Sep30

Testing Blues

I'm feeling really frustrated. I thought the students were following along in my first unit, but I am really disappointed in the test results. What can I do differently in the next unit?
—Lisa, Topeka, Kansas

The first unit is the toughest one. You're learning about your students' capabilities and background knowledge, and they're learning about your expectations and requirements.

If the purpose of your test is to just record a grade for the students, it can be tempting to “curve” scores so more students receive a passing grade. It might also be tempting to assume students just blew off the test. But neither of these solutions addresses the issue of student learning.

Look at the test itself. How well do the items reflect the concepts and processes in the unit’s learning objectives? If you used a test from a previous year or one from the textbook, you might have to modify the number and types of questions if you emphasize different topics, expand on a topic based on student interest or needs, or cut some topics short in the interest of time. One of my favorite strategies was to ask the students, "What did you learn in this unit that I forgot to ask on the test?" It was interesting to see what students found memorable or relevant.

Are any items ambiguous or confusing, especially from the students' perspective? This can be hard to determine; if the test had a lot of multiple-choice or short answers, I usually asked students to circle three items (the number could vary) they did not want me to count. They still had to answer the question, and they had to explain why they circled it. In some cases, they admitted they didn't know the answer; other times they did not understand how the question was worded, and sometimes there were words in the question they did not understand. As I graded the tests, I kept a tally of the circled items. If any item had a lot of circles, it was a clue something was missing during instruction or I had written a poor question.

You said "I thought the students were following along…" Do you have any evidence of student learning during the unit? Formative assessments are ongoing, classroom level assessments used to discover what students are learning so we can move on (if students have learned a topic) or revisit our instruction to correct misconceptions or fill in gaps. These focused check-ups can provide just-in-time information during the lesson and can have many formats: frequent thumbs-up/down responses, a notebook/journal entry, warm-up or ticket-out-the-door activities, quick responses on a dry erase board or piece of paper, or electronic response systems. Even traditional quizzes and lab reports can be used formatively, assuming we provide feedback on the students' learning (more than just a grade or percent correct) and use the results to improve or validate our instruction. (See the Ms. Mentor blog from September 2008 for more examples and resources).

Finally, do your students know how to study for a test? We often assume, especially at the secondary level, students have a wide range of study skills and they know how and when to use them. These can be faulty assumptions! We may need to guide students through note-taking and review. The generic "study skills" students were exposed to—skimming, summarizing, questioning, highlighting—may have to be revisited and fine-tuned for your subject or grade level. There are teachers who reinforce the value of having organized notes by encouraging students to use their science notebooks for a few minutes during (or at the end of) a test to find or check their answers.

I'd love to hear from you at the end of your next unit!
Published: Sep-30-09 | 1 Comment | 0 Links to this post

Sep22

Individualized Professional Development

The middle school where I teach just changed the topics taught each year to align with our state standards. My specialty is biology/life science, but now I'm also expected to address topics in earth and physical science. The inservice agenda for this year focuses on teaching strategies, but what I really need are crash courses in earth and physical science. I can't go back to college—what should I do?
— Kaylee, Longmont, Colorado

Science teachers have two fields requiring continuing education—pedagogy and science content. In my school district, it was easy for our committee to plan professional development in teaching practices. Topics such as cooperative learning, classroom management, technology, curriculum design, inclusion, and assessment applied to virtually all subject areas. But science content was another issue. With only four secondary biology/life science teachers, it was difficult (and costly) to find facilitators to provide workshops or seminars on specific science topics. So once a year, we combined with teachers from other schools for the traditional "large group in an auditorium for a speaker" event. This approach to professional development was often irrelevant; research has shown one-shot presentations without any follow-up are ineffective.

Many of our students have IEPs (Individualized Education Plans) to meet their needs. Perhaps its time for teachers to create IPDPs (Individualized Professional Development Plans) for ourselves, particularly for content knowledge. Some districts offer such an option for self-directed learning. Teachers set their own learning goals, design a learning strategy, document their activities, and describe how they will apply the new content knowledge. The plans require prior approval (especially if the district is awarding official professional development hours) and usually teachers are excused from some or all of the traditional inservice programs. Perhaps you could offer to pilot an IPDP in your school.

I know a teacher who actually used a KWL (what we know, what we want to know, and what we learned) chart to explain her plan. The NSTA Learning Center also has a "PD Plan and Portfolio" tool to guide you through this process. It sounds like you already have a goal (updating your content knowledge and skills, and finding related resources and activities for your classroom), but keep it simple and do-able. Identify one or two content topics to start, perhaps the ones in which you feel least confident.

Learning strategies could include a variety of sources. Check your local colleges/universities for content courses appropriate for teachers to keep current on familiar topics or to learn new ones. However, introductory courses are usually labeled as undergraduate and may not count for certification or tuition reimbursement. Some colleges/universities do have "special topic" courses (including online ones) designed to enhance teacher knowledge.

Not all content learning has to be in a formal graduate course. Consider reading science journals or trade books (check out the suggested reading lists in the NSTA journals), watching TV programs related to science, listening to podcasts, or participating a professional learning community. Look for seminars or speakers at nearby colleges/universities or professional societies. Consider visiting a museum, zoo, planetarium, nature center, or botanical garden that offers programs compatible with your goals.

The resources at the NSTA Learning Center can help you, too. It would be easy to incorporate these into IPDPs, and many are free to NSTA members. The resources include free Science Objects, free online web seminars (most other professional organizations charge for these), and listservs. Did you notice how many of these NSTA resources are free for members? That is an educator's favorite word!

Reading NSTA journals such as The Science Teacher, Science Scope, and Science & Children is an easy way to stay current on both pedagogy and content, and your membership includes online access to all of them, including the archives. If you need some quick information on an unfamiliar topic, use NSTA's SciLinks to find websites with information.

Keep a record of your learning—in a journal, on your PDA, or on a form supplied by your school as documentation. You may be surprised at how informal professional learning can add to your content knowledge base.
Published: Sep-22-09 | 4 Comments | 0 Links to this post

Sep11

Take-Home Projects

I'm thinking of requiring some "take-home" projects for students this year. (I teach at the elementary level). I think these would provide a good opportunity for students and parents to work together on science topics. Do you have any suggestions or guidelines?
—Janine, Boise, Idaho

I suspect the most dreaded words many parents hear from their children are "I have to do a science project," often spoken the night before it’s due!

Optional or supplementary take-home projects may be of interest to many students (and their parents or other caregivers). But I'd consider some questions before requiring all students to complete take-home projects.

What kind of project do you have in mind? How does the project relate to the learning goals or objectives for the unit? I've seen many traditional "projects" such as models of volcanoes or the solar system, pretzel-stick log cabins, and shoebox dioramas, but I wonder how they demonstrate student learning of specific content knowledge or skills. Take-home packets with items such as coloring pages or word searches may be enjoyable for students, but I question their instructional value in terms of learning science.

Does the project rubric relate to the learning goals and focus on content, organization, and depth of information? Some students (and parents) may not know what a presentation looks like or how to design a science fair poster, so having pictures or videos of projects from other years may help. How much will the project count toward final grades? Remember, giving "extra" credit for take-home projects penalizes students who have limited resources at home.

What level of parent involvement is acceptable? "Involvement" may range from providing materials and some guidance to taking over the project and doing it for the student. Some students have parents who work evenings, have other children to care for, or may not have a lot of skills or self-confidence to assist with projects. Do your students have the knowledge and skills to complete them on their own?

How much time will be required? Many students have evening schedules with various community activities as well as homework in other subjects.

Does the project require costly materials or resources? How will you accommodate students who either cannot afford materials or get to a store to purchase them? Do all of your students have access to computers and the Internet at home? Students may be concerned whether the finished project can be transported on the bus.

Your intention to connect parents and their children through science activities is commendable. It sounds like you want the projects to be enjoyable, but you must keep in mind formal take-home projects with ironclad deadlines could be a burden in terms of time and resources. Much has been written about project-based learning in the classroom (see Edutopia's Why Teach with Project Learning? or the September 2009 issue of NSTA Reports). These formal projects require intensity, planning, and resources and should be structured so all students, regardless of their home circumstances, can participate. But don't give up on finding ways to involve students and parents with informal, science-related activities.

In your school or class newsletter, website, or blog, include information about free events at local parks, nature centers, libraries, or museums. Encourage students who attend these events to share their experiences. NSTA's SciLinks can help you create a list of appropriate websites related to your unit topics to share with parents.

Annotate the school or class calendar with prompts for family conversations—What is your first memory of being outdoors? How have inventions and technology changed over the years? Play I Spy at home and find objects made of metal, plastic, glass, wood. Talk about where food comes from. If other subject areas get involved, every day can have a conversation-starter. The "Everyday Science" calendar in NSTA's Science and Children each month could be a starting point.

I worked with an elementary school that had take-home "kits" in plastic bags, created by a high school service group. The materials were donated or bought at a dollar store or flea market. For science, these kits included CDs or DVDs with podcasts or science programs, trade books to read at home with suggested discussion questions, vocabulary flash cards (even better if your students make them), small collections (such as leaves, seashells, rocks, or pictures) with directions for sorting or classifying, a plastic ruler and a magnifying glass with some simple directions for observing and collecting data, maps of the night sky for star gazing, an inexpensive pair of binoculars and a field guide on birds, and a set of building blocks. Students signed out a kit to take home, and they were not "graded" on the use of the kits. Of course, some kits never made it back to the classroom, but that did not discourage teachers from continuing the project.
Published: Sep-11-09 | 0 Comments | 0 Links to this post