Time, accuracy, speed, & precision (TBT Remix)

It is critical that we take a moment to review the emerging evidence on the impact of timed testing and the ways in which it transforms children’s brains, leading to an inevitable path of math anxiety and low math achievement. (Boaler, Jo)

Her name was Mrs. Hughes.  I can still hear her:

F … F … J … J … F … F … J … J.

Time, accuracy, speed, and precision were ultimately important in the typing class I took my sophomore year of high school.  I am glad that I touch-type.  At typingtest.com, you can assess your typing speed and accuracy.  Here are my latest results:

Screen Shot 2014-12-06 at 11.31.17 AM

And, later in the day…

Screen Shot 2014-12-06 at 6.02.14 PM

There are plenty of people that do not touch type, some hunt-and-peck.  Is their work some how diminished because they may need more time than a touch typist?  If not witnessing the time and effort, would the reader of the product even know whether the author was speedy or not?

Are accuracy and precision when typing more important than speed and time?  Wouldn’t it be better to take more time and have an accurate product than to be quick with errors?

This has me thinking about assessment, testing, and time.  In a perfect world, we want both speed and accuracy.  What if we can’t have both?  What if a learner needs more time to demonstrate what they know?  Do we really expect all children to perform and produce at the same speed?  Are we sacrificing accuracy and precision for the sake of time?  Should it be the other way around? Are we assessing what our learners know and can show or how fast they can think and work?

How important is it to complete an assessment
within a fixed, pre-determined period of time?

How might we offer learners more time to demonstrate what they know and have learned?

Time is the variable; learning is the constant.


Time, accuracy, speed, & precision was first posted on April 30, 2012

Boaler, Jo. “Timed Tests and the Development of Math Anxiety.” Web log post. Jo Boaler. N.p., 06 July 2012. Web. 09 Nov. 2014.

 

Intersection of struggle and hope

Many days we stand in the intersection of struggle and hope.

We can observe our children carefully and look into their eyes and say, “Can I tell you what a great person you are?” and follow-up with concrete examples of the way they give amazing hugs and how kindly they treat their friends.  This is the stuff of our most important relationships: Aiming to understand and be understood. (Lehman, Christopher, and Kate Roberts)

But some teachers preached and practiced a growth mindset. They focused on the idea that all children could develop their skills, and in their classrooms a weird thing happened. It didn’t matter whether students started the year in the high- or the low-ability group. Both groups ended the year way up high. It’s a powerful experience to see these findings. The group differences had simply disappeared under the guidance of teachers who taught for improvement, for these teachers had found a way to reach their “low-ability” students. (Dweck, Carol)

Move the fulcrum so that all the advantage goes to a negative mindset, and we never rise off the ground. Move the fulcrum to a positive mindset, and the lever’s power is magnified— ready to move everything up. (Achor, Shawn.)

To pursue bright spots is to ask the question “What’s working, and how can we do more of it?” Sounds simple, doesn’t it? Yet, in the real world, this obvious question is almost never asked. Instead, the question we ask is more problem focused: “What’s broken, and how do we fix it?” (Heath, Chip and Dan Heath)

And so the challenge of our future is to say, are we going to connect and amplify positive tribes that want to make things better for all of us?  (Godin, Seth)

 Move the fulcrum. Pursue bright spots. Amplify to make things better.

Aim to understand and to be understood.


Achor, Shawn (2010-09-14). The Happiness Advantage: The Seven Principles of Positive Psychology That Fuel Success and Performance at Work (Kindle Locations 947-948). Crown Publishing Group. Kindle Edition.

Dweck, Carol (2006-02-28). Mindset: The New Psychology of Success (Kindle Locations 1135-1138). Random House, Inc.. Kindle Edition.

Heath, Chip; Heath, Dan (2010-02-10). Switch: How to Change Things When Change Is Hard (p. 45). Random House, Inc.. Kindle Edition.

Lehman, Christopher, and Kate Roberts. Falling in Love with Close Reading: Lessons for Analyzing Texts and Life. N.p.: n.p., n.d. Print.

Transcript: Seth Godin – The Art of Noticing, and Then Creating.” On Being. N.p., n.d. Web. 09 Dec. 2014.

#HLTA: High-Leverage Team Actions

I’m reading Beyond the Common Core: A Handbook for Mathematics in a PLC at Work  written by Juli K. DixonThomasenia Lott AdamsEdward C. Nolan and edited by Timothy D. Kanold.

In their handbook, they offer tools that scaffold collaborative pursuit.   They identify 10 high-leverage team actions (HLTAs) to  impact learning and improve team work, instruction, and assessment.

What if we use this to set goals for our team and guide our actions in one team meeting per month/week/quarter? If we are not there yet, could we pick 1-3 and take concentrated action?


Dixon, Juli K; Adams, Thomasina Lott (2014-10-13). Beyond the Common Core: A Handbook for Mathematics in a PLC at Work™, Grades K-5 (Kindle Locations 3-5, 241-243, 273-279, 286-289, 300-302). Solution Tree Press. Kindle Edition.

Assessment of Assessment #LL2LU

How do we assess the quality of the assessments we use with our learners? Do we?

In Beyond the Common Core: A Handbook for Mathematics in a PLC at Work  written by Juli K. DixonThomasenia Lott AdamsEdward C. Nolan and edited by Timothy D. Kanold, they offer an Assessment Instrument Quality – Evaluation Tool and a High-Quality Assessment Diagnostic and Discussion Tool.

What if we, as a team, use similar tools to reflect and assess the quality of our assessments?

Next week, I plan to begin this conversation with at least one team and pilot a couple of items using their most recent assessment.  Here is a draft of the two items I’ve selected as a start.

Identification and emphasis on essential learnings
Are the essential learnings included on the assessment as  “I can . . .” statements, and are they student friendly and grade appropriate?

Level 4
I can collaborate with my team to analyze the assessment data from each learning target to plan for continued learning.

Level 3
I can embed learning targets in assessments for student learning, feedback, and reflection.

Level 2
I can display and use the agreed upon learning progressions during and after the unit to help students learn and grow.

Level 1
I can reach consensus with my team on the essential learning progressions for the unit and write them in student friendly and grade appropriate language.

Visual presentation
Do our learners have plenty of space to write out solution pathways, show their work, and explain their thinking for each item of the assessment?

Level 4
I can collaboratively agree upon and include the point values for each assessment item on our formal assessments.

Level 3
I can collaboratively design and implement an assessment that is organized, easy to comprehend, and has enough space to show both student thinking and teacher feedback.

Level 2
I can design and implement an assessment that is organized, easy to comprehend, and has enough space to show student thinking.

Level 1
I can implement an assessment that is organized, easy to comprehend, and has enough space to show student thinking.

I am curious about how our teaching team will assess their assessment. I am grateful for the engagement and interest in assessment and design.


Dixon, Juli K; Adams, Thomasina Lott (2014-10-13). Beyond the Common Core: A Handbook for Mathematics in a PLC at Work™, Grades K-5 (Kindle Locations 720-722). Solution Tree Press. Kindle Edition.

Doodling the C’s – Lesson 06: Reading

How do we practice Information Age skills?  Which of the C’s do we actively engage with, share in the-struggle-to-learn with others, and intentionally insert into daily practice?

Creativity and innovation, Communication, Critical thinking and problem solving, Collaboration, …

Last week’s lesson was about listening.  Lesson 06 is about reading and comprehension.

Project:  Doodle as you read for comprehension.  Choose from 2 of the 3 choices listed below:

  1. Read an article, suggestions below.
  2. Reread a chapter of your summer reading selection.
  3. Step into student shoes. Be a listener during a read aloud by doodling to an audio book.

While reading:

    • Practice the technique of visually thinking about what you are reading.
    • Sketch in the margins, on Post-it Notes, or in your sketch-note notebook.
    • Be sure to document what you read to share with others.

Remember… It takes practice.

  • Share your poster with someone and ask for feedback.
  • Scan or take a photo of your work and insert it in your Doodling the C’s Google doc, on your blog, or in your My Learning portfolio.
  • Bonus: Tweet a copy of your poster using the hashtags #ShowYourWork #TrinityLearns (or your school’s hashtag)

Suggestions (articles):

Suggestions (reread chapter from your summer reading selection)

Screen Shot 2014-11-26 at 12.09.11 PM

Suggestions (doodle to a chapter of an audio book)

Not sure about audio books? The above are free with a 30-day trial of Audible)

Labeled…Mislabeled…Relabeled (TBT Remix)

There are few things sadder to a teacher or parent than being faced with capable children who, as a result of previous demoralizing experiences, or even self-imposed mind-sets, have come to believe that they cannot learn when all objective indicators show that they can. Often, much time and patience are required to break the mental habits of perceived incompetence that have come to imprison young minds.
~ Frank Pajares, Schooling in America: Myths, Mixed Messages, and Good Intentions

Watch and read about labels from The Power of Dyslexia:

Do you carry a label?
Was it of your own choosing, or were you labeled by others?

Do we listen to others or collect evidence ourselves when confronted with labels?

Knowledge is power.  Knowing where you are today, right now, affords the opportunity to take action and next steps.  Fear of the unknown…well, that’s a problem.

How might we uncover what is not known while celebrating what is known?

New perspective. Mindset shift. Remix.

Ask. Act. Learn.


Labeled…Mislabeled…Relabeled was originally posted March 12, 2012

Seeking brightspots and dollups of feedback about learning and growth.

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