Using Student Work and Performance as Our Guiding Light
Posted by Jill Davidson on 18 Dec 2006 | Tagged as: Essential Home, You Blog
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I agree that showing students’ work is important. I make it a point to have students’ work posted outside of my classroom, as well as within my classroom. We want students to do their best and work hard, but we don’t show how proud or impressed we are with their work.
Georgia, where I teach, has now gone to a more performance-based thinking for assessing. Students are required to show their work and their way of thinking moreso than has been required in the past. We may not be able to get as many “grades” as we have in the past, but we can check the students’ levels of understanding.
Any student can come up with the right answers….if they guess long enough, it will happen. But, where is the process behind these answers? That’s one of the difficulties I face in my classroom…getting the students to show me how they arrived at their answers.
In this age of instant gratification, the students want to know that their answers are correct, but when you ask them how they found the answer, you get a blank look.
When I ask a question or assign a project, I want to see the light bulbs coming on and the ideas flowing - I don’t want the students to just want to get an A, I also want to see their love and interest for a particular subject, as well as for learning in general.
That hope gets me through the day, especially when nothing else does.
I, too, am at the mid-point in my teaching career. All I can say to your blog is, “Yes, yes, yes . . . so very true!” You are right in saying that students are focused far more on having a voice than in actually talking about social studies, math, science, etc.. I think part of the problem is that it doesn’t take any work or even cogitating to talk about one’s rights. I like the idea of going through the actual procedures in reverse order to get to the roots of what makes for successful students. Have you considered presenting a workshop of your own?
I want students to have the desire to know how they got an answer. I also want them to have the desire to search out for that answer if they do not know. Instant gradification seems to come along with this fast pace world we live in.
Students will enjoy working hard in the classroom when they know the teacher is proud of what they have done. This can be shown by displaying work in the classroom or hallway.
I also am a Georgia teacher. I do understand that the performance standards are great guidelines for expectations for the students. However, it is ultimately up to the teacher to observe mastery achievement of these standards.
I agree that we need the students to get involved in their own learning. However, I feel that the students won’t take an interest in the subjects if we as teachers don’t show our passion. I find the more hiped up the teacher is on a subject the more interested the students become.
Unfortunatly the district and parents want proof of grades so tests and worksheets are still needed. But some students regardless of being interested in a subject or not they can’t get their point across on paper. Therefore I think we should be able to assess both ways inorder to help the students.
I agree with that 100%. I think its okay to allow the students to “come up with the answer”. My students love to get things right. I don’t want to take that away from them. BUT, I do stress thinking skills. Its amazing how my students do not think. Even if the answer is not what I am looking for, if they seem to put some of their own thoughts into it,I am very pleased.
I agree that one of my biggest problems is getting students to “show” me how they got their answers. Many children rush through work and assignments and do not think the problem through. My students want to know if their answers are correct immediately. They have a tough time putting into words how they solved a problem.
As a Kindergarten teacher in my second year, I have found student interaction needs to be at the top of my list! Kindergarteners are full of energy, excitement, and willingness to learn. I must strive to keep students’ attention, sneaking in the required teaching elements, through hands-on learning and many opportunities for student interaction. Kindergarteners believe they are “playing” all day long, even though they are learning so much in the hands-on interaction. Seeing smiles and excitements on my kindergarten students’ faces, I know that I am succeeding in my goals! Students need to be challenged, why not let it be fun and entertaining!
I think it is very important to let students be responsible for their own learning. I start at the beginning of the year teaching students how to analyze their directions and follow them. I also go over all the resources in the classroom and let them know that they are available for them to use at any time.
When we are checking papers , I always ask them how or why they got the answer they chose. They feel great about their work when they know that they have worked hard on it.
I have this thing where I post students’ work every week. Everyone gets to choose work in any subject that they did well on. It really motivates them to do their best so they can get their paper posted.
I think that using students’ work is a great way to see where we need to go next. If we look and see that all of our students were successful in an assignment we need to ask them how they were successful. What did they do or what did we do as teachers to help them succeed? If our students were not successful on an assignment then we need to know where exactly we went wrong and how to fix it. Students are the ones that are learning the material so we should ask them how they learned it best. Let them be involved in their own learning.
I teach middle school and have done so for eight years. I agree that great learning happens when discussion and depth happens in a classroom. However, the struggle I have is most kids have not hit emotional maturity let alone what I call educational maturity. I believe that students must first find where they fit socially before any learning will take place. Imagine having to teach with a huge family problem going on. A dispute perhaps. Now imagine being 14 and your best friend hates you, you have a zit in your school picture, you got cut from the volleyball team, and you have never had a boyfriend. Now try walking into a classroom with every other student that has what you do not and engage yourself in a real discussion about the cotton gin and its impact on slavery in the south. Until kids are emotionally secure, they rarely are educationally mature enough to have a desire to push themselves to achieve. Therefore, my desire is to get kids excited about learning! Even if you have a bad day, it can still be fun in class for 45 minutes and your social worries can escape. Then, when you finally have your social life in check you are so excited about learning the rest is a piece of cake.
I agree with Annie Chien, where is the evidence? Many students can come up with an answer sooner or later. I have noticed that if students are given work to correct they can, but the problem with that is how many tries did it take them? Can they tell how they arrived at the answer and why, probably not. For that reason when my students share an answer they also have to tell how they arrived at the answer. This serves two purposes: one - it makes them think about how they arrived at the answer and if they really understand the material, two - the other students hear the information. Therefore, I usually call on a student who knows the answer first to model. This helps those students who are still unsure. When we are first learning a new concept or skill I will model how to tell how I arrived at the answer. As Shivon Washington said earlier in Georgia our students are expected to show their knowledge through perforance assessments. This is a good idea, but it is also important to have them demonstrate this in class before they take the test. If a student can explain the idea or concept in their own words then they have a good grasp of the information.
I agree with you Cynthia, when children can explain what they did in their words then they comprehend how to solve a problem.
In my district our math assessments are all number problems and no explanations. The standardized tests, these days, are asking for much explanation of how you arrived at your answer. We are now rethinking how to teach our students. In my classroom the teacher I team teach with and I take 10 minutes at the beginning of each math class and have the students complete a problem and explain how they came to their conclusion. When we started in September they were weak and now they are miles beyond the other children in other classes at the same grade level. We have also seen an improvement in their reading comprehension and writing abilities.
I think holding students accountable for their own work is also important when wanting to create a student centered classroom. I do not send any projects home. The students complete everything in class. Homework is a few math problems or spelling. I want to see what the students are capable of not the parents. I have received more compliments, from parents, on doing projects in school. Kids today have to many activities and things to do after school and so do their parents. Parents do need to be involved in their child’s learning and at times they come in to help with writer’s workshop or come into view their child’s finished project. Usually the parents are so impressed by what their child is capable of completing. I do teach third grade so maybe it is easier to do big projects in school rather than send it home. Just interesting that these issues are the same all over the country.
I agree with Andra; it is up to the teacher to decide if a student has mastered a standard or not. How do you know if you are assessing your students like your fellow coworkers are assessing their students?