Accept that students can, and will, be present in multiple spaces if they have a screen with them and find ways to create presence overlaps. This is different from simply attempting to manage their attention between room to screen.
if the questions on your assessment can be Googled AND you are worried about cheating, then you have written a bad assessment.
- We need to know the level of rigor of the essential standard that we are assessing before we can write a question that will generate reliable information on student mastery.
- We need to decide on the kinds of things that students should know and be able to do if they have mastered the essential standard that we are assessing.
- We need to write and then deliver a small handful (3-5) of questions for each essential standard that we are assessing.
- We need to think through the common misconceptions that we are likely to see in student responses to our questions.
- For any constructed response questions or performance assessments, we need to decide together what “mastery” will look like in student responses.
- That might include developing exemplars of different levels of student performance or creating shared scoring rubrics.
If the focus is multiple choice questions, Ferriter uses MasteryConnect, while if it is about deomonstrations, he uses Flipgrid. Although there are many other, these work within his context. As he explains:
Your goal is to find tools that:
- Have little to no learning curve for you or your students.
- Aren’t blocked by your district’s firewall.
- Fit into your budget — or the budget of your school.
Ferriter closes with a reflection on how he deals with the threat of students cheating. FIrstly, he makes a concerted effort to lower the stakes on my classroom assessments by making them smaller and providing students the opportunity to repeat where needed. In addition to this, he suggests that if the answer is in fact Google-able then maybe it is actually just poor assessment.
Your piece about cheating reminds me about an experience I had in Year 10 Science when we had an open-book test. I remember Ms. Hé not paying too much attention to our chatter during tests. We would turn and talk with colleagues to get the answer. The funny thing was that it did not really make a difference. I cannot remember what grade I got, but I know it was not great. I think it clearly highlighted the lack of care I had for the subject. Cheating made little difference. In hindsight, I wonder if that was in fact her strategy, not sure. It was a useful lesson to learn.
I’ve kept the products that students have to produce here simple. Venn diagrams, 3 – 2 – 1 lists, 25 word summaries and Claim – Evidence – Reasoning paragraphs push students to think at high levels without requiring them to have access to tons of materials or tons of time to show me what they know.
That matters, y’all.
It may be fine to ask students to produce complicated final products as demonstrations of mastery when they are in your classroom and have access to your support for seven hours every day, but when students are working on their own from home, we need to lean on “no-frills” tasks that encourage higher order thinking without adding time and resource demands onto our students.
Sure — letting parents know about the struggles of individual students is a responsible act.
And sometimes, those notifications may result in improvements. A parent might hire a tutor for their child to address academic gaps or a student might change their behavior in response to home-based consequences.
But seeing parent communication as your primary INTERVENTION — instead of as nothing more than providing INFORMATION — is a cop-out.
At the end of the first week of school, I noticed that two or three of my students had their Kudos Cookie note slipped into their binders or hanging in their lockers. Remember — that’s a handwritten note given to them TWO YEARS ago.
I want you to realize that when equity advocates talk about the impact that bias has on students, they aren’t talking about the overt actions of openly racist people that are easy to spot. They are talking about the unconscious actions of good people like me and you.
When I think about the teachers my daughter has had, there are a number of things that have stood out? For me, it has been relationships and a focus on strengths.
Originally posted at Read Write Collect
It’s not that we’re eating more, that we exercise less, or that we lack willpower. The shaming of overweight people has to stop, says Guardian columnist George Monbiot
So what has happened? The light begins to dawn when you look at the nutrition figures in more detail. Yes, we ate more in 1976, but differently. Today, we buy half as much fresh milk per person, but five times more yoghurt, three times more ice cream and – wait for it – 39 times as many dairy desserts. We buy half as many eggs as in 1976, but a third more breakfast cereals and twice the cereal snacks; half the total potatoes, but three times the crisps. While our direct purchases of sugar have sharply declined, the sugar we consume in drinks and confectionery is likely to have rocketed
This reminds me of Bill Ferriter’s classroom blog #SugarKills, a careful look at the not-so sweet side of tastes we love.
One of the things I like about George Monbiot’s work is the focus on systems and society. Although we could stop eating fast food or get off Facebook, but these decisions are often decided for us. This is captured in his closing remarks.
Just as jobless people are blamed for structural unemployment, and indebted people are blamed for impossible housing costs, fat people are blamed for a societal problem. But yes, willpower needs to be exercised – by governments. Yes, we need personal responsibility – on the part of policymakers. And yes, control needs to be exerted – over those who have discovered our weaknesses and ruthlessly exploit them.
Stop chasing a thousand new initiatives all at the same time. Instead, invest in a small handful of projects that matter most to your school right now, and work it well
The goal for interviews in a professional learning community ISN’T to spot candidates who already have “all the answers” to questions about technology use or differentiation or classroom management.
The goal for interviews in a professional learning community is to spot candidates who are reflective, who have a growth mindset about their own practice, and who realize that personal growth is a function of collective study with capable peers.