Tuesday, December 10, 2013

Day 69: Heheh..."69"

Their answers are getting better!



  3. Write up LT handout for students to track progress
  4. Separate quizzes into skills




All Hangouts will be scheduled during naptime for my children.

My favorite answer on today's quiz:


Student 1: "What'd I miss yesterday, bro?"

I don't know how I feel about this.



I'm torn, but it still rankles.


  1. First - definitely agree with the "amazingly brilliant" algebrainiac descriptor. And generous. And patient. And, did I mention that this is her first time (or least first time in a long while?) teaching geometry.
    Second - how are you going to convert that beautiful spreadsheet into A's, B's, C's, etc. I am in the same boat that you were yesterday -- I totally see the benefit of SBG but am fearful of implementation.
    Third - Maybe just starting with your geom class would be better, to get a grip on how you are going to manage retakes?
    Fourth - SBG assessments are so clear, they appeal to my engineering nature, but sometimes I wonder if they are too clear. I mean - isn't part of the assessment that the student knows when to use what tool? If right above the problem, it tells them "I can use slope formula", isn't that giving away part of what we are trying to assess?

    1. There are tons of things out there about converting from SBG to standard, so I'm not too worried about that. I'm thinking 3.5-4 is an A, 3-3.5 B, 2-3 C, 1-2 D, >1 F.

      With the geometry kids, I'm not too worried about retakes because I can give them a general "Come up with a way to show me that you know this" and most of them will. Not sure about the pre-algebra.

      I agree with your last point, which is why when I write mine, I'll list them by skill, but not elucidate what that skill is on the test, just on the feedback. If they remember by skill number, more power to them!

  2. I'm curious about your excel spreadsheet. I've developed one that I use this year for my first foray into SBG as well. Would love to compare! Check out the file in this folder https://www.dropbox.com/sh/srjtv87rmyd15jq/Cp2rpZklHq
    my email is in the file if you have any comments and if you want I can invite you to the folder so you can share yours as well.

    1. So, I looked at your and it scared me mightily. It's amazingly intricate and involved and I don't know if I could do that with as many students as I have.

      Mine is a simple spreadsheet with some conditional formatting. :-D

  3. mrsreilly....I have the similar misgivings about SBG. One problem I am having is that I feel my job as an Honors Geometry teacher should be to extend students towards non-traditional problems. I try to put those "zingers" on every quiz/test....something that is just a little beyond the scope of the unit, but still feels connected to things that they have learned. I assign those kinds of problems on HW but you know kids...they only REALLY try a problem if you hold them accountable. I just wonder how people deal with this in the SBG world. Right now my pinky-toe-dipping is giving students with lower scores the chance to earn a higher grade. Even that was hard for me if I am being honest. I know I was being too old school and essentially grades were "punishing" kids who didn't prepare for a test. Justin, your goals are laudable. I don't know if I will ever have the time but I do think SBG would fit better in my regular Geometry class. For good or bad, I feel like I need them to get more motivated to just learn some of the basics and SBG might just be the ticket for that.

    1. I completely sympathize with this! I feel there are certain skills that are important that SBG doesn't evaluate, such as deadlines and preparation, but I think there are other ways to do this. Plus, I think it also depends on your goals for the class.

      If your goals are content and critical thinking, then SBG might be a good way to go.

      I also think there's a way to assess multiple skills with single complex problems as long as they are well designed. You should hit up me and @algebrainiac1 on Twitter and we can talk about setting up skills and problems for geometry for next semester!

      I'd love to have your input!

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  5. Data is the answer, but to effectively use it, teachers must think about it as a way to accurately communicate what a student understands and where a student needs more support.
    It is very common for a LA/English teacher to have routine conferences with students regarding books they are reading and working with the student on refining their writing. In my experience (staff developer and teacher) that most math teachers do not regularly set up routine conferences to review progress on skill attainment. The data chart you created Justin, is an excellent tool to begin the conversation. A conversation might begin with some self-analysis of abilities and then a share of the evidence of understanding. Next, goal setting, what skill would the student like to focus on and what learning partner might be able to help them achieve that goal? Utilizing the "experts' in your classes, you may want to set up mini-centers for a day where students can have another learning experience about the concept/skill they would like to improve upon. (i must say, it's harder to write this than to explain!).
    My point is too often teachers use data simply for the end purpose of grading.


    1. This is absolutely my plan! I told them today that part of the reason for the skill list is to help identify experts in certain skills who can help other students. On top of that, I can differentiate activities based on students who are weak in certain skills. Even with this first quiz, it's amazing to me to see how my thinking about class organization has changed.

      Plus, the students who earned 1's on certain skills can clearly see what they know and what they don't.


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