-a research project by Kevin Sonico and Louis Cheng (grade 8/9 Math teachers)
Terms such as benchmarks, competencies, standards, and outcomes are used interchangeably (Brindley, 2001) to indicate objectives that students must achieve. Hereafter referred to as outcomes-based assessment, the use of objectives in assessment compares student learning and progress with the intended targets. These outcomes are determined by the Education Ministry and, as such, are universal among all schools in the province. These outcomes are described in the Alberta Program of Studies and this document serves as a guide for teachers. Although there are ensuing conversations around primacy and utility of certain objectives over others, we accept and acknowledge the comprehensive nature of the outcomes.
For the purposes of this action research, we do not intend to contribute to the divisive debate surrounding the learner objectives’ complexity. Rather, we used the outcomes to reinforce our focus in our learning activities - from discussions, assignments, and tests. Although the use of outcomes as a basis for reporting learning may sound clear, their forms of implementation in classrooms by teachers vary. Some may place emphasis on standardized assessments, such as provincial exams. For others, it may look like the use of multiple sources of evidence, such as observations, portfolios, and conversations (Brown & Hudson, 1998, as cited in Brindley, 2001; Davies, 2011). Known as triangulation, assessment of student learning through the use of different assessment practices becomes more reliable (Lincoln & Guba, 1984, as cited in Brindley 2001).
For us, outcomes-based assessment is making the objectives more apparent not only to us, but also to the students. This includes identifying skills that we want students to develop and/or to assess prior to an activity. For this action research, we wanted to find out how outcomes-based assessment impacted three parts of our practice: planning learning activities, recording student achievement, and reporting progress. We collected qualitative feedback from students via survey and used our observations and reflections during the research process.
Showing posts with label grade8. Show all posts
Showing posts with label grade8. Show all posts
University of Calgary Human Performance Lab
By IanV., Trevor B., and Parker S.
In April, the grade 8’s had the pleasure of visiting the University of Calgary for a human body
performance lab . During this time, we had the opportunity to visit 6 different stations, all with a general focus on human body performance.
The reason for this trip, aside from the learning experience, was to judge a university level kinesiology contest. The grade 8 students were provided with a sheet of paper, containing subsections for each station. We were required to provide feedback for each and every station, as well as a mark out of 10. The kinesiology contest had 6 different entries that included:
In April, the grade 8’s had the pleasure of visiting the University of Calgary for a human body performance lab . During this time, we had the opportunity to visit 6 different stations, all with a general focus on human body performance.
The reason for this trip, aside from the learning experience, was to judge a university level kinesiology contest. The grade 8 students were provided with a sheet of paper, containing subsections for each station. We were required to provide feedback for each and every station, as well as a mark out of 10. The kinesiology contest had 6 different entries that included:
Connecting with the Performing Arts
“I on the Sky”
Brittany Babott ~ Grade 4-9 Fine Arts Pre-service teacher
Werklund School of Education
A reoccurring theme in my drama classes the past term has been the exploration of what a ‘punctum’ is and how it relates to theatre.
The word punctum is a Latin word:
punc·tum
ˈpəNGktəm/
nountechnical
noun: punctum; plural noun: puncta
1. a small, distinct point.
I had first been introduced to this seemingly strange word a few years back when I attended a Ghost River Theatre workshop on devising theatre. Co-Artistic director David Van Belle had asked us to participate in an exercise where we would listen to a story and record 10 ‘punctums’, any part of the story that resonated with us or ‘pierced’ us. I have been fascinated with this term and its applicability to drama ever since.
Brittany Babott ~ Grade 4-9 Fine Arts Pre-service teacher
Werklund School of Education
A reoccurring theme in my drama classes the past term has been the exploration of what a ‘punctum’ is and how it relates to theatre.
The word punctum is a Latin word:
punc·tum
ˈpəNGktəm/
nountechnical
noun: punctum; plural noun: puncta
1. a small, distinct point.
I had first been introduced to this seemingly strange word a few years back when I attended a Ghost River Theatre workshop on devising theatre. Co-Artistic director David Van Belle had asked us to participate in an exercise where we would listen to a story and record 10 ‘punctums’, any part of the story that resonated with us or ‘pierced’ us. I have been fascinated with this term and its applicability to drama ever since.
Science Mentorship with Telus Spark and RVSD
Our grade 8 students and teachers are very fortunate to be working with Telus Spark and schools from the Rocky View School Division in the Science Communication Mentorship Program. Our students will be working with Telus Spark Exhibit Developers, members of APEGA, and Telus Spark Facilitators in creating exhibits for a public celebration of learning at Telus Spark on December 4, 2013.
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| Our RIG "You be the Wires" |
Teachers from the two divisions met at Telus Spark on August 30, 2013 to discuss the project and participate in a RIG process (Random Idea Generator) in their prototype lab. The Calgary Science School grade 8's will be visiting Spark on October 1, 2013 to work with exhibit developers to begin the process of creating their own Spark exhibits. We are looking into the possibility of creating our own prototype lab at the school with the support of Telus Spark to support the planning phase of the project.
CSS Podcasts: Assessing Website Credibility
Grades: 6-9
Subject: All
This podcast contains one approach to assessing website credibility by introducing three criteria for students to use when conducting internet research projects.
These materials on website credibility were designed by The Critical Thinking Consortium, and are shared here with their permission.
Team Teaching: Our Adventures & Advice to Future Collaborators
Ivy Waite and Jaime Groeller~ Grade 8 Humanities
This post is part of a series. Read the previous posts here, here, here, and here.
After 10 months of experimentation, the question remains: will we continue to approach teaching in such a manner? Have the benefits to all stakeholders outweighed the challenges?
We believe the answer is yes! As mentioned in previous posts, team teaching in this manner does not “fix” all problems: in fact, it comes with its own set of challenges, but we truly believe that with a few small changes, many of which we have already instituted, our choice to team teach was, and is, the right one.
This post is part of a series. Read the previous posts here, here, here, and here.
After 10 months of experimentation, the question remains: will we continue to approach teaching in such a manner? Have the benefits to all stakeholders outweighed the challenges?
We believe the answer is yes! As mentioned in previous posts, team teaching in this manner does not “fix” all problems: in fact, it comes with its own set of challenges, but we truly believe that with a few small changes, many of which we have already instituted, our choice to team teach was, and is, the right one.
Team Teaching: Student Survey Results & Analysis Pt. 2 - Triumphs!
Jaime Groeller & Ivy Waite~ Grade 8 Humanities
As discussed in a previous post, on April 30 we conducted a formal survey of our students regarding the team teaching approach we have taken up over the last 9 months. We had conducted informal surveys twice before, and tried to take into account the concerns and suggestions provided to make the experience more positive for the majority of the students. Here is part 2 of an anecdotal analysis of the formal survey. (Part 1 can be found here.)
Overwhelmingly, the positive responses outweighed the negative. Many students clearly understand and appreciate the learning experience we as teachers are trying to provide. They identified and commented on many of the specific items we outlined as goals of our team teaching:
Team Teaching: Student Survey Results & Analysis Pt. 1 - Challenges
Jaime Groeller & Ivy Waite
On April 30 we conducted a formal survey of our students regarding the team teaching approach we have taken up over the last 9 months. We had conducted informal surveys twice before, and tried to take into account the concerns and suggestions provided to make the experience more positive for the students. Here is part one of an anecdotal analysis of the formal survey. (Part 2 can be found here.)
As is human nature, the less supportive comments often overshadow the supportive. As teachers, we want to ensure all students have the opportunity to learn in a safe, supportive environment, while continuing to provide differentiated instruction and authentic learning opportunities. The reality is, and we are learning to accept this and work through it, you can’t please everyone. Not every person in 100 will completely support anything, but we hope to find some compromises for those that are less than thrilled with the team teaching approach.
Using the SmartBoard to Teach Algebra
Kevin Sonico~ Grade 9 Math and Science
Some have referred to them as glorified whiteboards. SmartBoards have had the unfortunate reputation of digitizing technology that was already in its own way a useful tool. Some teachers may have even requested for the removal of SmartBoards for the use of that valuable real estate behind it. The challenge is the to rethink of how we can use them differently in our classrooms. So instead of thinking of them as expensive blackboards or overhead screens where we only project content, let us make them more dynamic and interactive. Perhaps we can start to think of them more as oversized tablets.
Some have referred to them as glorified whiteboards. SmartBoards have had the unfortunate reputation of digitizing technology that was already in its own way a useful tool. Some teachers may have even requested for the removal of SmartBoards for the use of that valuable real estate behind it. The challenge is the to rethink of how we can use them differently in our classrooms. So instead of thinking of them as expensive blackboards or overhead screens where we only project content, let us make them more dynamic and interactive. Perhaps we can start to think of them more as oversized tablets.
One of the most useful functions of the SmartBoard is the infinite cloner. I was originally introduced to the idea of using the infinite cloner in modelling integers. Because this was such an effective way to visualize why we “invert and multiply” in subtracting integers, for example, I thought it would be great to demonstrate polynomial functions. Using individual manipulatives such as Algebra Tiles have been very helpful in visualizing such an abstract concept. To use the SmartBoard much in the same way like an iPad:
Team Teaching: The Reality
Ivy Waite & Jaime Groeller
This post is part of a
series. Read the previous post here.
SPACE
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| Jaime's "Work Room" (Left) & Ivy's "Collaborative" Room (Right) |
When we set up our classrooms in early August 2012, we were both so excited to begin this adventure. We spent time thinking about how we could provide the best physical learning environments, and even searched the internet for affordable options for students who like working while sitting on the floor. (We eventually settled on those foam-like floor tiles from Canadian tire.) Because of the lack of “alternative” seating for the “tabletop-free room”, we reevaluated our plan and ended up setting Ivy’s room up as the “conversation room” and my room as the “work room.” We put all the tables into Ivy’s room, and set desks up in my room, trying to ensure we had room for 50 students in each room. We envisioned one room as the place where class discussions would happen while the other would act as the place for mini-lectures, etc. We soon abandoned this plan. Here’s a few reasons why:
Team Teaching - Our Vision
Jaime Groeller & Ivy Waite
In August 2012, at the beginning of our second year teaching together, Ivy and I took the plunge and started “team teaching.” We had seen a successful example just down the stairs from us (Park/Bailey) and modeled much of our initial approach on those ideas. Furthermore, we had been doing a lot of co-planning and co-implementing already during our first year together, 2011-2012, and wanted to fully integrate our practices and our classrooms for the 2012-2013 school year.
In August 2012, at the beginning of our second year teaching together, Ivy and I took the plunge and started “team teaching.” We had seen a successful example just down the stairs from us (Park/Bailey) and modeled much of our initial approach on those ideas. Furthermore, we had been doing a lot of co-planning and co-implementing already during our first year together, 2011-2012, and wanted to fully integrate our practices and our classrooms for the 2012-2013 school year.
The Team!
Grade 8 Litspiration Blog Project
Ivy Waite & Jaime Groeller
Inspire our grade eight students to connect with literature using novels that they have chosen, and hold them accountable for this free-reading, while creating a community of readers.
The Challenge:
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Student Created Book Spine Poetry
|
The Plan: The Litspiration Blog
Project
Trimester
One Overview - Jump into Literature!
A. 3
Novels Read
B. 3
Reviews w/ 3 Peer Revision Forms completed
C. 1
Litspiration Challenge - free choice
D.
Project Reflection
Leave it to Beavers Project Update
Stakeholders in the Leave it to Beavers project met recently to reflect on fall visits and to plan ahead for spring and beyond.Rachelle Haddock from the Miistakis Institute summarized the fall program including the great news that a few 'nuisance' beaver were located and trapped to be introduced to the reservoir. http://www.rockies.ca/blog/?p=697
Recently volunteers at the site have seen evidence that the beaver are indeed still present and are busy logging the nearby forest. A blind has been built near the reservoir with a webcam focused on the beavers' dam, but we haven't been able to see the images yet. A new website for the project, which will include the scientific data produced by the grade 7 and 8 students, will hopefully host the webcam images.
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| New Resident to Goodwin Pond by Rachelle Haddock |
Recently volunteers at the site have seen evidence that the beaver are indeed still present and are busy logging the nearby forest. A blind has been built near the reservoir with a webcam focused on the beavers' dam, but we haven't been able to see the images yet. A new website for the project, which will include the scientific data produced by the grade 7 and 8 students, will hopefully host the webcam images.
Grade 8 Light and Optical Systems
Mission Impossible
Our grade 8's have been trying to avoid our motion detectors this week in their study of how light is reflected, transmitted and absorbed by different materials. Our school has several motion detectors as a part of our alarm system, the students were challenged by their teachers to avoid detection. A motion detection light was also mounted in their classroom for testing.
Using the scientific process, students hypothesized what movements or materials would enable them to get close enough to the treasure (candy) without the motion light being triggered. Each pair of students had to devise and submit at least 3 different hypotheses and test them.
Our grade 8's have been trying to avoid our motion detectors this week in their study of how light is reflected, transmitted and absorbed by different materials. Our school has several motion detectors as a part of our alarm system, the students were challenged by their teachers to avoid detection. A motion detection light was also mounted in their classroom for testing.Using the scientific process, students hypothesized what movements or materials would enable them to get close enough to the treasure (candy) without the motion light being triggered. Each pair of students had to devise and submit at least 3 different hypotheses and test them.
Bringing Beavers Back to the Cross Conservation Area – Site Visit #2
Parent Guest Blogger Denise Kitagawa Click here to visit "Out and About with the GeoKs"
Our first visit to the Cross Conservation Area Pine Creek watershed was back in June. Against a backdrop of tall, green grass and leafy trees, a multitude of insects, toads and birds blessed us with natural “music” over the course of the day.
Things were a lot quieter during our second visit to the site, which took place in late September just after the students (now in grade 8) returned to school from their 3-day/2-night fall Outdoor Ed camp. The students were less boisterous than usual. A couple of ducks landed on the pond and took off a short while later. But most of the sounds were from a tractor and a crew of volunteers hard at work stockpiling small, felled trees and large branches at various locations around the pond, measures aimed at giving the beaver family (mature male, mature female, a juvenile and two 2012 kits) a better chance of making it through their first winter at the Pine Creek pond.
Our first visit to the Cross Conservation Area Pine Creek watershed was back in June. Against a backdrop of tall, green grass and leafy trees, a multitude of insects, toads and birds blessed us with natural “music” over the course of the day.
Things were a lot quieter during our second visit to the site, which took place in late September just after the students (now in grade 8) returned to school from their 3-day/2-night fall Outdoor Ed camp. The students were less boisterous than usual. A couple of ducks landed on the pond and took off a short while later. But most of the sounds were from a tractor and a crew of volunteers hard at work stockpiling small, felled trees and large branches at various locations around the pond, measures aimed at giving the beaver family (mature male, mature female, a juvenile and two 2012 kits) a better chance of making it through their first winter at the Pine Creek pond.
Grade 8 Writing Activity- Show Don't Tell
Jaime Groeller
"It was a crisp morning, but this fall is beautiful! I wish I was a poet or a photographer in order to capture it myself."
We were outside, silent for 15 minutes, in 8.3 despite the coolness. I had them choose a spot to start, then had them move to a second spot, all in silence.
Seriously awesome conversation between two students once we came inside:
Student 1: "How about, like, that the wind "digs its fingers" into you?"
Student 2: "Hmmm, not really. That's not quite it."
"It was a crisp morning, but this fall is beautiful! I wish I was a poet or a photographer in order to capture it myself."
We were outside, silent for 15 minutes, in 8.3 despite the coolness. I had them choose a spot to start, then had them move to a second spot, all in silence.
Seriously awesome conversation between two students once we came inside:
Student 1: "How about, like, that the wind "digs its fingers" into you?"
Student 2: "Hmmm, not really. That's not quite it."
Math & Science Inquiry Projects
CSS Math & Science Inquiry Projects Database
Our Math and Science Team has created a Google Doc to house a database of inquiry projects that they will use throughout the year. The goal of this database is to provide a place where teachers within the school and ultimately, teachers from outside the school, can see how we foster inquiry within our own classrooms.
If you would like to learn more about one of the projects or have a question please add a comment below.
Click here to visit the Project Database:
CSS Math and Science Inquiry Project Database
If you would like to learn more about one of the projects or have a question please add a comment below.
Click here to visit the Project Database:
CSS Math and Science Inquiry Project Database
Students Teaching the Student Teachers
On September 11, 2012 eight of our grade 8 students walked to Mount Royal University to assist with an Google Apps orientation for new Education students. We were contacted by Dr. Norm Vaughn, who sits on the Calgary Science School board, to come and help his students in using the different applications that our students as so familiar with. Our students not only worked with individual university students, but took to the lectern to share some of their examples from class.Action Research: The Model Method in Solving Word Problems
-by Kevin Sonico
“Show me your ‘thinking’.” “Explain your process.” These are two statements that are often used to encourage students to communicate their strategies in solving a word problem. In my experience, what is often produced, written, and described are algorithms, equations, and other symbolic representations. Rarely have students submitted strategies that comprised of visual methods. Because of this, I set out to see if there is an effect of explicitly teaching a visual strategy, namely the model method, in helping students solve problems. Through the use of models, students worked on word problems around the concepts of fractions, decimals, percent, and ratios. Described here are three examples of the many problems posed in class.
“Show me your ‘thinking’.” “Explain your process.” These are two statements that are often used to encourage students to communicate their strategies in solving a word problem. In my experience, what is often produced, written, and described are algorithms, equations, and other symbolic representations. Rarely have students submitted strategies that comprised of visual methods. Because of this, I set out to see if there is an effect of explicitly teaching a visual strategy, namely the model method, in helping students solve problems. Through the use of models, students worked on word problems around the concepts of fractions, decimals, percent, and ratios. Described here are three examples of the many problems posed in class.
A Different Kind of Test
-by Margaret Leland, Grade 8 Humanities
Over the Spring break I was reading Seth Godin’s “Stop Stealing Dreams (what is school for?)” and began to question how best I could develop the unit final for my students to finish off our Worldviews in Conflict: The Spanish
and the Aztecs.
I was mulling over the following quotes by Seth Godin:
“The obligation of the new school is to teach reasonable doubt. Not the unreasonable doubt of the wild-eyed heckler, but the evidence-based doubt of the questioning scientist and the reason-based doubt of the skilled debater.”
“Unfortunately, the things we desperately need (and the things that make us happy) aren’t the same things that are easy to test.”
Over the Spring break I was reading Seth Godin’s “Stop Stealing Dreams (what is school for?)” and began to question how best I could develop the unit final for my students to finish off our Worldviews in Conflict: The Spanish
and the Aztecs.I was mulling over the following quotes by Seth Godin:
“The obligation of the new school is to teach reasonable doubt. Not the unreasonable doubt of the wild-eyed heckler, but the evidence-based doubt of the questioning scientist and the reason-based doubt of the skilled debater.”
“Unfortunately, the things we desperately need (and the things that make us happy) aren’t the same things that are easy to test.”