This year I created two year long projects in Social Studies 7 and 9. These projects address all outcomes of the course and although they are very structure they do allow for some voice and choice on part of the student. Please see the files below
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This year I had the pleasure of working with my colleague Janis Flynn with the personalized middle year's math program.
This has been a learning experience for both of us and we have had some time to reflect on the experience. Although working at your own pace and choosing instructional style works very well for some students it is not working effectively for all. Some successes included:
Some challenges include: My Goal: Increase student engagement and achievement by using student learning profiles with every student to design lessons and assessments that address the different learners within my History/Social Studies and Science classes by providing choice of summative assessment at the end of each unit. 1. Was I successful in meeting my SMART goal? What were my outcomes? AND 2. What success did I experience? I would say that I was partially successful. I did not use these types of assessments as much as I thought I would but I offered choice as much as I could. I was most successful in Environmental Science 20. I ended each unit with a choice of project or test. No one ever chose to write a test. This class also had the most success with this type of assignment. I had a wide range of products handed in ranging from models, plays, posters, and even a song. The students in this class really enjoyed the options. Initially some were overwhelmed with the amount of choice but soon became engaged in the process when they realized they could show their learning in a way that made sense to them and was more enjoyable. 3. What were my struggles? I found it difficult to separate the need to cover certain content while still allowing complete choice. In History I made some compromises. For example, students needed to study a Revolution in history 10 but they had a choice as to which one they studied and presented. In History 20 students followed a specific country through the history of the war. They were allowed to choose from a list of countries but no two students could have the same one. In other assignments students had to research a certain event but were allowed to choose how they presented it or what type of product they created. Final projects for both History 10 and 20 will be very open but will need to focus on certain themes to cover course outcomes. I also struggle with motivating the students to try something different and to be motivated and self-driven. Again this was more successful in ES 20 perhaps due to the organization of the course or the students themselves. It is difficult for them to look beyond the PowerPoint and try something they haven’t done before. For ES 20 I did have a rule that students couldn’t produce the same type of product more than once. Perhaps I should instate this type of rule in other classes to get students creating a variety of products. 4. What goal will I set for next year? How can allow more choices in content heavy courses such as math and science? Perhaps even introducing a weekly problem-solving task in math for students to work collaboratively to solve a so-called “impossible” problem. Samples of Student WorkThe Goal: Increase student engagement and achievement by using student learning profiles with every student to design lessons and assessments that address the different learners within my History/Social Studies and Science classes by providing choice of summative assessment at the end of each unit.
1. The Plan: How is your goal going? What strategies are you using to achieve your goal? The goal is working well. I've had choice of projects in history 10 and environmental science 20. There will be continued choice in in these courses and I hope to implement my goal in History 20 and social 8/9. Strategies include: using outcome based assessment and providing rubrics so students know what is expected, and teaching necessary skills for students to complete projects. (Paraphrasing, citing, research skills) 2. The Support: What supports do you still need to help you achieve your goal? How can I help? Who else can help, if anyone? Continued access to technology and internet is very important for students to research information. Any suggestions for different formats for assignments? (I.e. Presentation formats, video tools, info graphics?) 3. The Proof: How are you following the achievement of yourgoal? What data or information will help you to reflect on the achievement of your goal? Are you seeing any progress in your students (in relation to your goal) that you may not have "recorded" but can reflect on? My goal worked best in Environmental science. The students in that class have very different interests and get excited when they can show their learning in any form. I've kept copies of these projects and rubrics. As well, several projects are on display in my classroom. At first some were overwhelmed by the amount of choice. To help them get started, I created a list of options. Some used these options but as the semester progressed many began to think of their own ideas. Students have gained a sense of independence that will become more evident as they are allowed to demonstrate their learning in similar ways for the rest of theyear. 4. The Review: What have you learned so far? What revisions and/or adjustments do you need to make for the remainder of the school year so to be satisfied that you're achieving your goal? I have learned that sometimes students need/want some guidance when first dealing with open options. Therefore a list of outcomes and ideas were always provided, but students were never limited by these ideas. Something we need to work on is daily goal setting. There are some days when not a lot is accomplished. I think I need to implement a similar tracking system to the one used in our heritage fair so students get more comfortable with goal setting. This way they will become more accountable for work completed or not completed during class time. Personal Professional Goal(s)—What will I achieve?
Increase student engagement and achievement by using student learning profiles with every student to design lessons and assessments that address the different learners within my History/Social Studies and Science classes by providing choice of summative assessment at the end of each unit. “The Plan” Strategies—How will I achieve my goal(s)?
“The Support” Resources—What do I have and what do I need to achieve my goal(s)? I have:
I need:
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About the AuthorVanessa L. Warnock Archives
May 2018
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