The Importance of Choice

We've learned that choice is important to work into our classrooms--either through assignments or reading activities. How, as a classroom teacher, can you work choice into your day to day practice? What are some examples of what you've done and what are some things that you would be willing to try in the future?

Would school choice help Ty'Sheoma Bethea?

What is your gut reaction to the op-ed piece from the Washington Post? How do you feel about school choice?

A School's Grade Plummets, and Parents are Confused

When parents at Public School 363 in NY saw their report to a D from B the year before were shocked. How had test scores fallen so fast in such a short period of time. As their looked at the schools they were measure against, they found they had been compared to schools (some) five times the enrolllment. 363 is just a small school with an enrollment of 271 students, prek -6th. Half of the students are black or Hispanic, where roughly 1/3 qualify for free lunch. There were definitely other schools who served many more poor students than 363. Officials claimed the grouping was fair, however 363 failed to keep up. How could 80% of 363 students pass math and 70% English on standardized tests in the previous spring and not improve? NYC broke with the one-size-fits all philosoph and not only are school held accountable for progress at every achievement level, but high-performing school are penalized if they do not reach even higher! The grades in each caegory are based largely on how one school fares ocmpared to others serving student of similar backgrounds as well as those citywide. It is difficult to rationale because even though 363 received an F on student progress because the percentage of gains were relatively small, they receive a C on performance, yet scored better than average citywide, however, its "peer' school scored higher. The peer comparison system, in this instance, works against 363 because there are no, or not enough, parallels between the schools in their peer group. An analysis (data) showed that if peer comparasions were removed many schools would receive different grades, and not just those on the lower end of the spectrum. I woud have to agree with critics of this system in that this sets lower expectations for school serving more disadvantaged populations. In Texas, the basic rule is that schools that educate a high portion of special education students are not penalized because sped. scores are lower. The Texas system also says that each school should strive to do as well as the best school in the city, but not foucs on beating out it's peer school. This sounds like a fairer approach to me. I love the word STRIVE used here! The system in NY does not have a way to take into account the rapid shift in demographics in the younger grades...half of that population is either black or Hispanic, poor, special education or new to English and 58% in grades 3-6 took the standardized test.

A School's Grade Plummets, and Parents are Confused

Creating Your Own Text Sets

Share your text sets here. Explain what subject and what topic you are covering. Then give a detailed list of titles, articles, encyclopedia entries, blogs, etc. you will include. Include links to websites where possible.

Living as a Struggling Reader

In class this afternoon, you will read a peice that is going to push you as a reader. Use this space to blog about your feelings as a true struggling, not reluctant, but struggling reader.

The test I used was a Forestry Management Test. It included a variety of questions and prompts...10 true/false, 11 multiple choice and 3 separate categories of 23 questions for matching. I would have had less matching question and added a map for labeling the different types of forests in the U.S. From class discussions and drawings on the board, I think the class would have enjoyed (and been quite successful) describing or drawing the different types and parts of trees discussed. The test was efficient; each section was titled and explicit directions were written. True/False, Multiple Choice and Matching were typed in bold to separate one section from the other. When I looked at the test I did not "view" the test as 44 questions, two pages, front and back, instead I saw each separate section of 10 or so questions. This made it less intimidating and more manageable. There were no confusing negatives and the prompts were clear. The test covered all of the material presented in chapter 10 so this test was a thorough assessment of the material, however, short answer/essay would have made it a better test. The students had the entire period to complete it, but as far as putting some fun into the questions, NO!! Student names or cultures were non-existent. I don't think this teacher would be interested or concerned with incorporating names/culture into a test! (not a negative aimed at the teacher, it is just would not be his style to do that!!) 3.5

Ashlie, that was such a great comment you made. "If we teach students how to communicate effectively, we can engage them in the lesson and keep them involved." Wouldn't that be a win-win situation for both student and teacher? Teacher's strive to keep students actively engaged in the lesson, but instead of wanting interaction/communication, do we not sometimes expect a quiet learning environment? This has been something that has been difficult for me...allowing students to freely communicate/discuss without me doing all the work. When I first came to NHS (must I always end up talking about Home Economics?)..anyway, an administrator made a negative comment regarding my students talking during their food laboratory. Hey, I wanted them to talk!! I wanted the head cook to go over the list of responsibilities each member of the lab wwas to carry out..I wanted the students asking the head cook questions if they forgot or didn't understand what they needed to do. (The rule was, ask the head cook first, before the teacher)...and when they were sitting at their tables eating, were they not suppose to have appropriate table conversation?? This particular administrator felt the "teacher talked and the students listened." From that point on I become a bit uncomfortable with students talking in the classroom. However, just as the weight lifter needs to lift weights to get stronger and the writer needs to write to become a better writer, our students need to "talk" in order to enjoy (and be able to join in) a good discussion, share opinions, voice concerns, explain what happened, etc. Talking is so natural, so let's be sure we get away from recitation and have more authenic discussions!

Assessments

How do your assessments rank on the rubric based on Wormelli's guidelines? Discuss your personal strengths and weaknesses.

Don't forget to get your video planned prior to March 2nd.

Creating the Confidence to Respond

I sat in on a student book club meeting this afternoon and there was only one thing that really bugged me. I encouraged them to talk about the book by leading them down different paths, but I really wanted to get them to take over the conversation. There were only 6 of us total, so it was a little quiet. We had addressed several different aspects of the book and I asked them, "What else?" One student said, we can talk about the when it took place and what time period.

Now this is not significant, really, to the action of the story. Setting is not so crucial. You just need to know it's a high school in the here and now. But that was the only experience talking about books that this student had. She knew that when she finished the book, she needed to answer some basic comprehension questions about it.

We're a very intimate club and I enjoy meeting with them. Based on what you've read in Beers, what can I do to create a better conversation climate with these young women?