Link to 5 Years of Observations and Evaluations

I had the opportunity to be observed by a few different administrators at my school. I definitely learned from the observations and and unexpected outcome was developing great collegial relationships with the administrators who visited my classroom. The documents are all in this folder. 

Thinking

In my ELL History class, we are moving beyond building vocabulary to reading and answering analytical questions. They are currently studying the Han Empire and were asked a question about the Silk Road on page 105 from the Pearson/ Prentice Hall World History book by Elisabeth Gaynor Ellis and Anthony Elser (2007).

The question is: How do you think the knowledge Zheng gained helped establish the Silk Road?

Not one of the students could answer the question based on the information in the textbook. One part that confused them understandable is that Zheng is also spelled Zhang in the textbook –I don’t know if they fixed that in later version. But the biggest problem was that the answer is not explicit in the text and therefore they needed to think about it.

The book explains using a brief primary source and historical description that Zheng Qian, a Han diplomat, was sent by Emperor Wudi to “establish contact with peoples outsides the Han empire” (104). He went all the way to India and the Roman Empire for his research.  The textbook then explains what he learned in those faraway places helped establish the trade routes of the Silk Road.

So first I asked them what supplies do you need in a school. They answered balls, pens, pencils, paper, computers, uniforms, food, drinks, etc. I then asked, “If you had never been to this school before, how would you know where these items were?”  They answered, “You would have to ask people.”  Then I asked them, “How would you tell people outside the school where they were, if they had never been to the school?” They answered, “You would have to write it out for them or draw a map.”

So they very briefly drew a map of the school as if we were giving strangers instructions, like voyagers on the Silk Road needed if they planned on trading or buying goods.

So I explained that Zheng Quian had to go to different places and talk to different people from far away regions to find out what goods they sold and needed. But one student whose parent is a diplomat said, “That’s not a diplomat’s job. His job is relationships with other countries, like politics.”  So I explained that diplomats also negotiate economic issues and gave examples of economic treaties that are negotiated between governments. I also explained that there is crossover between political and economic issues, for example sanctions.

Also, a diplomat’s job is to provide reconnaissance (not as a spy but as an information gatherer) to offer a perspective to her government.  

That’s exactly what Zheng Quian did. He told the Emperor Wudi what he saw on his journey and that there were consumers for their products. In addition, he reported on possible imports for the empire.  This drastically impacted their economy as well as created a new, eventually powerful merchant class.

Did I plan to spend 45 minutes on one homework question? No, I didn’t.  Is this particular piece of information crucial to their life? No, it’s not. However, I wanted to demonstrate and cue them on how to think through a difficult question and apply a historical concept to their own life. I wanted them to think. And for 45 minutes, they did.

Implementing Learning Targets

As mentioned in a previous blog, our school is using Rob Berger's Leaders of their Own Learning to shape our professional development this year. He encourages teachers to use "learning targets" which he defines as "tangible goals that [students] can understand and work toward," (Berger 21).

I'm currently trying out this method with my students. I like how it encourages teachers to change the language of expectations and assessment to be more accessible and clear.

In English 10, we looked at the course's writing targets. First, students read them and were instructed to put question marks next to any that were unclear. We then clarified any language that they didn't understand. Afterwards, they cut up the writing targets and using their semester exam essay, chose five targets that they had mastered, and five targets that still needed to be reached. The ones that they still need to work on were pasted to construction paper. Students will reference them before the next essay.

Here is a link to Writing Targets for 10th Grade English. 

In ELL History, I rewrote the objectives of our study of Ancient Indian Empires into writing targets and posted them in the classroom. After we have covered a target, the students assess in conversations with each other whether they indeed know it. If they don't, I know that I need to review (and so do they!) the material again.

I am looking forward to trying out this method second semester, and if it works, throughout my career.

Berger, Ron, Leah Rugen, Libby Woodfin, Mike Johnston, and David Grant. Leaders of Their Own Learning: Transforming Schools through Student-engaged Assessment. San Francisco: Jossey-Bass, 2014. Print.

Assessing Fairly - Weighting Test Grades

One of the hardest aspects of teaching a course in the Humanities is grading, specifically essays and projects. No matter how many rubrics I create, there is still going to be some subjectivity.

Our school has been discussing weighting assessments based on a cumulative practice. Although the practice cannot cure issues of subjectivity, weighting as the semester progresses can make the final grade fairer. To be clear, this idea is not mine, however, I am currently implementing it.

In World Literature, there are only two tests during the semester and the final exam. The first test is worth 100 points, but the second test will be worth 150 points. Although the novels are different, the skills that I am assessing are the same. They have received repetitive instruction and practice, and thus their understanding should have increased since the beginning of the semester.

This is also true in ELL Ancient History. This course is geared for 9th graders or 10th and 11th graders who are completely new to studying in English. In addition to the language deficit, the students have to adjust to high school and the expectations. Therefore, their first major assessment is only out of 50 points, then 75, 100, 150, and so on.

I am not increasing the points value so drastically for every course. For example, in Middle East History, the first test is worth 75 points and the rest are worth 100 points. The semester exam is worth 20 percent of the grade. I am not increasing the numerical value for each test, because the material and methods vary so much from chapter to chapter. and the students are in 12th grade  However, the first test is worth less because even though they are seniors, they still need to get used to my style of teaching and testing.

Grading will never be a perfect science. However, I am always looking for ways to improve how I assess to better reflect student learning and achievement.

Teaching Students Study Skills

When I completed my teaching certification in 2001 and was hired by a school to teach history, I was excited to try out all that I learned from the amazing professors at my university. However, what I found is that although many of their techniques and philosophies could be employed successfully in the classroom, some basic skills still needed to be taught in a rudimentary, perhaps old-fashioned manner.

One of the skills most lacking is how to prepare for a test. Many students simply do not know how to study, and while my role is to engage them in the material, I also embrace teaching student study skills that they can use across the curriculum. This is especially true teaching ELL students.

During the first semester of the course, I model different ways to prepare for quizzes and tests. Second semester, I ask them to choose among the models I've demonstrated and use the one that works for them.

One skills that students needed to be taught is how to use both their notes and class and textbook to study. Even with all of the technology we employ, including posting lessons and notes online, often times the students don't remember or bother to look at them. Or if we are using many different types of resources, they don't know how to organize them to prepare for a test.

Here are two techniques I have used thus far in ELL History.

The first is to create a chart and take the terms that the students learned from two sections and contextualize them (not just define) using their textbook and what we covered in class. The last column is a place for them to ask clarifying questions.

Using Google Docs, after they have completed most of the review sheet, I can then get them feedback as to what they are still missing. For example, if they didn't include anything about pyramids, I would write, "Remember the pyramid game that we played? What were the lessons that we learned from that?"

For the test that will be given next week, I've created a chart for them to fill out that compares empires.

In summary, while we can't learn the information for them, we can teach them how to study so that they can succeed to the best of their abilities.