Planning Assessments

Kindergarten math seems simple enough to an adult, but for my young students, it is important that they have a solid understanding of these basic concepts as a foundation for their future learning. One such concept is the ability to sort items by a common measurable attribute. Here is an objective for a math lesson that I teach in kindergarten: 

Students will be able to identify the tallest/shortest, heaviest/lightest of a group of objects with 95% accuracy.

Since it’s autumn, I like the activity of comparing 3 pumpkins. I’ve written more in-depth about this activity before, but here’s a quick summary: 

There are three pumpkins of obviously varying height, width, and weight. The students work together to measure the pumpkins and record all of their data on a poster chart. Part of this project would involve the following formative assessments to check that students understand and meet the objective.

1.      Think/pair/share

a.       When I ask a question, for example: “which pumpkin is the heaviest and which is the lightest?” students take a few seconds to think of their answer, then turn to their “elbow partner” (the person next to them) and talk about their answers. Then each group shares their answer(s) with the whole group(Dyer).

b.      This allows students to confer with a partner and explain their answer before sharing with the group. Less confident students may feel more comfortable working in pairs and may learn from their partners this way.

2.      Mini-whiteboards

a.       When I ask the students—for example—which pumpkin is the tallest, they write their answer (Pumpkin #1, #2 or #3) on their mini-whiteboard and flip it around to show me the answer(Wees, 13).

b.      This gives every student a chance to answer the question (which allows me to quickly assess each student at once). The fact that the students are writing their answer means shy or less confident students can still participate without feeling pressured to share out loud to the whole group. 

3.      Doodle it

a.       With this specific activity, my students would draw the pumpkins in order from shortest to tallest (for example), labeling each one with their corresponding number(Wees, 17).

b.      This is a more time-consuming formative assessment, but still allows me to check for understanding and gives students a chance to visualize how and why the pumpkins are different and in what order they need to go.

As Rick Wormeli says, I need to ask myself, “how will I get students feedback, and how will it inform my lessons?” These formative assessments (as well as others) will allow me to check for understanding and either review ideas as a whole group, or plan for differentiation in my small group meetings throughout the day or week.

References:

            Dyer, K. (2013, July 12). 22 Easy Formative Assessment Techniques for Measuring Student Learning. In Teach. Learn. Grow.. Retrieved October 29, 2016, from https://www.nwea.org/blog/2013/22-easy-formative-assessment-techniques-for-measuring-student-learning/        

            [Stenhouse Publishers] (2010, November 30). Rick Wormeli: Formative and Summative Assessment [Video File]. Retrieved from https://www.youtube.com/watch?v=rJxFXjfB_B4

Wees, D. (2012, December 10). 56 Examples of Formative Assessments. In Edutopia. Retrieved October 29, 2016, from https://www.edutopia.org/groups/assessment/250941

Understanding and Applying Standards

            Before this unit, I would have said that Common Core or state standards were good guidelines to direct my teaching, but were not the bottom line. My perspective is influenced by working at a private school – while we do refer to the standards, we are not legally bound to teach to them, and my students and I are not subjected to standardized tests which would assess my students’ mastery of the standards. However, I did already feel familiar with the standards for my grade, kindergarten, and I still often found myself wondering what on earth the standards were actually saying. The jargon is excessive at times.

            The most valuable skill I am taking away from this unit is having a process for breaking down the jargon of the standards into measurable objectives and activities.  That is to say, not only can I disassemble some standards that may have confusing language, but I now am able to develop standards-based activities, lessons, and units. This is an empowering skill to have. Currently, my school purchases curriculum for all subject areas that I teach, but someday I may work in a school that requires that I develop my own full or partial curriculum. Or, as is probably more likely, I am at least prepared to develop supplemental or thematic units that are standards-based. I especially found the process of diagramming the standards into three components (“what”--main idea, “how”--skill, and “context”) very practical and easy to understand.

Also, after understanding what the standard says, writing out proficiencies helps me be sure that I know what my students need to know to meet the standard and how I can measure that. The process of unpacking a standard (or more), backwards mapping, and then developing SMART objectives basically leaves me with a unit outline that I can then add to or hash out into a full unit. The unit has a strong “skeleton” that I can be confident is assuring that my students learn and meet the standards.

            I did struggle with developing five SMART objectives for the one standard I chose to focus on. I wonder if that standard alone was too simple for five objectives, or if it is just generally more difficult to do at a kindergarten level (because what kindergarteners need to learn is less complex than, say, a seventh-grader), or if it is generally just a bit of a difficult task for a new teacher. That being said, it was still a helpful practice that challenged me to see how much content I could pull from one standard to make sure that my students are fully meeting it.

            Overall, I found this unit very helpful in making the standards feel more “approachable.” It also gave me a basic system to develop my own lessons and units, and be sure that I am assessing my students accurately. I will definitely remember these processes in my future standards-based lesson-planning. 

References: 

How to Unpack a Standard [Online video]. Imperial County Office of Education. Retrieved from https://www.mydigitalchalkboard.org/portal/default/Content/Viewer/Content?action=2&scId=100028&sciId=829

 

Standards and Backwards Mapping

I currently teach Spanish immersion kindergarten in Michigan. I will be taking a look at a kindergarten math standard that is list both in the Common Core State Standards and the Michigan State Standards:

CCSS.Math.Content.K.MD.A.2

Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. (corestanards.org, michigan.gov)

I chose to develop a unit plan based on this state standard because learning to describe and compare measurable attributes are foundational skills for more advanced kindergarten math concepts like addition and subtraction. This standard also has many cross-curricular connections in other subjects where knowing how to group, categorize and compare is essential. Some examples are: parts of speech or types of text (language arts), living or nonliving things (science), and different areas of our communities (social studies). Also, this standard is easily integrated into fun and enjoyable thematic activities. Finally, this standard provides excellent opportunities for my Spanish immersion students to develop new vocabulary. 

Here are three proficiencies my students need to achieve in order to meet the standard:

1. Students will identify various ways to measure an object (ex: length, width, height, weight, etc.)
2. Students will compare a shared measurable attribute of two objects (ex: measure the lengths of a paper clip and a pencil)
3. Students will describe the difference between two objects based on their measurable attribute (ex: “The pencil is longer than the paper clip.”)

Here are three assessments I could use to check that my students have met the standard:

1. Record the measurements of their two objects on a recording sheet (including their unit of measurement and what attribute they are measuring).
1. Example: “The pencil is 6 Unifix Cubes long. The paper clip is 2 Unifix Cubes long.”
2. Write a sentence describing the difference between two objects (ex: “The pencil is longer than the paper clip.”)
1. Another option: Start with one object. Students identify another object that is longer than/wider than/shorter than the first.

                                                               i.      Example: The ruler is longer than my pencil.

3. Make a prediction about two objects (which will be lighter/heavier). Measure, record and mark if their prediction was correct or not.
1. Example: The pencil will be longer than the paper clip. My prediction was correct.

Here are three activities my students could do to develop their measurement and comparison skills (including a fun autumn-themed activity):

    1. Measuring pumpkins 
            a. Students will work in pairs to measure their pumpkins in many ways:

                                         i.      Front Length (linking Unifix cubes and/or ruler)

                                         ii.      Height (linking Unifix cubes and/or ruler)

                                        iii.      Weight (scale)

                                       iv.      Circumference (yarn and ruler)

           b. Students mark their measurements on a labeled worksheet (including units and attribute) 

    2. Comparing heights:  

          a. Teacher will help students measure their height with yarn. Each person’s length of yarn will be posted by their photo on the wall.
          b. Students must complete the sentences:

                                       i.      “I am shorter than: _______________________”

                                      ii.      “I am taller than: _______________________”
 

(www.goingbacktokinder.blogspot.com)

    3. Making predictions:
          a. Students will look around the room for two objects to compare the weight of.

                                    i.      They will predict which object will be heavier or lighter.

                                    ii.      They will weigh the objects using a balance.

          b. Finally, they will record the measurements and say if their predictions were correct or not.

References:

Almazan, A. (2013, September 25). Quick Post on Measuring. In Going Back to Kinder. Retrieved October 16, 2016, from http://goingbacktokinder.blogspot.com/2013/09/quick-post-on-measuring.html 
Black. (n.d.). Kindergarten--Measurement & Data. In Ms. Blacks' Math Coach Web Site. Retrieved October 16, 2016, from https://sites.google.com/a/eusd.org/tblack/kindergarten-work-stations/measurement-and-data

Kindergarten--Measurement & Data. (n.d.). In Common Core State Standards Initiative. Retrieved October 15, 2016, from http://www.corestandards.org/Math/Content/K/MD/

Michigan Department of Education. (2010). Michigan K-12 Standards: Mathematics. In Michigan.gov. Retrieved October 15, 2016, from http://www.michigan.gov/documents/mde/K-12_MI_Math_Standards_REV_470033_7.pdf

Applying Classroom Rules and Procedures

There are an infinite number of classroom management techniques available as resources to teachers – just ask Pinterest! But I will explore ways to positively reinforce classroom expectations and methods to address students who decidedly don’t follow the norms, rules or procedures.

When used appropriately, positive reinforcement can help create a positive classroom culture by encouraging students in their good behaviors. It may also help students with behavior issues develop better habits. There needs to be a balance, however, so that students do not become dependent on the possibility of an incentive to do things they should be doing, or do they do not expect a prize for those behaviors. Positive behavior reinforcement may be especially effective for students who regularly struggle with good behavior. If a student is really struggling with keeping their hands to themselves, for example, strategically rewarding them for a period of good behavior will help them learn what good behavior feels like. It will also help them gain a better self-image, as those students sometimes can feel like they’re always just getting in trouble.

As well, it helps teach them goal-setting and problem-solving. They have to remember their goal (the prize, the points, the incentive at home—whatever system might be in place). One example is a point system (individual or whole group). Students get points for extra positive behavior, such as helping clean up a mess that wasn’t theirs, saying kind words to a friend who is not well (hurt or sad), or staying on task for an extended period of time. This method works well for lower elementary because often these behaviors need to be taught and practiced so that they become habit. The points are an incentive that reminds them to practice these positive behaviors. I like to use a jar or a small fishbowl and glass beads. Every time I see a positive behavior, I add a bead to the jar and mention why to the group. This gives me a moment to acknowledge the positive behavior and reminds students of the jar. The students get to decide on a (reasonable) reward for filling the jar. Because of how long it takes to fill the jar –a few months to a whole school year – the students like to choose options such as pizza parties, pajamas, a movie day, or a fun park day.

In order to respond to students who are breaking the rules or not following procedures, practicing “withitness” – occupying the whole room – can be a very useful tool. This involves physically or visually (through eye contact) making your presence known to students in your classroom. This will help you keep an eye on everyone and de-escalate any potential disruptions early.  Another tool is using a stimulus cue. This would be a great method for carpet time, when addressing a student would interrupt the flow of what I am saying to the group, or when I am working with small groups and need to maintain my teaching pace (or physically can’t leave my seat to address another student). For ongoing or extreme disruptions, this flow chart describes my plan of action:

This action plan would work best in a lower elementary environment, such as my kindergarten classroom.The important key will be to maintain the balance between flexibility (and withitness) and consisitency in implementing rewards and consequences for behavior in my classroom.