Assessment :(

In Chapter 7 of Daniels and Bizar's Teaching the Best Practice Way, it is stated that "standardized measurements are of little use in guiding student learning, they alter our expectations of individual kids, and they frequently lower the standard of teaching (p. 222).  While I understand that certain measurements are needed to ensure learning is taking place, it is my believe that there are other ways of assessing the learning that is taking place without the hum-drum memorization that goes into the standardized test of today.  We expect ALL students to meet certain criteria of proficiency when all kids are different and learn and apply knowledge in many different ways.  A "straight A" student may score poorly on certain standardized tests and are viewed as low performing in the eyes of the state. The reason behind the low scores could be one of many things: test anxiety, sickness, upset over home life, and just plan messed up). Individual students have many different learning styles, needs, and strengths yet standardized tests cater to just one of those learning styles.


Teachers are constantly chastised over poor student scores. These test scores are held over their heads and could be the difference between employment the next year or a pink slip.  School systems are constantly tell teachers "not to teach to the test" but many teachers are guilty of just that - teaching to the test. Is there really any other option?


In Daniels' and Bizar's Teaching The Best Practice Way, the authors go over many types of assessment tools: portfolios, conferences, anecdotal records, checklists, performance assessment rubrics, and classroom tests.  As the upcoming school year begins in August, I hope to be able to use many of these types of assessments more often. I try to keep anecdotal records on my students but as the year progresses, I find it hard to keep these records accurate. Portfolios are also very interesting and I would love to try this with my students. 


In Schell and Fisher's Teaching Social Studies- A literacy-Based Approach, the authors present several different assessment strategies found listed in Figure 9.6 on p. 237.  These strategies provide teachers will ways of assessing their students while providing students with interesting ways to show what they have learned. I use many different graphic organizers throughout the year with my first graders in all of the subject areas. They LOVE them. I also enjoyed reading about the "Hot Seat" (p. 243) and Quickdraws (p. 246). While I have used Quickdraw with my second graders, I didn't use it this past year with my first graders. I hope to be able to include this strategies during the upcoming year as well as the "Hot Seat" strategy.


Throughout our integrated unit we are doing observations during the week and rubrics for certain tasks that the students have to complete. These observations are a good way to make sure that students are focused on their tasks and the rubrics provide clear guidelines for the students to follow.  The rubrics are being used so that students will have a clear picture on what aspects they will be graded on at the end of the task.

Lesson Idea (Family Portraits)

1^st grade Lesson          Content Areas: English Language Arts, Visual Arts, Social Studies 

                                                       

                                                              

The following link: http://ncmoa.org/artnc/artifact.php?artifactid=25 provides a pathway to the piece of artwork that my lesson is based around: Sir William Pepperrell (1746-1816) and His Family. This lesson will take 1 to 1 ½ days depending on availability of time and assistance.

I would start by discussing the meaning of the term family. What is a family? How is our class like a family?  Students would have been asked to bring a photograph of their family or those people who are important in their lives to school the previous day.  Next, I would show students Copley's Pepperrell Family. I will tell the students that the painting is a historical portrait of a family and ask them to describe what they see.

Who are the people in the painting?
Where are they?
How are they dressed?
Do you think this was a real family? Why or why not?

We would compare this portrait to the photographs that students brought from home. I would have students share their experiences being photographed individually or as a family.  Using the Copley as inspiration, students would be asked to draw a picture of their own family or people who are important in their lives. These drawings may include parents, siblings, pets, friends, etc. White paper, colored pencils, markers, or crayons will be provided. Students will be allowed to display their drawings on a blank wall using magnets, pushpins or tape.  At the end of this art activity, the student will be given time for a “show and tell” as a way to tell about their artwork of their family portraits. (My students actually did a lesson similar to this one this year minus the artwork – next year, I feel the artwork will give the lesson a little more connection).

Strategy 8: Connecting With Cultural Institutions

I chose to read about Strategy 8- Connecting With Cultural Institutions in 25 Strategies for K-8 Inquiry-Based Learning: Integrating Language Arts and Social Studies by Medler and Hunter.  I truly enjoyed this strategy due to the amount of information that directly applies the standards we use in first grade.  In the NCSCOS, many of the objectives are based around community and real life situations.  Melber and Hunter (2010) states, “field trips are a time honored and valuable part of the social studies curriculum as they help learners have relevant and real experiences relating to what they are studying in their classrooms” (p. 55).  Children need the opportunity to explore the world outside their classroom walls in order to see the purpose behind the community and community leaders they are studying in their classes.  I like the idea of children being able to explore freely while also having a fulfilling learning experience.  During field trips, teachers can provide students with questions (or scavenger hunt) to guide their experience and keep them focused on the reason for the field trip.  The K-2 modification section provides helpful ideas for guiding successful field trips.  Figure 8.1, “During My Visit…” Sample Data Sheet, is a useful tool that students can complete to show their understanding of what they saw, learned, and wonder about.  I hope to use this data sheet next year as a way to assess what my children have learned through field trips.  It is a fun way for my students to show me what they liked or learned while on the trip as well as a way for my to see just how much learning was accomplished.

Chapter 4 Blog: Teaching Social Studies: A Literacy-Based Approach

Schell and Fisher (2007), in Teaching Social Studies: A Literacy-Based Approach, emphasis the importance of topics, themes, concepts, and Big Ideas. Schell and Fisher (2007), also state that “naturally, we organize information into categories” (p. 75).  If we bypassed this organization, chance are great that little understanding will occur.  Last night after we had chosen a topic in which to shape our unit around, we too began to categorize our thoughts into a standards cluster.  By doing this, our thoughts were put on paper and can easily be expanded on as other thoughts and ideas come about. Our next step will be to find common themes and concepts that exist in our research.  We will continue to explore the many aspects present in railroad life and use this information to expand our unit.  Essential questions may be used to help assist our students in uncovering the big ideas.  Overall, I believe that Chapter 4 has been a great asset in providing information that will assist with the social studies section of our integrated unit.

Mixed Feeling as the EOY approaches

As the 2010-2011 school year comes to a close, I find myself with a mixture of feelings. Those feelings range from happiness, relief, and hope to pure sadness.  


I am happy to see the progress that ALL of my babies have made (including my NEW babies that I received in March). They have all come a long way this year and have worked so very hard to meet all of my expectations. At times, I think that they are just as smart of some adults that I meet. They have gone from overactive 6 year olds to polite, well-mannered little adults that receive compliments from even the strictest of teachers. They have read more books than could be imagined and outsmarted even the smartest of fifth graders :) They have truly put a smile on my face each and every day we have been together.


I feel relief in the fact that another hectic school year as come and (almost) gone with no MAJOR hiccups along the way. I feel relief to know that I will have a job come this fall while so many other teachers' lives hang in the balance due to the budget cuts being enforced across the state. I have hope that someone will finally get a CLUE and realize that making cuts in a child's education will only set the stage for bigger problems to come. We will all need these children in the future (ie. doctors, lawyer, etc.) and I, for one, want one that has received a TOP NOTCH education.


Last, I am filled with sadness. As I watch my babies move on to bigger and better things, I can't help but shed a few tears in the fact that I will no longer be blessed with their addictive laughter and curiosity for new things on a daily basis. Come fall 2011, I will be faced with a new challenge - a new set of 6 year olds, eager to learn what I have to teach them. I can only hope that I will be able to touch the lives of these new babies as much my old babies touched mine :)