More Writing in Math

By: Rachel Barry

In an earlier blog post, I shared my want to learn more about my students through writing.  I challenged myself to create more opportunities to allow my students to express themselves through writing.  After talking to various teachers (of various subjects, I might add), I decided to start journaling with my students.  I will be honest, a majority of my ideas for implementation were stole from US History teacher Saarah Mohammed.

The Process
Starting in Quarter 4, a prompt was posted on Schoology each Friday for students to reflect and respond to.  Students were given approximately 10 minutes to write, though when needed, students could take more time.  I started with prompts that I was curious about "Without monetary constraints, where in the world would you travel to?  Why do you want to travel there, and who would you take with you?"  Then, by Saarah's recommendation, I started using next years' Common App writing prompts as inspiration.   For example, I adapted "Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others." to "What is your proudest accomplishment?"  

The Effect
I was amazed at how open my students were in sharing some personal stories and feelings, and I loved the students reactions when they saw that the day's agenda included a journal.  I saw my students in a new light, as some who normally struggle in math were thriving in the world of writing, while others were more frustrated that they couldn't just get right to simplifying complex numbers.  

I learned so much.  I learned about a student who have overcome depression and suicidal thoughts, another who want to study abroad because they have never left Des Plaines or Elk Grove Village, a student who can't wait the fall to be able to go to their farm and help out with the harvest, one who shared being asexual and wants to educate others, a student who is working hard on his Eagle Scout project, another who is struggling to care for her younger sister when the parents are rarely in the picture, and so many students excited about their school activities.  I am eternally grateful for my students' willingness to share their stories with me, as I am forever changed by these relationships that I have built.

Next Steps
Now that I have opened this can of worms, I can't close it.  I know that I will start the year with my students journaling and continue the process throughout.  Starting earlier and building this process, I hope to also incorporate some academic self-reflection questions, such as "What grade have you earned?" (stolen from Mark Heintz), "How can you use the feedback from _ assignment/assessment to improve your learning?", or "Now that you have achieved your goal, what is your new goal?"  My goal is to build more metacognition skills as well as break down the barrier that we can only learn math in a mathematics class.

One of the things that surprised me the most was that the students who forgot their iPads and wrote their journals on paper tended to write more.  However, I wasn't able to keep a conversation going, as I did with other students in the comments section on Schoology.  I have debated the idea of each student having their own journal, though logistically this could be difficult, as I typically read these journals at home over the weekend.  If anyone has any insight into trying some of these methods, I would greatly appreciate any imput!

Reading Essays in Math...What?!

By: Rachel Barry

A Math Teacher's Jealousy
I admit it, I'm jealous of English teachers.  All of the time.  I hear about the moving essays that students write in their English classes, sharing insight into the students' pasts.  There is a different, deeper relationship that can be built when you have read someone's words and heard details of their life experiences.  When I talk to English teachers, I am amazed by the openness that students are willing to share their personal stories, of which I am then jealous that I am not privy to seeing this side of my students.  Also, at a school with students from many different backgrounds, including numerous students who do not call English their first language, these teachers are better able to understand the student's level of English proficiency.  

If I ask my students to write an essay outside of class, would they do it?  Am I adding to their plate when this is not a skill assessed in either of the courses that I teach?  Will they do this if it is not for a grade?  After much brainstorming, I came to what I believed was a solid solution.  What if I asked students to submit an essay that they have already written?  I finally decided that I just needed to find a platform to be able to read my students' writing. 

As students were finishing up their finals before Winter Break, I asked them to submit any essay that they have written.  For some of my seniors, this could be a college admissions essay, while for my other students, I offered that they submit an essay in which they share insight into who they are as an individual or an essay that they are proud to have written.

This. Was. Awesome.  
I learned soooo much.  I learned about a student navigating life with immigrant parents, a student who had a parent suffer a life-threatening accident and the journey towards recovery, a student who had been diagnosed at a young age with epilepsy, a student who skipped a grade in elementary school, a student who is a DREAMer, and many students shared their passions for various sports/activities/technologies.

This exercise has not only opened my eyes to future possibilities, but it has also opened the dialogue with other teachers.  

Call To Action
Now that I have a much better understanding of students' writing abilities, I want to build more writing in math.  I want to focus on building opportunities in my math courses to have students write more in class, to express their mathematical understandings.  In a future blog post, I will reflect on the writing about the current mathematical content.

If you have other ideas for interdisciplinary activities that can gain insight into students' writing and/or details of their life, please share by stopping down in the Collab Lab or in the comments section on this blog!

Authentically Engaging Students in 1st 5 Days

By Kim Miklusak

In AP Language we decided to do an assignment right off the bat that would not only help us get to know our students and what is important to them, but also help them dive right in to rhetoric and authentic writing.  This year students will be participating in the NY Times Student Editorial Writing Contest.  For this project, students will write an editorial on a topic of their choosing, 450 words, with at least 2 pieces of research.

We reviewed the assignment with students, they read the NYT winners from last year, and compiled a list of skills they noticed made the editorials successful.  We then brainstormed topics we were interested in with the people at our table.  To start narrowing down our topic, we got students up on their feet, doing a "speed dating" activity that I have seen our foreign language teachers do, specifically Linda Ashida.

One side of the room talked about the topic they were interested in; the other side of the room asked questions to help narrow their focus and ultimately reach a call to action.  After every 30 seconds, students would switch and continue to speak about their topic.  They ended the activity by returning to their seats and debriefing with their table.

From their students wrote their first draft of their editorial.  Over the next few days they shared with their peers, receiving preliminary feedback on audience and purpose.  This week students will revise their appeal to strengthen their appeal to ethos, next week pathos, the final week logos--ultimately they will write one final draft in which they find the appropriate balance for their specific call to action.  Our goal is for students to write several drafts over the coming months, incorporating what they are learning in AP Lang, but also using what they are leaning from the writing process and applying it to their classroom reading and writing as well.

Please follow us at the hashtag #1YrInEng to see how we are doing!

Grading Practices and Student Engagement

By Kristen Gierman 

As teachers, we are constantly reflecting.  But as the semester winds down, we devote a particular attention to grades.  That’s not to say we do not notice the successes and less than of our students throughout the semester, but we are more in tune with the trends within the grading system as the semester nears its end.

This year I noticed a striking oddity when it came to my particular gradebook for World History.  The lowest category across all of my classes was reading.  Now that’s not to say that my students cannot read, dislike reading, or just avoid it altogether.  But perhaps there was a flaw in the way we were assessing it OR in the strategies students were using to be successful.

Put simply, the reading of our World History sophomores is elevated compared to that of the Human Geography freshmen.  While most would argue that this would seem or should be a natural progression in a school setting, what I mean by this is that the stakes are raised tremendously.  As a member of both the Human Geography and World History teams the past three years, I have noticed that students generally succeed or find reading in Human Geography “easy” because the curriculum is about the world that they live in and in doing so help create.  For instance, analyzing the impact the media has on stereotypes is a normal process because the students live it, feel it, and perhaps have strong opinions on the matter.  World History, on the other hand, asks students to take a trip to the past, analyze verbiage from a different time, and find interest in the unfamiliar.  Comparatively speaking, for a student the task of reading becomes more complex or daunting than ever.  


As a result, I have made it a personal goal to incorporate more document-based work in the classroom this semester.  I am doing so in the hopes that students experience growth in their reading skills and confidence.  Furthermore, it will also require that they become engaged in historical inquiry.  The usage of documents forces students to ask questions, collect evidence, and produce claims about the past.  The difficulty with document-based work is that it can be extremely complex and time consuming.  The benefit, as I have already seen, is that the students have become more engaged in the process and their learning has become more authentic as we continue to practice this skill regularly.  

Argumentation Skills Using Current Events & Gatsby

By Kim Miklusak

This year I have decided to flip the order of how we access The Great Gatsby.  In the past we have read texts that center around the idea of whether The American Dream is accessible to all people at all time and have used supporting text as analysis and comparison.  This year I have decided to start with prior knowledge of The American Dream and wait until the end of the unit to analyze whether it exists today and for all people, using this information to analyze Gatsby rather than applying it to Gatsby as we go.  To begin the unit, students brainstormed and wrote a 1-page response that I hung up on the walls for them to read now and return to later.

Then for 3 weeks (3 days each week) students will work in groups of 3-4 to analyze an article about a given "right."  Some of the rights are more "traditional" such as the right to arms, freedom of religion, freedom of speech.  Other topics are less traditional like the right to select your own gender label, the right to clean drinking water, and the right to quality literacy education.  Each group pulls a random envelope with an article--all recent, all from various political leanings and sources.  The students read and annotate and look up any other information they may need.  They then state the author's argument and analyze the limitations, applications, and implications using sentence starters and guiding questions.


Finally, students randomly drew defend/challenge as their stance.  Their task was to respond to the argument and provide convincing evidence and analysis as support in a 1-page written argument.  I was pleasantly surprised at how engaged students were in these discussions: some partners separated their groups to work in secret before sharing their work with "the other side."  Some groups worked together with "the other side" to talk about complexities as they worked.  At times students argued stances other than their own beliefs to respectfully challenge their peers verbally and in writing.  We pushed each other to look at other implications such as states' rights, identity, laws, etc. They also discussed the best ways to frame the argument and how to be most convincing in a short amount of space and time.

We will be broadcasting this lesson via Periscope on Tuesday, February 7th.  Check out our @EGCollabLab Twitter account if you're interested in tuning in.  I will write more about the assessment for the unit and reflections later!

Blending Reading and Writing to Understand the Content

By Mark Heintz

This semester I put more emphasis on students reading to gain an understanding of the content and writing to prove their understanding of the readings and content.  Throughout the semester, I shifted my teaching style to center on students reading and writing daily.  This shift came my students giving me feedback and their writing and my own reflection on the time it takes to develop the skills of academic writing and understanding of primary and secondary sources.  Since the shift, the amount of daily feedback each student received on their progress towards these skills has increased and their understanding of the content increased.

For the past week lessons, the following were my content objectives:

• List five ways rulers continued to use religious ideas to legitimize their rule. 

• List three supporting details that explain how the Spanish, Dutch, French, and British empires rose in both hemispheres.  

• List supporting details that explain how the Manchu, Mughal, Ottoman, and Russian rose to power.

For the final, the students will be assessed on a stimulus based multiple choice exam and three short answer questions which mirrors the content objectives and the style in which the course is presented.

My students gain background information on the content objectives from a series of videos I made.  You can read about that process here.  The videos have freed time in the classroom to analyze documents and practice the writing. 

The students are reading and unpacking difficult documents like the ones pictured above. Two documents such as these can take entire period to analyze.  Each day they continually work towards mastery on these skills all while reinforcing their understanding of the content.   I am fortunate enough to have white board tables which makes it easy to read student samples and provide feedback. The students are able to ask individual questions about the documents and their writing. Since they write on the tables, I can easily provide feedback related directly their questions.  Furthermore, I can differentiate between poor writing skills or a gaps in their content knowledge.  Since they are writing so frequently, I am understanding their voice ways to fix it for each student.  After each day, I can pause the class to models of student work to emphasize a common mistake or praise progress.

The students are having to master the content knowledge to work through the documents and writing.  As seen in point C in the above sample, the student needs to draw more specific examples to prove their point.  It takes time to develop the ability to make claims about the past and defend them with historical examples that actually support the claim they made.  I am proud of the progress my students have made this semester! 

Get Students Writing! Modeling, Peer Collaboration, Argument Towers and More!

By Linda Ashida

Your students need to synthesize information from varied sources--complex texts even--to defend a claim or hypothesis, make an argument, debate an issue, persuade or present a point of view.

How do you get there?

That is just the question that many teachers have been examining recently recently in the Collab Lab.

Some recently scaffold Persicoped lessons from English and Social Science classrooms gave us some ideas.

Then Google Hangouts conversations with some of our D214 colleagues gave us even more ideas! Becky Kinnee and Carrie Mattingly shared a valuable resource that included an "Argument Tower" strategy to scaffold the writing process and to help students "get it" as they synthesize information from multiple texts.
 

You can check out the resource here: Building an Argument Tower (From the AP World History Blog by Jonathan Henderson).

Let's see how Mark Heintz incorporated the strategy in his AP World History class in a series of week-long scaffolded steps to help his students prepare to write a document-based essay.  

Key Steps:

1) Present the Guiding Question:
How did people legitimize their rule between 1450 and 1750?

2) Activate Background Knowledge:  
Mingler Activity: Using key ideas from the upcoming documents, Mark created a "Find someone who . . . "  activity that got students up and moving, connecting with peers, and using vocabulary and important words/concepts that they would encounter in the readings. 

3) Model:  Document #1

Mark started with the first document with a think aloud and questioning with the whole class to help students interpret the key information and isolate evidence that supports the guiding question, or claim. Students annotated their own document on their iPads while one student modeled the notetaking by mirroring her iPad on Apple TV.

Check out this video to see the process in action:

4) Paired Collaboration: Document #2
Following Mark's model with the first document, students worked through the second document with a partner. They helped each other interpret the document, write key evidence (in support of the guiding question) on the whiteboard tables, and make connections to the evidence from the first document.

5) Peer Review, Self-assessment and revision: Documents #2
After writing their own responses, the pairs rotated to another table to give feedback to their peers.  Students were guided to give meaningful feedback based on the DBQ criteria. Then they rotated back to their own tables to review the feedback and make revisions.

6) Repeat steps 4 and 5 with Document #3

7) Argument Towers: Synthesize evidence from Documents #2 & #3
Following the steps in the Argument Tower resource, Mark guided the students to use colored index cards write to write and categorize their thesis, evidence and reasoning to organize their thoughts to write the introductory paragraph for their essay.

This kind of scaffolding takes time, and Mark is continually reflecting and asking students for feedback on the process.  He finds that in this student-centered approach, students are more engaged (he can hear it, and see it, as they work with their partners), and they demonstrate deeper understanding on both the content and the writing process as compared to a teacher-centered approach.

In the student-centered process, students see more models, get ongoing feedback from teachers as well as peers, and they have multiple opportunities for revision.  Students gain deeper understanding and confidence in the writing process, which better prepares them for second semester writing when the scaffolding will be gradually removed and students will write on their own.

Comparing Essay Types in AP English Language

By Kim Miklusak

This year my co-worker Matt Snow and I decided to try something different when it comes to how we attack the different essay types in AP English Language.  We wanted the students to see the bigger picture, how each essay type was related rather than seeing them as three different essays.  The planning and instruction didn't change for us that much, thankfully, but the payoffs, we believe, are going to be huge.

We have grouped our first few texts under a common theme of knowing one's self--specifically learning to read and write alongside identity.  For this we used three excerpts from the textbook 50 Essays, which included Sherman Alexie's "Superman and Me" and Frederick Douglass's and Malcolm X's "Learning to Read and Write" from their autobiographies.  For each text, students worked with individual writing skills alongside comprehension and active reading strategies.  For example, we worked with thesis writing, paragraph-level evidence and analysis practice, as well as ethos/pathos/logos from our textbook Everything's an Argument.  Additionally students have practiced paragraph-level and verbal argumentation practice using professional, self, and peer samples.

Now we were ready to put all of the practice together.  The students brainstormed and planned an argumentative writing prompt on the value and function of grades in schools when it comes to learning (building from a summer reading excerpt from Zen and the Art of Motorcycle Maintenance).  Students used the dry erase tables to plan their thoughts and then walked around to give each other feedback.  We then worked to plan out argumentative thesis statements, brainstorm evidence, and plan out outlines--not 5-paragraph papers, but the best way to convince someone in the argument.

After writing their essays, students then set them aside, which was strange to them.  This week we began a rhetorical analysis prompt on the same topic.  In fact, most of the prompt was word-for-word the same as the argumentation prompt.  We used Rebecca Schuman's article "I Give Up, You're All Exceptional" and analyzed her writing for strategies and purpose.  Again, students brainstormed and outlined together and then wrote a draft on their own.

Next week we will put the essays side-by-side.  Students will look at the similarities and differences in argumentative and analytical writing and what specific elements change for which task.  We also are challenging the students to look at themselves as writers: what did the author do in her writing that they could try in theirs? They will then peer edit and revise both essays before submitting.

The last task will be a synthesis/DBQ prompt in 2 week using all of the texts we have dealt with this quarter--so, again, on the same topic.  I will report back after that with how it all went!

Writing for an Authentic Audience (without the internet)

By Kim Miklusak

This week my English 100 students are working on argumentative paragraphs.  They read and annotated an article on Colin Kaepernick from Kelly Gallagher's Article of the Week site, and then they wrote a summary of the article to demonstrate comprehension.

Another teacher on our team, Emily M., pulled a handful of statements from the article to debate.  On a giant sticky note I wrote out four of them and separated the paper into "Agree/Disagree/Qualify."

The statements read:
1.  Not standing for the anthem is disrespectful to our troops.
2.  We should be always be able to protest against our government in peaceful ways.
3.  A celebrity should always be a good role model.
4.  People should stand up for what they believe in no matter if it goes against what others say.

At each table students used small sticky notes to brain storm as many pieces of evidence or arguments as they could for all of the sticky notes.  They walked around the room and stuck them to the paper.  They then walked around to look at all of the responses.  This produced, as you can imagine, some excellent discussions.  Students discussed modern and historical angles, brought in outside information, challenged each other, and so on--all respectfully.

The next step was for students to choose which topic and which stance they wanted to argue.  They used our dry erase tables to brain storm and then to anonymously hand write their paragraph.  The next day I hung the paragraphs up around the room.  Each group had a feedback chart using the elements of a good argumentative paragraph that we had discussed.  My 5th period evaluated my 7th period's paragraphs and awarded up to three points to the best response.  Then my 7th period did the same for 5th.  The last step will be to review the feedback given by the other class and revise.  This is all the final step before students start writing their own argumentative paragraphs on a new topic next week.







Not only did the competitive nature of this assignment have students up, walking around, and engaged, but knowing that their peers would be reviewing it--even anonymously--was enough motivate more of them to do their best!   It was a great experience that I look forward to doing more as the year goes on!

Writing in Science

By Mark Heintz

I have been attempting to visit all the core sophomore courses my students take.  I want to see the purpose of writing and how teachers teach it and then use it in all the core classes.  I had yet to see a chemistry class and was fortunate enough to visit Colin Rice's honors chemistry course.  The two of us share a lot of the same students and I heard they wrote a lot in his course, so I asked if I could visit. He graciously accepted.

In chemistry, the teachers use writing as a summation of labs.  But, it serves a far greater purpose. Prior to the class I visited, the students completed a lab on closed systems.  The students collected data and completed a lab packet. Today, the students wrote about their findings in the lab.

Although all of the students had collected data, some of the students did not complete the lab correctly.  There in lies the genius of the writing. While Colin cared about the lab and the data the students acquired, he cared more about the explanation of the data to prove a concept.

A pair of students did not produce data that would prove the hypothesis.  They knew their data to be incorrect.  Colin told the girls not to worry about the inaccuracies of the data.  Instead, he told the girls to explain what went wrong in their lab. Furthermore, he wanted them to to write why the data they acquired could not be a part of a closed system.  If the students could explain the errors in their writing, they would have to understand the concept in a very in-depth way!  The critical thinking involved was amazing! What is great, is that all the students will have slightly different data and be attacking the writing from different view points.

After talking to Colin, we realized that our thesis/main idea/claims were nearly identical.  We both require students to use very specific evidence to support a thesis.  But, the best part was the reasoning.  We both desire the same critical thinking from the students.  We still have work to do on making the students see the parallels, but it was a great first step!

Author's Purpose and Thesis Development

By Kim Miklusak and Mark Heintz

Bonnie Kale invited us in to see her sophomores analyze each other's work after the three of us had been talking this year about the purpose of our courses.  We quickly realized each of our classes has been getting students to create arguments and defend them with specific pieces of evidence.  Another point of our courses to have students know that authors use different approaches to getting their arguments across to the reader.  So traditionally we rely on the 5-paragraph paper format because it's easy to teach at younger grades, but we realize it's so limiting as students progress.  Bonnie's class was working on getting students to see these patterns and reflect on their own reading and writing.

Prior to the class we saw, the students read a short story and created an outline for their literary analysis.  The students were tasked with two things in their literary analysis. For the first task, the students attempted to identify the author's main idea. For the second task, the students attempted to identify the organizational approach used by the author.

The students had to include both tasks in their thesis for their literary analysis. For the lesson, Mrs. Kale wanted students to identify if students completed both tasks.  She was not having the students provide feedback to other students.  She wanted to see if students could tell when other students completed the task and their effectiveness in the task.  The students walked around the room and attempted to see if other students completed the task using a graphic organizer on their iPads.

Before allowing students to move on to the actual writing of the literary analysis, Mrs. Kale ensured students knew when they were writing to the task at hand.  There has been so much overlap in the skill, the students are seeing that they are writing to a specific audience and for a specific purpose.  Moreover, they are seeing that authors are writing to a specific audience and for a specific purpose in all disciplines.  Some authors are more effective in their argument than others. That same day, all three of us inadvertently focused on the same skill!

Hopefully as this year's sophomores move into juniors, they will have more background in the foundational and cross-disciplinary approach to crafting arguments and supporting those arguments with specific pieces of evidence.  

Brainstorming in the Digital World

by Kirsten Fletcher

The following is a brief overview of different ways to use technology to brainstorm with your students. Most of these ideas came out of collaboration with my wonderful district PLC. As always, a big thank you to Sara Kahle-Ruiz for sharing her discoveries.

Schoology: Discussions

• If Schoology is already your LMS, this is a great way to brainstorm. Students don't need to learn a new app or log in to a new site. 
• Simply click on "Add Material" and select the "Discussion" feature. Then you can create a discussion question and add images or links, if desired.
• Students can respond to ideas with praise or suggestions for improvement.
• The teacher can adjust the settings to either allow students to view all responses or mandate that they post an idea before they view other responses.
• There is also a "Like" feature so students can select their favorite idea.
• In this discussion, I had students find unique advertisements for food products in French. They posted a link or an image with a brief explanation. Then classmates commented on the ads.

Discussions allow students to post images, links, and text. They can "like" and respond to posts.

Schoology:  Media Albums

• Again, if you are already using Schoology, students will have easy access to this feature.
• Simply click on "Add Material" and select the "Media Album" feature. You can give your album a title and upload your own images.
• Items need to be in a student's camera roll in order to be uploaded from an iOS device.
• Since you can not set a due date on a media album, you may not want to hide this in a folder. It is easier if it is readily visible to students.
• In a media album, students can upload photos, infographics, and videos. 
• I often have students upload video projects (from Adobe Voice or iMove) to an album. Since the album is visible to the entire class, I then have them watch a few examples and ask follow-up questions of their classmates.
• In this example, I had students search for an image of what they believed to be the biggest global challenge. They gave their image a title. Then they maintained a conversation with a partner defending why their global challenge was the most significant. The media in this case was a springboard for conversation.

Media album allows students to post images. In the browser version, they can also comment on each others' posts.

Candor

• This site is great if you want to get all the ideas out before anyone has the chance to criticize. The leader controls the amount of time that participants can create "cards", or post ideas. He/She then closes the board and participants can vote on their favorite ideas. Here is a how-to video for Candor.
• I think this might work best for professional collaboration, or teams trying to collaborate from different locations and on different schedules. Once the board is closed, all participants receive an email with a list of proposed ideas to vote on.
• Participants will need to register for a free account with Candor before they can join the brainstorm.

Participants create "cards" with ideas for a project, etc. Then when brainstorming phase is over, others can vote or comment on their favorite ideas at candor.com

Dotstorming
This is by far my favorite because it combines images, captions, comments, and voting. Plus, it is web-based so it works on both tablets and computers!

How to get started:

• The teacher must create a free account, but students only need a link to participate. 
• Create a board by adding ideas, images, or uploading from Pinterest. 
• Invite participants by email or posting a link on your LMS. (Students do not need an account.) 
• Students can click a dot to vote on an idea or concept. They can also post pictures and comment on ideas.
• The teacher can lock the board in order to reclaim students' attention. The teacher can also rank ideas by votes and move ideas around to re-order them. 
• The comment feature allows students to practice writing with targeted vocabulary or grammar, justifying their choices. 
• This is similar to Schoology media albums, but students can see each others' comments and vote on their favorites.
• There is also a chat feature that the teacher can turn on or off.

You can duplicate any board to use it with different classes. It's good to keep a template because kids can edit the content.

Students can vote, add comments, or add their own images. You can also enable the chat feature.

Tips for Dotstorming:

• If accessing on an iPad, this works best in Puffin. 
• Create a template that you DON'T share. Then duplicate it for each class so they don't change your original. 

For more detailed information on how Sara Kahle-Ruiz at RMHS used Dotstorming to engage students in discussion and writing, check out this amazing blog post by Ann Syverson Bullis.

Relative Deprivation: Student Examples

By Mark Heintz

Over the summer, I read David and Goliath: Underdogs, Misfits, and the Art of Battling Giants by Malcolm Gladwell. One of the things that struck me was the concept of relative deprivation. Relative deprivation is when people compare themselves to others and feel they are inferior based on other's ability. I see this clearly in coaching running. Many students will not even come out to the sport because they can very visibly compare their mile time to other students. They do not see they can improve and therefore, do not come out for the sport.

 

I then read an article about using student work and examples to help students achieve.  You can read the overview of the article here.  The article contends that using only exemplary student examples can lead to very negative consequences.  I believe the student examples I have used led to negative consequences.  At first, I felt I was a good teacher because I used students examples.  I showed low, mid, and high examples.  However, I spent most of the time on the best examples.  I feel and students love to see what a 100% looks like.

  

The problem with the A, the best, and the 100%, is it is unrealistic.  One of the classes I teach is AP World.  The highest score a student can get on an essay is a nine.  I have been to the AP reading and I graded somewhere around one-thousand essays.  I graded only one nine. One nine out of a thousand.  Furthermore, a student can get a five out of nine on the essays and still be on their way to getting the highest score on the AP exam.  

It is hard to be perfect.  I think it is harder to show kids an essay at their ability that is below the best and be okay with it. Sometimes it feels we are lowering the bar.  Last year in AP, I showed more of the five out of nine essays and my scores went up.  Kids were not confused or looking at an unobtainable writing sample.  

One of the best changes the Human Geography PLT made this semester was norming the average writing.  It took time and discussions about what we thought the average student's writing should be. We started with the average and worked up.  The result is being able to show more student samples at the average level. The process helped me guide students to better writing and meet them where they are. 

Using Powerpoint or Keynote to make make content more interactive

by Kirsten Fletcher

Digitizing your curriculum doesn't have to take enormous chunks of time. Here is a quick trick to allow students to interact with content at their own pace.

I used to do a lot of PowerPoint presentations. Sometimes I would use them to present new vocab. Sometimes I would pull out white boards and have students conjugate the verbs they saw on the screen before the answer popped up.

Then I got iPads and felt like I had to convert everything. I ditched the PowerPoints for Nearpod presentations where students could write on the slides. However, students sometimes found this cumbersome. Lately, I've discovered that I can take the same PowerPoints I've always used and simply put them in the hands of the students. This way, there is minimal prep on my end and students get instant feedback during activities. Also, once they download the presentation, they don't need wi-fi to work on it. Here's what it looks like:

• Students download either the free Powerpoint app or the free Keynote app
• Post your Powerpoint presentation as a file in your LMS (Schoology, Canvas, etc)
• Students open the presentation in the app, tap on the pencil icon, and write directly onto your presentation. 
• If students use the Powerpoint or Keynote app in presentation mode, the information will pop up in order. I like to have them write an answer to a problem, then swipe to see the correct answer and/or explanation on the same slide.

Here are some samples of my students' work:

Slide with student writing. Note the "pen" selected at the top of the screen.

The same slide after student clicked to see the answer.

Another possible use of the PowerPoint app might be to annotate an existing presentation. This is one that I shared with students. I asked them to find and correct errors in the writing. I also annotated my own copy so I could project an answer key. (Notice the drawing tools at the top of the page.)

I had students correct this writing sample in PowerPoint.

I then created a key so they could check their work.

Peer editing to improve writing

by Kirsten Fletcher, Anna Izzo, Carmen Ruiz-Bergman

Want to know how great teachers encourage great writing? I've encountered some amazing examples in my own department of how to front load instruction and use peer editing to improve students' writing. Check out the different ways you can apply peer editing to your own classes!

Anna Izzo - AP Italian

I overheard Anna Izzo talking about how she was preparing her students to tackle the interpersonal writing section of the AP Italian test. She not only graciously invited me into her class to observe this engaging lesson, but she also wrote the following explanation of her process.

First, students became familiar with the AP rubric.

There is a section of the AP test in which students need to write a formal email response.  I decided to take a day for 'email bootcamp;' we started by dissecting the AP rubric and underlining key words.  Then we read the email prompt for the 2013 test and 3 student submissions.  We read the student who received a 5 together and discussed why he or she earned a 5.  Then I gave students 2 more student submissions they had to grade and prove why.   That lead to a great discussion. The next step was now to write their own with a different prompt.

Students evaluate peer writing

The next day we began reviewing some concepts from yesterday.  Then students switched emails with a peer to grade.  In front of them, they each had out the AP rubric and a check list from me.  The checklist is something I've used before; it's simple.  They just have to check for the different parts of the email response that must be included.  For example, is there a formal greeting- yes or no.  After completing the checklist, they then have to give their peer a grade on the AP scale and defend why.




Carmen Ruiz-Bergman - AP Spanish
Carmen just presented this idea as a Spark Session at our Teacher-Led Institute Day. (Click here for our blog post containing information and resources from all the Spark Sessions.) She then followed up by leading a Learning Lab. I was impressed with how much time she spent familiarizing her students with the rubric and teaching students to self- and peer-assess prior to ever having them write a formal essay. She said that by front-loading her instruction this way, the end result was a high quality essay that kids were confident about writing.

Carmen credits the idea and some of the resources for her work to another Spanish teacher, Señora B, whose blog has an amazing amount of resources for World Language teachers.

The first thing she did was to have students evaluate a writing sample from a past AP Spanish test. She gave students a modified version of the AP rubric, had them read an essay, then try to determine what grade it had received. The discussion surrounding this activity familiarized students with the language of the rubric and with how is should be applied to writing.

AP Rubric rewritten as a checklist

Peer assessment form

Next, Carmen gave students a practice essay and had them write in class. When finished, before she ever graded the essays, Carmen gave her students a self-assessment worksheet. It contained the same language as the AP rubric, only it was presented in checklist format to make it more user-friendly. First, students assessed their own work. Then they got into groups. On the back of the self-assessment worksheet was a similar checklist, broken into different skills for peer assessment. Students passed their essay to a classmate who evaluated it for only ONE part of the rubric (i.e. task completion, sentence structure, use of texts, etc.) The essay then traveled around the group. Each time, a different student assessed it for a separate skill. In the end, each student received feedback from at least 3 peers. At this point, the teacher had not yet graded a thing, but students had already received meaningful feedback!

Carmen did give her students personalized feedback before they wrote their summative essay. However, she just gave them a checklist with what they needed to improve since they had already received meaningful, descriptive feedback from their peers. On the day of the summative writing assessment, students were allowed to refer to their practice assessment and feedback. The advantages of this approach are many. Students not only reflected on their own work, they also had to think about how the rubric applies to writing. By having multiple peers grade each essay, every student was likely to get at least one set of really quality feedback. Carmen reports that the time spent teaching students to self- and peer-assess was worth it because the essays that she received were much stronger than the previous year.

Teaching Purpose & Audience in AP Language

By: Kim Miklusak & Rachel Barry

This blog is written by both Kim (who was observed) and Rachel (who observed Kim) in an AP Language class.  Students have just read The Adventures of Huckleberry Finn and supporting nonfiction written/visual texts and are practicing rhetorical analysis focusing on audience and purpose.  The focus of this specific lesson was for students to demonstrate understanding of how to use strategies to convince an audience of a clear purpose.  Students were to write a letter to a designated audience from a designated perspective regarding whether or not The Adventures of Huckleberry Finn should be banned from schools.

To begin, students selected a partner.  One partner was asked to raise a finger of 1 or 2.  This randomly determined which purpose they were arguing for in their paper: 1) ban the book or 2) do not ban the book.  Then students raised another number of 1, 2, or 3 fingers.  They then found out their audience based on 1) those who want the book banned, 2) those who are against banning the book or 3) those who are indifferent.

Students worked in pairs to brainstorm what strategies would best convince their audience of their purpose (for example, emotion, logic, specific examples, metaphors, etc.).  They then wrote a letter to their assigned audience.  Finally, the students anonymously swapped letters and provided clear feedback on what strategies they saw the authors using and what worked/didn't work from their assigned perspective.  Students will then use this to reflect upon their own rhetorical analysis essays in class tomorrow as they work to revise.

Rachel's Reflection: As a math teacher, I am always amazed at how teachers bring controversial issues to light without creating arguments in class.  I am both intimidated by and excited at the thought of having discussions with students on topics of race, gender inequality, sexuality, etc. due to the various perspectives and knowledge of students.  Also, people may be ill-informed or not informed enough on some topics, which could potentially lead to building warped opinions.  Through this observation, I learned how Kim is using the controversial issue of book banning to open students' eyes to multiple sides of an argument.  This activity taught students the importance of gaining pertinent information to support their claim.  Since students were not able to choose their side, some may have even written from a perspective different from their own, which I think is a significantly valuable lesson.  Because of this activity, her class will eventually be able to discuss social issues that are more pertinent to today and her students in an objective manner.  This was truly eye-opening.  I would've loved to have been in this class in high school!