We hope everyone enjoyed the Polar Vortex: Part 2! From many conversations that we have had, it appears that many people took the opportunity to catch up on some paperwork and even plan ahead to the months ahead. It's amazing how productive we can be when we "borrow" a few hours that we didn't think we had! This week's blog focuses on component 4b: maintaining accurate records. This component encompasses student information connected to tasks and learning, as well as non-instructional recording keeping...something many teachers were able to do on Monday and Tuesday.
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Often teachers may feel that there is an endless parade of paperwork that travels back and forth to school in a work bag. Fortunately, our digital tools are offering many ways to lighten the load, both literally - by going paperless, and figuratively - with more efficient tools! Sometimes, that digital clutter can feel just as overwhelming...especially when you can’t find something in Drive!
While there are many aspects of “records” we could dive into, nothing is more important than the ways we give feedback regarding and document evidence of student learning. As we move forward with Proficiency Based Learning systems we will see a change in our methods for communicating progress to parents. Our current system of “grading” students does not speak to the growth students make when given a clear learning plan. Maintaining accurate records of demonstrated proficiencies is essential for communicating progress to parents within our current system, as well as when we move forward to a new system. We need artifacts and evidence of demonstrated student learning to ground our assessments as well as plan our instructional next steps.
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When thinking about the accuracy of our records or gradebooks we should consider whether we are continuing to ask the question “how will we know if a student is proficient?” And also “how am I engaging my students in determining what is proficient?”. It is important to note that this component stretches beyond ensuring Standards Score is up to date, fair and accurate. There are many additional ways teachers keep records to support moving students forward. Analyzing Student Work protocols, checklists, conferring notes, lesson plans and intervention summaries all ensure that our tiers of instruction are supporting all learners within our schools..JPG)
The elements of component 4b include: maintaining information on student completion of tasks (the process) as well as maintaining information on student progress in learning (the assessments). Additionally, maintaining information on non-instructional activities is an element in this component.
What separates a proficient from a distinguished teacher in this component is the distinguished teacher’s ability to engage the learners in those three elements.
This week’s question:
What type of records do you maintain that give the you most insight into what your students have learned and/or your instructional next steps?
For determining what strategies students are using while reading, running records give me lots of information. I can listen and check for fluency, observe what strategies they us when they decode words and how they put it all together on a retell. RR are the main "go to" when forming book clubs (not all of the time) and helping children choose "just right" books. Exit slips are another way to assess whether or not students are understanding the mini lesson - sometimes, however, students who lack stamina or focus don't always apply themselves to show proficiency. In those cases, it's best to check in on them to check whether it was a lack of understanding or immature independent work skills, another important piece of information to know. If it's lack of understanding, a small group can be formed to reteach the mini lesson. Finally, sometimes just a walk around the room during reading workshop - or other class times - with a clip board and a purpose - check them off, make a quick note as to how they are fulfilling the purpose of this quick, "hit and run" observation.
ReplyDeleteThis week, after all of the cold days, I wanted to figure out a way to help my math students get back into the swing of their group application projects. I created a self-reflection tool that got them into the mindset of what was needed to collaborate and continue in a positive fashion. I found that doing this helped a lot of students who might normally have had trouble transitioning back. I also learned about some things I did not observe that had been happening "under the radar." Students were very honest about themselves, as well.
ReplyDeleteShort and sweet--I would say my Running Records! They truly show reading strengths and easily give me information about what the child's next steps should be.
ReplyDeleteI agree with Erin, Running Records really help give me a lot of insight as to where the break down occurs for the child. I also use the informal running records I take during guided reading. These help me along the way to make sure the students are receiving the strategies they need to keep going.
ReplyDeleteI use formative and observational during our Math units to see student understanding. Those assessments and observations are used to pull small groups or where I need to create my mini lessons. The pre-assessment before we teach is used to flexibly group as well as to see where students are at with the material we will be teaching. We also use post assessments as summative assessments to see student understanding after our unit.
ReplyDeleteConferring notes! This is an easy way for me to keep track of individual students as well as groups... where they are at, where they are headed, what their next steps are and how to get there. The Pensieve is a great digital tool that has helped me be more purposeful and efficient in my note taking during reading conferences.
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