What You Think Your Students Are Learning But Aren’t: Col - PowerPoint Presentation

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What You Think Your Students Are Learning But Aren’t: Collaboration as Eye-Opener

Camille KingmanOrem Junior High School (UT)ckingman@alpinedistrict.org

NAfME

National In-Service Conference 2014Slide2
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What You Think You Are Teaching But Aren’t: Delusions RevealedSlide4

Confessions of a Collaboration Hater: Learning to Love Group WorkSlide5

What You Can Learn from What Your Students Aren’t LearningSlide6

Goals

Tools and resourcesWhat collaboration looks like: a professional learning community of music educators in actionHow to collaborateHow to use dataHow collaborative work ties into new National Core Music StandardsSlide7

Tools

choirplc.comchoirhelp.weebly.comSlide8

ToolsSlide9

choirplc.com: Scope Page Slide10

choirplc.com: Assessments Page

Password:

choirplcSlide11

choirplc.com: Data Page Slide12

choirplc.com: Formative Assessments Pages Slide13

ToolsSlide14
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PLC by the Numbers

4 years of high-functioning collaboration11 junior high schools 17 choral educators0 district administrators3500

+ students

each fall

3 levels of curriculum

4

6 common assessments created to date Slide16

How We Got Started

Monthly meetingsSummer grant in 2011Unpacked our state core curriculumCreated specific benchmarks for 7th Grade Choir, focusing on music notation skillsDivided into sub-groups to complete work

Wrote a comprehensive pre-test and post-test

Made a SMART goal

Gave the assessment and c

ollected

student dataSlide17

Unpacking

“Identify and define standard notation terms and symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.”Slide18

Beginning Pre-Test, 2011-2012Slide19

Beginning Post-Test, 2011-2012Slide20

How Did We Do?

We finally knew where we stood.We made some progress, 347 more students showed proficiency.We did NOT meet our SMART goal and we were SHOCKED.We had taught the basics.We had been more meticulous about our teaching than ever.We had talked about teaching more than ever.

How many years had we been in denial about what our students were learning?Slide21

Why Didn’t We Give Up?

InexperiencedMistakesUnrealistic goalsDidn’t know how to write quality assessmentsDifficult to collect dataDidn’t know how to use data

Worked so hard and still had many failing students

We didn’t receive a collaboration grant for 2012Slide22

Why Didn’t We Give Up?

Greater organizationHeightened team collegiality Accountability to members of the teamImproved teacher instructionIncreased student learningAccess to resourcesGetting over the delusion “I taught it, they got it.”Slide23

Beginning Pre-Test, 2012-2013Slide24

Beginning Post-Test, 2012-2013Slide25

Beginning Assessments, 3-Year ComparisonSlide26

This Year’s Baseline Proficiency DataSlide27

Where We Are Now

Meet 2-3 times a monthBeginning, Intermediate, Advanced CurriculaCollect common data on formative assessments, not only summative post-testsUnified use of Mastery Connect software for data collectionTeacher websiteStudent websiteSlide28

How do we collaborate?Slide29

Collaborate with those who share your same discipline.

Specialize within music disciplines (band, choir, orchestra) if you canYou will need to have the support of your administratorsReach out beyond your physical school siteUse technology to collaborateIncrease your collaboration proficiency, then collaborate with other educators who might not teach what you doNew national standards will help in collaboration amongst diverse arts educators Slide30

Collaboration is NOT

CooperationEvent PlanningCollegialitySlide31

Collaboration IS

Shared values and vision centering on students’ learningCollective teacher learning and application of learningShared personal practiceAction and experimentation orientationShared leadershipSlide32

What do we want our students to know?

What do we want a 7th grade student leaving my choir class to be able to know and do?Intended, enacted, assessed, and learned curriculaDo we want our students to learn how to sing and interpret a piece of music they just picked up?Do we want our students to memorize symbols and definitions?

Do we want our students to learn how to take multiple choice tests?

Do we want our students to learn that music reading skills are separate from the “fun” music-making they enjoy outside of the classroom?Slide33

What is essential?

Must knowGood to knowNice to knowUltimately, only you know what is essential for your students in your situation.Your list of essentials will evolve, and probably shrink, as time passes.Slide34

What is essential?

Facility in solfegeLetter names on the staffSlide35

What is essential?

Aural skillsTerminologySlide36

Start small.

The “easy” project will be far more difficult than you realize.Choose one unit in one level of curriculum.Choose concepts/objectives that are easily assessed.In large PLCs (5+ teachers) divide work amongst subgroups.Be patient with yourself and others.Slide37

How will we know if they learned it?

Answers are more elusive than you thinkThis is the course in assessment writing that you never had.You have to write an assessment.It will take longer to create than you predict.You’ll finally finish, and you’ll be proud. You have to actually give the assessment.

Once you have used the assessment, you’ll hate it.

Repeat.Slide38

How will we know if they learned it?

Moment of truthNothing will be scarier than the first batch of dataCheckups versus autopsiesAssessments are just as much for the teacher as for the studentAllow a minute for you and your students to adjust, logistically and psychologicallySlide39

Common Assessment

Assessment is not common until data is collected and shared.Be very specific about data collection.WhenWhereWhatHow

Use technology: the computer is better at grading than you anyway.Slide40

Avoid the DRIP syndrome.

DataRichInformationPoorWhat do we do with data once we have it?Slide41

Pre-Test Data

Establish a baseline Adjust curriculum for the classroomAdjust curriculum for individual studentsInform assignment of students to teams for group workFix mistakes in assessmentSlide42

Formative Data

Assessment FOR learningNot for the purpose of putting assignments in the grade bookProvide immediate feedback to studentsYou will need helpExtra time in the dayStudent teachers and college studentsStudents who are already proficient

TechnologySlide43

Formative Data

Dialogue with students“How did you get this answer?”Validate students’ problem-solving skillsLearn how to think as your students thinkAdjust future teaching to align with the styles of your studentsSlide44

Item AnalysisSlide45

Item Analysis

Beginning 7th Boys

Beginning 7th GirlsSlide46

Item Analysis

What is the content of Questions 20 & 21?Is there a better way to assess the content of Questions 20 & 21?

What is Question 24 asking?

How did my colleagues teach that content?

Is Question 23 too easy?

Entire District

Questions I Should AskSlide47

Item AnalysisSlide48

Formative Data

Reflect: What did I do to teach this the first time?Re-teaching does not mean to repeat the teaching you did the first time.Provide experiential learning before assigning verbal terms.Take another look at the question.Is it assessing what you think it is?Is it unnecessarily tricky?Is it worded in student-friendly language?

Is the graphic clear?

Are the answer choices too similar to one another?

Is it simply a bad question?Slide49

Item Analysis

Questions 1-5 are terms matching.Question 6: Give the note names for mi, sol, ti, do’ in G Major.

Critical thinking

Abstract

Many skills needed to answer this one question

Advanced Formative #1

For Your ConsiderationSlide50

Formative Data

Which measure is louder, m. 39 or m. 41?True or False: The steady beat is faster in m. 39 than in m. 46.Slide51

Formative Data

Unpack all of the skills needed to answer the question in order to foresee incorrect student transfer of knowledge.MeasuresBeat versus rhythmDynamic markingsArticulation markingsSlide52

Teach each other how to teach.

Reflect on your personal students’ data.What do you learn about your own teaching?Reflect on the data of your students versus the student data from another school.What do you and your students do well?What can you share with your colleagues?At what do your colleagues excel?

What can

you learn from them?

Reflect

on your team’s collective data.

What is working?What is not working and how are we going to fix it?

Do not tell people how they must teach.Slide53

Summative Data

Assessment OF learningAccountability to the collaborative teamCelebrate student (and teacher) progressPlan and revise for the next group of students in your classThis kind of data provides only one limited perspectiveSlide54

Agree to disagree.

Consensus comes only after lengthy debate.Disagreements are inevitable.Your ego will heal.You will learn little if you are more concerned with avoiding conflict.Create group norms.Starting and ending on timeProviding thoughtful agendas before meetings

Not interrupting, allowing each member to speak

REALLY listening and considering all ideas

Bringing treats

Celebrate all of your team’s efforts, even the failures.Slide55

Revelations

RIP: “I taught it, not my problem if they didn’t learn it.”Brilliant, unassuming students are hiding in your classes.The “Why do we have to learn this?” question is less terrifying.The initial investment of time to teach curriculum at the beginning of the year leads to quicker learning of repertoire, more singing as the year continues.There is no more your

students and

my

students. They are

our

students.Process versus productGroup construction of knowledge in the PLCSlide56

New Standards

The Artistic Processes are Creating, Performing, Responding, and an overarching Connecting.There is no Reading (music in notational systems) Process.Can you still create, perform, respond, and connect to music if you cannot read notation?Does reading notation help in the creation, performance of, response and connection to music? Standard notation is explicitly mentioned in AS2 (Creating) & AS4 (Performing). Slide57

Where Notation Fits in the New Standards

Specifically mentioned in:AS2: MU:Cr2.1.E.8b AS4: MU:Pr4.1.E.8a, MU:Pr4.2.E.8a Implied in:AS1: MU:Cr1.1.E.8a

AS2: MU:Cr2.1.E.8a

AS3: MU:Cr3.1.E.8a, MU:Cr3.2.E.8a

AS4: MU:Pr4.3.E.8a

AS5: MU:Pr5.1.E.8a

AS6: MU:Pr6.1.E.8aAS7: MU:Re7.2.E.8aAS8: MU:Re8.1.E.8a

AS9: MU:Re9.1.E.8aSlide58

New Standards

Understanding by DesignStage 1: Big IdeasStage 2: Real-World Performance AssessmentsStage 3: Skills and Knowledge Required1994 National Standards now constitute the Stage 3 skills and knowledge of the 2014 Standards.Shift from behavioral objectives to constructivist objectives

The

majority of our PLC work historically has focused on basic skills and knowledge.

A powerful conversation led us to develop performance assessments this

summer. Slide59

New Standards: What’s the Big Idea?

For this PLC work currently? Big Idea? Enduring Understanding? Essential Questions for Anchor Standards 4 & 5How do performers select repertoire?How do performers interpret musical works?How do people pass music on from one to another?

Culture to culture

Throughout history

This question could be asked fruitfully over and over and over…

There are multiple answers and multiple avenues for students to make meaning. Slide60

PLC Practice: An Analogy to New Standards

Music - Traditional and Emerging Ensembles StrandAnchor Standard 3: Refine and complete artistic work.Enduring Understanding: Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.Performance Assessment (MU:Cr3.1.E.8a): Evaluate and refine draft compositions and improvisations based on knowledge, skill, and collaboratively-developed criteria.

This is what you are doing with curriculum and assessment within a PLC! Slide61

What now?

Use assessments with us; share and analyze data with us.Slide62

What now?Slide63

What now?

Use assessments with us; share and analyze data with us.Use assessments within your own PLC; share data amongst yourselves to inform your teaching practice.Use assessments as a starting point in your own PLC, and then adapt/create assessments that better meet the needs of you and your students. Will you share them with us?Begin working in a PLC of music educators on curriculum of your choosing. Please share your journey with us.Slide64

Camille Kingman

ckingman@alpinedistrict.orgchoirplc.com

choirhelp.weebly.com