Personalizing learning activities and the learning environment in general is critical to the scholars’ successes. In today’s day, it can be seen as easier to personalize learning assignments using our virtual tools. Technology can be a component in aiding to personalization as well as being personalized itself. In the past in my classroom, I have personalize several assignments utilizing the seven learning intelligences. For example, we may be studying spelling words for the week; a scholar would be given choices as to how to demonstrate mastery of those words. These intelligences/learning styles have varied through the years, but it is important that scholars have an opportunity to express their learning through a variety of disciplines. Whether it be paper/pencil, technology, music, poetry/reading , hands-on/ kinesthetic etc.; the idea being that a student can demonstrate their learning of a particular concept in an engaging and data driven way. I believe we need to, as much as possible outside of standardize tests, personalize and cater to our students learning styles as well as their pace moving forward in education.
I let my third graders pick their groups on assignments (I let them work in groups a lot). At the beginning of the year they would pick groups with their friends to talk. Once they got the grades back and didn't like the scores or their assessment scores, this quickly changed. I would hear students say "I don't think we should work together, we end up talking too much." I think this can be a bigger lesson sometimes than the actual worksheet. They learn to take control over their own learning. I use Words Their Way for spelling so I will have multiple spelling lists. Because of this I like to have a word work chart with the possible choices they can choose. I keep everything stored where they can get it themselves so it is really no work for me. I have choices like building words with Legos or stamping. They are free to choose each day. Chynna Triska PLA@103
I love your second answer about the different ways to take a spelling test! Scholars could practice in multiple ways and find what works best for them, whether that is writing them out, using the legos, stamps, etc., and then using that for the official spelling test. Will definitely be borrowing this idea!
Chynna, I have used Words Their Way before too. It is such an amazing tool to have. I love that you have multiple spelling lists for your scholars. What a great way to personalize their learning. I love the choices you have for different ways to spelling. It also connects all the learning types. Jenina Sorenson PLA@103
I love giving the scholars choices in assessment. I love to see the variety and their personalities come out in the assessment. They get to become creative in their way and learn at the same time. I like allowing the scholars to choose their groups as long as they are engaged and learning. If assessments or projects come back not complete then I choose groups. The scholars quickly learn which groups to form and how to work in the groups. Mindi Spychalski-PLA@103
I like the ideas about Spelling choices. I too give my students similar choices such as using letter tiles, stamping, rainbow writing. These same hands on materials can also be used by students to take a spelling test instead of the traditional way of paper/pencil.
I like the idea of giving students choices for their assessments. We allow the scholars to be creative and show skills they possess. It is empowering for the scholars. Stefanie Sheridan A+ Fair Ave.
I had a similar situation happen in my classroom when I let my scholars choose their groups. We do group activities daily. My school has a school wide money economy/behavior system and scholars were learning that they lost many dollars when working with their friends. They then began choosing different groups that didn't include their closest friends.
I think that giving scholars options for their assessments is an idea I'd love to try out. I think that if I had that choice when I was younger, I would have enjoyed school a whole lot more. I hated tests and still don't like them to this day. I feel like allowing students to choose what they do, whether that be a test or a project or make a movie or whatever else they may come up with. As long as they can show to me that they understand the material and can make sense of it, it is okay in my book.
In my future classroom, I would like to try giving the scholars an opportunity to have total control on an assessment. I would probably follow the way it is referenced in the book and challenge my students to "impress" me with their knowledge. In the beginning of the year, it may be an introductory assignment to ease them into it, but as the year goes on, I'll keep challenging them to "impress" me more! Fingers crossed that something like this won't backfire on me because I love the idea!
Great idea Audree! I am sure that it will be wonderful to allow your students to impress you. In a differentiated instruction training, it was shared to model on assessment choice per week. By the end of the 9 weeks students would have a sample of 9 items for secondary. Elementary should only have 4 choices. Once scholars have partnered with the teacher to create the assessment criteria, they may help to create them with ease by 2nd 9 weeks. This process seems to make more work in the beginning of the school year, but by December we will have a more student-led and centered classroom. #ScholarBuyIn #GreatIdeas #ChoiceMotivatesUs
I'm not sure I could give up the control. My kids are Special Education and we have such a short time together that it can be hard to get everything accomplished that we need to get done. When I've given them control in the past we never accomplish anything before it's time to leave. We don't even get to start. It'd be nice if they could do more if the work for me though. Kay Clabaugh TLJA FW
I love the “impress me“ idea. Empowering students can be a valuable tool. Some may rise to the occasion, but I would be concerned about those that do you have the knowledge and are unable to express it if not given options. Here again, it’s important that we personalize education so that scholars can show us what they know implementing their own expressive learning style.
Audree, I love your ambition! I am not sure that I could give up total control of assessments like that in my classroom. Like you I was not and still to this day not a fan of assessments. I agree that if I was able to show my learning in another way I may have a different experience with assessments. I would love to know how this works. And the many ways your scholars come up with to "impress" you. Jenina Sorenson PLA@103
I agree that allowing scholars the ability to make choices about assessments would be beneficial and give them less stress and anxiety. I love the idea of encouraging them to impress us, they buy into that so much looking for approval from us.
Action#1: Assessments- Yes! I believe that giving scholars options for assessments is absolutely a must. As a learner who struggled with reading comprehension in 2nd grade, I was able to excel in middle school when more of my teachers permitted oral presentations and project based learning options. Group Work- Yes! Allowing scholars to self-select their groups may work effectively when given required to create a plan for how the work will be divided and sharing that each member will anonymously complete a teacher-created survey about each teammates work contribution, behavior and overall collaboration. I tell scholars that they should be truthful regarding their classmates' performance because I average the ratings. I investigate if 1 student gives a 2 out of 10 rating if the 3 other scholars rate an 8 score. #ItWorksGreat #SystemsAndAccountability
I think people are nervous about personalized assessments and self-selected groups because they are unsure of what it will look like. It might not be smooth sailing, but after setting up expectations, giving it a chance, we might all be surprised with the results.
Assessment choices are a great idea. When scholars have only one option for performance, anxiety sets in and sometimes they won't do anything or misbehave in class. But if they have options, they will feel more in control of their performance, and should select an option. I think they will just do more work if they feel more in control of that work.
I know I could benefit from more choice assessment ideas. Some assessments you have to use in a universal context because of their nature, but I like giving them two or three options, setting a clear rubric, and letting them go for it. You cannot do this on every assignment, but even offering something like this once or twice a week would be beneficial.
I liked that idea of giving alternatives to the usual assessment. I do not do this, but think the idea Charmaine Jennings said she experienced in middle school could be effective. Ms. Jennings said she was allowed to complete oral reports and or Project Based Learning projects. These are both great options, and I would be interested in looking into this idea more.
I really like the idea of having students peer evaluate after a group project, especially if they picked their own group! I hope realizing that one of their friends was not the best choice now, can help them make better choices later on!
How do you feel about giving scholars options for assessments?-Grouping standards into units over a period of weeks allows for scholars to deepen their understandings of concepts. Rather than giving them a multiple choice or short answer assessment, allow them to deepen their understanding by giving them a choice in projects. Yes, it takes more time to grade and longer periods of time for scholars to complete, but projects are so much more memorable to scholars. One example of a project was during our Black History Month projects. Instead of having all students create a trifold, we could have given them the criteria for understanding, but allow them to showcase their understanding in a variety of ways. It allows them to showcase their creativity. I've read that creativity dies the older we get, which is why we need to give our scholars options throughout the day.
Share one way you give scholars a choice in their learning opportunities-While I was a first grade teacher, we researched Indiana animals that were close to extinction. Scholars has different items I wanted them to research, but they could add on whatever information they thought was valuable. They could also present their information through a variety of ways. I had students that created a news program through the use of GreenScreen app, digital eBooks through Book Creator, dioramas, songs, and posters. I had these scholars again in fourth grade and they still remembers what they created in my classroom.
Mitch, If a 4th gr. scholar remembers what they created in 1st gr. then it must have meant alot to them! The news program option sounds like alot of fun!
I agree Mitch, I love giving students projects as the assessment. However, I haven't given project choices. I agree it will take more time from the students and myself to prepare, complete and grade. Moving forward I will offer multiple project choices.
Several times I have required my students to do an interest project with a younger class. The older students were given a younger buddy. They were all given the parameters of the project. The younger student chose the topic. Together they researched the topic and discussed how they wanted to present the material and the older student did all of the typing.Then the two presented to the rest of their classmates. This has been a huge success.
Yes, Missy, I agree that stations are great way to diversify and personalize the scholars learning. Giving them options within the stations to show mastery of the skill is not only engaging, but empowering to learners. I think in this kind of set up the students will want to “show what they know.”
I love how you mentioned the importance of scholars UNDERSTANDING the content. Allowing them to do projects is such a great experience and way for them to truly demonstrate their understanding instead of choosing an answer on a multiple choice question.
I like letting the scholars pick their own groups, I also set back and watch who they pick. But I do have a talk with them before and let them know how important it is to make sure they are not only picking their friends. Angela Hill PLA@103
Action 1: I feel allowing scholars to have options for to complete their assignments empowers the learner to be creative, reflective, and show-off what they are interested in. Allowing scholars to have choices is building trust. Some of the best outcomes/results/end products develop out of options. One of the ways I have given scholars a choice in their learning activities is after we have read a book I have asked them to show or tell me about the characters, setting, plot, resolution, and other details... some scholars have chosen to write, some have created videos with other scholars, some have created paintings, posters, creating animated or clay animation videos, etc. My favorite was when a whole family became involved and created a whole week-ends worth of a very dramatic clay animated video with tons of special & silly effects!
One of the ways I give scholars a choice of learning after reading I like for them to explain the characters and have them act it out as though they were in the story.
Choice boards are a great way to differentiate how a scholar learns and portrays what they are learning. I always liked to offer scholars choices; even if it's just the order in which they complete a task, kids like to make their own choices. In small group/stations, I used to stress trying to create something different and of an appropriate level for each kid. Then I realized that many stations/centers lend themselves to the activity remaining the same, but the scholar coming with their own list/tasks (word list, math facts, etc at their level) I love to see classrooms where stations offer multiple choices. At the math fact station, maybe scholars have the choice to draw pictures to show their math facts or play a game to practice or do flashcards on own/with a partner. All are practice. All are "fun." But scholars have the choice. As far as assessment choice, I'm a fan (but I am NOT a fan of offering choice and providing scholars with learning that's best for them and then throwing them a standardized test that is likely NOT set up in the way they learn/show their learning best...but, I digress) I've often had scholars verbally answer questions for me if their writing was a hindrance. Or had a scholar retell the story and the main points instead of having to do the written test. Again, my only issue is that this way is GREAT but we don't have the option to test differently when it comes to standardized tests and that's always struck me as unfair. To individualize learning and assist a child and support them in their personal way of learning and demonstrating their learning then requiring them to take a test that's not set up that way, it's just frustrating. But, in answer to this hack, YES! I'm a fan.
How do you feel about giving scholars options for assessments?
I think that is a fantastic idea. Each student has a optimal way of taking in information, and it stands to reason that they all have an optimal way to show that they have learned content. I believe students will choose assessments where they be the most successful and the ones that allow them to perform with minimal anxiety.
Does allowing scholars to self-select their groups work effectively in your classroom? Looking back on my first year, I will say that some of the best days in class were days when I had groups do work, and when those groups were no more than 5 people, and self-selected. And friends do select each other. So there is an element of play, but if there are high enough stakes, the friend-groups will perform for each other much more consistently than groups that I select.
I like how you stated it with picking their own groups. I usually only allow 4 in a group. But, yes, as you said working with friends helps them work better in groups and on classwork.
I love giving my students the opportunity to choose their own groups. They grow so much more as individuals when they take ownership of their learning. Of course with teaching younger children, I have to guide them to see where their choices have an impact more that the older grades. I hope to be able to use technology more next year to give my students more choices of assignments. Jenelle Miller PLA103
As a first grade teacher it is hard for me to give up control on groups, because we as teachers can see who works well together and who doesn't. This year I am going to try to offer my scholars more opportunities to choose their own groups and give up some of my control. I like your idea of guiding them and helping them to see how their choices impact them. It will definitely be something we have to discuss and fine tune throughout the year, but I am willing to try. Cathy Branch, Middlebury Academy
Action 1 Most scholars like different things so I allow them to choose some of their own methods for rote learning, especially with multiplication and division facts and sight words. They are able to choose their partner and which method they would like to utilize for their best learning of the subject. They can write to remember, rote practice, flash cards are just some examples.
Libby Taylor PLA@Jones-Clark I do allow scholars to tke assessements that shows their strengths. I work with Dyslexic scholars so if they want to verbally give me an answer to a question I do count that as a grade or some will draw a picture and I love that because it shows their creactivity and sometimes it allows me to see that they're thought provoken through art. I do allow them to select a reading partner usually I ask them to select someone that is unknown to them and that gives them a chance to make a new friend.
C.Louketis Yes, I also love the idea of letting the scholars choice their own groups. First, I would set the guidelines for the whole class before they choose a group. In my class I would have centers and they would choice which center they would want to go to, they would rotate, but that whole group have to move from one activity to another. I trust that they would pick others that they know would help complete the work in each center. This will help students to feel confident in their decisions about what to do in their groups and who to choice for their groups. It works smoothly in my classroom. Giving students choices makes a big difference in your classroom. C.Louketis, A+ Arts Academy (Maybury)
Action 1 One way that I have giving scholars a choice in their learning activities is through choice boards. This was a great way for the scholars to choose their learning activity. I used these choice boards for the entire week during our learning stations. One of the requirements though for the scholars was that they had to make a BINGO on their choice boards. This way I still had some control over the assignments they completed. Which the scholars did not realize. They still needed to complete some assignments that they may not have wanted to do but, they did have the choice in when to complete that assignment.
I believe that by allowing scholars to self select their groups they do work more effectively. One main problem I often see with this is those scholars who often get left out. Or that they same scholars want to work with the same group each time. I think by setting boundaries and expectations for how to select your group members would help with this. The chapter did give some helpful tips in how to handle this. Jenina Sorenson PLA@103
I love choice boards. I think that by holding them accountable with the BINGO aspect of the game, it still allowed you to have some of the control over what the students were learning. I like the idea of using a tick tack tow board as well.
I really like choice boards too, they worked really well with my 3rd graders. I only wished I used before January when I introduced them..I loved looking at the choices that the students made to complete.
I love choice boards. The scholars feel control for their learning. They are comfortable because they choice how the want to learn. Mindi Spychalski-pLA@103
I think that the choice board is really a great idea! This is one thing you could integrate into the classroom with your scholars. I really think that allowing scholars to choose their own type of assessment is a great idea. Not everyone can show their work in the same manner. A student may really understand the concept taught and by being given only one choice on the way they show their work, they may not be able to show you what they know.
I like the idea of allowing students to come up with an assessment. I don't think that students should be given all of the power in assessment making but by allowing them to have autonomy in choice, students will show more engagement. In high school, I had teachers who would be the exam off of questions submitted by students. they would then make a study guide for us and we had a chance to study. These exams allowed me to do better because I knew what to expect and it alleviated some of the anxiety associated with test taking.
One thing I liked to do when I had older students was have them make their own study guide prior to tests and quizzes. Usually they did a pretty great job and did not want to share their hard work with others.
I allow my students to choose their own groups as long as they follow the guidelines. They must stay on task and not be disruptive. I will move them from the group and reassign them if its a problem. This has been effective in the classroon and allows them to be responsible in their own learning.
I think that Miss Frizzle fromthe Magic School Bus is the best way to describe my teaching style. I encourage learning to be an adventure, with hands-on activities and we like to " learn out loud". Once the adventure is over, Miss Frizzle brings the students back to the bus to get back to schhol. That represents us wrappimg up a lesson and checking for understanding.
I agree with allowing students to choose their own groups puts some of the responsibility back on the students. They have to learn to choose people they know they can work with and not those will aid in them losing focus. I have also allowed students to choose their own groups with the understanding that I can change the groups if I think it is not working out. Sohn'a Duff PLA@103
I give my scholars choices in lessons sometimes either by giving them several activities they can choose from but maybe under one subject matter. For instance, I may allow a class to go to ABCYA.com and say you may choose any keyboarding activity. Depending on the age group there is usually 3-6 different activities. Sometimes I may say go to ABCYA.com and choose any activity. In the past, I have allowed my students to choose their project/assessment with guidelines. I may have given them the options of creating a powerpoint, poster, paper, or a comic. This may not be total control but it did give the students some control of what they can do. I think they some really liked being able to choose. Sohn'a Duff PLA@103
I agree with your post. The scholars enjoy being able to have some control over their chooses. Many of them will over above and beyond when given a choose.
ABCYA is a great resource to use and definitely has a lot of options that all go with the same content. I know students would respond positively to picking their own activity because they all love different games on that website. Anything technology is a surefire way to get engagement and keep students on task and happy.
Action 1: Share one way you give scholars a choice in their learning activities. One of the ways that I allow my scholars a choice in their learning activities is the daily checklist. They received a checklist each week on Monday. They are allowed to complete the assignments on the checklist in or out of order, with or without a partner.
Does allowing scholars to self-select their groups work effectively in your classroom? Allowing scholars to self-select their groups in class has been effectively around 85% of the time. I would say that the girls do a better job of holding each other accountable vs the boys. There have been times when the boys are off task and not following directions as outlined for the assignment.
I like your idea of a weekly checklist. I think this is a great way for students to choose what they work on and strategically plan out what order they want to accomplish tasks in. I think it is also a great idea that you let them use a partner. I feel like that is a great way to motivate students.
I like the idea of a weekly checklist too. It can allow the students to feel ownership of their learning while holding them accountable. The students are able to move around the room which we learned was essential in an earlier hack. Stefanie Sheridan A+ Arts Fair Ave.
I use the check list with my choice boards. They have a certain number of activities they choose to do then check them off when done. All the work is kept in their work folders. I'd like more details of how you use checklist with your students.
Mrs.Hollowell, I like the idea of using the daily checklist. I could see how this gives students ownership over their learning. I could see how that could be use for a review for different learning targets in Math or Reading. Angela Posey PLA @ 103
How do I feel about giving scholars options for assessments?
While it is not always possible to give students the choice, I find that there are a lot of opportunities that do allow for choice. I love to give my students a choice as frequently as possible. I find that when students are able to choose what they do, their work becomes more meaningful to themselves. They keep their focused and actually enjoy the work that they are doing. I really liked the idea of the book where students are challenged to “impress” the teacher. I feel like this is something that students would respond to positively and would love to take on the challenge and see what they could come up with.
Share one way you give scholars a choice in their learning lives.
One way that I like to give students a choice in their learning lives is by providing them with menus during centers. When they are at the word work center, they have a list of different activities they can do. All of the choices work with the specific word list that they are on according to their level. By giving them a list of the various activities they can complete, it gives them the freedom to choose what activity might be the most meaningful or engaging to them. It also allows them to stay away from activities they don’t like and won’t hold their attention. It takes a lot of prep work and the expectations really have to be taught at the beginning of the year when the activities are introduced. I have found that providing students with a menu makes the students less likely to get distracted and get bored with the work.
1. Does allowing scholars to self-select their groups work effectively in your classroom?
Yes and no. I know, a typical answer that is vague. Last year, I often allowed scholars to work in groups of their choice. It was wonderful, when it worked. I often ran into issues with students being cliquish. They would choose their group of four (the same every single time) and move into a place into the room inevitably leaving someone else out. Of course, the person left out would become upset or angry. I would suggest another group for them, but the scholars would fight it. Now, when the scholars were in their groups of "friends" I would often run into issues with more chatting and horseplay than actual work being done. I can't tell you how much class time we wasted by extending time for assignments to be completed in small groups. I think we all want our scholars to be able to work collaboratively with their friends, but at what cost for instructional time? I came to the point in the Spring before school was closed that I assigned groups. There was a lot of pushback, but it required that they work with others that they may not normally work with. I wish we could have had more time allow for assigned groups so that my scholars would have been able to build friendships with more than just their clique.
2. Choose a movie character that represents your teaching style and explain why.
"Bueller, Bueller" - Seriously though, last year being my first year back in the classroom, this is how I felt. I don't think I am as dry and boring as this famous movie teacher, but it sure seemed like it on some occasions. It was hard to fully engage my scholars on a daily basis in the classroom. I think that I have a lot to learn in classroom engagement, but I also think it has to do with the time crunch in the classroom. Teaching a whole group lesson, having three or four small groups, and then trying to each Writing within a two-hour time block is a LOT! Obviously there needs to be some change in scheduling this year to accommodate my scholars and engage them in a better way, but if I am being honest, this is how I felt last year. Can anyone else relate, "Anyone? Anyone?" (see what I did there?)
Oh my goodness. I totally get the Bueller reference. I felt similar when I was in my last years of teaching online. I felt bored and boring and my scholars seemed to feel it too.
There is a lot to teach. I was finding my self not having the time to do the fun stuff that I like to do with my students. The day is packed with no room for engaging activities and games. I am going to work on that this year and hope I can get some wiggle room.
Zach, Great post! I relate to your issue on grouping. Not certain what grade you teach but in third, I found myself choosing groups with the scholars best "learning" interest in mind but the social push back from scholars who did not want to work with "so-n-so" wreaked so much havoc at times that my efforts were wasted. I attempted to let scholars choose groups and was up against the notion that the groups were intended for social gatherings. I would demonstrate what small group learning should look, sound, and feel like but this did not always seem to resonate with scholars to actually conduct themselves this way. Perhaps if I had videotaped their small groups so they could actually experience what I was the scholars might rethink how they are working in small groups. Your Bueller reference was honest and I appreciate that because it can be difficult to be transparent. This is how we grow! I am more of a "Dewey Finn" goofy teacher who at times OVER ENGAGES scholars. Is that possible? Why yes it is because we begin with a topic and then start with what our background knowledge is which can really take us for an adventure around the block and off topic. Thank you for your post! It made me think and giggle a bit. Michelle Lisco, Middlebury Academy
Zach, I laughed out loud at your movie reference. There were plenty of times this past year where I felt the same way. As for recording the small groups, I love the idea from the book of letting students know that an activity is a "pilot" and you will be watching to assess if it worked or needs to be adjusted.
Option 1: I love giving my scholars options on assessments. They seem to do better and put more effort toward the assessment or project when they get to choose.
Option 2: I have in the past allowed scholars to pick their own groups during a project or assessment. They work so much better when they can work with friends who really want the A. However, I have seen it go all wrong when you have a group with no motivated leader and students who want to rush or ignore directions. There is usually some sort of mutiny.
I agree that sometimes it can be difficult when there are those few who don't want to put in the effort. I think adding a scholar self-reflection or peer-reflection can help with this. Heather Hill PLA @93
Sarah, What grade do you teach? Do you create your own assessment options? If you do, what suggestions do you have for me because the notion of creating and coming up with an equitable way to evaluate that is fair is overwhelming for me. Our school only has one class per grade level so I would be creating the assessments without input of other grade level educators. I teach third grade. You input is welcomed! Michelle Lisco, Middlebury Academy
How do you feel about giving scholars options for tests? I do like this idea. This is a way for students to show us what they know. The trouble will be on how do you grade this so that everyone is graded fairly.
Would you allow students to have total control over an assessment? This is a hard one. I would love to see what the students come up with but there will always be the students who do the least possible or do something really easy. These are the students that I would worry about the most.
Over all I found this hack interesting. I have done the tic tac toe board where they have to do the tasks that create a line. I have not done this in a while and will have to get back to it.
I am wondering how to incorporate this hack into the Wit & Wisdom curriculum. I would love to hear ideas. Thanks.
I, too, have done the tic tac board and I used it for spelling homework. Students seldom complained about the weekly assignment but after a while I noticed students didn't vary what they did. I think in the future I would perhaps change the tasks bi-weekly so students don't get in the rut of doing what easiest because they never vary what they do.
I think it's very important to give students personalized learning experiences. I have allowed scholars to self-select their group, whether it's for a project, group activity, or rotations. There are always a few students who like to pick a group with their friends in it, but I included a self-reflection component. When they realized that they weren't being productive with their best friends, they made a different choice and learned that they do much better. I also try to give scholars a choice in their learning activities. I have done Daily 5 rotations in the past and let them choose from activities that reach all learning styles. For my word work center they could choose to work on vocabulary and spelling with play dough, magnet letters, string a word, ipads with audio spelling activities, etc. and they could choose what fit their learning style best. When students are given the opportunity to take ownership of their learning and are given choices, the learning becomes more meaningful to them.
Option for assessments: I think giving students options on how they demonstrate learning is a great way for students to use their talents in a meaningful way. For example, when I taught technology I had student create a product that demonstrated their knowledge on what the term “digital citizenship” means. I had several create a Power Point presentation, a couple students used their coding knowledge to create a interactive presentation using the program called “Scratch,” while others used “Voki” to create a character that talked about what digital citizenship means.
Allowing Scholars to Self-Select: Allowing students to self-select groups has worked well in my classrooms for the most part. I have had groups in the past that just don’t seem to care about the assignment, but for the most part it works. Students seem more engaged when they can share their ideas in a group when they feel comfortable with each other. Occasionally, I have had to ask a group if a shy or otherwise loner student can join the group and most of the time the person is excepted with open arms.
Yes, I think that is a fantastic idea, It gives scholars a chance to think outside the box. It gives scholars a chance to exchange ideas and generate new ones. I also believe that it helps scholars to not feel so overwhelmed with an assignment. Leshun Horne PLA @ Jones Clark
Heather, I'd also be interested in seeing your self-reflection component. Is it short like an exit ticket? or is it more like a ranged emoji reflection? Do you just look at them, or return them with a note? Do students get grades on their self-reflections?
I will definitely say that my teaching style is like the fair godmother in the movie Cinderella. I am very natureing with my scholars. I try my best to give them not only what they need from an education standpoint, but make sure they have the tools to be successful in life. I truly believe that allowing scholars to self select their groups does help the assignment and level of engagement to soar. It is very interesting to see how some scholars choose and self regulate their work ethic within that group. The only problem is some scholars may only choose to be with their friends.
Leshun I too believe that allowing scholars to self select their groups allow them to take ownership. You will have those scholars who will take full ownership and be focused on the task at hand where as others may choose to be with their friends. I just think that when you set the expectation the scholars will work hard to meet them.
Action 1 I allowed my kindergarten scholars to select there activities for morning work. I had lots of choices. I allowed them to select from worksheets where they could color/cut/paste or they could do puzzles with alphabet matching, counting, shapes, sight words, blends, opposite or read a book. As the year went on they also had writing folders that they could edit or create a new story. It was surprisingly to see what they picked. To see them working hard and in some cases together was so rewarding. In order for this to work with out chaos I had to ensure that we had classroom rules and I set the expectation of move Morning Work was going to look. Once I set the expectation and we reviewed the classrooms, scholars where able to check classmates who where not doing the right things.
I believe that allowing scholars to select there groups will give them the chance to take ownership of there learning. When you set the expectation of the task, they are more then welling to meet your expectation and will make good choices
POST A GIF THAT MATCHES HOW WELL YOU PERSONALIZE LEARNING OPPORTUNITIES: I chose this GIF as how I believe that I teach and offer learning to my scholars. When I teach a concept, I try to demonstrate the concept using several different modalities because I am a unique learner myself. https://www.google.com/searchq=animated+learning+styles+gif&tbm=isch&hl=en&rlz=1C1JZAP_enUS716US716&hl=en&ved=2ahUKEwj42fmzirHqAhUoSN8KHXH_Dj0QrNwCKAF6BAgBEGY&biw=1148&bih=525#imgrc=49i1g9VVCzCJPM In my searching for a GIF, I found a choice board that I would love to implement this year. With the many variables that will change with learning this year, I will need to offer more flexible options to scholars. I will paste the link (which I could only get to work through pinterest). https://www.pinterest.com/pin/437904763753435363/
HOW DO YOU FEEL ABOUT GIVING SCHOLARS OPTIONS FOR ASSESSMENTS?: I believe that I am flexible as an educator. I would love to implement options for scholars because there are such diverse learning styles and ways that scholars demonstrate their mastery of learning concepts. The main aspect that I struggle with is how to create assessment options that evaluate the standards equitably. If a scholar chooses a multiple choice assessment option and does not perform well, is it best to reassess using another assessment option? Will I end up spending excessive time re-evaluating scholars? I think this would be an easier option to implement if we had grade level teams that there would be input from other educators in creating options. Being the only third grade teacher is at times overwhelming to take on a task like this from the ground up. Michelle Lisco, Middlebury Academy
Hello Michelle, I found interesting that you chose to post a GIF to describe your teaching style. Although I was not able to find the exact CIF you pick I can probably guess your style :) I love the choice board you fond on pinterest. I will certainly use this board to show my students the possible learning styles. Thank you so much for sharing.
I agree with what you said about giving students options for assessments. It would require a lot of front end work for the teacher to have options ready that adequately evaluated the standards. I have a team of 3 third grade teachers in my building but still feel like we don't do well at this. One reason is the push to make sure students are ready for standardized testing each year, therefore having to make it through so many standards. I think this testing push takes away from the teachers ability to be creative in the area of assessments. We tend to put our creativity into our centers where kids also have choices about the activities they are completing instead of the actual assessment because of time constraints and because we use the test data to drive our instruction and make sure kids are ready.
Action 1: To answer the question "share one way scholars make their own choices in learning activities?" I do a lot of centers in my classroom. I have different activities for the different abilities for my scholars. Sometimes at some centers I allow them to use dry erase markers in place of letter tiles. I also let them pick which activity they want. They are then given choices of activities to complete when they are finished with classwork. The second question that I am going to answer is "do I give scholars a choice to choose their own groups?" I usually let them pick their groups for the first couple of weeks. This helps me see who is able to work well together and see abilities. After the first few weeks, I assign the groups. But, I still usually pair up kids that work well together or are friends. I think it helps them feel more confident when they are working with a "friend."
Anne- yes sometimes I see that. But, I tell them they have to pick a new person that they have not worked with and that usually helps. Karen Prince PLA #93
Action #1 Part A - During my time as an English teacher, I became more and more convinced that standard test formats were not always the best assessment of student understanding, so I began to utilize creative projects/writing assignments and opportunities for reflective thinking. I found I could easily determine surface level knowledge that I used to test through multiple choice/True-False, short answer, by including quick checks for understanding (classroom discussion, exit tickets, etc). Deeper understanding and thinking about text was better encouraged and assessed through projects, both group and individual. I always required a written component as part of the grade, and many of these were student choice (we would usually conference on a topic prior to writing). The rest of the assessment would be centered around some creative, visual project. For those students who liked to write, and I had many, there was always the opportunity to do a creative writing assignment. Preparation time and work was more involved using this method, but I found it was much less stressful to be more of a facilitator than having to be front and center all the time (and I love being front and center). The author's assignment sheet on "To Kill a Mockingbird" on page 86 is what I would do for most reading assignments.
Part B: I found that letting students select their own groups was effective. Sometimes, I used a random process to assign groups, but rarely did I pre-assign them. I would also let them have the flexibility on the size of the group...generally stipulating the groups could be 1,2, 3, or 4 students. I would try to monitor that no one was being excluded, but most of the time, the singletons were doing it out of their own choice. Rarely did anyone work alone more than once or twice, mainly because the amount of work needed to do one of the projects was pretty substantial.
I love the idea of giving scholars options for their assessments. I remember having these options as a student myself in college and some high school courses. It certainly interested me more and offered a much more in-depth learning experience when I was permitted to chose how I could show what I learned. I currently teach first grade and feel like giving them options for assessment at this grade level is a bit more challenging.
I was successful this past school year in giving my first graders options in their learning centers, especially when it came to sight word and writing centers. In my sight word center I would often give them the opportunity to practice their sight words either by stamping them, creating them with playdough/popsicle sticks, building with letter tiles, or writing them on paper/dry erase boards. In the writing center I would often give them options about what they were writing about. Even in our computer center I would give them more than one website they could chose from to work on. I think they really enjoyed the options, because it gave them more control over their learning and they could pick a way to learn that suited them best. Cathy Branch, Middlebury Academy
Hello Cathy! I also love giving my students different options during stations. It allows them to work on different things but they can choose what they need or what they enjoy. I love the idea of giving them different websites to work on in the computer station. I found that the stations that had different options were able to stay a few weeks because the students are able to pick different activities each time.
I also teach first grade, and I love to give options during center time! I try to use materials that are for centers only which also helps keep the students engaged in the activity. I also love to give the students a week of free writing at the writing center where they can write about anything they want. My students are always so creative and put a lot of effort into their writing. Brittany Connett PLA@93
Action 1: I love giving my students option for assessments. I really like doing it for language arts assessments because it allows them to use their creativity. I love to give them the opportunity to present to the class but I don't require it. When I was in school, I would be so stressed and anxious when I knew I had to present. What I have noticed as a teacher is the students who didn't want to present their projects would start to want to present their projects later in the year because they were watching their classmates do it. All students are different and it makes sense to have their assessments should be different too! For the most part in my classroom, I allow my students to choose their groups. If I can tell that they are not working well together, I will intervene and then split their group up. One thing that I have noticed when I allow them to choose their groups is it works when the activity is engaging. If the activity is not fun and engaging, the group has a bigger chance to get off task. I love when my students can get the chance to take control of their learning and they are able to show their classmates what they have learned.
Paige, I completely agree with your post! I really love your last line about letting our students take control of their learning & showing their classmates what they know! As educators, we are trying to develop life-long learners and through giving our students more choice and autonomy, we're able to achieve that goal. As a Language Arts teacher too, I love giving students options when they are in my class to facilitate and grow their creativity. In regards to your thought on giving students the option to present, I think that it is so important not to try to force our students to do things that make them uncomfortable. As you said, as soon as they see their friends begin to present, they will want to do it as well!
At the beginning of the year, I model what partner or group work looks like. Once the students know the expectations, I will let them pick their partners. I do pick their partners sometimes if there are specific students I would like to work together. I agree with the author when he said that as adults we work better with our friends or people we know. I know I always feel more comfortable if I know someone in my group. The only times I may suggest a student pick a different partner is if they have struggled with the expectations and have been reminded of them. I would like to offer more opportunities for my students to choose their learning activity. I do let the students choose early finisher activities, but I would like to give a bit more freedom when it comes to their work. I am thinking of letting the students pick their independent work such as interactive notebook, cut and paste, etc. I teach first grade so I would need activities that do not require specific instructions. Brittany Connett PLA@93
I also allow my students to choose fast finisher activities but would like to give them more opportunities to choose some of their own learning activities. This would increase their motivation for completing math work and they won't view the subject as too boring.
I love the idea of giving my students options for assessments. I do not have any experience with this and believe that there is a level of front-loading work that goes into this strategy. However, I also feel like the benefits would outweigh the work that goes into it. My co-teacher and I got really good at providing a variety of activities that reached the varying levels of our students by the end of the year, so I think our students would respond really well to choosing from a list of assessments. I am not ready though to let them create their own assessments. I had a lot of success letting my students choose their own groups. At the beginning of the year, I assigned the students into groups and felt like I spent the whole time getting students to stop sulking and do the work. The work time was wasted, so I quickly learned that letting students choose their own groups helped everyone work more efficiently. I had a couple of students that did not have friends in the class and/or preferred to work alone which was allowed. I liked the idea from the book of encouraging the students to change the people they worked with so no students feel alienated. Colleen Hanrahan, A+ Arts Academy - Fair Ave.
I'm nervous about allowing students to choose their own assessment. I see this being better for a middle or high school. Possibly one way to do this at a very basic level could be for a spelling test. Would students prefer to find the word that is spelled correctly from four word choices, or take an oral test? I would have to really think about how to create a rubric to grade assessments students decided to do.
There are times when I ask students to find a partner or two partners to work with. When I taught third grade, I assigned students according to similar reading ability. Some students work really well with students who aren't necessarily their friends, others complain and find it challenging to even spend 15 minutes with a student partner they wouldn't select. Often when I am ready to do partners working together, I have to prepare the class. I explain that I'm asking them to work together, not invite the person to their house for a sleepover. Also I "reward" students when called if they say aloud, "Yes, I'd like to work with you."
Having the students self select their groups work effectively in my classroom for the majority of the time. I see students taking the lead to organize their work and hold everyone in the group accountable for their part.There are a few students that prefer too work alone and manage their time and abilities to produce a better work than if the they were in another situation. However I often see a very small percentage of students that try to take advantage of the setting. To address this behavior I usually try to include parameters where I request the students to evaluate every ones participation in the project. I definitely like giving the scholars options for the assessments. I see the wiliness of the students to show me how much they know in the way it best feeds their needs. Some like to write or do projects.A few like to tell orally what they learned. I usually give them a few options. What I struggle is thinking how well would they perform in state assessments where there are not many choices to show how much they know.
Does allowing scholars to self select their groups work effectively in your classroom?
Allowing scholars to choose their own groups in my classroom takes time and lots of practice. I teach kindergarten so it takes a lot of time to model and teach what group work school look like. My school uses kickboard which is a behavioral economy system. Our scholars earn and lose money based on their behaviors and then earn incentives based on how much money they have. I allowed my scholars to choose their groups and after a few times of allowing them to choose they caught on to the fact that when they work with their friends they were losing dollars for things such as talking, playing, and being off task. They then began to choose different partners and not just their best friends.
How do you feel about giving scholars options for assessments? I would love to be able to give scholars options for assessments but I honestly don't know how to do that in kindergarten. In kindergarten I believe assessments are overwhelming for scholars so choices would be great.
Share one way that you give scholars a choice in their learning activities. I allow scholars to choose their activity during center time. Also during math stations I have multiple activities to practice the same skill. Doing this allows scholars to practice the skill I want them to learn but gives them the opportunity to practice it in a way that is fun for them. I worried about how this will change this upcoming school year because I doubt that I will be able to use stations or much moving around at all.
I also have many different activities for my students to choose from in both reading and math centers. I am also worried how this will all change with this upcoming school year.
Allowing students to self select their groups in their classroom. I have let my students do this many times in my classroom. What I noticed is that they tend to pick the people they get along with and the people who they work well with to get the job done. I have given them guidelines with some of their groups. Some guidelines would be that only two girls could be in a group. You can't work with people you just worked with, and limiting the number of people in a group. Most of the time things fo smoothly and groups are working really well. I have also found that sometimes you need to chake things up. So I might change a person in a group or I might allow them to form a bigger group.
I would love to give my students options for assessments. I loved having the freedom to do this in my classes for education when I was in college. The only thing would be about the time limit. I have done a few with my students in science and social studies. We were learning about timelines and I had them make a timeline of their life. All of the students had to present about their life but they were able to pick which type of timeline they used. Many of my students said that they loved doing this assignment and wanted to do more like this.
I have used choice boards in reading quite frequently. The students have certain activities that are required to complete, but then get to choose for the others. I try to incorporate drawing, drama, or technology use in the choices. I find the weeks that I do this, the students are more engaged.
My students self select their groups most of the time. Sometimes I will separate the students into two groups. The groups are typically a high and low group. I allow the low group to pick from the high group or vice versa. I try to incorporate peer tutoring as much as possible. There are times when a student or two does not want to work with another student, and I handle it on an individual basis. I also have had students that like to work by themselves. I will allow this sometimes, but like to vary the size of groups.
When you separate them into the two groups to pick a partner from do you notice that they catch on that it’s based on high and low? If so, how have you addressed it? I like this idea more than me picking their partners for them and pairing a high with a low. Gives the scholars a bit more freedom, but still in a beneficial controlled manner.
Allowing my scholars to pick their own group tends to be a hit or miss, so far. Some days they work well together, get creative, and just overall blow me away with what they create. Then there’s other moments when it seems to be complete and utter chaos. I do wish I had a recording of each of those for examples, so I can watch it and see if there was something different in my directions or mannerisms that would cause the shift.
A way that I differentiate for my scholars is by giving them options. For example, if I want them to give a summary of a book we read then I give them three options: draw it out, act it out, or write it how. Granted, I definitely want and need to work on having the scholars help me decide on how they want to show their learning.
How do you feel about giving scholars options for assessments? I think that student choice is a vital asset within the classroom. Our students need to be able to make their own choices and we can enable them to make more informed choices based on our assessments. Students are able to become more self-reflective when they are given options assessments to choose from. I have seen this and I love giving students a choice when it comes to assignments (or even for in-class discussions!). I do not think that it is feasible to multiple assessment options all of the time, but I really like to integrate student choice into what we are doing within the classroom whenever I can.
Share one way you give scholars a choice in their learning activities: One way that I have given students a choice within my Language Arts classroom is through choice boards (like we are using for this discussion post!). I LOVE choice boards and I think that they are extremely effective (especially when we were doing online learning). I created a poetry choice board where students were exposed to a variety of poetic styles and they were able to choose the style they wanted to create their poem in. It was super successful and it still maintained the reader, writer workshop model (as exemplified by Penny Kittle and Lucy Calkins) that I love using within my classroom. I have also allowed my students to choose their own groups, where they sit, etc. They understand the respect that I have for them and that their autonomy is a key facet to our classroom.
Action 1: Educators are known to get stuck in their ways and some continue to teach and assess scholars in the exact some way. I believe that given scholars options on how they are assessed is a great way for scholars to own their own education. We know that not all scholars learn the same and we should differentiate our instruction, well we should also differentiate assessments.
My teaching style was more like Hillary Swanks character in the movie Freedom Writers. Her character was very sweet, kind, caring, and loving towards her scholars. He demanded excellence and would not accepted mediocrity.
I agree with you Mrs. Richardson on educators getting stuck in their ways. I have been told many times that I am stuck in the "old fashioned" way of teaching. I agree and understand that I need to adapt to new ways of learning because as you stated differentiation is key with instruction and assessments for scholars success.
Action 1: I feel that giving scholars options for assessments does work. One way I implemented this in my classroom was while teaching "how to" essays. After giving instruction, scholars had their choice on a topic to teach the class "how to" do. They were assessed on teaching us all the topic of their choice. As a class we learned everything from making friendship bracelets to making spaghetti. I made a book of all of the essays for each scholar in my class.
When allowing scholars to self-select groups, it seems like a few are often left out. It is heartbreaking when the same scholars do not get included in a group.
I really like that your scholars had a choice on a topic of their choice and would teach it. It sounds like a fun idea that I would be interested in trying!
Action 1: I do believe that giving scholars options for assessment would be a good thing to use in the classroom. If the scholar has input in the assessment, we as teachers could see success in grades. For if the scholar choose the assessment, he/she might do very well. Also if the scholar has input they also have the opportunity to show what they actually know or have learned and will enjoy the assessment to show this. One way that I give scholars a choice in their learning activities is during learning stations, scholars can choose what activity they would like to use. I do this in my class on Fridays, which my scholars know this as "Fun Friday".
Hi Clarissa, I bought materials to incorporate learning stations in my room. I am excited to set them up next year. I like the idea of using the stations on Friday and calling it "Fun Friday" Great idea> DeEtta Crane Greater Heights Academy
Clarissa, I think "Fun Friday's" sound awesome! Being a Specials teacher, it is sometimes hard to adapt new ideas to my curriculum (depending on subject, some are always easier) so I welcome anything that's flexible such as this. I know several ideas that could fit in there for my class. Thank you for this suggestion!
Action 1: I feel alright with given Scholars options for assessments. Students have different learning styles, so I think its good to assess them based on their style of learning. Throughout the years, students ability levels are always changing, an example: Scholars that are writing before others can be given a choice of being assessed by writing, drawing a picture or perhaps orally. Action 2: One way that I give Scholars a choice in their learning is during Station time. The activities in my station ranges stem from core subject areas that students have been taught, assessed on. Deborah Dominick, PLA@Jones-Clark Elem. Beaumont,Tx
Does allowing scholars to self-select their groups work effectively in your classroom? It is absolutely the best way to form groups. In the beginning of the year kids will gravitate toward their friends and I find myself having to remind them often of their task. As the year progresses they learn that their friends are not always the people they work best with and will make better choices. There are occasionally times when I have to make changes to groups because of an issue but it is rare. I do set parameters at the beginning of the year for groups. Depending on the activity I limit the number of scholars in a group or may specify how many boys/girls per group. One rule that is in place from the beginning is to try to work with different people each time we form groups. It's rare that I have a student who would prefer to work alone but if it occurs I usually let them as long as they understand that they are responsible for everything now instead of sharing the workload. What is one way you give scholars choice in their learning? We use choice boards a lot. Spelling and vocabulary work every week is a choice board of activities. I like these because it gives the kids an outlet to be creative. I've had kids create 3-D shapes with vocabulary words. Each side of the shape had a flap that opened up with the definition and a sentence in it. I'd like to find more ways to incorporate choice boards in our other subjects.
Hack 6 Let’s Get Personal - Creating Opportunities for Personalized Learning
I know I am guilty of teaching too long. I tend to teach whole group, when I know most of my students are understanding the concept or are asking to work independently I let them try to do the assignment without me. I do let my students choose their own groups most of the time. I give each group a leader and have each student pick what group they want to be in. That works most of the time. I tried group generators on the computer a few times. I had to let some of my students know that it was temporary and that next time they would be in a different group. Sometimes I will pair up students based on ability. I have a lot of work to do providing my students with a variety of options. Last year I bought some resources from Teacher Pay Teacher that would give my students options. I am eager to explore the possibilities.
One way I give scholars a choice in their learning activities is when they complete their first Google slides assignment from scratch as opposed to a template. As a class we come up with suggestions for slides, then students can choose which ones they want to use, as long as they make a certain amount of selections. Students like knowing they can choose the slides that apply more to them.
A movie character I've always looked up to is Erin Gruwell, ironically the teacher mentioned in this Hack. I feel like I like to think of her when I need inspiration with my students. I also have given my students writing notebooks in which many flourished in their responses. Some would refuse or do very little, but the majority completed them and several did indeed go above and beyond. It was wonderful to see some other sides of my scholars.
One way I give scholars a choice in their learning activities is that during daily 5 they get a choice of what they do at their station. I try to give them a few choices, which has made a huge difference with their engagement and interest at the stations. I like the idea about giving scholars options for assessments. It may look a little different in kindergarten especially in the beginning, but I think I can incorporate this with my scholars.
Action 1: I started reading choice boards in January when we came back from break. They worked pretty well. I want to start them much earlier this year. The students seemed to really enjoy them. I have used spelling choice boards for about 5 years now, with dice and activity instead of a spinner.Action 2: I let them self select most partner or group activities and monitor them, It works pretty well, but I like the idea of limiting to a new partner on the next self select groups.. When they work with the same partner problems always come up.
I think the choice boards will be a great idea for this year for my kids as well. Especially if we switch from remote to in class. They will have options.
Angela Posey PLA @ 103 When assigning a bookreport to students. I have given them several options to complete the bookreport. 1. Write a 1-2 page summary. 2. Dress as one of the characters in the story and give a speech pretending to be that character. The speech must be at least one page long. 3. Make a visual representation of the story and write a summary. I do have a criteria for each option. I have found that the students are more engaged when they had an opportunity to choose how they wanted to represent their understanding of the book. Yes, I think allowing scholars to self-select groups works very well. I suppose tweak this theory some by using the peanut butter and jelly groups. I label a group of students peanut butter and another group jelly. Each group can select someone in the other group. After a period of time, I change the names in each group. It works very well and it is not time consuming.
I love the idea of peanut butter and jelly groups! I have never heard of this, but I think it's a great way to make sure students are working with the same classmate day in and day out.
I really like the idea of giving scholars the options for assessments. I think this provides students with the opportunity to demonstrate their learning and show their mastery in ways that they are comfortable with. Allowing students options for assessments would require additional planning for the teacher's behalf and rubrics that are aligned with one another, but I can truly see the benefit of this. As for students self-selecting their groups, this depends on the group of students I have. It has been very successful in the past with some of my students and then epic fails with some of my other students. Allowing the students to self-select their groups requires a great deal of trust and having had developed strong relationships with students so that they respect your expectations.
I completely agree with you on allowing students to choose freely to show their mastery levels! I also like to allow my students to self select their groups. Students know who they work well with and who they don't! Allowing control over more aspects in the classroom does help it run more smoothly sometimes! Kelsey Barrix PLA 103
I think giving scholars options for assessments is crucial in the classroom. I feel you cannot adequately assess and find where your scholars need to improve or grow if you do not have multiple options. I feel this way because not every scholar will respond the same way to the same type of assessment. Scholars will also have different types of learning styles due to the way their minds naturally are. I feel in order to give everyone a fair chance at assessments, you need to give multiple options for differentiation.
I also like the idea of allowing scholars to have total control over their assessments. I personally feel that you can really see a scholar's potential and imagination when you let them choose freely and have total control over an assessment. Some scholars do their best work when they have full control! Kelsey Barrix PLA 103
Kelsey, I like your thoughts regarding students assessing themselves. It would allow students the opportunity to be reflective and vocalize what they truly understand and what areas they may need more help with to aid in mastery. Self-reflection is also a life skill!
I would like to try the spinner boards and learner stations. I teach middle schoolers who might find these "baby-ish", but I'm willing to try them. It could be fun for students to have a choice; they're still having standards met with each activity, but it allows choice. Tricia- Middlebury Academy Akron, OH
The days are running together on me and I honestly can't remember if I replied to this week or not. Whoops! ANYWAY! One way I give my students choice is through learning centers. Usually after we have really established the routine of centers and what their expectations are. Then I review what the centers are at the beginning of the week and then they can choose. With the current plans for he school year being what they are (no sharing materials) I am working on how I can handle centers with them working more individually/remotely. In the past, allowing my students to have this choice allowed for them to build some confidence and work where they were comfortable. (They had 5 centers to choose from, they chose a different one each day.) Anna Callender- A+ Arts Academy Fair (Kindergarten)
1. One way I give scholars choices in their learning activities is during centers. I will allow them to pick the activity they want to do, but the objective is the same (Ex. dry erase equations, use manipulatives, games, or drawing) The scholar picks what way they want to practice facts. I think even with COVID I can do this as I will have individual boxes of manipulatives, papers for each student.
2. I have never attempted to give control of an assessment to the scholar. I look forward in implementing this, as assessments are individual and I can have students pick which project or way they want to show the mastered standard. I like having several ways they can make the points and I think the student will have a better outcome.
Hi Mrs. Luna, Mackcine Jordan@PLA103 Great thoughts thank you so much for sharing. I like how you will have individuals learning materials for your scholars.
Having students choose their own groups kind of scares me because they typically choose to sit with friends and talk way too much. Self-selecting groups works with some students but not my most talkative ones. I can also tell some students that they will be unable to choose their groups next time if they aren't working effectively.
Allowing students to choose their assessment type is difficult as a math teacher as well because they have to demonstrate multiple concepts and techniques learned. However, when given a choice on how they want to complete an extra credit opportunity or a single concept usually gets them excited even though most of the middle schoolers usually choose to color in some type of way.
I agree that students can easily get off-task. Giving a chance to work with friends can be effective as long as students know that if they get off-task, they may not work with friends again.
Adjusting teaching & self-select groups are two techniques I regularly try. Teachers are always reflecting and adjusting; mid-lesson, if an activity isn't taking, teachers switch up what their students are doing. I have tried students choosing groups, which works well at times with the older kids. Ordinarily, I assign the groups based on personalities, but self-selected groups worked for me at the end of the school year. Tricia Christopher- Middlebury Academy Akron, OH
Last year I had a group of students that didn't get along with each other. I did a lot of team building activities to try and help with this situation. I found that if I picked their groups, I had a lot of kids that would get frustrated and give up or would argue with the other kids in the group. When I allowed them to pick their own groups, I would have less work done, but also less arguing. I believe we have to know our kids to figure out if letting them pick their groups is in their best interest or not.
I believe that giving students an option for their assessments is a good idea sometimes. It allows students to express themselves in the way that they feel is best. They can show their understanding in an easier way and have more fun with it because they like what they are doing.
I have given students an option in my classroom in the past by letting them pick their final project when we were done reading a novel. I have also allowed students to pick their own centers when we are doing our ELA block. They have to choose one from each category, but it makes it more fun for them because they can choose which assignment they do. They can also choose when they want to do them. They didn't have to move in a set rotation. They just went and got their next materials when they were finished with an assignment.
ACTION #1: I have not had success in allowing my scholars to self-select their groups effectively in my classroom. They tend to pick their friends and leave out students that aren't connected to them. Also, it has caused many agruments; and my name is called constantly to settle disputes. This is an area in which I need assistance. Yet, learning.
As it relates to giving scholars choice learning activites this is one area that I make sure that I am always thinking about. One of my colleagues works with me in this area. In reading, students can retell a story using what I call a Four-Square Retell of the literature in which we are reading. They have the option of writing a summary of the story. It has to be at least one (1) paragraph long and follows our rubric for writing a paragraph. Also, they can create a comic strip verison of the reading, and/or illustrate what you learned. These activities are called "Your Choice."
Personalizing learning activities and the learning environment in general is critical to the scholars’ successes. In today’s day, it can be seen as easier to personalize learning assignments using our virtual tools. Technology can be a component in aiding to personalization as well as being personalized itself. In the past in my classroom, I have personalize several assignments utilizing the seven learning intelligences. For example, we may be studying spelling words for the week; a scholar would be given choices as to how to demonstrate mastery of those words. These intelligences/learning styles have varied through the years, but it is important that scholars have an opportunity to express their learning through a variety of disciplines. Whether it be paper/pencil, technology, music, poetry/reading , hands-on/ kinesthetic etc.; the idea being that a student can demonstrate their learning of a particular concept in an engaging and data driven way.
ReplyDeleteI believe we need to, as much as possible outside of standardize tests, personalize and cater to our students learning styles as well as their pace moving forward in education.
I agree with this wholeheartedly.
DeleteI forgot to put my name for act 2. Angela Hill pla@103
DeleteI let my third graders pick their groups on assignments (I let them work in groups a lot). At the beginning of the year they would pick groups with their friends to talk. Once they got the grades back and didn't like the scores or their assessment scores, this quickly changed. I would hear students say "I don't think we should work together, we end up talking too much." I think this can be a bigger lesson sometimes than the actual worksheet. They learn to take control over their own learning.
ReplyDeleteI use Words Their Way for spelling so I will have multiple spelling lists. Because of this I like to have a word work chart with the possible choices they can choose. I keep everything stored where they can get it themselves so it is really no work for me. I have choices like building words with Legos or stamping. They are free to choose each day.
Chynna Triska PLA@103
I love your second answer about the different ways to take a spelling test! Scholars could practice in multiple ways and find what works best for them, whether that is writing them out, using the legos, stamps, etc., and then using that for the official spelling test. Will definitely be borrowing this idea!
DeleteAudree Zabel GVPLA
I love the choices!
DeleteI love letting them pick their own groups! In the beginning it is fun to watch them pick social groups and then grow.
DeleteJenelle Miller PLA103
Chynna,
DeleteI have used Words Their Way before too. It is such an amazing tool to have. I love that you have multiple spelling lists for your scholars. What a great way to personalize their learning. I love the choices you have for different ways to spelling. It also connects all the learning types.
Jenina Sorenson PLA@103
I love giving the scholars choices in assessment. I love to see the variety and their personalities come out in the assessment. They get to become creative in their way and learn at the same time.
DeleteI like allowing the scholars to choose their groups as long as they are engaged and learning. If assessments or projects come back not complete then I choose groups. The scholars quickly learn which groups to form and how to work in the groups.
Mindi Spychalski-PLA@103
I like the ideas about Spelling choices. I too give my students similar choices such as using letter tiles, stamping, rainbow writing. These same hands on materials can also be used by students to take a spelling test instead of the traditional way of paper/pencil.
DeleteI like the idea of giving students choices for their assessments. We allow the scholars to be creative and show skills they possess. It is empowering for the scholars.
DeleteStefanie Sheridan A+ Fair Ave.
I had a similar situation happen in my classroom when I let my scholars choose their groups. We do group activities daily. My school has a school wide money economy/behavior system and scholars were learning that they lost many dollars when working with their friends. They then began choosing different groups that didn't include their closest friends.
DeleteCharlene Long-Trix
I think that giving scholars options for their assessments is an idea I'd love to try out. I think that if I had that choice when I was younger, I would have enjoyed school a whole lot more. I hated tests and still don't like them to this day. I feel like allowing students to choose what they do, whether that be a test or a project or make a movie or whatever else they may come up with. As long as they can show to me that they understand the material and can make sense of it, it is okay in my book.
ReplyDeleteIn my future classroom, I would like to try giving the scholars an opportunity to have total control on an assessment. I would probably follow the way it is referenced in the book and challenge my students to "impress" me with their knowledge. In the beginning of the year, it may be an introductory assignment to ease them into it, but as the year goes on, I'll keep challenging them to "impress" me more! Fingers crossed that something like this won't backfire on me because I love the idea!
Audree Zabel GVPLA
Audree,
DeleteGreat idea Audree! I am sure that it will be wonderful to allow your students to impress you. In a differentiated instruction training, it was shared to model on assessment choice per week. By the end of the 9 weeks students would have a sample of 9 items for secondary. Elementary should only have 4 choices. Once scholars have partnered with the teacher to create the assessment criteria, they may help to create them with ease by 2nd 9 weeks. This process seems to make more work in the beginning of the school year, but by December we will have a more student-led and centered classroom. #ScholarBuyIn #GreatIdeas #ChoiceMotivatesUs
~Charmaine Jennings, PLA Training Specialist
I'm not sure I could give up the control. My kids are
DeleteSpecial Education and we have such a short time together that it can be hard to get everything accomplished that we need to get done. When I've given them control in the past we never accomplish anything before it's time to leave. We don't even get to start. It'd be nice if they could do more if the work for me though.
Kay Clabaugh TLJA FW
I love the “impress me“ idea. Empowering students can be a valuable tool. Some may rise to the occasion, but I would be concerned about those that do you have the knowledge and are unable to express it if not given options. Here again, it’s important that we personalize education so that scholars can show us what they know implementing their own expressive learning style.
DeleteAudree,
DeleteI love your ambition! I am not sure that I could give up total control of assessments like that in my classroom. Like you I was not and still to this day not a fan of assessments. I agree that if I was able to show my learning in another way I may have a different experience with assessments. I would love to know how this works. And the many ways your scholars come up with to "impress" you.
Jenina Sorenson PLA@103
I agree that allowing scholars the ability to make choices about assessments would be beneficial and give them less stress and anxiety. I love the idea of encouraging them to impress us, they buy into that so much looking for approval from us.
DeleteAction#1: Assessments- Yes! I believe that giving scholars options for assessments is absolutely a must. As a learner who struggled with reading comprehension in 2nd grade, I was able to excel in middle school when more of my teachers permitted oral presentations and project based learning options. Group Work- Yes! Allowing scholars to self-select their groups may work effectively when given required to create a plan for how the work will be divided and sharing that each member will anonymously complete a teacher-created survey about each teammates work contribution, behavior and overall collaboration. I tell scholars that they should be truthful regarding their classmates' performance because I average the ratings. I investigate if 1 student gives a 2 out of 10 rating if the 3 other scholars rate an 8 score. #ItWorksGreat #SystemsAndAccountability
ReplyDelete~Charmaine Jennings, PLA Training Specialist
I think people are nervous about personalized assessments and self-selected groups because they are unsure of what it will look like. It might not be smooth sailing, but after setting up expectations, giving it a chance, we might all be surprised with the results.
DeleteMitch Mosbey, GVPLA
Assessment choices are a great idea. When scholars have only one option for performance, anxiety sets in and sometimes they won't do anything or misbehave in class. But if they have options, they will feel more in control of their performance, and should select an option. I think they will just do more work if they feel more in control of that work.
DeleteAlicia Turner- PLA SMITH
I know I could benefit from more choice assessment ideas. Some assessments you have to use in a universal context because of their nature, but I like giving them two or three options, setting a clear rubric, and letting them go for it. You cannot do this on every assignment, but even offering something like this once or twice a week would be beneficial.
DeleteBrubaker - GVPLA
I liked that idea of giving alternatives to the usual assessment. I do not do this, but think the idea Charmaine Jennings said she experienced in middle school could be effective. Ms. Jennings said she was allowed to complete oral reports and or Project Based Learning projects. These are both great options, and I would be interested in looking into this idea more.
DeleteMary Ann Staten
PLA @93
I really like the idea of having students peer evaluate after a group project, especially if they picked their own group! I hope realizing that one of their friends was not the best choice now, can help them make better choices later on!
DeleteAshley Pierce - JRPLA
How do you feel about giving scholars options for assessments?-Grouping standards into units over a period of weeks allows for scholars to deepen their understandings of concepts. Rather than giving them a multiple choice or short answer assessment, allow them to deepen their understanding by giving them a choice in projects. Yes, it takes more time to grade and longer periods of time for scholars to complete, but projects are so much more memorable to scholars. One example of a project was during our Black History Month projects. Instead of having all students create a trifold, we could have given them the criteria for understanding, but allow them to showcase their understanding in a variety of ways. It allows them to showcase their creativity. I've read that creativity dies the older we get, which is why we need to give our scholars options throughout the day.
ReplyDeleteShare one way you give scholars a choice in their learning opportunities-While I was a first grade teacher, we researched Indiana animals that were close to extinction. Scholars has different items I wanted them to research, but they could add on whatever information they thought was valuable. They could also present their information through a variety of ways. I had students that created a news program through the use of GreenScreen app, digital eBooks through Book Creator, dioramas, songs, and posters. I had these scholars again in fourth grade and they still remembers what they created in my classroom.
Mitch Mosbey, GVPLA
Mitch,
DeleteIf a 4th gr. scholar remembers what they created in 1st gr. then it must have meant alot to them! The news program option sounds like alot of fun!
I agree Mitch, I love giving students projects as the assessment. However, I haven't given project choices. I agree it will take more time from the students and myself to prepare, complete and grade. Moving forward I will offer multiple project choices.
DeleteSeveral times I have required my students to do an interest project with a younger class. The older students were given a younger buddy. They were all given the parameters of the project. The younger student chose the topic. Together they researched the topic and discussed how they wanted to present the material and the older student did all of the typing.Then the two presented to the rest of their classmates. This has been a huge success.
Michelle Fendrick A+ Arts Academy
Yes, Missy, I agree that stations are great way to diversify and personalize the scholars learning. Giving them options within the stations to show mastery of the skill is not only engaging, but empowering to learners. I think in this kind of set up the students will want to “show what they know.”
DeleteI love how you mentioned the importance of scholars UNDERSTANDING the content. Allowing them to do projects is such a great experience and way for them to truly demonstrate their understanding instead of choosing an answer on a multiple choice question.
DeleteI like letting the scholars pick their own groups, I also set back and watch who they pick. But I do have a talk with them before and let them know how important it is to make sure they are not only picking their friends. Angela Hill PLA@103
DeleteAction 1: I feel allowing scholars to have options for to complete their assignments empowers the learner to be creative, reflective, and show-off what they are interested in. Allowing scholars to have choices is building trust. Some of the best outcomes/results/end products develop out of options.
ReplyDeleteOne of the ways I have given scholars a choice in their learning activities is after we have read a book I have asked them to show or tell me about the characters, setting, plot, resolution, and other details... some scholars have chosen to write, some have created videos with other scholars, some have created paintings, posters, creating animated or clay animation videos, etc. My favorite was when a whole family became involved and created a whole week-ends worth of a very dramatic clay animated video with tons of special & silly effects!
I have had scholars choose how to do a project before, but not on an assessment. You gave some great ideas I will have to try!
DeleteChynna Triska PLA@103
One of the ways I give scholars a choice of learning after reading I like for them to explain the characters and have them act it out as though they were in the story.
DeleteChoice boards are a great way to differentiate how a scholar learns and portrays what they are learning. I always liked to offer scholars choices; even if it's just the order in which they complete a task, kids like to make their own choices.
ReplyDeleteIn small group/stations, I used to stress trying to create something different and of an appropriate level for each kid. Then I realized that many stations/centers lend themselves to the activity remaining the same, but the scholar coming with their own list/tasks (word list, math facts, etc at their level)
I love to see classrooms where stations offer multiple choices. At the math fact station, maybe scholars have the choice to draw pictures to show their math facts or play a game to practice or do flashcards on own/with a partner. All are practice. All are "fun." But scholars have the choice.
As far as assessment choice, I'm a fan (but I am NOT a fan of offering choice and providing scholars with learning that's best for them and then throwing them a standardized test that is likely NOT set up in the way they learn/show their learning best...but, I digress) I've often had scholars verbally answer questions for me if their writing was a hindrance. Or had a scholar retell the story and the main points instead of having to do the written test. Again, my only issue is that this way is GREAT but we don't have the option to test differently when it comes to standardized tests and that's always struck me as unfair. To individualize learning and assist a child and support them in their personal way of learning and demonstrating their learning then requiring them to take a test that's not set up that way, it's just frustrating.
But, in answer to this hack, YES! I'm a fan.
How do you feel about giving scholars options for assessments?
ReplyDeleteI think that is a fantastic idea. Each student has a optimal way of taking in information, and it stands to reason that they all have an optimal way to show that they have learned content. I believe students will choose assessments where they be the most successful and the ones that allow them to perform with minimal anxiety.
Does allowing scholars to self-select their groups work effectively in your classroom?
Looking back on my first year, I will say that some of the best days in class were days when I had groups do work, and when those groups were no more than 5 people, and self-selected. And friends do select each other. So there is an element of play, but if there are high enough stakes, the friend-groups will perform for each other much more consistently than groups that I select.
Alicia Turner-PLA SMITH
I like how you stated it with picking their own groups. I usually only allow 4 in a group. But, yes, as you said working with friends helps them work better in groups and on classwork.
DeleteI love giving my students the opportunity to choose their own groups. They grow so much more as individuals when they take ownership of their learning. Of course with teaching younger children, I have to guide them to see where their choices have an impact more that the older grades.
ReplyDeleteI hope to be able to use technology more next year to give my students more choices of assignments.
Jenelle Miller
PLA103
I do the same in Kindergarten. I love watching them grow and take responsibilty for their learning.
DeleteL Roark
GHA
As a first grade teacher it is hard for me to give up control on groups, because we as teachers can see who works well together and who doesn't. This year I am going to try to offer my scholars more opportunities to choose their own groups and give up some of my control. I like your idea of guiding them and helping them to see how their choices impact them. It will definitely be something we have to discuss and fine tune throughout the year, but I am willing to try.
DeleteCathy Branch, Middlebury Academy
Action 1 Most scholars like different things so I allow them to choose some of their own methods for rote learning, especially with multiplication and division facts and sight words. They are able to choose their partner and which method they would like to utilize for their best learning of the subject. They can write to remember, rote practice, flash cards are just some examples.
ReplyDeleteGIF-https://giphy.com/gifs/NRDC-climate-nrdc-ginamccarthy-VdQyCc8i64J2pRLBn6
Kay Clabaugh TLJA FW
Kay,
DeleteYou GIF is great! Yes we do have to make it real and personal.
Jenina Sorenson PLA@103
Libby Taylor PLA@Jones-Clark I do allow scholars to tke assessements that shows their strengths. I work with Dyslexic scholars so if they want to verbally give me an answer to a question I do count that as a grade or some will draw a picture and I love that because it shows their creactivity and sometimes it allows me to see that they're thought provoken through art. I do allow them to select a reading partner usually I ask them to select someone that is unknown to them and that gives them a chance to make a new friend.
ReplyDeleteC.Louketis
ReplyDeleteYes, I also love the idea of letting the scholars choice their own groups. First, I would set the guidelines for the whole class before they choose a group. In my class I would have centers and they would choice which center they would want to go to, they would rotate, but that whole group have to move from one activity to another. I trust that they would pick others that they know would help complete the work in each center. This will help students to feel confident in their decisions about what to do in their groups and who to choice for their groups. It works smoothly in my classroom. Giving students choices makes a big difference in your classroom.
C.Louketis, A+ Arts Academy (Maybury)
Action 1
ReplyDeleteOne way that I have giving scholars a choice in their learning activities is through choice boards. This was a great way for the scholars to choose their learning activity. I used these choice boards for the entire week during our learning stations. One of the requirements though for the scholars was that they had to make a BINGO on their choice boards. This way I still had some control over the assignments they completed. Which the scholars did not realize. They still needed to complete some assignments that they may not have wanted to do but, they did have the choice in when to complete that assignment.
I believe that by allowing scholars to self select their groups they do work more effectively. One main problem I often see with this is those scholars who often get left out. Or that they same scholars want to work with the same group each time. I think by setting boundaries and expectations for how to select your group members would help with this. The chapter did give some helpful tips in how to handle this.
Jenina Sorenson PLA@103
I love choice boards. I think that by holding them accountable with the BINGO aspect of the game, it still allowed you to have some of the control over what the students were learning. I like the idea of using a tick tack tow board as well.
DeleteI really like choice boards too, they worked really well with my 3rd graders. I only wished I used before January when I introduced them..I loved looking at the choices that the students made to complete.
DeleteI love choice boards. The scholars feel control for their learning. They are comfortable because they choice how the want to learn.
ReplyDeleteMindi Spychalski-pLA@103
I think that the choice board is really a great idea! This is one thing you could integrate into the classroom with your scholars. I really think that allowing scholars to choose their own type of assessment is a great idea. Not everyone can show their work in the same manner. A student may really understand the concept taught and by being given only one choice on the way they show their work, they may not be able to show you what they know.
ReplyDeleteI like the idea of allowing students to come up with an assessment. I don't think that students should be given all of the power in assessment making but by allowing them to have autonomy in choice, students will show more engagement. In high school, I had teachers who would be the exam off of questions submitted by students. they would then make a study guide for us and we had a chance to study. These exams allowed me to do better because I knew what to expect and it alleviated some of the anxiety associated with test taking.
One thing I liked to do when I had older students was have them make their own study guide prior to tests and quizzes. Usually they did a pretty great job and did not want to share their hard work with others.
DeleteAshley Pierce - JRPLA
I allow my students to choose their own groups as long as they follow the guidelines. They must stay on task and not be disruptive. I will move them from the group and reassign them if its a problem. This has been effective in the classroon and allows them to be responsible in their own learning.
ReplyDeleteI think that Miss Frizzle fromthe Magic School Bus is the best way to describe my teaching style. I encourage learning to be an adventure, with hands-on activities and we like to " learn out loud". Once the adventure is over, Miss Frizzle brings the students back to the bus to get back to schhol. That represents us wrappimg up a lesson and checking for understanding.
L Roark
GHA
I agree with allowing students to choose their own groups puts some of the responsibility back on the students. They have to learn to choose people they know they can work with and not those will aid in them losing focus. I have also allowed students to choose their own groups with the understanding that I can change the groups if I think it is not working out. Sohn'a Duff PLA@103
DeleteI loved Miss Frizzle! I think when we turn learning into adventure it opens our scholars’ mind to retain more of the information.
Delete-Kayla Walker PLA@103
I give my scholars choices in lessons sometimes either by giving them several activities they can choose from but maybe under one subject matter. For instance, I may allow a class to go to ABCYA.com and say you may choose any keyboarding activity. Depending on the age group there is usually 3-6 different activities. Sometimes I may say go to ABCYA.com and choose any activity. In the past, I have allowed my students to choose their project/assessment with guidelines. I may have given them the options of creating a powerpoint, poster, paper, or a comic. This may not be total control but it did give the students some control of what they can do. I think they some really liked being able to choose. Sohn'a Duff PLA@103
ReplyDeleteHello Mrs. Duff,
DeleteI agree with your post. The scholars enjoy being able to have some control over their chooses. Many of them will over above and beyond when given a choose.
ABCYA is a great resource to use and definitely has a lot of options that all go with the same content. I know students would respond positively to picking their own activity because they all love different games on that website. Anything technology is a surefire way to get engagement and keep students on task and happy.
Delete-Courtney Sandmann (Main Prep)
Action 1:
ReplyDeleteShare one way you give scholars a choice in their learning activities. One of the ways that I allow my scholars a choice in their learning activities is the daily checklist. They received a checklist each week on Monday. They are allowed to complete the assignments on the checklist in or out of order, with or without a partner.
Does allowing scholars to self-select their groups work effectively in your classroom? Allowing scholars to self-select their groups in class has been effectively around 85% of the time. I would say that the girls do a better job of holding each other accountable vs the boys. There have been times when the boys are off task and not following directions as outlined for the assignment.
LaTiesha Hollowell
PLA@103
I like your idea of a weekly checklist. I think this is a great way for students to choose what they work on and strategically plan out what order they want to accomplish tasks in. I think it is also a great idea that you let them use a partner. I feel like that is a great way to motivate students.
Delete-Courtney Sandmann (Main Prep)
I like the idea of a weekly checklist too. It can allow the students to feel ownership of their learning while holding them accountable. The students are able to move around the room which we learned was essential in an earlier hack.
DeleteStefanie Sheridan A+ Arts Fair Ave.
I like the check list. I am curious as to what is on the checklist.
DeleteChris Truesdell - Trix
I like the checklist idea, as well. If you get a chance, please explain how that works in more detail!
DeleteI use the check list with my choice boards. They have a certain number of activities they choose to do then check them off when done. All the work is kept in their work folders. I'd like more details of how you use checklist with your students.
DeleteMrs.Hollowell,
DeleteI like the idea of using the daily checklist. I could see how this gives students ownership over their learning. I could see how that could be use for a review for different learning targets in Math or Reading.
Angela Posey PLA @ 103
How do I feel about giving scholars options for assessments?
ReplyDeleteWhile it is not always possible to give students the choice, I find that there are a lot of opportunities that do allow for choice. I love to give my students a choice as frequently as possible. I find that when students are able to choose what they do, their work becomes more meaningful to themselves. They keep their focused and actually enjoy the work that they are doing. I really liked the idea of the book where students are challenged to “impress” the teacher. I feel like this is something that students would respond to positively and would love to take on the challenge and see what they could come up with.
Share one way you give scholars a choice in their learning lives.
One way that I like to give students a choice in their learning lives is by providing them with menus during centers. When they are at the word work center, they have a list of different activities they can do. All of the choices work with the specific word list that they are on according to their level. By giving them a list of the various activities they can complete, it gives them the freedom to choose what activity might be the most meaningful or engaging to them. It also allows them to stay away from activities they don’t like and won’t hold their attention. It takes a lot of prep work and the expectations really have to be taught at the beginning of the year when the activities are introduced. I have found that providing students with a menu makes the students less likely to get distracted and get bored with the work.
-Courtney Sandmann (Main Prep)
1. Does allowing scholars to self-select their groups work effectively in your classroom?
ReplyDeleteYes and no. I know, a typical answer that is vague. Last year, I often allowed scholars to work in groups of their choice. It was wonderful, when it worked. I often ran into issues with students being cliquish. They would choose their group of four (the same every single time) and move into a place into the room inevitably leaving someone else out. Of course, the person left out would become upset or angry. I would suggest another group for them, but the scholars would fight it. Now, when the scholars were in their groups of "friends" I would often run into issues with more chatting and horseplay than actual work being done. I can't tell you how much class time we wasted by extending time for assignments to be completed in small groups. I think we all want our scholars to be able to work collaboratively with their friends, but at what cost for instructional time? I came to the point in the Spring before school was closed that I assigned groups. There was a lot of pushback, but it required that they work with others that they may not normally work with. I wish we could have had more time allow for assigned groups so that my scholars would have been able to build friendships with more than just their clique.
2. Choose a movie character that represents your teaching style and explain why.
"Bueller, Bueller" - Seriously though, last year being my first year back in the classroom, this is how I felt. I don't think I am as dry and boring as this famous movie teacher, but it sure seemed like it on some occasions. It was hard to fully engage my scholars on a daily basis in the classroom. I think that I have a lot to learn in classroom engagement, but I also think it has to do with the time crunch in the classroom. Teaching a whole group lesson, having three or four small groups, and then trying to each Writing within a two-hour time block is a LOT! Obviously there needs to be some change in scheduling this year to accommodate my scholars and engage them in a better way, but if I am being honest, this is how I felt last year. Can anyone else relate, "Anyone? Anyone?" (see what I did there?)
Zach Brubaker - GVPLA
Oh my goodness. I totally get the Bueller reference. I felt similar when I was in my last years of teaching online. I felt bored and boring and my scholars seemed to feel it too.
DeleteThere is a lot to teach. I was finding my self not having the time to do the fun stuff that I like to do with my students. The day is packed with no room for engaging activities and games. I am going to work on that this year and hope I can get some wiggle room.
DeleteChris Truesdell - Trix
Zach,
DeleteGreat post! I relate to your issue on grouping. Not certain what grade you teach but in third, I found myself choosing groups with the scholars best "learning" interest in mind but the social push back from scholars who did not want to work with "so-n-so" wreaked so much havoc at times that my efforts were wasted. I attempted to let scholars choose groups and was up against the notion that the groups were intended for social gatherings. I would demonstrate what small group learning should look, sound, and feel like but this did not always seem to resonate with scholars to actually conduct themselves this way. Perhaps if I had videotaped their small groups so they could actually experience what I was the scholars might rethink how they are working in small groups.
Your Bueller reference was honest and I appreciate that because it can be difficult to be transparent. This is how we grow! I am more of a "Dewey Finn" goofy teacher who at times OVER ENGAGES scholars. Is that possible? Why yes it is because we begin with a topic and then start with what our background knowledge is which can really take us for an adventure around the block and off topic. Thank you for your post! It made me think and giggle a bit.
Michelle Lisco, Middlebury Academy
Sarah,
DeleteI definitely want to work on my engagement this year.
Michelle,
I love the idea of recording their small groups in action. It would show them how they are working (or not working) to accomplish the goal in mind.
Zach - GVPLA
Zach, I laughed out loud at your movie reference. There were plenty of times this past year where I felt the same way. As for recording the small groups, I love the idea from the book of letting students know that an activity is a "pilot" and you will be watching to assess if it worked or needs to be adjusted.
DeleteColleen Hanrahan, A+ Arts Academy
Sarah Castle A+ Arts Academy - Fair Ave
ReplyDeleteOption 1: I love giving my scholars options on assessments. They seem to do better and put more effort toward the assessment or project when they get to choose.
Option 2: I have in the past allowed scholars to pick their own groups during a project or assessment. They work so much better when they can work with friends who really want the A. However, I have seen it go all wrong when you have a group with no motivated leader and students who want to rush or ignore directions. There is usually some sort of mutiny.
This comment has been removed by the author.
DeleteI agree that sometimes it can be difficult when there are those few who don't want to put in the effort. I think adding a scholar self-reflection or peer-reflection can help with this.
DeleteHeather Hill
PLA @93
Sarah,
DeleteWhat grade do you teach? Do you create your own assessment options? If you do, what suggestions do you have for me because the notion of creating and coming up with an equitable way to evaluate that is fair is overwhelming for me. Our school only has one class per grade level so I would be creating the assessments without input of other grade level educators. I teach third grade. You input is welcomed!
Michelle Lisco, Middlebury Academy
This comment has been removed by the author.
ReplyDeleteHow do you feel about giving scholars options for tests? I do like this idea. This is a way for students to show us what they know. The trouble will be on how do you grade this so that everyone is graded fairly.
ReplyDeleteWould you allow students to have total control over an assessment? This is a hard one. I would love to see what the students come up with but there will always be the students who do the least possible or do something really easy. These are the students that I would worry about the most.
Over all I found this hack interesting. I have done the tic tac toe board where they have to do the tasks that create a line. I have not done this in a while and will have to get back to it.
I am wondering how to incorporate this hack into the Wit & Wisdom curriculum. I would love to hear ideas. Thanks.
Chris Truesdell - Trix Academy
I, too, have done the tic tac board and I used it for spelling homework. Students seldom complained about the weekly assignment but after a while I noticed students didn't vary what they did. I think in the future I would perhaps change the tasks bi-weekly so students don't get in the rut of doing what easiest because they never vary what they do.
DeleteDessalee Cook/Greater Heights Acadmey.
I think it's very important to give students personalized learning experiences. I have allowed scholars to self-select their group, whether it's for a project, group activity, or rotations. There are always a few students who like to pick a group with their friends in it, but I included a self-reflection component. When they realized that they weren't being productive with their best friends, they made a different choice and learned that they do much better. I also try to give scholars a choice in their learning activities. I have done Daily 5 rotations in the past and let them choose from activities that reach all learning styles. For my word work center they could choose to work on vocabulary and spelling with play dough, magnet letters, string a word, ipads with audio spelling activities, etc. and they could choose what fit their learning style best. When students are given the opportunity to take ownership of their learning and are given choices, the learning becomes more meaningful to them.
ReplyDeletePLA @93
DeleteOption for assessments: I think giving students options on how they demonstrate learning is a great way for students to use their talents in a meaningful way. For example, when I taught technology I had student create a product that demonstrated their knowledge on what the term “digital citizenship” means. I had several create a Power Point presentation, a couple students used their coding knowledge to create a interactive presentation using the program called “Scratch,” while others used “Voki” to create a character that talked about what digital citizenship means.
DeleteAllowing Scholars to Self-Select: Allowing students to self-select groups has worked well in my classrooms for the most part. I have had groups in the past that just don’t seem to care about the assignment, but for the most part it works. Students seem more engaged when they can share their ideas in a group when they feel comfortable with each other. Occasionally, I have had to ask a group if a shy or otherwise loner student can join the group and most of the time the person is excepted with open arms.
Dessalee Cook/Greater Heights Academy
Hello Dessalee Cook,
DeleteYes, I think that is a fantastic idea, It gives scholars a chance to think outside the box. It gives scholars a chance to exchange ideas and generate new ones. I also believe that it helps scholars to not feel so overwhelmed with an assignment.
Leshun Horne PLA @ Jones Clark
Heather I love how you have included a self-reflection component. This definitely force them to take ownership of there actions.
DeleteHeather, I'd also be interested in seeing your self-reflection component. Is it short like an exit ticket? or is it more like a ranged emoji reflection? Do you just look at them, or return them with a note? Do students get grades on their self-reflections?
DeleteI will definitely say that my teaching style is like the fair godmother in the movie Cinderella. I am very natureing with my scholars. I try my best to give them not only what they need from an education standpoint, but make sure they have the tools to be successful in life.
ReplyDeleteI truly believe that allowing scholars to self select their groups does help the assignment and level of engagement to soar. It is very interesting to see how some scholars choose and self regulate their work ethic within that group. The only problem is some scholars may only choose to be with their friends.
Leshun Horne PLA @ Jones Clark
Leshun I too believe that allowing scholars to self select their groups allow them to take ownership. You will have those scholars who will take full ownership and be focused on the task at hand where as others may choose to be with their friends. I just think that when you set the expectation the scholars will work hard to meet them.
DeleteAction 1
ReplyDeleteI allowed my kindergarten scholars to select there activities for morning work. I had lots of choices. I allowed them to select from worksheets where they could color/cut/paste or they could do puzzles with alphabet matching, counting, shapes, sight words, blends, opposite or read a book. As the year went on they also had writing folders that they could edit or create a new story. It was surprisingly to see what they picked. To see them working hard and in some cases together was so rewarding. In order for this to work with out chaos I had to ensure that we had classroom rules and I set the expectation of move Morning Work was going to look. Once I set the expectation and we reviewed the classrooms, scholars where able to check classmates who where not doing the right things.
I believe that allowing scholars to select there groups will give them the chance to take ownership of there learning. When you set the expectation of the task, they are more then welling to meet your expectation and will make good choices
POST A GIF THAT MATCHES HOW WELL YOU PERSONALIZE LEARNING OPPORTUNITIES: I chose this GIF as how I believe that I teach and offer learning to my scholars. When I teach a concept, I try to demonstrate the concept using several different modalities because I am a unique learner myself.
ReplyDeletehttps://www.google.com/searchq=animated+learning+styles+gif&tbm=isch&hl=en&rlz=1C1JZAP_enUS716US716&hl=en&ved=2ahUKEwj42fmzirHqAhUoSN8KHXH_Dj0QrNwCKAF6BAgBEGY&biw=1148&bih=525#imgrc=49i1g9VVCzCJPM
In my searching for a GIF, I found a choice board that I would love to implement this year. With the many variables that will change with learning this year, I will need to offer more flexible options to scholars. I will paste the link (which I could only get to work through pinterest). https://www.pinterest.com/pin/437904763753435363/
HOW DO YOU FEEL ABOUT GIVING SCHOLARS OPTIONS FOR ASSESSMENTS?: I believe that I am flexible as an educator. I would love to implement options for scholars because there are such diverse learning styles and ways that scholars demonstrate their mastery of learning concepts. The main aspect that I struggle with is how to create assessment options that evaluate the standards equitably. If a scholar chooses a multiple choice assessment option and does not perform well, is it best to reassess using another assessment option? Will I end up spending excessive time re-evaluating scholars? I think this would be an easier option to implement if we had grade level teams that there would be input from other educators in creating options. Being the only third grade teacher is at times overwhelming to take on a task like this from the ground up.
Michelle Lisco, Middlebury Academy
Hello Michelle, I found interesting that you chose to post a GIF to describe your teaching style. Although I was not able to find the exact CIF you pick I can probably guess your style :)
DeleteI love the choice board you fond on pinterest. I will certainly use this board to show my students the possible learning styles. Thank you so much for sharing.
I agree with what you said about giving students options for assessments. It would require a lot of front end work for the teacher to have options ready that adequately evaluated the standards. I have a team of 3 third grade teachers in my building but still feel like we don't do well at this. One reason is the push to make sure students are ready for standardized testing each year, therefore having to make it through so many standards. I think this testing push takes away from the teachers ability to be creative in the area of assessments. We tend to put our creativity into our centers where kids also have choices about the activities they are completing instead of the actual assessment because of time constraints and because we use the test data to drive our instruction and make sure kids are ready.
DeleteAction 1: To answer the question "share one way scholars make their own choices in learning activities?" I do a lot of centers in my classroom. I have different activities for the different abilities for my scholars. Sometimes at some centers I allow them to use dry erase markers in place of letter tiles. I also let them pick which activity they want. They are then given choices of activities to complete when they are finished with classwork.
ReplyDeleteThe second question that I am going to answer is "do I give scholars a choice to choose their own groups?" I usually let them pick their groups for the first couple of weeks. This helps me see who is able to work well together and see abilities. After the first few weeks, I assign the groups. But, I still usually pair up kids that work well together or are friends. I think it helps them feel more confident when they are working with a "friend."
Do you find that the same students are repeatedly not chosen to be in a group?
DeleteAnne MacDonald
A+ Arts Academy
Fair Campus
Anne- yes sometimes I see that. But, I tell them they have to pick a new person that they have not worked with and that usually helps. Karen Prince PLA #93
DeleteAction #1
ReplyDeletePart A - During my time as an English teacher, I became more and more convinced that standard test formats were not always the best assessment of student understanding, so I began to utilize creative projects/writing assignments and opportunities for reflective thinking. I found I could easily determine surface level knowledge that I used to test through multiple choice/True-False, short answer, by including quick checks for understanding (classroom discussion, exit tickets, etc). Deeper understanding and thinking about text was better encouraged and assessed through projects, both group and individual. I always required a written component as part of the grade, and many of these were student choice (we would usually conference on a topic prior to writing). The rest of the assessment would be centered around some creative, visual project. For those students who liked to write, and I had many, there was always the opportunity to do a creative writing assignment. Preparation time and work was more involved using this method, but I found it was much less stressful to be more of a facilitator than having to be front and center all the time (and I love being front and center). The author's assignment sheet on "To Kill a Mockingbird" on page 86 is what I would do for most reading assignments.
Part B: I found that letting students select their own groups was effective. Sometimes, I used a random process to assign groups, but rarely did I pre-assign them. I would also let them have the flexibility on the size of the group...generally stipulating the groups could be 1,2, 3, or 4 students. I would try to monitor that no one was being excluded, but most of the time, the singletons were doing it out of their own choice. Rarely did anyone work alone more than once or twice, mainly because the amount of work needed to do one of the projects was pretty substantial.
I love the idea of giving scholars options for their assessments. I remember having these options as a student myself in college and some high school courses. It certainly interested me more and offered a much more in-depth learning experience when I was permitted to chose how I could show what I learned. I currently teach first grade and feel like giving them options for assessment at this grade level is a bit more challenging.
ReplyDeleteI was successful this past school year in giving my first graders options in their learning centers, especially when it came to sight word and writing centers. In my sight word center I would often give them the opportunity to practice their sight words either by stamping them, creating them with playdough/popsicle sticks, building with letter tiles, or writing them on paper/dry erase boards. In the writing center I would often give them options about what they were writing about. Even in our computer center I would give them more than one website they could chose from to work on. I think they really enjoyed the options, because it gave them more control over their learning and they could pick a way to learn that suited them best.
Cathy Branch, Middlebury Academy
Hello Cathy!
DeleteI also love giving my students different options during stations. It allows them to work on different things but they can choose what they need or what they enjoy. I love the idea of giving them different websites to work on in the computer station. I found that the stations that had different options were able to stay a few weeks because the students are able to pick different activities each time.
Great post!
I also teach first grade, and I love to give options during center time! I try to use materials that are for centers only which also helps keep the students engaged in the activity. I also love to give the students a week of free writing at the writing center where they can write about anything they want. My students are always so creative and put a lot of effort into their writing.
DeleteBrittany Connett PLA@93
Action 1: I love giving my students option for assessments. I really like doing it for language arts assessments because it allows them to use their creativity. I love to give them the opportunity to present to the class but I don't require it. When I was in school, I would be so stressed and anxious when I knew I had to present. What I have noticed as a teacher is the students who didn't want to present their projects would start to want to present their projects later in the year because they were watching their classmates do it. All students are different and it makes sense to have their assessments should be different too!
ReplyDeleteFor the most part in my classroom, I allow my students to choose their groups. If I can tell that they are not working well together, I will intervene and then split their group up. One thing that I have noticed when I allow them to choose their groups is it works when the activity is engaging. If the activity is not fun and engaging, the group has a bigger chance to get off task.
I love when my students can get the chance to take control of their learning and they are able to show their classmates what they have learned.
Paige, I completely agree with your post! I really love your last line about letting our students take control of their learning & showing their classmates what they know! As educators, we are trying to develop life-long learners and through giving our students more choice and autonomy, we're able to achieve that goal. As a Language Arts teacher too, I love giving students options when they are in my class to facilitate and grow their creativity. In regards to your thought on giving students the option to present, I think that it is so important not to try to force our students to do things that make them uncomfortable. As you said, as soon as they see their friends begin to present, they will want to do it as well!
DeleteMarcella Largent, Middlebury Academy
At the beginning of the year, I model what partner or group work looks like. Once the students know the expectations, I will let them pick their partners. I do pick their partners sometimes if there are specific students I would like to work together. I agree with the author when he said that as adults we work better with our friends or people we know. I know I always feel more comfortable if I know someone in my group. The only times I may suggest a student pick a different partner is if they have struggled with the expectations and have been reminded of them.
ReplyDeleteI would like to offer more opportunities for my students to choose their learning activity. I do let the students choose early finisher activities, but I would like to give a bit more freedom when it comes to their work. I am thinking of letting the students pick their independent work such as interactive notebook, cut and paste, etc. I teach first grade so I would need activities that do not require specific instructions.
Brittany Connett PLA@93
I also allow my students to choose fast finisher activities but would like to give them more opportunities to choose some of their own learning activities. This would increase their motivation for completing math work and they won't view the subject as too boring.
DeleteI love the idea of giving my students options for assessments. I do not have any experience with this and believe that there is a level of front-loading work that goes into this strategy. However, I also feel like the benefits would outweigh the work that goes into it. My co-teacher and I got really good at providing a variety of activities that reached the varying levels of our students by the end of the year, so I think our students would respond really well to choosing from a list of assessments. I am not ready though to let them create their own assessments.
ReplyDeleteI had a lot of success letting my students choose their own groups. At the beginning of the year, I assigned the students into groups and felt like I spent the whole time getting students to stop sulking and do the work. The work time was wasted, so I quickly learned that letting students choose their own groups helped everyone work more efficiently. I had a couple of students that did not have friends in the class and/or preferred to work alone which was allowed. I liked the idea from the book of encouraging the students to change the people they worked with so no students feel alienated.
Colleen Hanrahan, A+ Arts Academy - Fair Ave.
I'm nervous about allowing students to choose their own assessment. I see this being better for a middle or high school. Possibly one way to do this at a very basic level could be for a spelling test. Would students prefer to find the word that is spelled correctly from four word choices, or take an oral test? I would have to really think about how to create a rubric to grade assessments students decided to do.
ReplyDeleteThere are times when I ask students to find a partner or two partners to work with. When I taught third grade, I assigned students according to similar reading ability. Some students work really well with students who aren't necessarily their friends, others complain and find it challenging to even spend 15 minutes with a student partner they wouldn't select. Often when I am ready to do partners working together, I have to prepare the class. I explain that I'm asking them to work together, not invite the person to their house for a sleepover. Also I "reward" students when called if they say aloud, "Yes, I'd like to work with you."
This comment has been removed by the author.
ReplyDeleteHaving the students self select their groups work effectively in my classroom for the majority of the time. I see students taking the lead to organize their work and hold everyone in the group accountable for their part.There are a few students that prefer too work alone and manage their time and abilities to produce a better work than if the they were in another situation. However I often see a very small percentage of students that try to take advantage of the setting. To address this behavior I usually try to include parameters where I request the students to evaluate every ones participation in the project.
ReplyDeleteI definitely like giving the scholars options for the assessments. I see the wiliness of the students to show me how much they know in the way it best feeds their needs. Some like to write or do projects.A few like to tell orally what they learned. I usually give them a few options. What I struggle is thinking how well would they perform in state assessments where there are not many choices to show how much they know.
Does allowing scholars to self select their groups work effectively in your classroom?
ReplyDeleteAllowing scholars to choose their own groups in my classroom takes time and lots of practice. I teach kindergarten so it takes a lot of time to model and teach what group work school look like. My school uses kickboard which is a behavioral economy system. Our scholars earn and lose money based on their behaviors and then earn incentives based on how much money they have. I allowed my scholars to choose their groups and after a few times of allowing them to choose they caught on to the fact that when they work with their friends they were losing dollars for things such as talking, playing, and being off task. They then began to choose different partners and not just their best friends.
How do you feel about giving scholars options for assessments?
I would love to be able to give scholars options for assessments but I honestly don't know how to do that in kindergarten. In kindergarten I believe assessments are overwhelming for scholars so choices would be great.
Share one way that you give scholars a choice in their learning activities.
I allow scholars to choose their activity during center time. Also during math stations I have multiple activities to practice the same skill. Doing this allows scholars to practice the skill I want them to learn but gives them the opportunity to practice it in a way that is fun for them. I worried about how this will change this upcoming school year because I doubt that I will be able to use stations or much moving around at all.
Charlene Long-Trix
I also have many different activities for my students to choose from in both reading and math centers. I am also worried how this will all change with this upcoming school year.
DeleteAllowing students to self select their groups in their classroom. I have let my students do this many times in my classroom. What I noticed is that they tend to pick the people they get along with and the people who they work well with to get the job done. I have given them guidelines with some of their groups. Some guidelines would be that only two girls could be in a group. You can't work with people you just worked with, and limiting the number of people in a group. Most of the time things fo smoothly and groups are working really well. I have also found that sometimes you need to chake things up. So I might change a person in a group or I might allow them to form a bigger group.
ReplyDeleteI would love to give my students options for assessments. I loved having the freedom to do this in my classes for education when I was in college. The only thing would be about the time limit. I have done a few with my students in science and social studies. We were learning about timelines and I had them make a timeline of their life. All of the students had to present about their life but they were able to pick which type of timeline they used. Many of my students said that they loved doing this assignment and wanted to do more like this.
Activity 1:
ReplyDeleteI have used choice boards in reading quite frequently. The students have certain activities that are required to complete, but then get to choose for the others. I try to incorporate drawing, drama, or technology use in the choices. I find the weeks that I do this, the students are more engaged.
My students self select their groups most of the time. Sometimes I will separate the students into two groups. The groups are typically a high and low group. I allow the low group to pick from the high group or vice versa. I try to incorporate peer tutoring as much as possible. There are times when a student or two does not want to work with another student, and I handle it on an individual basis. I also have had students that like to work by themselves. I will allow this sometimes, but like to vary the size of groups.
Mary Ann Staten
PLA @93
When you separate them into the two groups to pick a partner from do you notice that they catch on that it’s based on high and low? If so, how have you addressed it? I like this idea more than me picking their partners for them and pairing a high with a low. Gives the scholars a bit more freedom, but still in a beneficial controlled manner.
DeleteKayla Walker PLA@103
Allowing my scholars to pick their own group tends to be a hit or miss, so far. Some days they work well together, get creative, and just overall blow me away with what they create. Then there’s other moments when it seems to be complete and utter chaos. I do wish I had a recording of each of those for examples, so I can watch it and see if there was something different in my directions or mannerisms that would cause the shift.
ReplyDeleteA way that I differentiate for my scholars is by giving them options. For example, if I want them to give a summary of a book we read then I give them three options: draw it out, act it out, or write it how. Granted, I definitely want and need to work on having the scholars help me decide on how they want to show their learning.
Kayla Walker PLA@103
How do you feel about giving scholars options for assessments?
ReplyDeleteI think that student choice is a vital asset within the classroom. Our students need to be able to make their own choices and we can enable them to make more informed choices based on our assessments. Students are able to become more self-reflective when they are given options assessments to choose from. I have seen this and I love giving students a choice when it comes to assignments (or even for in-class discussions!). I do not think that it is feasible to multiple assessment options all of the time, but I really like to integrate student choice into what we are doing within the classroom whenever I can.
Share one way you give scholars a choice in their learning activities:
One way that I have given students a choice within my Language Arts classroom is through choice boards (like we are using for this discussion post!). I LOVE choice boards and I think that they are extremely effective (especially when we were doing online learning). I created a poetry choice board where students were exposed to a variety of poetic styles and they were able to choose the style they wanted to create their poem in. It was super successful and it still maintained the reader, writer workshop model (as exemplified by Penny Kittle and Lucy Calkins) that I love using within my classroom. I have also allowed my students to choose their own groups, where they sit, etc. They understand the respect that I have for them and that their autonomy is a key facet to our classroom.
Marcella Largent, Middlebury Academy
Action 1: Educators are known to get stuck in their ways and some continue to teach and assess scholars in the exact some way. I believe that given scholars options on how they are assessed is a great way for scholars to own their own education. We know that not all scholars learn the same and we should differentiate our instruction, well we should also differentiate assessments.
ReplyDeleteMy teaching style was more like Hillary Swanks character in the movie Freedom Writers. Her character was very sweet, kind, caring, and loving towards her scholars. He demanded excellence and would not accepted mediocrity.
I agree with you Mrs. Richardson on educators getting stuck in their ways. I have been told many times that I am stuck in the "old fashioned" way of teaching. I agree and understand that I need to adapt to new ways of learning because as you stated differentiation is key with instruction and assessments for scholars success.
DeleteClarissa Price PLA@Jones Clark Elementary
Action 1: I feel that giving scholars options for assessments does work. One way I implemented this in my classroom was while teaching "how to" essays. After giving instruction, scholars had their choice on a topic to teach the class "how to" do. They were assessed on teaching us all the topic of their choice. As a class we learned everything from making friendship bracelets to making spaghetti. I made a book of all of the essays for each scholar in my class.
ReplyDeleteWhen allowing scholars to self-select groups, it seems like a few are often left out. It is heartbreaking when the same scholars do not get included in a group.
Anne MacDonald
A+ Arts Academy
Fair Campus
I really like that your scholars had a choice on a topic of their choice and would teach it. It sounds like a fun idea that I would be interested in trying!
DeleteAction 1: I do believe that giving scholars options for assessment would be a good thing to use in the classroom. If the scholar has input in the assessment, we as teachers could see success in grades. For if the scholar choose the assessment, he/she might do very well. Also if the scholar has input they also have the opportunity to show what they actually know or have learned and will enjoy the assessment to show this.
ReplyDeleteOne way that I give scholars a choice in their learning activities is during learning stations, scholars can choose what activity they would like to use. I do this in my class on Fridays, which my scholars know this as "Fun Friday".
Clarissa Price PLA@Jones Clark Elementary
Hi Clarissa,
DeleteI bought materials to incorporate learning stations in my room. I am excited to set them up next year. I like the idea of using the stations on Friday and calling it "Fun Friday" Great idea>
DeEtta Crane
Greater Heights Academy
Clarissa, I think "Fun Friday's" sound awesome! Being a Specials teacher, it is sometimes hard to adapt new ideas to my curriculum (depending on subject, some are always easier) so I welcome anything that's flexible such as this. I know several ideas that could fit in there for my class. Thank you for this suggestion!
DeleteAshley Pierce - JRPLA
Action 1: I feel alright with given Scholars options for assessments. Students have different learning styles, so I think its good to assess them based on their style of learning. Throughout the years, students ability levels are always changing, an example: Scholars that are writing before others can be given a choice of being assessed by writing, drawing a picture or perhaps orally.
ReplyDeleteAction 2: One way that I give Scholars a choice in their learning is during Station time. The activities in my station ranges stem from core subject areas that students have been taught, assessed on.
Deborah Dominick, PLA@Jones-Clark Elem.
Beaumont,Tx
Does allowing scholars to self-select their groups work effectively in your classroom?
ReplyDeleteIt is absolutely the best way to form groups. In the beginning of the year kids will gravitate toward their friends and I find myself having to remind them often of their task. As the year progresses they learn that their friends are not always the people they work best with and will make better choices. There are occasionally times when I have to make changes to groups because of an issue but it is rare. I do set parameters at the beginning of the year for groups. Depending on the activity I limit the number of scholars in a group or may specify how many boys/girls per group. One rule that is in place from the beginning is to try to work with different people each time we form groups. It's rare that I have a student who would prefer to work alone but if it occurs I usually let them as long as they understand that they are responsible for everything now instead of sharing the workload.
What is one way you give scholars choice in their learning?
We use choice boards a lot. Spelling and vocabulary work every week is a choice board of activities. I like these because it gives the kids an outlet to be creative. I've had kids create 3-D shapes with vocabulary words. Each side of the shape had a flap that opened up with the definition and a sentence in it. I'd like to find more ways to incorporate choice boards in our other subjects.
Tammy Ahern- Thea Bowman Leadership Academy, 3rd Grade
Hack 6 Let’s Get Personal - Creating Opportunities for Personalized Learning
ReplyDeleteI know I am guilty of teaching too long. I tend to teach whole group, when I know most of my students are understanding the concept or are asking to work independently I let them try to do the assignment without me.
I do let my students choose their own groups most of the time. I give each group a leader and have each student pick what group they want to be in. That works most of the time. I tried group generators on the computer a few times. I had to let some of my students know that it was temporary and that next time they would be in a different group. Sometimes I will pair up students based on ability.
I have a lot of work to do providing my students with a variety of options. Last year I bought some resources from Teacher Pay Teacher that would give my students options. I am eager to explore the possibilities.
DeEtta Crane
Greater Heights Academy
One way I give scholars a choice in their learning activities is when they complete their first Google slides assignment from scratch as opposed to a template. As a class we come up with suggestions for slides, then students can choose which ones they want to use, as long as they make a certain amount of selections. Students like knowing they can choose the slides that apply more to them.
ReplyDeleteA movie character I've always looked up to is Erin Gruwell, ironically the teacher mentioned in this Hack. I feel like I like to think of her when I need inspiration with my students. I also have given my students writing notebooks in which many flourished in their responses. Some would refuse or do very little, but the majority completed them and several did indeed go above and beyond. It was wonderful to see some other sides of my scholars.
Ashley Pierce - JRPLA
One way I give scholars a choice in their learning activities is that during daily 5 they get a choice of what they do at their station. I try to give them a few choices, which has made a huge difference with their engagement and interest at the stations. I like the idea about giving scholars options for assessments. It may look a little different in kindergarten especially in the beginning, but I think I can incorporate this with my scholars.
ReplyDeleteDottie Lerche PLA 103
Action 1: I started reading choice boards in January when we came back from break. They worked pretty well. I want to start them much earlier this year. The students seemed to really enjoy them. I have used spelling choice boards for about 5 years now, with dice and activity instead of a spinner.Action 2: I let them self select most partner or group activities and monitor them, It works pretty well, but I like the idea of limiting to a new partner on the next self select groups.. When they work with the same partner problems always come up.
ReplyDeleteI think the choice boards will be a great idea for this year for my kids as well. Especially if we switch from remote to in class. They will have options.
DeleteAnna Callender A+ Arts Academy- Fair Ave.
Angela Posey PLA @ 103
ReplyDeleteWhen assigning a bookreport to students. I have given them several options to complete the bookreport.
1. Write a 1-2 page summary.
2. Dress as one of the characters in the story and give a speech pretending to be that character. The speech must be at least one page long.
3. Make a visual representation of the story and write a
summary.
I do have a criteria for each option.
I have found that the students are more engaged when they had an opportunity to choose how they wanted to represent their understanding of the book.
Yes, I think allowing scholars to self-select groups works very well. I suppose tweak this theory some by using the peanut butter and jelly groups. I label a group of students peanut butter and another group jelly. Each group can select someone in the other group. After a period of time, I change the names in each group. It works very well and it is not time consuming.
Angela,
DeleteI love the idea of peanut butter and jelly groups! I have never heard of this, but I think it's a great way to make sure students are working with the same classmate day in and day out.
I love the idea of how to create a book report with different options. Never had heard of Peanut butter and Jelly groups. Love it!
DeleteMackcine Jordan@PLA103
DeleteMrs. Posey,
I like your options. They are outstanding!
Mackcine Jordan@PLA103
I really like the idea of giving scholars the options for assessments. I think this provides students with the opportunity to demonstrate their learning and show their mastery in ways that they are comfortable with. Allowing students options for assessments would require additional planning for the teacher's behalf and rubrics that are aligned with one another, but I can truly see the benefit of this. As for students self-selecting their groups, this depends on the group of students I have. It has been very successful in the past with some of my students and then epic fails with some of my other students. Allowing the students to self-select their groups requires a great deal of trust and having had developed strong relationships with students so that they respect your expectations.
ReplyDeleteAbby Gaddis- IS
I completely agree with you on allowing students to choose freely to show their mastery levels! I also like to allow my students to self select their groups. Students know who they work well with and who they don't! Allowing control over more aspects in the classroom does help it run more smoothly sometimes!
DeleteKelsey Barrix PLA 103
I think giving scholars options for assessments is crucial in the classroom. I feel you cannot adequately assess and find where your scholars need to improve or grow if you do not have multiple options. I feel this way because not every scholar will respond the same way to the same type of assessment. Scholars will also have different types of learning styles due to the way their minds naturally are. I feel in order to give everyone a fair chance at assessments, you need to give multiple options for differentiation.
ReplyDeleteI also like the idea of allowing scholars to have total control over their assessments. I personally feel that you can really see a scholar's potential and imagination when you let them choose freely and have total control over an assessment. Some scholars do their best work when they have full control!
Kelsey Barrix
PLA 103
Kelsey,
DeleteI like your thoughts regarding students assessing themselves. It would allow students the opportunity to be reflective and vocalize what they truly understand and what areas they may need more help with to aid in mastery. Self-reflection is also a life skill!
I would like to try the spinner boards and learner stations. I teach middle schoolers who might find these "baby-ish", but I'm willing to try them. It could be fun for students to have a choice; they're still having standards met with each activity, but it allows choice.
ReplyDeleteTricia- Middlebury Academy Akron, OH
The days are running together on me and I honestly can't remember if I replied to this week or not. Whoops!
ReplyDeleteANYWAY! One way I give my students choice is through learning centers. Usually after we have really established the routine of centers and what their expectations are. Then I review what the centers are at the beginning of the week and then they can choose. With the current plans for he school year being what they are (no sharing materials) I am working on how I can handle centers with them working more individually/remotely. In the past, allowing my students to have this choice allowed for them to build some confidence and work where they were comfortable. (They had 5 centers to choose from, they chose a different one each day.)
Anna Callender- A+ Arts Academy Fair (Kindergarten)
1. One way I give scholars choices in their learning activities is during centers. I will allow them to pick the activity they want to do, but the objective is the same (Ex. dry erase equations, use manipulatives, games, or drawing) The scholar picks what way they want to practice facts. I think even with COVID I can do this as I will have individual boxes of manipulatives, papers for each student.
ReplyDelete2. I have never attempted to give control of an assessment to the scholar. I look forward in implementing this, as assessments are individual and I can have students pick which project or way they want to show the mastered standard. I like having several ways they can make the points and I think the student will have a better outcome.
PLA 103
Hi Mrs. Luna,
DeleteMackcine Jordan@PLA103
Great thoughts thank you so much for sharing. I like how you will have individuals learning materials for your scholars.
Mackcine Jordan@PLA103
Having students choose their own groups kind of scares me because they typically choose to sit with friends and talk way too much. Self-selecting groups works with some students but not my most talkative ones. I can also tell some students that they will be unable to choose their groups next time if they aren't working effectively.
ReplyDeleteAllowing students to choose their assessment type is difficult as a math teacher as well because they have to demonstrate multiple concepts and techniques learned. However, when given a choice on how they want to complete an extra credit opportunity or a single concept usually gets them excited even though most of the middle schoolers usually choose to color in some type of way.
I agree that students can easily get off-task. Giving a chance to work with friends can be effective as long as students know that if they get off-task, they may not work with friends again.
DeleteAdjusting teaching & self-select groups are two techniques I regularly try. Teachers are always reflecting and adjusting; mid-lesson, if an activity isn't taking, teachers switch up what their students are doing. I have tried students choosing groups, which works well at times with the older kids. Ordinarily, I assign the groups based on personalities, but self-selected groups worked for me at the end of the school year.
ReplyDeleteTricia Christopher- Middlebury Academy Akron, OH
Last year I had a group of students that didn't get along with each other. I did a lot of team building activities to try and help with this situation. I found that if I picked their groups, I had a lot of kids that would get frustrated and give up or would argue with the other kids in the group. When I allowed them to pick their own groups, I would have less work done, but also less arguing. I believe we have to know our kids to figure out if letting them pick their groups is in their best interest or not.
DeleteI believe that giving students an option for their assessments is a good idea sometimes. It allows students to express themselves in the way that they feel is best. They can show their understanding in an easier way and have more fun with it because they like what they are doing.
ReplyDeleteI have given students an option in my classroom in the past by letting them pick their final project when we were done reading a novel. I have also allowed students to pick their own centers when we are doing our ELA block. They have to choose one from each category, but it makes it more fun for them because they can choose which assignment they do. They can also choose when they want to do them. They didn't have to move in a set rotation. They just went and got their next materials when they were finished with an assignment.
Mackcine Jordan @PLA103 Hack #6
ReplyDeleteACTION #1: I have not had success in allowing my scholars to self-select their groups effectively in my classroom. They tend to pick their friends and leave out students that aren't connected to them. Also, it has caused many agruments; and my name is called constantly to settle disputes. This is an area in which I need assistance. Yet, learning.
As it relates to giving scholars choice learning activites this is one area that I make sure that I am always thinking about. One of my colleagues works with me in this area. In reading, students can retell a story using what I call a Four-Square Retell of the literature in which we are reading. They have the option of writing a summary of the story. It has to be at least one (1) paragraph long and follows our rubric for writing a paragraph. Also, they can create a comic strip verison of the reading, and/or illustrate what you learned. These activities are called "Your Choice."