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Russ Goerend

The Changing Face of Education in Iowa: Working ahead? - 3 views

eabbey.blogspot.com/...working-ahead.html

ICC

shared by Russ Goerend on 29 Nov 09 - Snapshot
  • The first barrier is even having the option to test out of units in the first place.
    • Matt Townsley
      Matt Townsley on 29 Nov 09
       
      I might substitute the word "time" where Evan writes "effort"
    • Russ Goerend
      Russ Goerend about 19 hours ago
       
      To a large extent, time is a function of effort. Those things we deem worthy of our effort seem to find plenty of time to get done.
  • Matt Townsley
    Matt Townsley on 29 Nov 09
     
    Even brings up a few good points about core learning and holding students back who already get it.
Matt Townsley

The Changing Face of Education in Iowa: Mt. Washington is 6288 feet tall - 3 views

eabbey.blogspot.com/...hington-is-6288-feet-tall.html

ICC

shared by Matt Townsley on 13 Nov 09 - Snapshot
  • When we discuss the Iowa Core, this is an example of what we need to do. Get rid of the rest of that stuff. Determine what is important. And then have a deeper lesson, leading to deeper conceptual and procedural knowledge, with authentic and formative assessment. Which will lead to permanent learning.
    • Matt Townsley
      Matt Townsley on 13 Nov 09
       
      quadrant D learning...
  • Matt Townsley
    Matt Townsley on 13 Nov 09
     
    Evan points out a need to examine how we will look at the ICC, through the lens of his daughter's SS class.
Matt Townsley

MoneySKILL® - 1 views

www.moneyskill.org

ICC

shared by Matt Townsley on 12 Nov 09 - Snapshot
  • Matt Townsley
    Matt Townsley on 12 Nov 09
     
    financial literacy modules
  • Matt Townsley
    Matt Townsley on 12 Nov 09
     
    These online modules could be used to help schools teach the financial literacy aspect of the ICC
Matt Townsley

Educational Leadership:Informative Assessment:The Best Value in Formative Assessment - 0 views

www.ascd.org/...e_in_Formative_Assessment.aspx

formative assessment

shared by Matt Townsley on 27 Jul 09 - Snapshot
  • What is formative assessment, then? First, it's not a product.
  • Even though assessments will continue to be labeled
    formative or summative, how the results are used is what determines whether the assessment is formative or summative.
  • but some, by design, are better suited to summative use and others to formative use.
  • ...6 more annotations...
  • Although such assessments are sometimes intended for formative use—that is, to guide further instruction for groups or individual students—teachers' and administrators' lack of understanding of how to use the results can derail this intention
  • however, teachers must plan and allow time for students to learn the knowledge and skills they missed on the summative assessment and to retake the assessment
  • When teachers assess student learning for purely formative purposes, there is no final mark on the paper and no summative grade in the grade book.
  • Assessment for learning can take many different forms in the classroom.

  • Where am I going?



    • Give students a list of the learning targets they are responsible for mastering, written in student-friendly language.
    • Show students anonymous strong and weak examples of the kind of product or performance they are expected to create and have them use a scoring guide to determine which one is better and why.
    • Administer a nongraded quiz part-way through the learning, to help both teacher and students understand who needs to work on what.
    • Highlight phrases on a scoring guide reflecting specific strengths and areas for improvement and staple it to student work.
    • Have students identify their own strengths and areas for improvement using a scoring guide.
    • Have students keep a list of learning targets for the course and periodically check off the ones they have mastered.
    • Give students feedback and have them use it to set goals.
    • Have students graph or describe their progress on specific learning targets.
    • Ask students to comment on their progress: What changes have they noticed? What is easy that used to be hard? What insights into themselves as learners have they discovered?


    When students use feedback from the teacher to learn how to self-assess and set goals, they increase ownership of their own success. In this type of assessment environment, teachers and students collaborate in an ongoing process using assessment information to improve rather than judge learning. It all hinges on the assessment's ability to provide timely, understandable, and descriptive feedback to teachers and students.

  • When we try to teacher-proof the assessment process by providing a steady diet of ready-made external tests, we lose these advantages. Such tests cannot substitute for the day-to-day level of formative assessment that only assessment-literate teachers are able to conduct.
  • Matt Townsley
    Matt Townsley on 27 Jul 09
     
    great article on what 'formative assessment' is and is not.
Matt Townsley

Home | Iowa Core Curriculum 21st Century Scenarios - 4 views

scenarios.aea267.k12.ia.us

ICC

shared by Matt Townsley on 26 Oct 09 - Snapshot
  • Matt Townsley
    Matt Townsley on 26 Oct 09
     
    21st century skills scenarios from ICC
  • Matt Townsley
    Matt Townsley on 26 Oct 09
     
    21st century skills scenarios for ICC
Matt Townsley

Assessment for Learning (Formative Assessment) - Iowa Department of Education - 5 views

www.iowa.gov/...index.php

assessment formative assessment ICC

shared by Matt Townsley on 17 Oct 09 - Snapshot
  • Matt Townsley
    Matt Townsley on 17 Oct 09
     
    assessment for learning resources
  • Matt Townsley
    Matt Townsley on 17 Oct 09
     
    assessment for learning resources
Corey St. John

Educational Leadership:Teaching for the 21st Century - 1 views

www.ascd.org/...toc.aspx

ed leadership

shared by Corey St. John on 08 Sep 09 - Snapshot
  • Corey St. John
    Corey St. John on 08 Sep 09
     
    I do not know how many of you are ASCD members but if not you will find this issue very exciting.
Matt Townsley

YouTube - Assessment For Learning - 0 views

www.youtube.com/watch

formative assessment

shared by Matt Townsley on 29 Aug 09 - Snapshot
  • Matt Townsley
    Matt Townsley on 29 Aug 09
     
    Stiggins on assessment FOR learning. (YouTube video) great "first glance" at this important Iowa Core Curriculum topic.
  • Matt Townsley
    Matt Townsley on 29 Aug 09
     
    stiggins on assessment for learning. youtube video
Evan Abbey

Iowa Schools Online Communities - Online Communities for Iowa educators - 0 views

iowaschools.ning.com

nings

shared by Evan Abbey on 29 Jul 09 - Snapshot
  • For those visiting, this online community is right now in the developmental stage.  Some of what you see is only there to test the different features of the ning. 
    • Matt Townsley
      Matt Townsley on 02 Aug 09
       
      Can you give us an update on the Iowa Schools Ning, Evan? Still on track to roll ou at SAI conference in the fall?
    • Evan Abbey
      Evan Abbey on 28 Aug 09
       
      We've had some setbacks on the Iowa Schools Ning. We'll be talking about online communities and have examples of the current communities in the state at ITEC, but as far as having the whole Ning set up at that point, I'm not sure we'll be there.
Matt Townsley

TKI - Assessment - Teaching and Learning - Formative assessment - 1 views

www.tki.org.nz/...formative_e.php

formative assessment

shared by Matt Townsley on 25 Aug 09 - Snapshot
  • Matt Townsley
    Matt Townsley on 25 Aug 09
     
    great links to more "assessment for learning" resources
  • Matt Townsley
    Matt Townsley on 25 Aug 09
     
    great links to more formative assessment resources
Matt Townsley

ICC beginning of year discussion/PD - 3 views

Has your school had an AEA or district rep lead a session on the Iowa Core Curriculum? If so, how was it received by your staff?

started by Matt Townsley on 22 Aug 09 no follow-up yet
Matt Townsley

Formative Assessment Cycle in Your Classroom: Your Technology Use? « Education wi... - 1 views

eduwithtechn.wordpress.com/...-classroom-your-technology-use

formative assessment

shared by Matt Townsley on 27 Jul 09 - Snapshot
  • Matt Townsley
    Matt Townsley on 27 Jul 09
     
    simple diagram of formative assessment to share with colleagues
  • Matt Townsley
    Matt Townsley on 27 Jul 09
     
    simple diagram of formative assessment
Matt Townsley

Formative and Summative Assessment in the Classroom - 0 views

www.nmsa.org/...Default.aspx

assessment formative

shared by Matt Townsley on 27 Jul 09 - Snapshot
  • When teachers use sound instructional practice for the purpose of gathering information on student learning, they are applying this information in a formative way. In this sense, formative assessment is pedagogy and clearly cannot be separated from instruction. It is what good teachers do. The distinction lies in what teachers actually do with the information they gather. How is it being used to inform instruction? How is it being shared with and engaging students? It's not teachers just collecting information/data on student learning; it's what they do with the information they collect.
    • Matt Townsley
      Matt Townsley on 27 Jul 09
       
      well said. I think that putting this into practice will be a challenge. Convincing others that this mentality is where we should be going might be even more of a challenge though. Wow.
  • Matt Townsley
    Matt Townsley on 27 Jul 09
     
    another great write-up on formative assessment; this one comes from a secondary (middle school) source. The driver's license analogy is worth sharing with colleagues, in my opinion.
Matt Townsley

Iowa Joins 49 States in Common Core Standards Initiative - Iowa Department of Education - 0 views

www.iowa.gov/...index.php

shared by Matt Townsley on 07 Jul 09 - Snapshot
  • The goal is to have a common core of state standards that states can voluntarily adopt. States may choose to include additional standards beyond the common core as long as the common core represents at least 85 percent of the state's standards in English language arts and mathematics. The second phase of this initiative is to ultimately develop common assessments aligned to the core standards developed through the process.
    • Matt Townsley
      Matt Townsley on 13 Jul 09
       
      moving towards national assessments?! I wonder what companies like Pearson think of this idea. Not that it really matters, but I could see some special interest groups becoming...'interested' in getting these contracts. Plan on keeping an eye on how all of this progresses.
  • "Iowa is fortunate to have not only state core content standards, but also the Iowa Core Curriculum, which provides rigorous expectations for all students and gives teachers the tools to change teaching and learning in this state," Jeffrey said. "With our recently passed Iowa Core Curriculum, Iowa can easily incorporate national standards because the Core Curriculum provides more explicit guidance to reach high expectations."
    • Matt Townsley
      Matt Townsley on 13 Jul 09
       
      I find this whole discussion of 'common core standards' to be pretty intriguing. Not too long ago, Iowa was the only (?) state that did not have statewide standards - each district was charged was creating its own. Now we're on board with joining a coalition to create national standards. Things change quickly!
  • Corey St. John
    Corey St. John on 07 Jul 09
     
    I thought this was interesting...
Mary Schmidt

The Changing Face of Education in Iowa: 5 Characteristics of Effective Instruction - 1 views

eabbey.blogspot.com/...racteristics-of-effective.html

ICC formative assessment

shared by Mary Schmidt on 31 May 09 - Snapshot
Matt Townsley liked it
  • So not only will Iowa's high schools develop implementation plans for the content next year, they will also conduct a self-study to determine which characteristics need attention and put forward a professional development plan to improve in that area(s).
    • Matt Townsley
      Matt Townsley on 31 May 09
       
      ICC is a process. To see this change to its fullest extent, the DE is proposing a plan for each district to create a plan to roll it out over several years. (This is how we should/might view our classrooms...focus on making a few changes at a time, but do them well rather than trying to be Mr. Awesome Teacher in all kinds of areas without enough time/thought/trial & error.) <-- this is KEY. What are your thoughts, Russ?
    • Russ Goerend
      Russ Goerend on 31 May 09
       
      I like that it is built on reflection and continual improvement. You've explained it to me before as being "what good teachers should be doing." I think all teachers, rookies and veterans, can benefit from an open discussion on that point.
    • Evan Abbey
      Evan Abbey on 01 Jun 09
       
      I'm leery of the plans becoming planning for planning sake, but the intention is good--trying to get at the process of continual improvement, as you mentioned.
  • Teaching for Understanding is leading students (to engage in a variety of thought-provoking activities such as explaining, finding evidence in examples, generalizing, connecting, applying, making analogies, and representing the topic in new ways.
  • Formative assessment is a process used by teachers and students as part of instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of core content.
    • Matt Townsley
      Matt Townsley on 31 May 09
       
      I didn't think about this until my 5th year of teaching. What is your "assessment plan"? How will you assess? How often? What will you do if students are absent on assessment day?
    • Russ Goerend
      Russ Goerend on 31 May 09
       
      Your comment made me think of the quote we shared with you this past weekend: "our generation wants in 7 years what our parents worke for all their lives." That's what I feel fairly often since I've been surrounded by veteran teachers. There are many times I need to slow down and remember that I'm learning, learning. learning.

      So, to "answer" your questions, I don't know. I appreciate being able to learn from your experiences.
  • ...4 more annotations...
  • A rigorous curriculum is one that is complex, provocative, and personally or emotionally challenging
    • Matt Townsley
      Matt Townsley on 31 May 09
       
      This is a never-ending task. I don't expect to "master" this, even when I'm ready to retire. It involves really thinking about the content and the students and how authentic work can be created by them according to their interests. This is TOUGH!
    • Russ Goerend
      Russ Goerend on 31 May 09
       
      Evan had a great comment on this point: "The key is to teach students how to learn that advanced content on their own--to become life-long learners. No one is arguing that teachers aren't cognitively limited; they are. But that is (or should be) irrelevant. To continue the transmission model of education, where teachers have all the knowledge and students have to get it in the approved way, will continue to stunt the growth of students."
    • Russ Goerend
      Russ Goerend on 31 May 09
       
      That quote came from this post on Scott Mcleod's blog: http://is.gd/KhNX
    • Matt Townsley
      Matt Townsley on 31 May 09
       
      Good point. It's the old 'liberal arts' education lingo...becoming a life long learner. From my experience, it's difficult to get some students to learn the basics, let alone do any learning on their own (the few that come to school because they're required...or only desire a passing grade...or some other sort of grade to please parents). Not saying it can't be done, but lots of thought, motivation and modeling needed.
    • Evan Abbey
      Evan Abbey on 01 Jun 09
       
      One thing I've found is that out of the 5, this is the one that teachers say, "Yeah, I've got this one down". It seems everyone has seen the graphic of the quadrants.

      What's difficult is, even though we all know we need to be rigorous & relevant, we don't often know which of our lessons truly are rigorous & relevant. The best professional development will give teachers some specific, tangible examples to show how to ramp up rigor.
    • Mary Schmidt
      Mary Schmidt on 13 Jul 09
       
      This definition is adapted from Teaching What Matters Most by Silver, Strong and Perrini. It's a great read (ASCD)
  • Differences can best be accomplished by engaging in a process which has teachers using student and instructional assessment data to make sound instructional decisions to meet the needs of individual students.
    • Matt Townsley
      Matt Townsley on 31 May 09
       
      when formative assessment is done well, differentiation comes naturally. Again, easier said than done....so we need to be patient in this area as we learn the common misconceptions of students in our curriculum, this practice will become more visible over time.
    • Russ Goerend
      Russ Goerend on 31 May 09
       
      I saw this on a large scale when I visited Knoxville West Elementary school as part of our IDM team. They had reading data on all students and used it to adjust the instruction for all kids.

      Do you think formative assessment flows naturally from the assessment to the remedial instruction? What I mean is, say a teacher formatively assesses students, do we assume that teacher is using that data to influence instruction? Is the "changing intruction" part of the definition of formative assessment?
    • Matt Townsley
      Matt Townsley on 31 May 09
       
      You hit the big "aha" moment ICC is going to (hopefully) help so many educators in Iowa realize. I sort of feel like differentiation and formative assessment aren't mutually exclusive...one in the same (assess, use data to create new individualized/group instruction to help students move along the continuum of learning; repeat). Not sure if it's worth debating the definitions, but rather seeing the ideas as working together to improve classroom practice. Yes, it is possible to collect data and do nothing with it. This is the major misconception of 'formative assessment,' in my opinion. The analogy of "formative assessment is chef's ongoing soup tasting during prep; summative assessment is restaurant customer liking or disliking soup" seems to fit, but when some educators hear this, they only taste the soup (collect data, quiz more often, etc.) but never make any changes to the soup recipe (instruction). I'm guilty and to be honest thought this way until earlier this year. We can't just assume the data is being used, you're right. In a quality classroom, I think it would be pretty obvious that the data was being used (maybe my class next year?!).
    • Russ Goerend
      Russ Goerend on 31 May 09
       
      The only reason I bring up the definition is so everyone is on the same page when discussing it. If some think "formative assessment" is only the assessment and others think it includes the instruction-adjustment, there's a disconnect. That's all. Plus I'm an English guy, so I like definitions.

      I'm already loving this ICC stuff now that I get "the point." So here's my big thought of the day: how are college education programs going to use the ICC? If the state has defined effective practices, will colleges follow suit in what they focus their teaching on...both in the ed. training programs and how the faculty teaches?
    • Matt Townsley
      Matt Townsley on 01 Jun 09
       
      I think ICC defines formative assessment as a process of both collecting the data and modifying instruction:

      From ICC, Module 5: "Assessment FOR Learning (Formative Assessment): Formative assessment is a process used by teachers and students as part of instruction that provides feedback to adjust ongoing teaching and learning to improve students' achievement of core content. As assessment FOR learning, formative assessment practices provide students with clear learning targets, examples and models of strong and weak work, regular descriptive feedback, and the ability to self-assess, track learning, and set goals. (Adapted from Council of Chief State School Officers, FAST SCASS)."
    • Matt Townsley
      Matt Townsley on 01 Jun 09
       
      Not sure how/if it will impact higher ed. Impact on higher ed. will surely aid in determining success of ICC, but won't necessarily directly affect our day-to-day instruction. If new staff are trained with ICC in mind, it would help the process along. To be realistic, I think it takes extended classroom experience to get a grasp on what an abstract idea such as "assessment for learning" truly is. Nonetheless a theoretical framework (aside from modifying/extending student teaching/practicum as you and I have discussed previously), is one possible step forward.
  • In Student-centered Classrooms, students construct their own knowledge based on experiential, holistic, authentic, and challenging experiences.
    • Matt Townsley
      Matt Townsley on 31 May 09
       
      From what I know about you, Russ, I think you'll do well in this area (student-centered classroom). Realistically, this can only be done "well" with a solid classroom management plan coupled with a focused look on the desired culture of your classroom.
    • Russ Goerend
      Russ Goerend on 31 May 09
       
      I appreciate you saying that, Matt. It struck me as funny, mainly because of what I emailed you last night: "I'm nervous about classroom management/atmosphere."

      :)
    • Matt Townsley
      Matt Townsley on 31 May 09
       
      See other bookmark in this group, re: Harry Wong and procedures. Wish I would have known Wong (and implemented it) earlier on. You'll be much wiser and knowledgeable than me. Read the book and/or the website. Becky probably has the book. I can email you my procedures if you're interested. Rehearse! It seems goofy and a strange use of time for the first few weeks, but pays huge dividends. Once procedures are established, you can shape the culture (a la more student-centered) and build relationships with students to your heart's content.
  • while these 5 characteristics are essential to a successful school, they are not necessarily mutually exclusive of each other.
    • Matt Townsley
      Matt Townsley on 31 May 09
       
      Amen, Evan! See my notes on differentiation and formative assessment. They go together!
    • Evan Abbey
      Evan Abbey on 01 Jun 09
       
      It's my gut feeling that the DE thinks this is implicit; that everyone knows this. But given that the DE's main role is in checklist accredidation, they'll need to be a bit more explicit to districts, or I think they will have districts treating each one separately.
    • Matt Townsley
      Matt Townsley on 01 Jun 09
       
      Great point, Evan. I would venture to guess that the majority of the educators I know would say that "assessment" and "instruction" are mutually exclusive entities. I hear things all the time like "Today is quiz day" rather than viewing it as an ongoing activity. I discussed my thoughts related to this topic here: http://bit.ly/NBqyH
      This will be a HUGE task on the DE/AEAs part, in my opinion...helping Iowa educators see the conceptual connection as well as how it looks (and doesn't look) in practice.
Russ Goerend

Kentucky Core Group - 6 views

Angela Cunningham (@kyteacher on Twitter) created a Diigo group for discussing the Kentucky Core Content. Could be interesting to see what similarities/differences there are with the ICC. http://grou...

started by Russ Goerend on 09 Jul 09 no follow-up yet
Matt Townsley

Education - Change.org: Simple Math - 0 views

education.change.org/...simple_math

shared by Matt Townsley on 30 Jun 09 - No snapshot
  • Another time, a student asked me out of the blue—not in class, just in the course of a normal day—what I knew about counting in base 2 (a.k.a. binary numbers, the basis for digital computers). A spontaneous quasi-class ensued, as she and I looked things up, using a chalkboard to piece together the mysteries, treating it like a puzzle or a grand game: When do you add another digit? When is a 1 replaced with a 0? and so forth.
    • Matt Townsley
      Matt Townsley on 08 Jul 09
       
      this is an inspiring example. how can we create/foster/encourage more of this type of conversation in our classrooms?
  • "A Mathematician's Lament"
    • Matt Townsley
      Matt Townsley on 08 Jul 09
       
      an outstanding read for any and all math educators; agree or disagree, it's a nice conversation starter.
  • We learn things because they interest us now, not because they might be useful later. But this is exactly what we are asking children to do with math...Of course it can be done, but I think it ultimately does more harm than good. Much better to wait until their own natural curiosity about numbers kicks in.
    • Matt Townsley
      Matt Townsley on 08 Jul 09
       
      I appreciate this point, but it seems to go against so much of the daily grind of public education, i.e. curriculum mapping, assessments, instructional decision making, etc. I wonder how/if we can make this big shift? Have other countries already done so?
Russ Goerend

The Edjurist - Information on School and Educational Law - Blog - Outliers = Dangerous - 0 views

www.edjurist.com/...outliers-dangerous.html

edjurist outliers malcolm gladwell

shared by Russ Goerend on 07 Jul 09 - Snapshot
  • a mile wide and an inch deep
    • Russ Goerend
      Russ Goerend on 07 Jul 09
       
      I'm interested to see the opinions of those in the ICC group regarding this book. I have not read it, but I know Gladwell had one of the keynotes at NECC this year and Outliers is brought up fairly often by my colleagues. It's definitely a book I'd like to read at some point, if only for the sake of seeing what all the fuss is about.
Russ Goerend

Formative assessment: The most important data you aren't using - 0 views

www.examiner.com/important-data-you-arent-using

Formative formative assessment formative assessment

shared by Russ Goerend on 09 Jun 09 - Snapshot
    • Brenda McKone
      Brenda McKone on 09 Jun 09
       
      Formative assessment needs to be used throughout a unit to check student progress.
    • Russ Goerend
      Russ Goerend on 10 Jun 09
       
      Definitely! I would argue that just as important as checking progress is adjusting instruction based on that progress.
    • Matt Townsley
      Matt Townsley on 10 Jun 09
       
      good point, Russ. It's a big shift from "assessment to report learning" from "assessment to improve learning." I see this difference as one that will be tough for the masses to understand due to the tradition of summative assessments.
  • In turn, it allows the educator to amend their instruction and content before they administer the summative assessment.
    • Russ Goerend
      Russ Goerend on 10 Jun 09
       
      This is also important!
    • Kendra Wolf
      Kendra Wolf on 17 Jun 09
       
      I think this is key with students of today. As we (educators) realize that students are learning differently today b/c of the way they use technology, I think we will see that using MORE formative assessments and giving students MORE immediate feedback will be even MORE effective than we think. Students receive immediate feedback all the time from their peers; I think it should be the same with their teachers.
  • Stacey Wigant
    Stacey Wigant on 16 Jun 09
     
    Formative assessments vs. summative...meaning of Homework. 21st century skills.
  • Stacey Wigant
    Stacey Wigant on 16 Jun 09
     
    Formative assessment.
Matt Townsley

The Changing Face of Education in Iowa: Call for Action: Get Rid of Grades - 0 views

eabbey.blogspot.com/...-action-get-rid-of-grades.html

shared by Matt Townsley on 17 Jun 09 - Snapshot
  • And, that's the biggest problem. Grades do not help students get better.
    Students accept what is given. The grades promote mediocrity. Think about the
    message... here is an objective, and you scored about 80% on it, which fits you
    in about halfway in our class. There's no impetus to improve on the 20% you've
    missed out in, because as many teachers have in their grading schemes, the
    chance to make up the missed points takes away the consequences for missing the
    original deadline. So, we can't have that, can we?
    • anonymous
      anonymous on 17 Jun 09
       
      I agree! When in the classroom, students could correct their papers and earn a half a point back. By correcting their errors, they learned through the reflection.
      I also used open book tests a lot. Why? I wanted my students to be able to locate information and synthesize it to answer questions, not regergitate it. My tests were harder, but when the 8th grade American History teacher shared she knew who came from my class because they knew their stuff, that was proof to me my methods were worth the work - the students and mine.
  • One maxim I live by in education, if something is worth knowing, it is worth
    knowing 100%. And, students should keep working on it until they get 100%. And,
    all else should be eliminated or enrichment.
    • anonymous
      anonymous on 17 Jun 09
       
      See the comment with the paragraph above.
  • We never get a chance to have students compare themselves to... themselves. Never to look at how much they have grown, or what they have left to do.
  • ...1 more annotation...
  • Bottom line: if you can't get your students to do an activity without the threat
    of a grade being given to them, you need to start questioning the relevance of
    your material and your ability to engage learners. And, hopefully you are
    meeting your rule of 88.
    • anonymous
      anonymous on 17 Jun 09
       
      Amen!
    • Matt Townsley
      Matt Townsley on 29 Jun 09
       
      I think I agree in principal here, Mary and Evan....but if there are no external rewards, what IS the students' motivation? Don't get me wrong...I WISH students would learn for the sake of learning and think a system without grades is ideal.....but would we, as teachers, work without pay?! Something I've been pondering related to this idea of eliminating all forms of external motivation (grades) for students.
    • Russ Goerend
      Russ Goerend on 29 Jun 09
       
      Although I don't think it's quite a fair comparison, I would teach for free. I've found what it is that makes me tick, gives me drive, etc., so that's what I do. We have to help our kids find that. What I find frustrating about it is that their passions, their intrinsic motivators don't always transfer to the school setting.

      I don't think it's a matter of "eliminating all forms of external motivation", it's a matter of eliminating our role as being the ones who give them the external motivation. I think of a student whose interest is in automotives. That student can learn about cars so he can start his own business someday. External motivation, but not handed down by me.

      If I have a kid who doesn't want to do an activity, it's because it's not meaningful to the kid. It may seem like there is nothing that is meaningful to the kid, but I don't believe that's true. It's not my job *to find what's meaningful to the kid*, but it is my job to help the student find it. That's why I'm so big on getting kids set up with Google Reader accounts: instant relevant stream of info.
    • Russ Goerend
      Russ Goerend on 29 Jun 09
       
      To state my claim more succinctly: Extrinsic motivation is here to stay, it's a part of life. I just don't think grades are the external motivation we should be pushing for our students.
    • Russ Goerend
      Russ Goerend on 29 Jun 09
       
      This blog post has a good quote that I think fits my feelings: http://blog.mrmeyer.com/?p=4120
    • Matt Townsley
      Matt Townsley on 30 Jun 09
       
      Your thoughts are starting to echo where I was going with this discussion, Russ. "Extrinsic motivation is here to stay, it's a part of life. I just don't think grades are the external motivation we should be pushing for our students." For so long, (or so it seems) "grades" have been the driving force between motivating our students to learn. A change in this philosophy seems like a step towards "learning for learning's sake" as so many of us desire in our own classrooms.
  • Kendra Wolf
    Kendra Wolf on 17 Jun 09
     
    Wow...well written. I have been of the same school of thought for some time, but it seems like such an 'out there' concept for so many people.
  • Julie Schendel
    Julie Schendel on 18 Jun 09
     
    I heard Doug Reeves speak on Monday and he spoke to the very same issue. He offered an activity in which he provided a set of five different grades and asked each individual in the room to "average" them in some fashion and then decide on a final grade. In a room of around 75 educators, individuals took the same grades and came up with As, Bs, Cs and Fs for the same set of five posted grades. Doug's point was that grading is so subjective, inconsistent and doesn't provide useful information to students, parents or others.
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