Peer Assessment

Excellence in Education: Peer Assessment

Over the last couple of weeks, I've seen several examples of effective peer assessment. The ability to self-assess and peer-assess are required for improvement. By studying their own work and the work of others, student learning accelerates and learning is much more efficient and effective than teacher-provided feedback. 

Peer Assessment Technique 1

1. Students complete an assignment or problem individually.
2. Students then get into random or flexible groups of 3-4. 
3. Each student pass their work to the left and they take notes (either on the paper or itself, a sticky note or their own piece of paper. This could also be done digitally.)
4. After everyone has reviewed each partner's work, they discuss differences. 
5. Mark-up stage: This can be done in a variety of ways: They can mark up their own. they can mark up the last one they were passed, they can work collaboratively to mark up one or they can recreate a master one. 
6. After completing the mark-up stage, encourage students to reflect on their learning by asking them questions like What were some decisions that were hard to make? What were some common errors that were made? What were things everyone did well? Were there some areas where you couldn't agree? How did you come to your decisions? 

Peer Assessment Technique 2

1. Students complete an assignment. This could be a worksheet, a writing sample, etc. 
2. The assignments are handed in and redistributed to students. Students do NOT know who is marking their work. If you are concerned about confidentiality: do not have students put their names on their original papers and instead use a code or some other secret word. 
3. Students then mark their peers' work using a key or teacher-modeled answers. Again, posting this online is a good option. 
4. Collect all the work and then hand it back to the original student. 
5. Provide students with an opportunity to check the checker's work and, more importantly, to see where they made their mistakes. 
6. After reviewing their original work, ask questions like those listed above in #6. 

Using peer-assessment techniques like these benefits both the original doer and the assessor. It teaches students how to avoid mistakes, how to correct errors, and that improvement is always possible, building metacognitive skills and a growth mindset as well as teaching academic tasks. 

What are some peer assessment strategies you use? 

Tasks, Important Dates/Information

Interim period ends: Tuesday

Champions/Medford League Basketball Game: Tuesday during MM

Friday: B-Day & Clubs 

Friday: College and Culture Pride 

March 2: Monticello PD Day (plan for instructional showcase, PLCs, freshman seminar)

March 3: Teacher Work Day 

March 5: Community Showcase 4:30-7:00

Shannon Grant Application http://compass.k12albemarle.org/?p=2319330 

Birthdays

February 25: Joe Weaver & Paul Jones

Important Links

Bell Schedules http://bit.ly/MustangBells 

• This includes links to the Friday calendars and the year-end calendar

Seeking volunteers? ACPS is attempting to expand volunteer outreach and help teachers find volunteers. Here’s a form that takes a minute to complete.

Morning Announcement Stream: http://streaming.k12albemarle.org/ACPS/links.htm

Announcement Request

Athletic team schedules, rosters, etc.

Teacher Manual

Want something included on the Monticello Outlook Calendar, the Monticello website, in the PowerSchool Daily Bulletin, schoolwide Schoology accounts, or the student newsletter (viewed by parents, students and staff)? Please use this link https://goo.gl/forms/bIjfJLKokWPcEHx33 

Worth Your Time

How to use Google Sheets to create an interactive/multimedia timeline

Why are average students often stuck in the dullest high school courses?

Teachers use meditation to calm and inspire: 'Imagine a voice coming from your heart.'  

Walking Away from Students

Excellence in Education: Walking Away from Students

Over the last week, I've seen two examples where teachers walked away from students who were in need of help.

And it was GREAT!

In both examples, the teacher facilitated and advanced learning. First, let me talk about the situation I observed in Mr. McCrory's math class. Students were working in partnerships and were actively using math vocabulary as they tried to solve a series of problems. Two partnerships were stuck on the same problem and were consulting each other. After a minute or two, it was obvious they were close but were not quite able to get to the answer. Erasers were getting worked hard. Mr. McCrory came over and asked what is often called an advancing question, "Can you explain what you've done and what's next?"

Mr. McCrory answered succinctly, "That's one way to solve it if you do what next? Another student chimed in with the answer and the original student made a comment along the lines of "but isn't there another way?"

To this Mr. McCrory responded, "Yes. A simpler way would be to [brief non-specific explanation] Why don't you try that." He then walked away. The group explored the problem further and BAM! came up with an answer using the "new" technique.

The second example occurred right across the hallway with Ms. Kelly. After working through an question with a student who was struggling, the student arrived at the correct answer. Sensing that the student needed further help, Ms. Kelly stayed by the side and offered prompts to the student as she worked through the next problem. After the student had completed that problem, which was the last problem, Ms. Kelly asked two advancing questions--most likely because she was unsure if the student had truly mastered the concept. Ms. Kelly's first question was "How are the answers to these two questions the same?" She stuck around for the answer. Then she popped a more difficult question, "What would happen if these were flipped (referring to the angles of the triangle)? Think about it."

Then she walked away.

Ms. Kelly's last question was an example of an advancing question. She had  assessed what the student knew in relation to the lesson's learning target and recognized that she needed to move the student's understanding further.

While both teachers showed remarkable skill in developing these questions on the fly, it's often very difficult to develop assessing questions and higher-order thinking questions in such a manner as you bounce around the room facilitating the learning of 25 students. In such situations, we often revert to providing the answers. A technique that I used was to write assessing and advancing questions in the margin of my copy to avoid this.

A tip I learned from an English teacher was to use assessing and advancing questions as a feedback tool. After collecting the work, she would write questions on each student's paper and hand them back to the students during the next class when they would be expected to "advance" their work. I've also seen a teacher type assessing and advancing questions onto labels and then  as she walked around the class, she would stick them on students' papers to advance their learning.

By walking away, the teachers challenged the students to further their learning. They engaged the students in deeper learning and made learning visible to the student.

Assessing questions:

1. Are based on the student's work.
2. Provide clarification to the student and teacher. 
3. Support the student's metacognitive growth. 

Advancing questions:

1. Are the next step and are based on what the student can do.
2. Are intended to extend the student's knowledge and level of mastery. 
3. Challenge the student to advance their learning and to think of problems in new ways

A tip I learned from an English teacher was to use assessing and advancing questions as a feedback tool. After collecting the work, she would write questions on each student's paper and hand them back to the students during the next class when they would be expected to "advance" their work. I've also seen a teacher type assessing and advancing questions onto labels and then  as she walked around the class, she would stick them on students' papers to advance their learning. 

Shout Out: Ms. Rita

We currently have 1,196 students. I'm a firm believer that we all teach and are responsible for all 1,196 students and that everyone must make a contribution to ensure the success of each student. Ms. Rita demonstrates such commitment as she has--without being asked--manned the purple doors during Mustang Morning and the first part of lunch to ensure our students are attending classes and meeting our expectations.

We must continue to work as a team of people all working to achieve our goals and the success of every student.

Thanks Ms. Rita!

Tasks, Important Dates/Information

March 2: Monticello PD Day (plan for instructional showcase, PLCs, freshman seminar)

10:00am: Freshman Seminar Teachers Meet

12:00-1:30 PLC 1

1:30-3:00  PLC 2 

Please use time throughout the day to complete any work necessary for the showcase and other matters. 

 

PLC Collaborative Work for month of March

1. Prepare 3rd common assessment
2. Reflect/Analyze reteaching strategies from midterm and their effectiveness  
3. Determine SOL preparation plans for current students

 

Optional PLC Collaborative Work for the month of March:

These can be used to facilitate the above as well

Team time discussion 

Equity Audit 

Improving Student Outcomes

 

March 3: Teacher Work Day 

March 3: Teacher Work Day

This is a teacher flex day, meaning you can work from home. School will be open. Please ensure that you have.  

1. Completed teacher course requests (we will be contacting those who haven't)
2. Request students for Mustang Morning. This is a school expectation that any student with a D or F or in jeopardy of failing is requested by the teacher. For directions: https://docs.google.com/document/d/1lgRaSKQaQ-SBPoqXw8tKD_wsrWJ07pJGBVMkDvefWTQ/edit 
3. Additionally, please make sure that you have contacted families of students with D's and F's 

March 5: Community Showcase 4:30-7:00

Birthdays

March 3: Chris Stanek
March 4: John Kinney

Important Links

Bell Schedules http://bit.ly/MustangBells 

• This includes links to the Friday calendars and the year-end calendar

Seeking volunteers? ACPS is attempting to expand volunteer outreach and help teachers find volunteers. Here’s a form that takes a minute to complete.

Morning Announcement Stream: http://streaming.k12albemarle.org/ACPS/links.htm

Announcement Request

Athletic team schedules, rosters, etc.

Teacher Manual

Want something included on the Monticello Outlook Calendar, the Monticello website, in the PowerSchool Daily Bulletin, schoolwide Schoology accounts, or the student newsletter (viewed by parents, students and staff)? Please use this link https://goo.gl/forms/bIjfJLKokWPcEHx33 

Worth Your Time

How effective graders think

Schools are embracing mindfulness, but practice doesn't always make perfect

Having High Expectations for Students and Higher Expectations for Ourselves

Excellence in Education: Having High Expectations for Students and Higher Expectations for Ourselves 

Seven months ago, I had lofty expectations for myself and my students. Like I do every year, I pledged to hold my students--all of them--accountable. Included in my pledge this year: “I will not let any student’s past determine their present; when challenged, I will only work harder to ensure their success."

The other day, however, I caught myself slacking. My first day optimism waned and my mid-year frustrations impacted my attitude. I’m ashamed to say that I allowed student problems to impact my attitude, and my effort. I caught one of my frequent fliers skipping class. Rather than addressing the student’s misbehavior, I let my expectations slide, and only encouraged the student to go to class. I didn't even follow-up to see if he had made it to class.

On my drive home--it was a rare day where I hadn't biked--I reflected on the day and was curious to see if the student had made it to his class. As I pulled my car into my parking spot, I logged into PowerSchool. The student hadn't made it to his next class. I emailed his 2nd block teacher to see if he had made it the class after I had talked to him and awaited the reply. An hour or two later the email came, "No, he didn't."

I had failed and I recognized I hadn't met my own expectations. Yes, it was easier for me and for the student to let it slide, but as soon as I allow that, the bar cannot be raised. The lower expectations become the new norm. 

This is a tough stretch. I challenged myself and now I challenge you: rather than let the school’s problems--whatever they may be--impact your attitude, flip it so that your attitude shapes your actions.

Tasks, Important Information, Upcoming Events

Friday: Clubs and A-Day

Intent to return. Intent 2020.  Please complete by 2/21/20.

Talent Show: Friday @ 7

Field Trips

Birthdays
February 19: Alexa Dostart
February 20: Laura Massey
February 21: Teresa Goodin

Useful Information

Bell Schedules http://bit.ly/MustangBells 

• This includes links to the Friday calendars and the year-end calendar

Seeking volunteers? ACPS is attempting to expand volunteer outreach and help teachers find volunteers. Here’s a form that takes a minute to complete.

Morning Announcement Stream: http://streaming.k12albemarle.org/ACPS/links.htm

Announcement Request

Athletic team schedules, rosters, etc.

Teacher Manual

Want something included on the Monticello Outlook Calendar, the Monticello website, in the PowerSchool Daily Bulletin, schoolwide Schoology accounts, or the student newsletter (viewed by parents, students and staff)? Please use this link https://goo.gl/forms/bIjfJLKokWPcEHx33 

Worth Your Time

Ask yourself, why am I grading this? 

3 reasons students procrastinate--and how to help them stop

Encouraging Ethical Behaviors

Excellence in Education: Encouraging Ethical Behaviors 

The other day I was having a conversation with a teacher who wanted to give her students a take home test. Even though the test consisted mostly of short answer type of questions, she was concerned about the students cheating whether this meant copying from a classmate or directly from an online source. On the other hand, she wanted students to be able to refer to online sources and she felt that doing this in class might not be the best use of instructional time. 

We talked about the assignment, its instructional value, how it could be tweaked to encourage higher-order thinking and less cheating, and made some modifications to the assignment. We also recognized that most students don’t cheat and we shouldn’t make a decision based on the small minority that may. 

As teachers we can instill in our students a sense of personal responsibility, of ethos, and it’s pretty easy to do.

1. Avoid loss-framed statements, such as “If you cheat, you will get a zero.” Research shows that these statements may temporarily prevent cheating but do little in the long-run. Instead frame your statements in a positive manner.
2. Teach character. Remind students that even minor cheating infractions, speak to their character and trustworthiness.
3. Reinforce positive behaviors, such as being honest and have students reflect on their own principles and values.

So before giving a take home test or another assessment where the opportunity to cheat presents itself try, “We’ve worked hard to build trust this year. I’m proud of the trust that we’ve built, I know you won’t let me down.” Then when you hand out the assignment, require students to look you in the eye and pledge their affirmation with a statement like “I will not cheat,” or “I won’t let you down.” 

As a final step, when students turn the assignment in you can have them either write on the assignment or have them say, “I fulfilled my promise. I didn’t cheat,” or a similar statement. When they do this, thank them for their work and honesty.  

So instead of threatening students with zeroes and office referrals, a more effective anti-cheating policy is to remind students of who they are, how they want to be seen and who they want to be.

Tasks, Important Information, Upcoming Events

Wednesday, February 12: Senior class picture. To ensure all seniors will have the opportunity to be in the class picture, the picture will be taken at 1pm. 

1. Seniors will be called out of their 2A classes or lunch at 12:50 to go to the stadium.
2. At 12:55 students will be lined up by Mr. Garland, Ms. McCaskill for pictures.
3. At 1pm the picture will be taken.
4. Students will be dismissed to class or PM CATEC. 

Thursday, February 13: Medford League Basketball Game during Mustang Morning 

Friday, February 14: B day, Lovefest, ACPS climate survey to be administered before all Lovefest Activities. No clubs. 

AVID Professional Learning Workshop (earn 14 re certification points, become AVID certified, learn new instructional techniques that are high-yield and can be easily implemented): Feb 18-19 @ Jouett. Email wtrent@k12albemarle.org if you're interested in attending.

If you haven't yet completed the Showcase Survey, please do so  https://forms.gle/V9aqhxC32PDe1VaY9


Intent to return. Intent 2020.  Please complete by 2/21/20.

 

Field Trips

February 11: Leadership/Winterfest with our feeder elementary schools 

Birthdays
February 10: Hannah Huntington
February 11: David Waters
February 12: Jeff Lloyd
February 14: Barry Keith

Useful Information

Bell Schedules http://bit.ly/MustangBells 

• This includes links to the Friday calendars and the year-end calendar

Seeking volunteers? ACPS is attempting to expand volunteer outreach and help teachers find volunteers. Here’s a form that takes a minute to complete.

Morning Announcement Stream: http://streaming.k12albemarle.org/ACPS/links.htm

Announcement Request

Athletic team schedules, rosters, etc.

Teacher Manual

Want something included on the Monticello Outlook Calendar, the Monticello website, in the PowerSchool Daily Bulletin, schoolwide Schoology accounts, or the student newsletter (viewed by parents, students and staff)? Please use this link https://goo.gl/forms/bIjfJLKokWPcEHx33 

Worth Your Time

Want to see change in education? It's not more, it's different.

How teachers get cold calling right

 

7:40-8:40	Zero Period
8:55-10:55	1st Period After Announcements: ACPS Climate Survey
11:00-1:00	2nd Period   Lunch Class 1st: 11:00-11:35 11:40-1:00 2nd: 12:25-1:00 11:00-12:20
1:05-2:25	3rd Period
2:30-3:50	4th Period

Motivational Interviewing, Part 2

Excellence in Education: Motivational Interviewing, part 2
Last week I wrote about a simplified version of Motivational Interviewing and I used it several times with students with moderate success. This week, I'm going to dive deeper into motivational interviewing. 

Again, the purpose of motivational interviewing is to help students take ownership for their progress, help prepare them for potential obstacles, and ultimately experience growth and success. I see myself using Motivational Interviewing with students who are not experiencing academic success, those who receive minor referrals, and for students who need help with executive functioning skills and are frequently "lost." I also believe it is an important technique to use with students who are not like me and/or culturally different. 

At the basis of motivational interviewing is the acronym OARS (open-ended questions, affirmations, reflective listening, and summary statements). 

Open-ended questions are those that cannot be answered in a word or two and get students to tell their stories, enabling you to learn about the student and the issue. Example stems include: Tell me more about...How...What....What have you tried...As you can see these keep the communication flowing forward. 

Affirmations, when delivered with sincerity and non-judgmental, boost student confidence and empowerment while also encouraging desired behaviors. Examples include I appreciate how...You did a really good job...That's something we can work on together...These affirmations are intended to validate the student and acknowledge his/her experiences. 

Reflective Listening mirror what the student is saying and show collaboration and equity.* Stems include It sounds like...You're saying....You're feeling...Please tell me more. You may want to try to avoid Do you mean and What I hear as they may appear to be patronizing.  Reflective listening must be purposeful; aim for two reflections for every question you ask. 

Summaries let the student know that you are listening and understanding. It's a chance to wrap things up and allow the student to hear their own motivations and also hear contradictions and short-comings. Summary statements might sound like So, let me make sure I got this...Here's what I've heard...Please tell me what I'm missing....What we discussed...These statements enable the student to hear their plan and to make any modifications and corrections. 


I encourage you to try motivational interviewing with me. I know that I need to work on these skills and I know that often I will face a certain amount of resistance from many students. However, I know that the work that we do is important and we need to confront these challenges with zealousness. I look forward to using motivational interviewing to increase and improve communications with students and providing them with a helpful, focused and purposeful approach. I'm eager to get to know our students better through understanding what challenges and frustrations they are experiencing and I hope together we can turn these feelings of despair to ones with purpose and hope.  Our kids deserve it. 


*As a young teacher, I often felt I was better than my students. I now realize that such thinking is and we cannot teach if we think we're better than our students. We have so much to learn from them and vice-versa.

Additional resources 
A two-page handout 

A very detailed clinical approach

Tasks, Important Information, Upcoming Events

Vaccination Clinics: February 4, 11-1 at COB, February 7, 11-1 at COB

February 6: PLC Activators/Leadership Team Mid-Year Data Meeting

February 7: extended 1st block for ACPS Climate Survey 

February 14: B day, Lovefest, Speak Up Survey to be completed 

Intent to return. Intent 2020.  Please complete by 2/21/20.

Field Trips

February 4: Leadership/Winterfest with our feeder elementary schools 

February 6: Champions League Basketball Game during MM

Birthdays
February 10: Hannah Huntington 

Useful Information

Bell Schedules http://bit.ly/MustangBells 

• This includes links to the Friday calendars and the year-end calendar

Seeking volunteers? ACPS is attempting to expand volunteer outreach and help teachers find volunteers. Here’s a form that takes a minute to complete.

Morning Announcement Stream: http://streaming.k12albemarle.org/ACPS/links.htm

Announcement Request

Athletic team schedules, rosters, etc.

Teacher Manual

Want something included on the Monticello Outlook Calendar, the Monticello website, in the PowerSchool Daily Bulletin, schoolwide Schoology accounts, or the student newsletter (viewed by parents, students and staff)? Please use this link https://goo.gl/forms/bIjfJLKokWPcEHx33 

Worth Your Time

Teacher praise helps students focus and behave better, study says

How to determine the number of AP classes to take

Making the most of the 90-minute block