We are finally at the FACTs! Here's my plan for the rest of the book:
1) Read about 5 FACTs per week (this week that's 1-5, p. 45-62).
2) If one works with a current unit, try it with your class. Share with us which one you did, what it looked/sounded like, and the results.
3) If it doesn't work out to do one with your class that particular week, write one that you can use with a future unit. Share it here.
Hopefully by the end of the book we will have many of these saved and hopefully tried and will get some results!
I used annotated drawings in class today. Students read 4 paragraphs explaining 4 pieces of evidence that supports the theory of plate tectonics. Then they drew and labeled a picture for each piece of evidence. Some kids thrived and were creative. Others struggling with creating their own picture.
ReplyDeleteIn the past we have also used Card Sorts. Tori was kind enough to make sets of cards with images that are associated with each type of plate boundary. The time involved to create the cards, print them in color, and then laminate them was high. It also takes a lot of time to use it in class because they have so much to classify. We have not used them this year. With the loss of faults and stress types in our curriculum it will take less time than in the past.
30 minutes
It takes a TON of time just to make the cards sorts--especially if it's a good one you want laminated. Tim took almost the whole day on Friday during demo day to cut out two card sorts times 3 classes times 8 sets per class. A lot of set-up goes into it and it does take a lot of time in class too--you don't want to rush the good conversations and thinking that are going on.
DeleteJohn and I dabbled with the idea of beginning the energy unit with an annotated student drawing FACT on Wednesday as a way to preview student preconceptions or misconceptions. Time was an issue being an early release schedule with a full lineup of activities ( I can statements, 2 brainpops, Bill Nye energy video). I think a card sort related to MRS CENT energy types would be a great way to assess understanding early in the unit. Our pace was a little off today so not quite ready to implement this week however. I think this could be a good FACT for early next week as review.
ReplyDeleteI’m not a fan of the agreement circle at this time. My room configuration would be problematic, and I’m not sure certain classes would have all students engaged in the activity. I really like, and plan to implement in various units, the CCC FACT. Many of my student pH lab analysis questions were vaguely answered. Questions requiring an explanation were often answered simply with YES or NO. Small groups could edit random, nameless samples as I roam around and listen in on conversations, getting a better picture of those who understand and those who need support. I really like the idea of then passing back all (ungraded) student papers and having the students re-address their answers for revision and accuracy.
I love the idea of having kids critique their peers' work before it is submitted for a final grade. I remember we took a day to do this with their endangered species letters and I feel like we got much more quality work. Both the kid doing the critiquing and the one getting feedback get so much out of this.
DeleteI had used FACT #3, Annotated Drawings, a few weeks ago at the beginning of our Atoms unit. I gave it the same day we gave the pre-test, just for an added way to check and see where the kids were at. I called it MTV--Make your Thinking Visible, like the book suggests on p. 55. I asked them to draw an atom and label and define any/all parts that they knew. It was really easy to see misconceptions, as some kids drew a cell, some drew an atom but had the charges mixed up, and many thought neutrons could either be positive or negative. It took me just a few minutes to scan through them and provided me with a lot of knowledge about the thoughts my students were bringing to this unit.
ReplyDeleteI loved that FACT and agree that it was so easy to scan visually for a quick assessment. Perfect FACT for the beginning of that unit! I wrote in my post how I wanted to do similar for energy last week... but not the right FACT for the term energy... one kid draws lightning and the other draws a slice of pizza or some other form of energy. What was I thinking?
DeleteI feel like there are a few of these that we have already used in the past. We have done card sorts and annotated drawings. We have also done the concept maps with rearranging the words. We just didn't know that they fit into a fancy category of formative assessments. It makes me feel like less of a total failure to see that we have done some of this stuff in the past....that might be a bit of an exaggeration but I'm finding it hard to have positive feelings about what I do in my classroom when we have to prove our worth to everyone that has a pulse but has never stepped into a classroom. I'll stop my rant now, thank you for listening :)
ReplyDeleteI agree with this--it was great to be like, "Oh, I do this already to some extent!" I truly love doing card sorts, either at the beginning of a unit or middle/end. We have 2 planned for the start of electricity next week because of course the kids already said they have made circuits and lit bulbs in 5th/6th grade. So we have three piles and about 24 cards of circuit types. They have to sort them into "All bulbs will light," "some will light" and "none will light." I think it will be great before we present our lab to see what kind of prior knowledge they bring to it. I love hearing the conversations during card sorts.
DeleteI want my MTV. When I did that, or the annotated drawing, I was getting the majority of the kids to be correct, but I did have a few that turned in a drawing of a cell instead of a drawing of an atom. It does make you wonder...
ReplyDelete