-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 grade9. Show all posts
Showing posts with label grade9. Show all posts
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.
Outcomes Based Assessment and Feedback Loops
Cynthia Nilsson~ Grade 9 Math/Science Pre-service teacher
Werklund School of Education
As a graduating student from the Werklund School of Education, experiencing my final practicum
experience at Connect Charter, one of my professional goals was to focus on assessment for learning in a real and meaningful way, rather than only assessment of learning. With the support and mentorship of Louis Cheng, I was able to gain experience in implementing assessment for learning in a Grade 9 Math/Science class, by combining feedback loops with outcomes based assessment.
Werklund School of Education
As a graduating student from the Werklund School of Education, experiencing my final practicum
experience at Connect Charter, one of my professional goals was to focus on assessment for learning in a real and meaningful way, rather than only assessment of learning. With the support and mentorship of Louis Cheng, I was able to gain experience in implementing assessment for learning in a Grade 9 Math/Science class, by combining feedback loops with outcomes based assessment.
Master Chef Electricity Challenge, Grade 9
-by Louis Cheng and Cindy NilssonToday the grade 9 students were given a series of instructions to complete a Master Chef Electricity Challenge.
In teams of four, they were provided a box of electrical supplies and had 10 minutes to begin researching how to build some circuits. After their research time, they had to put away their laptops and textbooks to attempt to build the following:
Grade 9 Identity Poetry Anthology
WHO AM I?: Identity Poetry Anthology Version 2.0
Jaime Groeller and Ivy Waite- Grade 9 Humanities
Jaime Groeller and Ivy Waite- Grade 9 Humanities
Ivy and I are very excited to once again be team teaching grade 9 Humanities this year. We taught this curriculum in our first year together, went back down to grade 8 for our second, then looped back into grade 9 with the same students for the 2013-2014 school year. We went back to our year plan from our first time through grade 9, looked through the projects we created and adapted, and in doing so decided to begin the year once again with a poetry unit on “identity”, an important guiding concept in the grade 9 social studies curriculum. We love this project because it also allows us to meet some ELA objectives and have the students interact with poetry beyond merely “analyzing.” Armed with our detailed reflections from last time, we worked to adapt the activities and projects we used before to meet the needs of our current group of students, and also to improve upon certain aspects of the inquiry. The assignment sheet and graphic organizer look very similar to last time, but we did make some significant changes to how we approached this study, as well as the organization of the anthology itself.
Making Sustainable Food Choices
Originally Posted February 6, 2011
Our grade 9 team recently completed a cross-disciplinary 'challenge-based learning' project as part of an Apple/New Media Consortium international research study.
Challenge Based Learning is an approach to designing classroom work with many similarities to inquiry-based learning. CBL involves students engaging in real-world issues, conducting data-collection and analysis, and then designing and implementing a solution to an issue.
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.
Aligning the Flipped Classroom Approach With Inquiry-Based Learning
A Collaborative Action Research Project
Dave Scott & Jason Publack~ Grade 9 Humanities
Over the past year, Jason and I have been looking at the potential of the flipped classroom to enhance first installment we explored the nature of the flipped classroom and outlined, with example videos, how we were trying to integrate this approach into our Humanities program. In our second and third posts, through surveys and focus group interviews with our students, we examined both the strengths and weaknesses of using the flipped classroom model.
the learning environment of our grade 9 Humanities students. In our last three blog posts we have been documenting our research findings and reflecting on this process. In our
Dave Scott & Jason Publack~ Grade 9 Humanities
Over the past year, Jason and I have been looking at the potential of the flipped classroom to enhance first installment we explored the nature of the flipped classroom and outlined, with example videos, how we were trying to integrate this approach into our Humanities program. In our second and third posts, through surveys and focus group interviews with our students, we examined both the strengths and weaknesses of using the flipped classroom model. the learning environment of our grade 9 Humanities students. In our last three blog posts we have been documenting our research findings and reflecting on this process. In our
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.
The Potential of the Flipped Classroom: Post Number 3
A Collaborative Action Research Project
Dave Scott & Jason Publack Grade 9 Humanities
As outlined in our last post found here, we have been looking at the potential of the flipped classroom within the context of a grade 9 Humanities class. In case you haven’t encountered this model of learning, within the flipped classroom students watch classroom instruction for homework as part of a video or ‘vodcast’. Class time is then spent on inquiry-based learning where students apply what they learned at home and are also given the chance to ask questions and receive feedback.
Whereas last time we had students watch a series of videos on how to write a business letter, this time Mr. Publack’s videos focused on how to write an essay. Here is an example of one of the videos:
My Flip Classroom
A Collaborative Action Research Project
Jason Publack & Dave Scott Grade 9 Humanities
The flip classroom is a fascinating addition to a teacher's tool box. But it is not a final answer, or a complete one. Below are my thoughts on some of the strengths and weaknesses of the flip classroom as I've experienced it this year in my grade 9 Humanities classroom. To see an example of one of our videos click here.
Jason Publack & Dave Scott Grade 9 Humanities
The flip classroom is a fascinating addition to a teacher's tool box. But it is not a final answer, or a complete one. Below are my thoughts on some of the strengths and weaknesses of the flip classroom as I've experienced it this year in my grade 9 Humanities classroom. To see an example of one of our videos click here.
"A lecture is an occasion when you numb one end to benefit the other."
John Gould
"It's about changing instructional models so the students can receive more instructional support in the classroom."
- Bruce Umpstead, Michigan Office of Technology and Date Coordination
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:
CSS Reads- Grade 9
Jason Publack & Abby Saadeh~ Grade 9 HumanitiesThe Grade 9 teaching team, which included two student teachers this term, constructed a reading competition based on the CBC’s Canada Reads program. Scott Bailey, one of our University of Calgary student teachers, created a CSS Reads website to share and track the process of competition. The site is an excellent exemplar for schools wishing to host their own ______ Reads unit. Please let us know if you are hosting a similar competition. We would love to connect.
Student Insights into the Educational Potential of the Flipped Classroom
David Scott and Jason Publack ~ Grade 9 Humanities
Over the last few years there has been increasing talk within educational circles around the potential of the flipped classroom to enhance learning. Historically, and this is confirmed by a great deal of research, classrooms have been places where students spend a great deal of their time listening to teachers talk. Whether teachers are lecturing or explaining a particular concept, this has meant students have relatively limited class time to apply the concepts or ideas they learn from the lecture and must therefore do this at home for homework. This has meant that during the most difficult part of the learning process when they might need aid and support, they are left to their own resources when they are having difficulties or need extra help.
Over the last few years there has been increasing talk within educational circles around the potential of the flipped classroom to enhance learning. Historically, and this is confirmed by a great deal of research, classrooms have been places where students spend a great deal of their time listening to teachers talk. Whether teachers are lecturing or explaining a particular concept, this has meant students have relatively limited class time to apply the concepts or ideas they learn from the lecture and must therefore do this at home for homework. This has meant that during the most difficult part of the learning process when they might need aid and support, they are left to their own resources when they are having difficulties or need extra help.
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 9 Charter of Rights and Freedoms
Rick Mercer Rant Assignment
David Scott- Grade 9 Humanities
To gain a better appreciation of how The Canadian Charter of Rights and Freedoms is relevant to the lives of our grade 9 students, we asked our students to explore a court case where a Charter right or freedom was violated. The specific learning outcomes we sought to target in the Alberta Grade 9 Social Studies Program were as follows:
9.1.6 assess, critically, the impact of the Canadian Charter of Rights and Freedoms on the legislative process in Canada by exploring and reflecting upon the following questions and issues:
Click here for an example of a Rick Mercer rant
David Scott- Grade 9 Humanities
To gain a better appreciation of how The Canadian Charter of Rights and Freedoms is relevant to the lives of our grade 9 students, we asked our students to explore a court case where a Charter right or freedom was violated. The specific learning outcomes we sought to target in the Alberta Grade 9 Social Studies Program were as follows:
9.1.6 assess, critically, the impact of the Canadian Charter of Rights and Freedoms on the legislative process in Canada by exploring and reflecting upon the following questions and issues:
- In what ways has the Canadian Charter of Rights and Freedoms fostered recognition of individual rights in Canada? (PADM, I)
- How does the Canadian Charter of Rights and Freedoms support individuals in exercising their rights? (PADM, C, I)
Click here for an example of a Rick Mercer rant
Student Blogs "The Bamfield Diaries"
As a way to create an audience for their work, recently the grade 9 classes have begun blogging. As part of this process, students were asked to recount an experience they had during their week long adventure at Bamfield Marine Centre on the west coast of Vancouver Island. Here are some samples of their work along with their blog address.
Students love when people visit their blog (we are keeping a class tally for the blogs with the most posts). Please visit their site and feel free to leave a comment.
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
The Scorpion Project: Novel Inquiry in Progress
By Ivy Waite, grade 9 Humanities
This novel inquiry is housed online at The Scorpion Project. As students are sharing their work through blogger, building the project there as well allows us to model the use of technology that we expect to see.
Novel studies are supposed to be about connecting with literature. They are intended to give readers an opportunity to look deeper into themselves and their surroundings through another set of experiences, whether real or fictional. The Scorpion Project is more than a novel study however, it is a novel inquiry.
The Expert in the Classroom
By Ivy Waite
It is so amazing to come to work and know that you have a team of people ready to support you. While I do still have days where I feel overwhelmed, I know that I will pull through alright. How can you drown in a pool full of life preservers?
This term I am so thrilled to be able to collaborate with an expert in my drama elec
tive. Caroline Murray is an amazing arts educator, and has joined the CSS team to work with me regularly to ensure that I am delivering the best possible fine arts education to my students in a drama elective. On our first day working together she walked in ten minutes before class, and together we brainstormed a lesson that had students focused on using their bodies as tools with which they can powerfully communicate.
It is so amazing to come to work and know that you have a team of people ready to support you. While I do still have days where I feel overwhelmed, I know that I will pull through alright. How can you drown in a pool full of life preservers?
This term I am so thrilled to be able to collaborate with an expert in my drama elec
tive. Caroline Murray is an amazing arts educator, and has joined the CSS team to work with me regularly to ensure that I am delivering the best possible fine arts education to my students in a drama elective. On our first day working together she walked in ten minutes before class, and together we brainstormed a lesson that had students focused on using their bodies as tools with which they can powerfully communicate.