Chris Frost - Teacher Evaluation - M6U4A3

My school conducts annual teacher evaluations, and my first-ever took place in April 2017.  I was contacted via email by our school secretary asking me for a convenient time to meet with the principal for my "pre-evaluation celebration."  Anything to make it sound better, right?  During this meeting, my principal was interested in knowing how I was feeling in the classroom, about my TEACH-NOW studies, etc.  Unlike the chemistry teacher in the Teaching Channel video, I was not required to submit and discuss a lesson plan during my pre-evaluation.  The pre-evaluation was more of a heart-to-heart discussion.  I had taken over for a teacher mid-year and started my own schooling soon after.  My life changed drastically in a short period of time, and my students also experienced the loss of a teacher and gaining of a new one.  She provided me with a self-assessment to complete and return prior to my observation.  It contained questions about classroom management, relationships with parents, students and staff, professionalism, planning for instruction, instructional strategies, etc.  The self-assessment was a rubric that required rating myself as highly effective, effective, developing, or ineffective, which I found extremely difficult.  I read and re-read each question.  I didn't want to give myself too much credit since I'd just recently started school and felt like I was "developing" in many ways.  I tried to be as honest as possible.

I was able to choose the day and time of my evaluation, which I appreciated.  I was required to have a copy of my lesson ready and waiting for the principal when she arrived.  She slipped in very quietly and, while I hoped her presence would cause my students to be on their best behavior, they seemed to forget she was there within minutes.  Ha!  I taught a mathematics lesson, which the students really enjoyed, but also caused a great deal of excitement.  Their excitement caused me grief because they seemed more talkative and louder than usual.  

My post-evaluation conference was scheduled exactly one week after my observation.  Before anything else was said, the principal asked me how I felt it went.  Then, she went on to discuss areas of strength and provided helpful suggestions for things that seemed to trouble me.  The assessment form she used to evaluate me was the same one I used to do my self-assessment.  Her ratings lined up nicely to mine, but I would argue that she was more complementary than I was of myself.  

In looking more closely at my evaluation, I do not see where state test scores, for example, are included.  This differs from, say, the Tennessee Value-Added Assessment System (TVAAS), which does place emphasis on test performance.  However, what I really like about the TVAAS is that student growth over time is what is measured.  Based on how students have performed in previous years, predictions are made about expected performance in the current year.  This provides a more reliable predictor of performance.  Teachers are not assessed per student, but are assessed on how the class on average is progressing as a whole as compared to others in the state.  When state test results are made available at my school, there is a lot of talk about each teacher's passage rate.  There is very little talk about the makeup of each class or student growth, which I think the TVAAS does a great job of taking into consideration.  TVAAS takes into consideration the starting line for each student, and that each student starts in a different place.  

When I think about what should be included in an evaluation, classroom management definitely comes to mind.  To even have a chance of being an effective teacher, you must have control of your class.  My four years of subbing really helped drive this home.  Relationships with students and staff should be evaluated as they are an integral part of one's success as a teacher.  To be successful in teaching and collaborating, you must build positive relationships with your students and colleagues.  Also included should be a teacher's ability to plan and carry out lessons using meaningful instructional strategies.  And, by including an assessment piece similar to TVAAS, a teacher's ability or inability to carry a class forward will be included.  This will show whether or not a teacher is effective in moving students in the right direction based on standards and objectives.  I also feel that evaluations should include a recommended professional development section.  To be honest, I'm not even sure what professional development opportunities are available to me.  Setting some professional development goals would be a worthwhile part of the evaluation process.  

Chris Frost - Pre-Assessment for Differentiation - M6U2A3

My pre-assessment and differentiation strategies are based on the following 3rd grade math standard:

3.M.OA.A.01

Model the process of multiplication using repeated addition, arrays, a number line, and groups of.  

I chose this standard as it is one of the first I will be teaching in the 2017-18 school year.  Because I started teaching full-time in December 2016, the first half of next school year will be foreign to me.  There is a huge emphasis on learning multiplication in 3rd grade, so I want to be as prepared as possible.  

At the end of last school year, my school purchased 60 Chromebooks for use in classrooms.  While I didn't have a chance to utilize them last year, I have every intention of putting them to use in 2017-18.  My pre-assessment was made using Kahoot!, and it is conceivable that my students could use the Chromebooks for the purpose of taking the pre-assessment.  Depending on availability, each student may be able to have his or her own Chromebook or, if resources are limited, students could work in pairs sharing one Chromebook.  The pre-assessment contains ten questions, which was intentional because it's easier for me to grade 😀.  The first three questions are related to multiplication terminology and symbols that students were exposed to at the end of 2nd grade.  This will help me assess whether or not students are familiar with key concepts.  The next four questions take things up a notch by asking students to choose the repeated addition and array answers that match the pictures shown.  I created these questions after looking at the final summative assessment 2nd graders at my school should have taken.  Responses to these questions will help me gauge if they did learn these concepts.  Depending on how far a particular 2nd grade class progressed, it is possible they may not have covered this in great length.  Other 2nd grade classes may have reached or surpassed these concepts.  The results of the final three questions will be very interesting to analyze.  Those having a solid understanding of multiplication terminology, repeated addition, and arrays, may have little difficulty solving multiplication problems using groups of and a number line.  Those with a weak understanding may have more difficulty.  The pre-assessment will give me a very good idea of where students stand.  The results are not meant to penalize or pigeonhole anyone but, rather, help me plan lessons to best suit the needs of all of my students.  To view my pre-assessment, please click on this link.  Kahoot! Pre-Assessment

Once pre-assessment results have been analyzed, students will be grouped according to their abilities for activities.  Students with a low level of understanding will spend time reviewing important multiplication terminology, symbols, and the different strategies of multiplication. Using Chromebooks, students will watch a Khan Academy video that introduces multiplication and provides practice problems. The practice problems will serve as a formative assessment.  Problems for these students will contain smaller factors and, as time progresses, factors will become greater.  Math manipulatives will be utilized in the building of multiplication models.  Finally, students will be given pre-lessons to prepare them for the following day.  They will be asked to share what they've learned to help teach others, and to build trust and confidence.  

Using Chromebooks, students with an intermediate level of understanding will watch a series of Khan Academy videos to reinforce what they already know, plus provide a refresher of concepts they may have forgotten.  Practice problems will be completed by students, which will serve as a formative assessment.  I envision students in this group, which will most likely be the largest group, working with a partner.  As students gain understanding, they will move on to more challenging activities, like the "Problem of the Week," which is explained in more detail in my mind map (click to open).  Students will also create their own multiplication word problems that group members will solve using the various models of multiplication.  

Students with a high level of understanding will begin work on the "Problem of the Week," which is explained in more detail in the above mind map.  Students will create their own multiplication word problems and equations that will be shared and solved by the rest of the class.  These students will be given an opportunity to help struggling students via peer tutoring.  Lastly, when ready, they will be introduced to division and its relationship to multiplicaton via Khan Academy videos and practice problems.  

Chris Frost - High-Stakes Assessments - M6U1A3

High-stakes testing in schools often leads to heated conversations between educators, parents, elected officials, etc.  In my circles, most don't like them, but begrudgingly accept them as the status quo.  Scholarly research is divided on the subject, yet most of what jumps out at you online is against them.  In a seemingly unbiased publication (Pros and Cons of Standardized Testing, 2013), the Columbia University Office of Work/Life provided their opinions of the pros and cons of standardized testing.  One pro mentioned is that standardized or high-stakes testing gives teachers guidance on what to teach and when.  Because I like structure, I tend to like this aspect.  How we teach the standards is up to us, but the standards that students will be tested on are known.  We may not know exactly what the test will look like, but we have a pretty good idea of what will be on it.  Another pro mentioned is that high-stakes tests are objective in nature, meaning that they are normally graded electronically or by those who do not know the students.  If rules are followed, this removes any subjective component and makes the results very difficult to tamper with.  Columbia University also lists as a pro the ability to compare schools locally, statewide, and nationally.  Parents and students are able to engage in comparisons because of the highly automated nature of high-stakes assessments.  One of the major cons noted in the publication is the stress on students, teachers, districts, and parents.  This stress can lead to high anxiety resulting in good teachers leaving the profession, health problems, disagreements at home, and a decline in student engagement at school.  Also mentioned as a con is that high-stakes assessments only measure individual performance at the time of the test, and don't take into account Adequate Yearly Progress (AYP).  A student may have grown considerably over the course of the year, but test results may show a weak performance. Also, text anxiety causes some hard-working and bright students to underperform.  A high-stakes assessment does not reflect that these students possess character traits that will lead to success in their future endeavors.

For purposes of this assignment, I interviewed the principal of Benson Primary School in Benson, Arizona.  As a parent of children attending the school, as well as a 3rd grade teacher there, I have always found her to be a very honest and reasonable person whose opinion I value. She explained that teacher evaluations do include a test score page, but the test scores of the entire school are averaged, rather than showing individual teachers or grade levels.  She jokingly said that bonuses and rewards for high test scores are only given to the principal but, in all seriousness, there are no rewards and bonuses tied to test scores 😀.  She assured me that she has never considered or implemented the moving of teachers from one grade to another based on test scores.  Also, it is not policy to release a teacher due to test scores alone.  When assessment performance in a grade varies from teacher to teacher, there is much to be taken into consideration.  She explains that, while an initial attempt is made to structure each of the grade-level classes equally based on academics and behavior, classes get skewed a bit due to legal and personality conflicts, parent requests, etc.  Also, some teachers are better able to handle behavior issues, so they may end up with more of one type of student group vs. another.  As a result, her opinion is that test result averages may be a bit misleading, and scores on high-stakes assessments alone are not a good indicator of teacher effectiveness.  She believes in multiple measures of assessment. 

I also interviewed the superintendent of the Benson Unified School District who came to us from nearby Vail School District.  Economically speaking, Vail is in much better shape than Benson.  Situated just east of Tucson, many Vail residents work in Tucson.  Benson is farther east of Tucson and job opportunities aren't as plentiful or easily accessible.  I learned from our superintendent that high-stakes assessments are treated similarly in the Vail School District.  It is the general consensus at the district level that test scores alone do not define a student, teacher, or school.  Like Benson, bonuses and rewards are not tied to test scores at Vail.  One contrast is that, because teachers are more plentiful in Vail due to nearby Tucson, more thought might be given to finding a better grade-level fit for a teacher who consistently struggles with testing.  Assessment performance would never be the only factor that drives a change, but it might carry more weight in Vail vs. Benson.  I was also very surprised to learn that much of what Benson Unified School District does is modeled after the Vail School District. Benson has worked closely with Vail in recent years to implement a lot of the same procedures, schedules, summative assessments, test prep processes, etc.  Perhaps this is one reason why Benson Unified School District has been so successful, despite being more economically depressed. Much like Vail School District, Benson Unified School District values its teachers for more than just scores on high-stakes assessments.  

Since the 2013-14 school year, Arizona's "Move on When Reading" law requires that students who score in the "Falls Far Below" category on the ELA portion of the AzMerit achievement test will be retained at the end of their 3rd grade year.  Exceptions can and will be made for ELLs with two years or less of English instruction, students with disabilities whose IEPs include that promotion is based on what appears in the IEP, and students in the special education referral process or who are being evaluated for reading impairments (Move on When Reading, 2017). This past school year, my IEP students, and also a 504 student with ADHD, took the AzMerit outside of my classroom with special education professionals who helped them based on what appears in their IEPs/504.  My school's principal told me that, since the 2013-14 school year, not one student has been retained.  Those who have scored "Falls Far Below" were covered by one of the exceptions mentioned above. Based on the lack of motivation I witnessed by some students this year during testing, I was in disbelief upon hearing that. I recall one student filling in random bubbles without reading a single passage.  It truly makes me wonder how much weight this test should carry.  

As a teacher, I administered my first AzMerit achievement test at the end of March, which was earlier than many other Arizona schools.  Our early testing date required that we, as teachers, teach four quarters worth of standards in three.  This was extremely stressful for teachers and students, as we often felt rushed.  Frequently, I felt as if some students would benefit from more time spent on a concept, yet I had to move on because of time constraints.  Ironically, I felt like I was leaving children behind.  Test prep occurs almost every day all year.  In the teaching of required standards, I am prepping for the quarterly benchmark exams and, later, the state-mandated exam.  None are available for teachers to see until assessments are taken, but some teachers have been around long enough to remember what will appear.  The AzMerit test really throws students a curve when they are asked to pick two answers for a question rather than one.  This is not something students have been exposed to on any other assessments so, if students aren't prepared, this might confuse them and cause unnecessary stress.  Practice booklets are provided to teachers that contain practice tests.  Starting 2 to 3 weeks prior to the AzMerit, teachers print copies of the practice tests and review them with students.  This helps them become familiar with the verbiage and nuances they will encounter.  During this 2 to 3 week review, standards are still being taught as per the curriculum calendar.  It requires a great deal of time and thought to make this period of time engaging for students, but it is not impossible.  In a 2014 article, education journalist Katrina Schwartz suggests making the standards fit into student interests.  This could be applied year-round, as well as during test prep.  Practice assessment questions could be rewritten, or made accessible online, so they are more engaging to students.

As a veteran substitute teacher, and now a full-time teacher, I frequently hear teachers fretting about high-stakes assessments.  While I set the bar high for almost everything I do, I realize that there is only so much I can control. I will work my hardest to teach the required standards in an engaging way and prepare my students for the high-stakes assessments they will face.  At the same time, I want my students to enjoy school and love learning.  As a result, any stress I may feel about such assessments will not be made known to students.  On test day, I just want them to do their best.  That is all anyone can ask.

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References:

Move on When Reading. (2017). Retrieved from http://www.azed.gov/mowr/family-and-community/

Pros and Cons of Standardized Testing. (2013). Retrieved from http://worklife.columbia.edu/files_worklife/public/Pros_and_Cons_of_Standardized_Testing_1.pdf

Schwartz, Katrina. (2014, March 12). Retrieved from https://ww2.kqed.org/mindshift/2014/03/12/how-to-teach-the-standards-without-becoming-standardized/

Chris Frost - Lesson Plan Incorporating Multicultural Perspectives - M5U5A1

I grew up in a rural, mostly Caucasian town.  One of my classmates was African American and a favorite memory of mine is running track together in high school.  We lived about an hour from Columbus, Ohio and often had to race against inner-city schools.  When we would arrive at the meet and size up our competition, Lina would always say, "Crap, they're all black."  Her stereotype of inner-city African American girls made me laugh then, and it still makes me laugh now.  She is a dear friend to this day and, based on the results of some of those races, she wasn't entirely wrong.  

I was raised in a very nonjudgmental home.  My parents never talked down about other races and cultures.  In fact, my parents spent time serving in the Peace Corps in India and I was often tortured as a child by slide shows and the smells of foreign spices.  Much like my parents, I expect my children to treat everyone with respect, regardless of race, religion, disability, etc.  We are all the same in God's eyes. When talking about diversity with my children and students, I always remind them that we have no say in choosing the color of our skin, what disabilities we are born with, and the culture into which we are born.  What we do have control over is our character and how we treat others.  

I now live in an even smaller town in Arizona, yet there is slightly more diversity because the United States/Mexico border is just 75 miles south.  As a result, there are several students with ties to Mexico.  As a teacher, my hope is to make all students and families feel safe and comfortable while at school. I don't pry for information, as I don’t want to make students feel uneasy, yet I am excited to learn about their background and culture if they wish to share.  It helps us understand why people do things a certain way, teaches us some really neat things about others, and learn how to assist students and their families.  Because I took over my class mid-year, many things got lost in the shuffle. One of those things was the fact that I had an ELL student.  I was shocked to finally learn this because he was one of my best students in terms of reading, writing, etc.  It was unfathomable to me that he started kindergarten knowing little to no English.  I learned that he had achieved the status of Proficient on his last AZELLA exam, and was in the second of his two-year monitoring phase.  Prior to parent-teacher conferences, it dawned on me that I hadn't heard back from his parents.  I asked the student if an interpreter would make them feel more comfortable and he said, "Yes."  As a result, I arranged for an interpreter, and our conference went amazingly well.  I almost missed an opportunity to meet with them because I didn't gather this information sooner.  I think my relationship with this student grew stronger after I learned more about his background and family.  He shared that he was born in Mexico, and I invited him to share information about his home country with the class.  He enjoyed sharing and I know the other students enjoyed learning. 

I had a United States map hanging in my classroom last year that garnered more interest than anything else.  Students would be near it when they lined up to leave the classroom and were always talking about where they had traveled, where they had lived, etc.  We live in a town near several military installations so there is diversity in terms of student hometowns.  I never would have guessed that a $1.00 map from Dollar Tree would be such a conversation starter!  My thought for next year is to add a world map to the mix.  At the beginning of the school year, we could do some activities to learn the ancestry of students.  I envision the activities involving both student and family, and inviting some parents to speak to students about their culture.  Had I thought of this last school year, I could have invited a student’s mother to speak who is from Germany.  Next year, I may have a student whose parents hail from Vietnam.  My experience has been that students really enjoy learning about culture and diversity.  Unfortunately, time is limited, and we spend a great deal of time on mathematics and reading.  My hope is to incorporate multicultural elements into other subjects.  I like to spend the last 15 minutes of the day reading to students.  Perhaps I can choose books with a multicultural perspective.  Another idea is to have students do writing assignments that cause them to think globally and multiculturally.  I will continue to have multicultural books in my classroom. If I determine that books about other cultures would be beneficial, I will use my Scholastic coupons to purchase them.  When creating word problems for mathematics, I will include ethnic names and topics.  This might help engage students of various backgrounds.  It will take some creative thinking, but multicultural elements can be incorporated into subjects other than just social studies.  

How will I know if students are developing cultural competence in my classroom?  Well, the first thing that comes to mind is how students are treating others.  Are they being kind to one another regardless of race, religion, culture, etc?  If so, that is a good start.  Also, I will feel successful if interest is piqued when a student shares information about his or her culture.  If I hear conversations between students about where they are from, where they go to church, what holidays they celebrate, etc., I will know they are interested in learning about others, which helps lead to understanding and tolerance.  If I continue to see that my classroom books about different cultures, languages, holidays, etc. are being checked out, I will know that students are enjoying becoming more culturally competent.  

With my own children, as well as my students, I will continue to emphasize that our differences make us unique.  If we were all the same, life would be rather boring.  We all have different stories, and sharing our stories helps us learn new things.  As I mentioned in the second paragraph, we have no control over where and how we are born.  We do have control over our character and how we treat others, which is what I will drive home to students as much as I possibly can. 

Candidate has analyzed in detail different ways s/he will know if students are developing cultural competence.

Chris Frost - Differentiating for and Anticipating Student Needs - M5U3A2

When I first started teaching full-time, I'll admit that I taught to those students who were engaged, which were my medium to higher-level learners.  Two groups of students, my disengaged learners and ADHD students, were often unfocused and engaging in undesirable behaviors. I was convinced that they didn't want to learn and it bothered me that they were interfering with the learning of others.  It finally dawned on me that I was the one who needed to make changes.  As a result, I shifted my focus to finding ways for all students to learn, regardless of ability level.  I knew this would benefit my disengaged learners and ADHD students, as well as my engaged students, who were sometimes adversely affected by those who weren't.

My disengaged learners had the ability, but lacked the will.  Because I had a habit of calling on students with hands raised and eager faces, I realized that my disengaged learners were not receiving much attention.  I decided to differentiate affect by working to build better personal relationships with my disengaged learners.  Whenever I had a chance, I would strike up a conversation about a common interest or an interest of theirs.  They began seeing me as someone who cared about them and their interests, which helped them focus on me a little more.  From there, I changed the way I called on students.  Rather than calling on students with hands raised, I differentiated the process by pulling name sticks at random.  All of a sudden, students knew that they might be called on at any time, which heightened engagement.  I suddenly had students solving problems on the classroom whiteboard who had never done so previously.  I noticed a change in their participation level, as well as their confidence level.  My disengaged learners finally felt like someone cared about and had faith in them.

Going forward, I will offer students more choice in the process of practicing a skill, which will stimulate disengaged learners.  By giving students options, they feel as if they have some control over their learning, and can choose options that interest them.  This will lead to product differentiation.  I will also have students work collaboratively.  When doing assignments individually, it is much easier for a disengaged learner to "zone out."  When working with a partner or team, there is more pressure to contribute and not let your team down.  I will differentiate content by providing more hands-on learning opportunities.  For example, a simple dry erase board could be used to solve problems instead of a worksheet.  Resources such as math manipulatives and/or technology tools would pique the interest of a disengaged learner.  I will differentiate process by striving to relate what I am teaching to student interests.  Thought will be put into selecting and/or creating assignments that students find fun and relevant.  If students don't understand why a lesson or assignment is purposeful, especially a disengaged learner, they are less likely to be engaged.  The following resources provide suggestions for engaging students and helped me develop the above plan.

http://educationtothecore.com/2015/08/5-strategies-for-reaching-disengaged-students/

http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2012/05/response_several_ways_to_connect_with_disengaged_students.html

http://www.teachmag.com/archives/4190

I had one ADHD student this past year.  She was quite capable of doing the work, but had difficultly getting started, staying on task, and finishing.  Because I knew she was very bright, and I had little knowledge of ADHD, I did very little differentiating of instruction initially.  Over time, I realized that the work she did complete was high-quality, but there was little getting done.  I was expecting her to do the same amount of work in the same timeframe as my medium to higher-level learners.  She would get distracted, lose focus, and I would constantly be redirecting her. It became frustrating for both of us so I decided to change course.  I began differentiating process by setting small goals for her to complete within a certain timeframe.  I would tell her that I expected her to have x number of problems completed by lunchtime.  She was still doing the same work that my medium to higher-lever learners were doing, but content was adjusted to smaller quantities.  This worked wonders and less redirection was required.  In addition, I differentiated the learning environment by providing her with preferred seating where there were minimal distractions and she was close to me.

Going forward, as recommended in the following resource, https://www2.ed.gov/rschstat/research/pubs/adhd/adhd-teaching_pg3.html, I will divide content into smaller units.  I will encourage cooperative learning with a partner who I feel is able to keep the ADHD student on track. The Think-Write-Pair-Share strategy provides variety and allows students to express themselves in writing and orally.  To differentiate process, as recommended in the following resource, http://onlineresourcekit-adhd.blogspot.com/p/differentiating-curriculum-teaching.html, I will provide a daily checklist to ADHD students that can be marked as tasks are completed.  Additionally, homework assignments will be written down so that they are remembered.  My plan for next school year is to implement a ticket reward system where students receive a ticket when they are caught in the act of following classroom rules, staying on task, etc.  Tickets can also be taken away if rules aren't followed.  Tickets can be redeemed weekly for prizes, which should help incentivize ADHD students, as well as other students, as described in this resource https://www.education.com/reference/article/add-adhd-strategies-tips/.

Differentiating instruction for learners on opposite ends of the spectrum can be accomplished in a variety of ways.  This past school year, I found I had enough higher-level learners who were eager and willing to help the struggling students.  This was a blessing to me, and it challenged my higher-level learners to be patient, kind, and intuitive.  They had to think of ways to help struggling students gain understanding of a concept.  This required positive communication skills.  Being paired with a higher-level learner, my lower-level learners received peer instruction and feedback, which I found to be quite effective.  Some students respond more favorably to peer feedback than teacher feedback. If formative assessment reveals that a student is struggling, I will often spend time differentiating content with him or her during their specials period.  I try to avoid this unless absolutely necessary because I know students look forward to specials.  But, when necessary, meeting with them during that time gives me an opportunity to work one-on-one with students or in a small group.  If a student is struggling and I sense that he or she is overwhelmed by a particular assignment or its length, I will differentiate the process so that it's not so daunting.  This might mean breaking it down into smaller parts.  Finally, for students who have mastered a concept and are ready for higher-level concepts, I will have assignments on hand that serve this purpose.  I will differentiate content by having them write about what they are learning.  For example, they could write a persuasive or informational essay.  They could write the procedures followed to learn the skill, which might help a struggling student.

Please click the link below to view my flowchart for differentiating instruction based on students' individual needs.

https://docs.google.com/drawings/d/1Inx-1daSyTlGa11TXKXV9Jck6p8efGPPIa1ZQ9mQkos/edit?usp=sharing

References

Education.com. (2014, October 3). Strategies for Students with ADHD. https://www.education.com/reference/article/add-adhd-strategies-tips/

Ford, K. (n.d). Differentiated Instruction for English Language Learners. http://www.colorincolorado.org/article/differentiated-instruction-english-language-learners

NSW Government. (2015). Differentiating content, process, product, learning environment.
http://www.ssgt.nsw.edu.au/documents/3_content_pro_etal.pdf

Chris Frost - Articulating Outcomes: Thinking Like an Assessor - M5U2A2

In my four years of substitute teaching, and in my five months of full-time teaching, I have grown accustomed to certain procedures followed district-wide by teachers in grades 2 and up.  At the end of a mathematics or reading unit, a District Formative Assessment (DFA) is given to students to evaluate student learning.  Ironically, our summative assessment is called a formative assessment, which caused some confusion for me when I first read this assignment.  The DFA contains five questions and is graded.  It is up to teachers how much weight the DFA carries and, frequently, grade-level teams will decide how to treat them.  Some grade-level teams weigh DFAs more heavily since they do serve as the summative assessment for an entire unit.  Others weigh them similarly to graded classwork or homework.  As a parent, I have never been a fan of the DFA because it only contains five questions.  If one question is missed, students receive an 80% or B-.  If two questions are missed, students receive a 60% or D-.  If a student has a teacher who weighs the DFA more heavily, it can be very detrimental to an overall grade.  In my classroom, and in 3rd grade overall, DFAs carry the same weight as classwork or homework.  In fact, all of our graded work carries the same weight, including quarterly benchmark tests.  Because some students struggle with testing, we don't want grades to be too adversely affected.  It's our feeling that there are better ways to assess understanding.  Because we are required to administer and grade the DFA, it does serve as our summative assessment at the district level.  Students receiving a 60% or below must spend time in reteach.  Reteach is often conducted by the classroom teacher during specials or recess.  After reteach, students take version two of the five-question DFA.  The goal is to have all students pass with an 80% or above, but this is rarely the case.  Often, there is a handful of students, even after reteach, who score 60% or below.

When I took over my class mid-year, I was against group work.  I knew this class had the reputation of being very chatty, so my goal was to temper this.  While I did manage to gain more classroom control than my predecessor, I realized something along the way.  I realized that there is great value in students working collaboratively, as long as students are grouped appropriately and staying on task.  My low students seemed to benefit the most, which was a blessing for them and me.  They seemed to respond more favorably to peer instruction and correction.  As a result, my formative assessment during a unit often consisted of group observation.  I would provide instruction to students prior to assigning groups.  When students broke into groups to begin work, I would walk around the classroom to check in and ask questions.  These questions helped me assess their understanding and create future lessons.  For those students needing more of a challenge, I would ask them higher-level questions.  I didn't realize until this assignment that observation is considered a tool for formative assessment.  In fact, I didn't realize until this assignment how many tools are available for formative assessment.  After reading 60 Formative Assessment Strategies (Lambert, 2012), I am excited to try new formative assessment strategies next school year.  By experimenting with some of the strategies, I am sure I will find ones that work better for different units.  Also, some may work better for one class vs. another.  

Two strategies, in particular, are of interest to me for purposes of the standard I am focusing on.  The standard reads: Model the process of multiplication using repeated addition, arrays, a number line, and groups of.  I really like the Think-Pair-Share strategy (ReadWriteThink, 2017).  In this strategy, I will give students a higher-level question about a topic that relates to the standard.  They will have 1 to 3 minutes to think about the question individually.  Next, for 2 to 5 minutes, they will be paired with another student to discuss their thoughts and ask questions of each other.  Finally, we will meet as a class to share thoughts and ask questions.  I will ask each member of a pair to share what they discussed and learned.  That way, I hear from all students and can assess each student's level of understanding.  

The second strategy I would like to use for formative assessment is a Journal Entry (Lambert, 2012).  The 3rd and 4th grade teachers at my school agree that writing is not emphasized enough.  Time is often a factor, but my hope is to incorporate writing into every subject next school year, including mathematics.  By putting thoughts on paper, I can assess where students need language assistance.  Also, it will give students a chance to practice their cursive writing.  By including writing in lessons, I will be able to assess students in a variety of ways, including their understanding of the topic, their language skills, and their handwriting.  It seems like an efficient way to provide a thorough evaluation.

As far as a summative assessment goes, well, I am somewhat bound by our DFA.  It doesn't have to be the only summative assessment, but time often prevents extending a unit to include additional assessments.  As teachers, we must wrap up a unit and move on to the next.  For the standard listed above, what I would like to see is a summative assessment where students are provided with real-world problems and can choose the strategy (repeated addition, arrays, a number line, or groups of) they feel most comfortable with to solve them.  The summative assessment would ask students to explain, in writing, why they chose a particular strategy and how they used it to solve the problem.  This would incorporate choice and writing into the assessment.  If time permits, I would meet with students one-on-one to have them explain to me how they solved a problem and why they prefer one strategy over another.  This would improve communication skills, which is important in the workforce.  I would encourage eye contact, which many students have difficulty maintaining.  Unlike the DFA that serves as my district's summative assessment, my ideal summative assessment would consider the whole child.  Each student has unique strengths and weaknesses and, by including choice, writing, and spoken communication, students could shine in a variety of ways.  It also indicates areas where students need additional assistance.  

My assessments are SMART, meaning specific, measurable, attainable, relevant, and time-bound.  Using backwards mapping, I would ensure that students are learning what they are supposed to be learning.  Why?  Well, because I know the stakes are high when it comes to benchmark tests and state-mandated exams.  Assessments need to be specific to the standard.  My formative assessments, including Think-Pair-Share and Journal Entry, ask questions that are directly related to the standard, as well as push students above and beyond in terms of higher-level thinking.  My summative assessments are measurable and graded.  Assessments are attainable in that students will be asked to answer questions and solve problems for which they have had instruction. There should be no surprises.  Performance goals will be set that are reasonable and well-suited for my particular group of students. Assessments are relevant in that they relate directly to the standard.  Also, my ideal summative assessment is relevant in terms of real-world scenarios.  To engage students, what they are learning must be relevant to their own experiences and interests. And, finally, my assessments are time-bound.  Formative assessments would be given at the end of instruction on a particular topic.  Summative assessments would be given at the end of instruction on an entire unit.  

References

Lambert, K. (2012, April). 60 Formative Assessment Strategies. Retrieved from  https://drive.google.com/file/d/0BzYfzjQoASL_bXVxYUg4SE1lSk0/view

ReadWriteThink. (2017). Using the Think-Pair-Share Technique. Retrieved from

 http://www.readwritethink.org/professional-development/strategy-guides/using-think-pair-share-  30626.html

Chris Frost - Understanding and Applying Standards - M5U1A3

I wish I had completed M5U1 back in December.  That is when I took over for a 3rd grade teacher who decided to retire early.  I knew taking over a class mid-year would be a challenge in and of itself, plus it was widely known that my predecessor had "checked out," had an unruly class, and was behind in teaching the standards.  The class I inherited had scored the lowest of the 3rd grade classes on Q2 benchmark exams, and I knew I had a lot of work to do. Despite my lack of formal training, I was humbled by the fact that school and district officials were confident in my ability to face these challenges.  

As a four-year veteran of substitute teaching, I was fairly comfortable in the classroom, but I never had to plan any lessons from scratch.  I would arrive on my scheduled day and find plans waiting for me.  I mainly had to worry about carrying them out successfully.  Occasionally, I had to improvise, but I never had to unpack standards or engage in backwards mapping.  In December, without much notice, I became responsible for everything.  Needless to say, I felt quite overwhelmed the first several months on the job.  Trying to balance full-time teaching, full-time school, and family rearing left me more than a little frazzled at the end of each day. 😔

Fast forward to now.  This is the last week of my first year of teaching.  My students seem happy, their parents seem happy, my employer seems happy, and I couldn't be happier for summer break.  The countless hours I spent learning the tools necessary to do my job paid off, as I managed to close some gaps.  On Q3 benchmark exams, my students scored the highest of the 3rd grade classes, which made me smile both inside and out.  This wouldn't have been possible without the help of my mentor, my colleagues, my family, and my dedication to learning the standards. 😊

The school year moves at a very fast pace.  There is little down time, and the standards we are expected to teach can't be taught at a leisurely pace, unfortunately.  There are quarterly benchmark exams and state-mandated exams that assess students on what they have learned through a given period.  As a result, planning has to be efficient and effective.  Unwrapping the standards, or breaking them down into smaller components, makes me feel less overwhelmed.  It helps me identify what concept I am teaching, like multiplication, division, elapsed time, shapes and attributes, etc.  Also, identifying the verbs in the standard helps me understand what students need to be able to do with the concept.  For example, explain, use, partition, show, create, solve, interpret, etc.  Unwrapping a standard also provides a context for the concept.  For example, a standard may ask students to model the process of multiplication using arrays and a number line.  The context is arrays and a number line.  If I planned all of my lessons teaching students how to model the process of multiplication using repeated addition, I wouldn't be preparing them for what they are expected to know.  As a result, it is very important to identify the concept, skills (action), and context of each standard I am expected to teach.  

After starting in December, I quickly learned the value of looking at the final assessment as part of the unwrapping process.  Often, I would read the standard, then go straight to the assessment to learn more about what is expected.  We also did this as a grade-level team during our Friday meetings.  This was essential for me in the first few months of teaching because time was extremely scarce.  Knowing what students would be seeing on their District Formative Assessment (DFA) helped me narrow down my lesson planning. Instead of feeling so overwhelmed, my direction was clearer. Backwards mapping helped me back into lessons that would get students where they needed to be.  I must say, however, that I did feel guilty about doing this at times.  I sometimes felt like I was teaching to the DFA.  While I feel backwards mapping is extremely beneficial, I think we must prepare lessons that challenge our students to think outside the box or test.  We must strive to prepare engaging lessons that give students an opportunity to work collaboratively.  We must challenge students according to their proficiency level and learning style, and ask students to share what they've learned, regardless of subject.   

I am fortunate that my district subscribes to Beyond Textbooks, which was created by neighboring Vail Student District.  In fact, I just learned yesterday that my district was part of the pilot program and its first user.  Beyond Textbooks takes the Arizona College and Career Ready Standards and unpacks them fully. Standards are broken down by concept, skills, big ideas, essential questions, common misconceptions, etc. Assessments are provided and teachers share resources and lesson plans for each standard.  I was unaware of how extensively the standards are unwrapped in Beyond Textbooks until M5U1, which is why the assignments in M5U1 would have benefited me back in December.  I knew where to find each standard, the teaching timeline, the DFA, and some lesson plan ideas.  My research this weekend opened a whole new world for me that will make life much easier going forward.  I now know where to find the concept, skills, big ideas, essential questions, common misconceptions, expectations based on proficiency level, etc.  Unwrapping a standard takes time, and Beyond Textbooks does much of the work for users.  In a sense, M5U1 helped me unwrap Beyond Textbooks, and has given me more confidence heading in to next school year. 

Chris Frost - Standards and Backwards Mapping - M5U1A2

Standards

I am currently teaching 3rd grade at Benson Primary School in Benson, AZ.  I teach the subjects of mathematics, ELA (reading, language, and spelling), and social studies.  A specials teacher teaches 3rd grade science outside of the general education classroom.  I will be in the same role for the 2017-2018 school year.  Benson Unified School District subscribes to Beyond Textbooks, which was created by the Vail School District in neighboring Vail, AZ.  Beyond Textbooks takes the Arizona College and Career Ready Standards and unpacks them for its subscribers.  All teachers within a subscribing school have access to Beyond Textbooks where, for each standard, they can view the timeline, skills, knowledge, cognitive processes used, big ideas, essential questions, common misconceptions, assessments, etc.  In addition, teachers have the ability to share lesson plans, PBL activities, worksheets, pre-assessments, etc.  All teachers at subscribing schools can use these resources.  If I am struggling with ideas for a lesson, I can ask a colleague, search the Internet, or check what's available on Beyond Textbooks. As a new teacher, it is truly is a blessing for me to have so many resources.

The standard I will be focusing on for this assignment is for 3rd grade mathematics.  It reads:
Model the process of multiplication using repeated addition, arrays, a number line, and groups of.  

I chose this standard because it's one of the first I will be teaching in the 2017-2018 school year and, because I didn't start teaching full-time until December, I did not teach this standard this school year.  I want to be prepared and, for whatever reason, I have a more difficult time motivating myself to prep for math lessons.  One reassuring thing is that both my son and daughter have recently been through 3rd grade, so many of the concepts are somewhat familiar to me and them.  I count on them regularly to help when I am struggling to find a way to teach a particular concept.

Student Proficiencies

I am providing four proficiencies for this standard since the standard contains four components.  Below the proficiencies, I have indicated the performance outcomes for the Minimally Proficient student, Partially Proficient student, Proficient student, and Highly Proficient student.

1. Model the process of multiplication using repeated addition.

2. Model the process of multiplication using arrays.

3. Model the process of multiplication using a number line.

4. Model the process of multiplication using groups of.

Minimally Proficient student: Models the process of multiplication using repeated addition, arrays, a number line, and groups of with visual support.  Factors are less than or equal to 5 for all problems.

Partially Proficient student: Models the process of multiplication using repeated addition, arrays, a number line, and groups of with visual support.  Factors are less than or equal to 9 for all problems.

Proficient student: Models the process of multiplication using repeated addition, arrays, a number line, and groups of.  Multiplies within 100 to solve single-step word problems using the aforementioned strategies.

Highly Proficient student: Models the process of multiplication using repeated addition, arrays, a number line, and groups of.  Multiplies within 100 to solve multi-step word problems using the aforementioned strategies.  Students will use provided context to create an equation to solve a word problem.

Assessments

After providing instruction to my students, and allowing them to model the process of multiplication using the four strategies, I will be ready to assess what they've learned.  My assessments are described below.

1. Before any formal assessments take place, I will informally assess students during a classroom learning experience.  Students will work collaboratively on an assignment related to this standard.  While they are working, I will traverse the room to check in with each group, see if they have any questions, and also ask my own questions.  Listening to students work through the problems, asking them questions, etc. will provide me with feedback regarding their level of comprehension.  Students will be grouped strategically so that those needing extra support receive it.  After my informal assessment, I will determine if afternoon reteach time needs to be dedicated to one or more of the proficiencies/components and plan accordingly.

2. Students will be assessed on their individual performance on worksheets related to the proficiencies/components of this standard.  Students will be graded on two worksheets.  One will be given during our morning math block, and the other will be given during afternoon reteach.  One worksheet will cover multiplication using repeated addition and multiplication using groups of.  The other will cover multiplication using arrays and multiplication using a number line.  Both worksheets will be graded that day so I know what students are and aren't comprehending.  This will help me plan future lessons.

3. Available on Beyond Textbooks is a practice District Formative Assessment (DFA).  The practice DFA will be given to predict how students might perform on the DFA.  The practice DFA includes five questions that cover multiplication using arrays, a number line, repeated addition, and groups of. This will be entered as a quiz grade and I will base future lessons on student performance.

4. Also available on Beyond Textbooks is the DFA for this standard, which will be the final assessment.  It contains five questions that are very similar in nature to the questions on the practice DFA.  Results of this assessment will be entered as a test grade.  Students receiving a 3 out of 5 or below will attend reteach during specials or recess and be given a chance to retake the DFA.  Beyond Textbooks provides a second version of all DFAs for this purpose.

Learning Experiences

The learning experiences I plan will be based on what students are required to know.  This will require me to unpack the standard, as well as do backwards planning.  I will look at all aspects of the standard, including the DFA.  While most have heard the phrase, "Teaching to the test," there is validity in looking at the test to plan lessons.  One of the things I have learned in my brief time of teaching is that teaching moves at a fast pace.  You have to be strategic in your planning.  Often, when looking at a DFA, something jumps out at me that I suspect will be tricky for students.  In my planning, I am sure to provide more instruction in that area so that students are prepared.

1. My students' first learning experience is a PowerPoint presentation that will be projected on the classroom whiteboard.  Students will need their personal whiteboard and a dry erase marker.  The PowerPoint first indtroduces the terminology associated with multiplication, including factors and product.  Next, it demonstrates multiplication using repeated addition.  Students will have an opportunity to do practice problems with a partner using their whiteboards.  Then the PowerPoint demonstrates multiplication using a number line.  Again, students will have an opportunity to do practice problems with a partner using their whiteboards.  At the end of the PowerPoint, both strategies are reviewed and students will independently do practice problems on their whiteboards.  This learning experience introduces two of the four proficiencies/components associated with this standard.

2. My students' second learning experience will be the following day and is a continuation of the same PowerPoint presentation.  The slide introducing the terminology will be reviewed so that students start to commit the terminology to memory.  Next, the PowerPoint demonstrates multiplication using arrays.  Students will have an opportunity to do practice problems with a partner using their whiteboards.  Then the PowerPoint demonstrates multiplication using groups of.  Again, students will have an opportunity to do practice problems with a partner using their whiteboards.  At the end of the PowerPoint, both strategies are reviewed and students will independently do practice problems on their whiteboards.  This learning experience introduces the remaining two proficiencies/components associated with this standard.

3. My students' third learning experience involves completing a "Problem of the Week" in a group.  The "Problem of the Week" is found on Beyond Textbooks and exists for most, if not all, standards.  It can be printed and handed out or projected on the classroom whiteboard for students to solve on their own whiteboards. Groups must read the problem and solve it using repeated addition, groups of, an array, and a number line.  Groups must also create an equation using one of the multiplication models they created.  This lesson is a great way for students to work collaboratively to demonstrate what they learned from the PowerPoint presentation and practice problems.  While students are working, I will make my way around the classroom to check in with groups.  This will be a good way for me to assess their understanding and plan future lessons.

Chris Frost - Applying Classroom Rules and Procedures - M4U5A1

When I took over a third grade class mid year, I knew I would face some challenges.  The students were already used to the rules and procedures of my predecessor, which didn't necessarily fit my teaching style.  To make things more challenging, my predecessor had been struggling to manage behavior effectively.  Therefore, the students had a lot of freedom and control.  I didn't want to come in like a tyrant, but I knew changes needed to be made.  Student learning was at risk and I needed to gain control quickly.

While I do feel that the rules and procedures I implemented have led to increased student learning, I still have a lot of room for improvement. As a result, this post will focus on my plans for next school year.  This year has been quite a learning process for me, and I look forward to starting next school year from the beginning.  I will be able to set the tone from day one, and work to forge positive bonds with students and parents from the get-go.

Our school year begins on a Thursday, which is a wonderful way for teachers, students, and parents to ease back into the school routine. Teachers use Thursday and Friday to get students settled into their new environment by distributing supplies, outlining rules and procedures, engaging in get-to-know-you activities, etc.  In these first two days, my plan is to form rules and procedures with my students.  This provides students with a voice, and gives them a more vested interest in the classroom.  I want to hear what motivates and demotivates them.  I want to hear what actions by others bother them.  I want to hear which rules and procedures they feel are important to foster an environment in which they can learn and feel safe.  Third grade is a big year for students at my school because it is the first year of state-mandated testing.  As a result, the academic bar is higher and more is expected of them.  It's a good year for students to become more responsible for their actions, both academically and behaviorally.  Once we have developed classroom rules and procedures, I will prepare posters for the classroom that weekend.  They will be on display in the classroom on Monday, which is the first full week of school.

What I have witnessed in my own classroom is that most students respond to positive reinforcement, which doesn't have to be costly.  My predecessor had a cable extending from one side of the classroom to the other.  It wasn't being utilized for anything, so I decided to use it to display student work.  It adds so much life and color to our room, and students strive to have their work displayed on this cable.  I pick and choose based on the quality of the work.  I do take into consideration the capabilities of each student and what is their personal best.  This is an example of non-verbal positive reinforcement.  More non-verbal positive reinforcement strategies include smiling, giving the thumbs up sign, and giving high fives.  These go a long way and, again, don't cost a thing.

When I see students doing the right thing, I make a point to say how nicely they are working.  I include what they are doing correctly so that all students can hear and procedures are reviewed.  It's amazing how many students follow suit who may not have been on task prior.  Verbal recognition can be given in front of the entire class or individually.  Just last week, a student of mine who normally struggles on spelling tests received a 100%.  I called her up to my desk and flipped the test over to surprise her with the results.  I told her how proud I was and that I know she studied hard to earn that score.  We were both elated and I gave her a big hug.  Verbal recognition is a powerful tool because it makes students feel good.  It helps create a positive bond between student and teacher.  It can be used in conjunction with non-verbal positive reinforcement and, again, does not cost a thing.

Another powerful positive recognition strategy is contacting home to report positive behavior and academic success.  Too often, being contacted by a teacher is the result of a negative occurrence at school.  To be perfectly honest, most of the phone calls I have made and emails I have sent this year are due to behavior and academic issues.  Just recently, I was elated to hear that a student's STAR reading score had doubled.  This student was previously homeschooled and her parents decided it was time for her to return to a traditional school.  Her parents recognized that she was starting to fall behind and needed extra support.  She tested very low in reading and math upon enrolling, but has made great strides since then.  I was so thrilled to hear the news that I sent a Facebook message to her mother informing her how much her daughter's reading score had improved.  The mother responded by saying I had "made her day."  I realized then the power of positive communication from school.  My school also has preprinted postcards that can be mailed to parents at any time to report positive news.  I do not mail them often enough, and have set a goal to mail at least one per student next year.  Even those children who struggle with behavior exhibit positive qualities.  It is important to recognize and encourage those qualities so they continue.

A tangible positive recognition strategy I would like to implement is a ticket system.  After spending time in a lot of classrooms as a substitute teacher, and seeing many different techniques, this seems like something I can handle.  While some teachers issue tickets for specific behaviors and accomplishments, I prefer to do it in a more random fashion.  When I see a student on task, I may present him or her with a ticket.  If I see a student take the initiative to help another student, I may present him or her with a ticket.  This keeps students alert and motivated as tickets might be presented at any time.  Tickets may be redeemed on Friday afternoons for a snack or prize, or saved for a prize worth more tickets.  Some prizes will include lunch with the teacher, computer time, extra recess, etc.  Students must keep track of their tickets and make decisions on how and when to redeem them.

While positive reinforcement goes a long way, there are times when it's not enough.  There must be consequences for undesired behavior.  As a teacher, I must be vigilant in tracking what is going on in my classroom.  Even when I am working one on one with students, I must continue to scan my class to ensure students stay on task.   It never fails that some will take advantage.  My first response is a stern look in their direction.  Often, eye contact is enough to stop the undesirable behavior.  If that fails to work, I will make motion toward students.  This adds a sense of urgency and is often when I see students shoving things into their desks like toys or notes 😀.  Next, I will pause from teaching and, in front of the class, confront the behavior.  If the behavior persists, the student will be asked to take a time out on the bench outside of our classroom.  This allows me to finish my lesson uninterrupted.  Persistent behavior issues will lead to loss of privileges, including lunch in the cafeteria, recess, and specials.  Instead, students will spend this time in the office's Bobcat Citizen room.  There, they will be monitored by office staff and expected to complete their work.  This often has a big impact on students who value their privileges.  If the undesirable behavior continues, parents will be contacted and a home contingency plan discussed.  I have several parents I communicate with by text and/or email on a regular basis.  It has really helped students with behavior and academic issues.  The students know a partnership exists between home and school and, as a result, work harder to stay on track.  If behavior issues cannot be resolved via the above methods, the office will arrange a meeting that includes parents, teacher, and principal.  If necessary, special education teachers and/or reading specialists will also be asked to attend.  The goal is to discuss what has been tried, where we are, and how to best help the student going forward.  If school property has been damaged as the result of behavior, overcorrection might be discussed as a means of restitution.  I like this approach because the student not only has to make right what he or she damaged, but must also make improvements above and beyond.  The hope is that students learn the value in treating things respectfully, and how much time it takes to fix or clean things.

Below you will find a flowchart outlining the enforcement of rules and procedures in my classroom.  This flowchart follows a logical order and includes both positive and corrective reinforcement.

Chris Frost - Creating High Performance Learning Environments - M4U3A2

Each week, I am further inspired by my TEACH-NOW lessons.  The Roller Coaster Physics video viewable here https://www.teachingchannel.org/videos/teaching-stem-strategies is a perfect example.  Had my high school physics class included collaborative projects like this one, rather than boring Mr. Bodart, I may have a completely different view of physics today.

The students in this video are my son's age, and the academic expectations Ms. Migdel has for her students are astounding.  I showed the video to Max and he was surprised to learn that the students featured are his age.  He thought the project looked very exciting, yet extremely challenging compared to what he is used to.  One thing that impressed me is how she treats her students like adults.  Each student in a group has a job, for example, measurer, recorder, organizer, and accountant.  When jobs are chosen, learning styles are matched to student strengths.  She never mentioned anything about students with special needs, which makes me think that everyone must contribute in some way to the group's effort.  During the design phase, students gathered around a table, which reminded me of a workplace board meeting. There, each group's "chimer" shared the "trials and tribulations" of their project, while other students took notes and added to the conversation. Suggestions and solutions were shared by students to aid in the improvement of projects.  Despite being 12 and 13 years of age, the students were engaged and handling the meeting with a maturity and professionalism that I haven't witnessed in my son's grade level.

The lesson plan Glog for this project can be viewed at http://edu.glogster.com/glog/roller-coaster-lab/1gku0vrn4cn.  While there is no evidence of students deviating from the assignment in the video, the Glog indicates a daily participation grade.  If a student must be reminded to stay on task, it results in 10% being taken off of that day's grade for each occurrence.  Because each student has a task, and group members are counting on him or her, this may help incentivize students to stay on task.  In the event that a student isn't pulling his or her weight, pressure from the group might steer the student back on course.  In the video, because Ms. Migdel sets high academic expectations, my opinion is that she also expects them to conduct themselves in a very mature and professional manner.

One norm in this video that supports high student performance is that projects worked on in this class are based on real-world scenarios.  The teacher introduces projects that will enable students to become problem solvers for life.  Another norm is that students are expected to work collaboratively.  Working collaboratively raises the bar for all students in the group, as each one is expected to contribute.  The procedure of "chiming" requires all students to share ideas and solutions to better their own project, as well as others' projects.  Ideas and solutions not previously thought of are shared, and are likely to lead to a better finished project.

The 3rd Grade Chinese Math video viewable here https://www.youtube.com/watch?v=h7LseF6Db5g resonates with me since I am currently teaching 3rd grade.  It reminds me of kindergarten classrooms in the United States where students gather on the carpet to memorize sight words, alphabet chants, etc.  Instead, in this video, students are repeating math fact rhymes from memory.  According to the article viewable here http://theconversation.com/explainer-what-makes-chinese-maths-lessons-so-good-24380, 2nd grade Chinese students begin memorizing multiplication rhymes that were invented 2,200 years ago by Chinese scholars.  The Chinese realize the importance of fact memorization for continued success.  As a result, it's drilled into their heads at a younger age.  I can completely relate to this because I have a handful of students who do not have their facts memorized and, because of this, they struggle on a daily basis.  The academic expectations in China are very high.  Students begin learning their multiplication facts earlier than in the United States.  They spend a significant time inside and outside the classroom on math.  In the upper grades, deductions are taken if mathematical work isn't written precisely.

In terms of behavioral expectations, I was a little surprised to hear as much chatter as I did.  Students were very excited when repeating the math fact rhymes, which is good, but I did notice that the teacher had to place her finger over her lips to signal quiet at times.  When she was asking questions of students, many were eager to respond and began talking prior to being given permission.  It reminded me a little more of my kindergarten subbing days than 3rd grade.  Students were excited, yet not as controlled as I would have expected.  Next year, I would like to introduce some songs or rhymes to help students learn multiplication facts.  Right now, part of my students' nightly homework is to practice their facts.  I know this doesn't happen in some cases.  The same students who don't practice at home, may not be engaged while practicing songs or rhymes at school.  However, like in the Chinese schools, if practice is routine, the facts will start sinking in.

A norm in Chinese schools is that students are expected to know their facts...period.  As the above article explains, there is a high level of teacher and parent support in China for making this happen.  While it isn't stated in the video, my guess is that the practicing of the rhymes is a procedure that is followed at least once, if not more than once, during the school day.  For thousands of years, the Chinese have felt that this is the most effective way to learn facts.  As a result, this, or a similar procedure, is probably found in most Chinese schools.  While some may argue that Chinese students are pushed too hard, my guess is that students in the Chinese classroom are lagging less than students in my classroom.  As I am now preparing my students for 4th grade, some are still using repeated addition to solve simple 1-digit by 1-digit multiplication problems.

The Whole Brain Teaching video viewable here https://www.youtube.com/watch?v=8iXTtR7lfWU&feature=youtu.be shows strategies that are a bit outside of my comfort zone.  In fact, when I was subbing, I spent time as a paraprofessional in a 4th grade classroom where some of these strategies were used.  I was surprised to see how automatic the responses were for students and how effective they were in gaining the students' attention.  In the video, by using hand motions, clapping transitions, requiring students to repeat after her, etc., students are forced to be active participants.  While I would think that some 9th grade students might feel self-conscious doing some of these things, they all appear enthusiastic and to be having fun.  These strategies and transitions keep students on their toes and lead to more academic information being absorbed.  The "Crazy Professor" and "Super Speed Reading" strategies allow small groups of students to delve deeper into subjects in ways that keep them engaged.  The teacher has created a fast-paced environment that does not allow students to sit idly.  Academic expectations are high because students are expected to engage and work collaboratively.

The behavior expectations in this classroom are phenomenal.  Again, the teacher keeps things moving, which keeps students engaged.  There is no idle time for problems to occur.  Also, the students have been taught to recite the classroom rules in catchy ways, which is shown in the video.  The rules have been engrained in students' minds via words and hand gestures.

The classroom norms and procedures that lead to high student performance include responding to commands taught by the teacher, quickly transitioning when a command is given by the teacher, following the rules of the classroom that all students have committed to memory, and engaging with classmates when collaborative learning is required.  Again, if these norms and procedures are followed, students stay engaged and have little to no idle time.  This is strategic in that it keeps students busy, which will lead to high student performance overall.

The three videos, and corresponding lessons and articles, have given me a lot to think about for next year's 3rd graders.  I wish I could go back and redo some things, but I can still make the most of the time I have left, as well as revamp for next year.  Much like the teacher in the Roller Coaster Physics video, I like to think that I provide my students with a lot of real-world scenarios.  If lessons don't have real-world significance, some students may find it meaningless to engage.  When you can relate lessons to their interests, or to things they may experience, they are able to find a connection.  While our K-3 students receive science instruction outside of the general education classroom, next year I hope to introduce more project-based learning activities.  Activities might involve reading, research, writing, collaboration, social studies, math, etc. They could also involve science to provide them with additional science exposure.  Like the teacher in the video, I want students to learn how to provide help, and to give and receive feedback in a mature and responsible manner.  This will help them throughout their lives.   Also, by incorporating things such as cost and resource management, students will be better prepared to make decisions in their own lives regarding money.

Much like the Chinese classroom, I need to implement strategies for students to commit multiplication facts to memory.  When students don't know them, it is detrimental to their progression.  The socioeconomic status of most of my students is low, and many come from broken homes.  As a result, the academic expectations of parents are low compared to the description of Chinese parents in the article.  To help my students be successful, I must find ways for students to learn their facts at school because there is no guarantee that parents will help them at home.  As a result, I will talk to my colleagues and research fun and engaging ways for me to make the memorization of facts a daily procedure.

Ah, the Whole Brain Teaching classroom.  Again, implementing this fully is outside of my comfort zone, but there are parts I can see myself trying.  In a different video showing Whole Brain Teaching strategies viewable here https://www.youtube.com/watch?v=ApXuG-skwoo, Mr. Deshotel demonstrates an "attention getter" that, when said, students respond with the same voice and intensity he portrayed. Based on the difficulty I've had gaining my students' attention this year, I really need to come up with something that works close to 100% of the time.  I also like how he strives to keep direct instruction to one minute.  Then, using a signal, the focus is shifted to collaborative learning, which allows the teacher to walk around and monitor what students are doing and saying.  The teacher is able to gauge if students understand the concept that was taught and decide if further instruction is needed.

As seen in these videos, the possibilities for creating high performance learning environments are endless.  Teachers must assess their students and put together strategies, rules, norms, and procedures that will work for their grade and particular group of students.  What works one year may have to be altered the next year.  Collaborating with colleagues and researching strategies will provide teachers with a toolbox full of possibilities.