FIAE - Chapter 9 AB/SYN?

Abstract - Jen T

This chapter focuses on the top ten no-nos for grading based on guidelines using differentiated instruction. In overview, avoid grading nonacademic factors, avoid averaging grades, avoid grading homework, avoid withholding assistance, avoid grading of inaccurate factors (similar to grading nonacademic factors, or homework), avoid extra credit, avoid group grades, avoid grading curves, avoid recording zeros, and avoid using norm-referenced terms to describe criterion-referenced attributes.

Synthesis?

Instead of summarizing what we, as a class, agreed with in this chapter, I have decided to focus more on the things that we did not agree on. This chapter is a perfect example of how, as a class, we could be having some really amazing conversations instead of just writing a reflection on the chapters. I know of at least one of us who thinks putting zeros in the book is stupid, one who thinks it only makes sense, and one who isn’t sure about his/her feelings about it. This has come from real conversations I've had with them, and not reflections posted on wikis. We just discussed in seminar how maybe homework is silly, but I know that most of us who were on the 'agree' side, will have regular homework once we enter into our own classrooms. Why?
(For your personal viewing pleasure. What kids really think about homework. Not suitable for class. Rated R)

Let’s pretend like we’re all adults right now who can have opinions other than those of the author. Do we really think that Wormeli is right about these ten things? No homework, no grades for homework, no zeros, no nonacademic factors (that means no attendance or class participation). And if we do agree, what are the chances that we'll incorporate them into our classrooms? What are the reasons that we won't? Instead of an abstract/synthesis, which can be helpful in certain situations, I would be more supportive of a VoiceThread or Scribblar, that allows us to discuss/agree/debate about our thoughts on these chapters. Anyone game? Either way, I need to find someone to talk to because I'm sure Sara, Megan, and my mom are tired of hearing me bitch, and I'm tired of reading reflections that just prove how easily persuaded we, as pre-educators, are to other people's opinions on education. I say that in the nicest way possible and fully comprehend that that is a broad generalization of our class. I just feel like it's a waste of my time or your time to not question what we're learning, especially since we're amazingly fortunate to have such a close class and supportive professors.

End Rant.

FIAE - Chapter 6 - Creating Good Test Questions

I haven’t even finished the second page of this chapter, and I can already tell I’m going to agree with everything it says. How many times have I, as a student, wondered why teachers feel the need to confuse their students with ridiculously complicated and confusing multiple choice questions. Then again, tests aren’t for the students’ benefit, they’re for the teachers’. Their suggestions on the multiple choice and fill-in-the-blank questions are helpful, and the double recording of test responses, at first, seemed monotonous and just silly, but I would make it an option for students in my own classroom if they’re interested in knowing how they did immediately. Negatives are horrible. I think timed performance is unnecessary, and personally believe that Mt. Blue’s choice, to extend their deadlines for homework and such, is completely valid under certain circumstances and with responsible teachers that really care about their students.

FIAE - Chapter 5 - Tiering Assessments

This chapter was intense. All of the assessments seemed like they would work. I specifically liked the cubing one. I think it would be a great way to assess what students have learned, and also let them get creative. In my limited experience with tiering (at Mt. Blue), my mentor teacher stressed the fact that even though his classes were tracked differently, every student did the exact same work. He didn’t tweak any of his worksheets for his CPI track, but he did explain more of the information instead of asking the class what they thought the answer would likely be. I can see how both sides are effective; I just don’t know which side I agree with more and why.

FIAE - Chapter 4 - Three Important Types of Assessment

I really enjoyed how this chapter explained and differentiated between the two types of grading rubrics. I also completely agreed with the author on going against a five-level tier because parents and students automatically associate each level with a letter grade. In my own classroom, I will probably use both rubrics depending on the class, grade, and assignments. I intend to converse with my students on what I think they should be graded on and what they think they should be grading on, and meet somewhere in the middle. That might not work as well with middle school students, but I always want to keep my students in the loop on how I grade, why I grade that way, and how they can receive the best grade possible.

Chapter 3 Principles of Successful Assessment in the Differentiated Classroom

This chapter ties in with chapter 5 from ubd/di. I particularly enjoyed the example about the teacher receiving an evaluation that would be tied to his/her salary; that is a great way of explaining it. I think that teachers needs to spend a lot of time going over their expectations for students as far as assessment, this includes: homework, quizzes, tests, in class projects, in class discussions etc. Classes should be structured in a way to provide the most varied and comprehensive grading possible. If all you give are multiple choice quizzes to your group of students and 2 out of 10 bomb them, then you give a take home essay and those two kids ace them, you know what you’re dealing with and how to improve your grading techniques, perhaps for just those two kids or maybe for the whole class. Assessment needs to fit the curriculum, fit the teacher, and fit the students.

Chapter 2: Mastery

This chapter about mastery was somewhat redundant to everything we’re learned about teaching students. Of course we want them to have a mastery of the subject! Why would we want them to only get a cursory view? The speed bump comes in when it’s actually time to teach them. To teach a student so well, and in such a way that you could confidently say they have mastered a subject is quite a boast in my opinion. I think it’s because, for me, there is always more to be learned about something. Do they know the plot, the theme, the symbols, could they connect it with real life situations and ideas? Sure. But there’s always more- they could know the history of the setting and how it impacts the story, the reasons for the author’s omission of details that could be pertainent, different ways each chapter could be view, each character could be viewed. Mastery for me is a false term because there is no such thing as mastery and the best we can do, as teachers, is set up our students with a solid foundation from which to build their knowledge.

Chapter 1: The Differentiated Intruction Mind-set: Rationale and Definition

Differentiated instruction happens, and has happened, in classrooms all over the country for many decades, but now we need to expand our approaches. It’s not enough to simply give a few students extra examples to help complete their homework, we need to also give the best examples we have, or the one-on-one help they need. We need to combine all of our best techniques to ensure that every child has the best possible education acquired while in school. It doesn’t mean giving them a free pass, we still need to challenge them, but we need to pull in more ideas and strategies that will enable us to impact the largest group possible. I have seen DI in my mentor’s classrooms and know it will be a huge part of my own because it is really the only way to teach one curriculum to every unique student we have.