Touchstone 4

I measure understanding against high expectations.

Traffic light activity

Peer teaching

Teaching younger students

To measure understanding against high expectations, first we must know the expectations before teaching. Secondly, we must make our expectations known to the students. Third, as we measure their understanding, we have an obligation to assign classwork and homework that is related to learning goals and then provide prompt feedback on all assignments. We can help students gage their understanding through extension projects and/or formative assessments.

Formative assessments are ungraded, but provide evidence of student understanding. There are many types of formative assessments. David Wees curated a list of 56 formative assessments. I like to use: Venn diagrams to show commonality and differences, white boards for individuals or groups to compile information or display answers to questions, and writing postcards from one historic person to another. Traffic light activities can be used to organize learning into what students already know, what they are still working on, and what they do not know. Students can also hold up paper plate expression faces to represent the same thing. A smiley face means they know the material. A sad face means they do not. Raised eyebrows means they don't know it "yet" and are still thinking about it.

Peer teaching or teaching younger students is also an excellent way for students to use their critical thinking skills, organize their thoughts, and explain what they have learned to others.

Extension projects such as posters or timelines can also be used to gauge student understanding. Rubrics for these types of projects can help students organize their thoughts and facts into visual presentations that can illustrate what they have learned. These projects are especially enjoyable and beneficial for visual and kinesthetic learners.

Homework is a hot topic in many schools. To give or not to give? How much to give? To grade or not to grade? Research on homework indicates that it should be approached not as an afterthought to the school day, but as a focused strategy for increasing understanding (Marzano, 2005). If homework is related to a specific learning standard, it is less likely to be seen as busy work. Goodwin & Hubbell (2013) state that the purpose of homework is "to help students work through the necessary period of novice ability that comes with learning any new skill or knowledge." Homework should also to appropriate for the age and subject. Homework has value if teachers follow these guidelines. Homework loses its' value if it is just busy work, if it is not related to learning objectives, or if it takes so much time that students must regularly forfeit family time in order to complete homework.

By continually working with our students to reach for high expectations, we can help guide and motivate students to high achievement.

References

Goodwin, B., & Hubbell, E. (2013). The 12 touchstones of good teaching: A checklist for staying focused every day.

Alexandria, VA: Association for Supervision & Curriculum Development. [Bookshelf Online].

Marzano, (2005). Retrieved from https://escmarzano.wikispaces.com/4.+Homework+and+Practice. Developed by the

Northwest Regional Educational Laboratory, Portland, Oregon.

Wees, D. 56 different ways to gather evidence of student achievement. Retrieved from

https://docs.google.com/presentation/d/1nzhdnyMQmio5lNT75ITB45rHyLISHEEHZlHTWJRqLmQ/pub?

start=false&loop=false&delayms=3000&slide=id.g583166bc_0_0

Expression faces

A few formative assessment ideas....

An extension project idea...

Creating a time line