Monday, October 27, 2014

10 things all educators should commit to...


Will you commit to creating experiences kids will remember forever?


Will you commit to focusing on the now & not some unknown distant world?


Will you commit to helping kids own their learning?


Will you commit to using grades as a tool toward learning & not as punishment & motivation?


Will you commit to not standardizing how a kid demonstrates his/her mastery of learning?


Will you commit to valuing & appreciating the time kids spend outside of school?


Will you commit to focusing on solutions rather than problems & things you can't control?


Will you commit to a partnership with your students & not a dictatorship?


Will you commit to being there for your students & supporting them when they struggle?


Will you commit to taking risks & even failing and then trying again?

Friday, October 24, 2014

Making that redo/retake policy actually work!

Well, first of all, we need to agree on this:


We also need to believe that each student has a right to a grade that accurately and correctly depicts what a kid knows...


We must also agree that a kid doing redos and retakes on the SAME EXACT assignment/assessment WITHOUT participating in some kind of a 'relearn' process is a waste of time.

What about a request to retest document...



You might even like this 'relearn' document: http://goo.gl/P3ce3R


What does my student need to do in order to be reassessed?

After completing an assessment in a standards-based class, the student can ask for a reassessment using the process described below. 

1. The student gets a copy of the reassessment agreement from the teacher and completes the “Standards to Reassess” section to choose what standards the student wants to be reassessed on and at what levels.

2. The student completes the “Preparation Information” by picking a few activities that would help with relearning the material. The student then arranges a meeting with the teacher to discuss the agreement. The teacher may require specific activities to prepare for the reassessment, such as completing missing assignments. Any activities selected by the student or teacher must have evidence that it has been completed.

3. Together, the student and teacher will decide when, where, and how the student will be reassessed in the “Reassessment Information” section.

4. Once all of the relearning activities have been completed, the student will show the necessary evidence to the teacher, and both the teacher and student will sign the “Reassessment Approval” section of the agreement. 

5. The student is now ready to be reassessed as described in the “Reassessment Information” section. The reassessment agreement supports your student’s learning by:
- Ensuring that relearning takes place before reassessment. 
- Identifying the specific steps the student must complete to be reassessed.
- Clarifying the reassessment process for both the student and the teacher.
- Identifying exactly how the student will be reassessed so there are no surprises.


Or even this one: http://goo.gl/nZEVML


You could also take a moment to read what @rickwormeli2 thinks about 'redos and retakes done right.'

@rggillespie has some great thoughts on this topic as well: http://goo.gl/CcfZwH

And, if you need more of Rick Wormeli, check out these two videos:









Wednesday, October 22, 2014

I'm tired of hearing 'we are preparing kids for college & the real-world...'

Hey 5th graders, you better get your act together because when you get to middle school, this won't be acceptable.

Just because you can get away with this in middle school, don't you for one second think you can when you get to high school.

When you go to college, they are going to chew you up and spit you out if you think you can do things like that.

Wait until you get out into the 'real-world,' then you will see why we have procedures like this.

Hopefully as you read these they sounded as bad as it was for me to even type them.

Unfortunately, statements like the ones above are quite common in schools...

Simple question: can we all commit to not ruining a kid's time at one level because we have this ridiculous belief that if we don't they somehow won't succeed at the next level?

Do we honestly believe we are preparing kids for the 'next level' by making them abide with, comply, adhere to, conform to, and follow, rigid and strict practices that aren't based on sound or ethical learning, but rather on what we adults are comfortable with? (Rhetorical question...)

Must a kid experience something bad now just because they might experience something bad later... is that what preparing them for future success really means?

I guess I missed that class in college and I guess I don't fully understand what the word success means.

I thought that if we prepared kids to be critical thinkers, taught them to adapt and adjust, and encouraged them to respond appropriately based on the circumstances, that would be a good definition of preparing them to succeed no matter what terrible experience they would be going toward.

Here's the deal, let's stop telling ourselves that we are preparing kids for the next level and let's just focus actually on equipping our kids with the skills, the attitude to persevere, the flexibility, & the patience to cope with some of the crazy beliefs we adults so strongly believe...

Stepping off of my soap box now.


Sunday, October 19, 2014

Are we focusing on the right problems in school?

Here's what we know...

We know that safe drinking water is still out of reach for millions. We also know the contamination of fresh and saltwater bodies around the globe is adversely affecting usable water supply.

We know that certain economies around the world have become increasingly fragile and susceptible to negative changes that affect millions of people.

We know that species around the world are becoming extinct at a faster rate than ever before in the history of the world. Some of these same species are heavily relied upon for human food consumption as well.

We know that the main sources of energy in the world are becoming more limited and scarce. The continued reliance on these sources of energy is and hasn't been sustainable for quite some time.

Lastly, we know that climate change is real and it's happening as you read this very sentence. The effects of climate change aren't yet fully known, but they most certainly won't be good.

So, with knowing all of this, which I honestly don't believe is doubted, debated, or unknown to the masses, how have we adjusted and modified what we are doing in schools to address these known issues?

The reality is that some of these issues impacting the world are already having significant implications for everyday people and their everyday lives. Additionally, if these issues aren't having a negative impact yet, according to the experts they most certainly will in the next 25-50 years.

Here's the rub... we want to provide our students with a well-rounded and broad set of educational experiences. We want our students to learn about the many great things that have occurred in the history of the world. We want our students to be prepared for the real-world which may include college or some type of career.

But, what if all of that didn't matter because the world as we know it ceased to exist?

What if we continue spending our time on what 'was' and ignore what 'is' and what 'will be?'

For the sake of our youngest students and for the sake of their potential children... are we focusing on the right problems to ensure a good and sustainable quality of life for those in the future?

Or, are we preparing our kids for a world that doesn't and won't exist in the future?

If we know the problems, shouldn't we be using this awesome opportunity called school to come up with some solutions?

Just a marble that's been rolling around in my head lately...

Friday, October 17, 2014

What if this was your district's grading policy?

The primary purpose of grading in the __________ School District is to communicate learning progress to students, educators, and parents. A secondary purpose of grading is to provide feedback to students for self-assessment and encouraging students to monitor their own learning.


Here is what we believe about grading:

1. We believe students should be allowed multiple opportunities in various ways to demonstrate their understanding of classroom learning standards. Therefore, redos and retakes will be encouraged and will be allowed after the relearn process for full credit in all content areas K-12 up until the last week of the quarter.

2. We believe a student’s grade should reflect what he/she actually knows and can demonstrate on a classroom assignment or assessment tied to specific learning standard(s). Therefore, extra credit will not be used.

3. We believe that each student learns at a different pace and we believe that ‘when’ a kid learns isn’t nearly as important as ‘if’ a kid learns. Therefore, after working with their teacher, students will not be academically penalized for turning in work on an alternate date.

 4. We believe each student must acquire certain skills to be a successful citizen, however we also believe that a grade must reflect what a student knows and can demonstrate when it comes to specific academic learning standards. Therefore, non-academic indicators such as; simple classroom participation, behavior, work completion, attendance & other non-academic indicators, will not be included in a student’s academic grade.


What if...?