I tricking kids into practicing math? Once again, I think I'm asking more questions than necessarily providing answers. I'm not going to rack my brain out here. I'm not looking for a permanent and magical solution. It would be great to see students participate more and value their learning by practicing math. Is this asking too much of my 8th graders?
Jam,
1101
Showing posts with label Survey. Show all posts
Showing posts with label Survey. Show all posts
2012 Math Olympics
Last week was the first week back from Spring Break. Over the break, I took the feedback from the Survey your Students (earlier post) I gave and wanted to finish the school year in a different manner. I chose a class theme (which I'm not sure I've done before) to be the 2012 Math Olympics. I needed a fun way to spend the last 5 academic weeks with my 8th graders. I went to Target and the Dollar Store and found a few goldmine items for weekly events and "Gold medal" winners.
I wanted to both professionally and personally challenge myself to make improvements in the following areas:
Group & Discussion Based Learning:
I had to change the desk arrangement in my classroom. As you can see from the picture above, students are facing each other now instead of the interactive board. I did minimal direct instruction this week.
It was fantastic!
I wanted the groups to figure out and discuss examples before telling them how to answer, solve, or approach the examples. Kids are smart!
The students were put into homogeneous groups, having a range of mathamatical abilities. On Monday, they met their teammates, nominated a team captain, and picked a country from the list of participating countries in the 2012 Summer games. USA was not an option!
It took a couple of days for the students to warm-up to the discussion based learning, but by Thursday, they had made great strides (remember to praise them on Monday for this!)
Different Classroom Management Skills:
We take our 8th graders to Washington D.C. at the end of May. Therefore, the students have one giant foot out the door by this time of year. This past week, I saw a greater level of engagement and less need to remind students about learning. I have found myself in previous years sternly reminding them,
"It's imperative that you guys learn this if you're interested in getting into Geometry as a freshman."
The only thing I had to remind my students of this week was for their captain to report their good-will points to me before leaving. Good-will points are earned for displays of good sportsmanship in class by staying on task, helping another group, or scoring a point in Jai Alai. I kept track of good-will points on these cheap chalkboards I found at Target:
To earn Good-will points (and to avoid foul play) in Jai Alai, one team had to successfully pass the ball to another team so both teams received points. It was awesome to see them cheer each other on instead of making fun.
Student Estimation and Prediction:
The daily two-minute warm-up also includes a question requiring estimation to answer it. Past examples include:
What year was the first cell phone call made?
How many In-n-Out Burgers are in California?
How many miles is the California coastline?
How many miles is it around the earth's equator?
Discussion following these questions has been quite valuable. They find the validity in guessing too low and too high and enjoy sharing the actual answers with family or friends throughout the day. I assigned homework on Monday for them to look up two fun facts about their country. I will use the facts they submitted throughout the next 4 weeks. I believe this will pay dividends... we'll see.
Incentive Based Learning:
I tread lightly in this arena. I have never been a big fan of handing out candy or giving small trophy awards for something I believe learning is, intrinsic. However, the second you toss candy in front of a middle schooler, it feels like the equivalent of feeding the dolphins at Sea World after performing a trick. My school banned the distribution of candy and I'm totally good with it. Let's be realistic though, every once in awhile, kids enjoy some type of reward, even if it's silly. They are kids after all.
On Monday, I will be awarding my Gold medal winners with glow bracelets I found at the dollar store. In order to win glow bracelets for your country, your group must have the highest exam average from the previous week. We learned parabolas this week, and I've seen some of the best understanding ever, which translated to great scores as well!
Lastly, our event for next week is Archery. I have a student-made target at the back of my room. After successfully answering questions, students will aim a giant foam rocket at the target to earn good-will points for their country next week. London 2012!!!
Best,
312
 |
| Last week's event, Jai Alai |
Group & Discussion Based Learning:
I had to change the desk arrangement in my classroom. As you can see from the picture above, students are facing each other now instead of the interactive board. I did minimal direct instruction this week.
It was fantastic!
I wanted the groups to figure out and discuss examples before telling them how to answer, solve, or approach the examples. Kids are smart!
The students were put into homogeneous groups, having a range of mathamatical abilities. On Monday, they met their teammates, nominated a team captain, and picked a country from the list of participating countries in the 2012 Summer games. USA was not an option!
It took a couple of days for the students to warm-up to the discussion based learning, but by Thursday, they had made great strides (remember to praise them on Monday for this!)
Different Classroom Management Skills:
We take our 8th graders to Washington D.C. at the end of May. Therefore, the students have one giant foot out the door by this time of year. This past week, I saw a greater level of engagement and less need to remind students about learning. I have found myself in previous years sternly reminding them,
"It's imperative that you guys learn this if you're interested in getting into Geometry as a freshman."
The only thing I had to remind my students of this week was for their captain to report their good-will points to me before leaving. Good-will points are earned for displays of good sportsmanship in class by staying on task, helping another group, or scoring a point in Jai Alai. I kept track of good-will points on these cheap chalkboards I found at Target:
To earn Good-will points (and to avoid foul play) in Jai Alai, one team had to successfully pass the ball to another team so both teams received points. It was awesome to see them cheer each other on instead of making fun.
Warm-ups:
I found a highly successful warm-up activity this year that was based on assessing individual skills, called my favorite yes/no (video found here).
However, with the students in groups (countries), I transitioned my two-minute warm-up into a group task. I not only had great discussions going on, but kids were submitting their cards cheering for their country, writing...
"Go Fiji! Germany rocks! Go Tunisia!"
I loved that they took ownership of both their learning and their adopted country for the Math Olympics! (again, remember to praise them for this on Monday!)
I found a highly successful warm-up activity this year that was based on assessing individual skills, called my favorite yes/no (video found here).
However, with the students in groups (countries), I transitioned my two-minute warm-up into a group task. I not only had great discussions going on, but kids were submitting their cards cheering for their country, writing...
"Go Fiji! Germany rocks! Go Tunisia!"
I loved that they took ownership of both their learning and their adopted country for the Math Olympics! (again, remember to praise them for this on Monday!)
Student Estimation and Prediction:
The daily two-minute warm-up also includes a question requiring estimation to answer it. Past examples include:
What year was the first cell phone call made?
How many In-n-Out Burgers are in California?
How many miles is the California coastline?
How many miles is it around the earth's equator?
Discussion following these questions has been quite valuable. They find the validity in guessing too low and too high and enjoy sharing the actual answers with family or friends throughout the day. I assigned homework on Monday for them to look up two fun facts about their country. I will use the facts they submitted throughout the next 4 weeks. I believe this will pay dividends... we'll see.
Incentive Based Learning:
I tread lightly in this arena. I have never been a big fan of handing out candy or giving small trophy awards for something I believe learning is, intrinsic. However, the second you toss candy in front of a middle schooler, it feels like the equivalent of feeding the dolphins at Sea World after performing a trick. My school banned the distribution of candy and I'm totally good with it. Let's be realistic though, every once in awhile, kids enjoy some type of reward, even if it's silly. They are kids after all.
On Monday, I will be awarding my Gold medal winners with glow bracelets I found at the dollar store. In order to win glow bracelets for your country, your group must have the highest exam average from the previous week. We learned parabolas this week, and I've seen some of the best understanding ever, which translated to great scores as well!
Lastly, our event for next week is Archery. I have a student-made target at the back of my room. After successfully answering questions, students will aim a giant foam rocket at the target to earn good-will points for their country next week. London 2012!!!
Best,
312
Survey your students
Spring Break Questionnaire 2012:
I believe in the importance of feedback, whether it's:
The feedback I received from my students is invaluable. My favorites were:
So here's the how, why, and when I do questionnaires.
How:
Keep it simple. Type up a one page questionnaire your students can finish in about 5-8 minutes. Give it to them on the first day of school or at the end of a short test or quiz. Give your students the premise, don't just throw it at them. Tell them their feedback is important to you (because it is). Explain that their honesty and constructive feedback helps you (the teacher) help them (the students). Again, tell them again that their input is important to you (because it is).
Why:
I don't feel much explanation is necessary here as we could come up with a million reasons, but hopefully the reasons are instinctive, logical, genuine, and simple.
Questionnaires allow student's to take the initial step in the ownership of their learning. They see that you are open and willing to make their learning experience rich, rewarding, and reflective of their interests. They see that you care. Students can possibly gain a better sense of appreciation for your hard work, but this shouldn't be your main objective. If they see you working hard to meet their expectations, then maybe it will rub off on their work habits in your class and pay dividends towards your expectations of them.
The students (your customer) can give you a perspective that you might miss. They might remember something they enjoy in another teacher's class and want to share it with you. Don't take it as a slight. Take it as a Professional Development opportunity. I'm not saying the students dictate the curriculum, daily agenda, or always know best about their learning behaviors, but their input and perspective keeps you connected and in tune to what they are thinking. Simply put, how does your customer feel about the product you are selling? What can you do to enhance your product and better appeal to your customer base?
This a great opportunity to teach your students that constructive feedback is a life skill that benefits from some etiquette. The questionnaire is not a 'comments' section they can anonymously fill out online, bashing the subject or person while they sit in front of a computer screen. Students are given the opportunity to provide words, explanations, and reasons that are constructive, diplomatic, and appropriate. It's a great opportunity for a teacher to teach a life skill... embrace it.
Don't wait until the end of the school year. IT'S TOO LATE. I always found the rating forms at the end of a college course or graduate class pointless. Why ask me after the fact, especially if the instructor was terrible? How do my classmates and I benefit from taking the survey at the end? How come we didn't benefit from a survey given to this instructor's last class? I digress... However, it's important to me that I survey my students frequently. So when do I poll them for their feedback?
When:
Good luck,
720
I believe in the importance of feedback, whether it's:
- Customer feedback regarding a product
- Feedback about a restaurant, their food, service, cleanliness, etc.
- Feedback from colleagues, administrators, students in your class or
- The feedback Jimi Hendrix produced wailing on guitar (that's definitely a topic for another day).
The feedback I received from my students is invaluable. My favorites were:
- A student that responded to question 5 and a difficult concept: "I need more space, there were too many."
- A high percentage of students used the same verbiage for question 6 regarding the warm-up: "It helps get my brain ready for math and I like the second question because it's fun."
So here's the how, why, and when I do questionnaires.
How:
Keep it simple. Type up a one page questionnaire your students can finish in about 5-8 minutes. Give it to them on the first day of school or at the end of a short test or quiz. Give your students the premise, don't just throw it at them. Tell them their feedback is important to you (because it is). Explain that their honesty and constructive feedback helps you (the teacher) help them (the students). Again, tell them again that their input is important to you (because it is).
Why:
I don't feel much explanation is necessary here as we could come up with a million reasons, but hopefully the reasons are instinctive, logical, genuine, and simple.
Questionnaires allow student's to take the initial step in the ownership of their learning. They see that you are open and willing to make their learning experience rich, rewarding, and reflective of their interests. They see that you care. Students can possibly gain a better sense of appreciation for your hard work, but this shouldn't be your main objective. If they see you working hard to meet their expectations, then maybe it will rub off on their work habits in your class and pay dividends towards your expectations of them.
The students (your customer) can give you a perspective that you might miss. They might remember something they enjoy in another teacher's class and want to share it with you. Don't take it as a slight. Take it as a Professional Development opportunity. I'm not saying the students dictate the curriculum, daily agenda, or always know best about their learning behaviors, but their input and perspective keeps you connected and in tune to what they are thinking. Simply put, how does your customer feel about the product you are selling? What can you do to enhance your product and better appeal to your customer base?
This a great opportunity to teach your students that constructive feedback is a life skill that benefits from some etiquette. The questionnaire is not a 'comments' section they can anonymously fill out online, bashing the subject or person while they sit in front of a computer screen. Students are given the opportunity to provide words, explanations, and reasons that are constructive, diplomatic, and appropriate. It's a great opportunity for a teacher to teach a life skill... embrace it.
Don't wait until the end of the school year. IT'S TOO LATE. I always found the rating forms at the end of a college course or graduate class pointless. Why ask me after the fact, especially if the instructor was terrible? How do my classmates and I benefit from taking the survey at the end? How come we didn't benefit from a survey given to this instructor's last class? I digress... However, it's important to me that I survey my students frequently. So when do I poll them for their feedback?
When:
Don't abuse questionnaires. Students will see them more as a task instead of an opportunity to provide meaningful feedback. Don't overuse: 4 times max.
Beginning of the year
It allows you an opportunity to find out information, fun facts, learning styles, and their attitude towards your subject area. What a great way to immediately make connections with your students. Use questions that encourage detailed answers. Avoid 'yes' or 'no' questions. Hey, you're gonna spend the next 180 school days together, don't you want to make a connection with your students immediately that will catapult you together into the subject area you teach? Lastly, ask them what is something they would like to know about you...
Before Winter Break
By this time you have been using various techniques, strategies, learning activities, and have gotten to know the make up of your classes. The newness of the school year has definitely worn off and it's time you get some feedback from your students. Use Winter Break to evaluate their responses and give yourself some New Year's resolutions and an action plan upon your return in January. Your response is pivotal. Return in January reminding them what they did, some common threads, and your action plan. It's imperative you follow through with your plan, or you subject yourself to losing your customers...
Before Spring Break
Spring cleaning, right? It might be time for you to utilize some fresh ideas/activities or maybe trash some that are just ineffective. Maybe there's some concepts you need to reteach before those lovely standardized tests arrive. Use Spring Break to prepare some improved ways of reaching your kids. They're older now. They've seen your best and your worst. Give them something fresh upon their return. Maybe this is where you bring out some 'secret weapons' or some awesome activities you found from a colleague on Twitter, 101qs.com, Teaching Channel, a blog, etc. Do something so both you and your students have something to look forward to as you close the school year. Trust me, by this time, your students will feel comfortable enough to tell you what they like/dislike, and how effective/ineffective activities have been in your class. Plus, if you followed through on your January action plan, they trust you will respond equivalently.
At the end of the year
This isn't one where you just do it as a formality. You have spent 180 days with your students and hopefully have left a positive impact on their life by now. Hopefully they returned the favor. If you're always looking to improve and be a better teacher, this is your opportunity to take the good with the bad so you can better prepare for next year. I know by this time you are looking forward to summer and the last thing you want to do is think about next year, but it will be here before you know it and guess what? Your current students will help you prepare to have an even better and stronger year next year. Yes, your students might be brutally honest on the final questionnaire because they may never see you again, but take off the rose-colored glasses. It might hurt at first, but it can only make you stronger (sticks and stones..., right?). Take the summer to find ways to better connect with that 'one' student who will be in your class again next year. Decompress over the summer, but keep in mind that your former students have given you a valuable gift. They're feedback, their insight and their words are teaching you now. They have left you with a lesson. Think about it, we expect our students to learn from their mistakes, to take chances, be lifelong learners, and always strive to do their best. Expect that of yourself too. Take their feedback and give back.
Good luck,
720
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