Assessment in the digital world….with a pencil

I’ve been a teacher for 13 years and there is one component of the job I just don’t ever seem to be able to fully, effectively manage – paperwork. Specifically, assessment paperwork. I start the year off with good intentions and, quite often, a folder neatly organised and labelled with appropriate headings, all ready to sort the rich evidence of learning of each of my students.

Regardless of what system I’ve devised over the holidays, I’m usually happy with it initially. Until about week 4. That’s when I start to see the flaws and it starts to become a little unruly before building up to unmanageable and I spend the rest of the year trying to backtrack and put band aid solutions, hobbling along and swearing next year will be different. Which it always is…with the same results.

I think the crux of it is that my digital life is very organised and orderly, my paper life less so however my assessment is a real mix of the two. Finding a way to merge all of that without duplication (because who has time for that?) has been the challenge which I feel like I might have got on top of this year.

Two things have made a real difference to my assessment this year – Microsoft OneNote and my Apple pencil.

I wasn’t initially a convert to OneNote – I found it to be a bit glitchy and wasn’t entirely convinced it did enough to warrant me moving over to it. It was pretty but didn’t have any additional functionality that I needed. However the real clincher was my Apple pencil – suddenly the benefits of OneNote were clear – an organised space for my digital records with multiple sections that I could type in and write on as well as store documents. All in a friendly, vaguely paper looking format.

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My current setup for my reading conference notes looks like this – a summary page at the start with hyperlinks to individual pages for each of the student records. The different colours on dates are for the fact that I share my grade with another teacher so this solution allows us both to take notes and know where the other teacher is up to.

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The individual pages look something like this. You might be wondering where my handwritten bit comes in as it’s all looking very spreadsheet-ish at the moment. Firstly, I take my running records on my iPad. No longer do I have to waste paper or ink on printing them out, only to file them then shred them at the end of the year. I take them in Notability, save them and attach them directly below the notes of that session so it’s all accessible.

Below each student’s record, I also keep a copy of the ‘Fountas and Pinnell behaviours to notice and teach’ and I (physically) tick & date each of the behaviours when I see them to help me figure out the student’s next area of learning in reading.

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So far, so good. I love the fact that it’s all tidy and in one spot as well as the ease of use when multiple teachers need to access student’s assessment results. Their writing records are being kept in a similar way and have allowed me to take snapshots of students’ work, annotate it and keep it all organised. Who knew that all it would take to bring me over to digital record keeping was…..a pencil?!

How do you organise your reading conference notes? Do you prefer digital or paper records?

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ALEA conference 2016 – day 2

I’m a little delayed on this blog post due to the enormity of thoughts floating around in my head after 3 days of intense learning. Forgive me. Here is as coherent a summary as I can manage.

The power of the word – Jenni Connor

This was my first keynote of the day and Jenni grabbed me early as she spoke of the importance of a childhood rich in books and literacy experiences, something I’ve blogged about before and which I am particularly passionate about. She talked of how, to truly grow a lifelong reader, we need to let them read rich and inviting texts, not necessarily those which are age appropriate or at the right level for them. She provided us with some rich examples of quality literature, in picture books I’d forgotten about, such as The Coat by Julie Hunt and Ron Brooks, but also in places you wouldn’t imagine, such as the powerful writing of Stan Grant in his speech for The Ethics Centre on racism and the Australian dream.

Jenni also ranged into novels and spoke of Morris Gleitzman’s ‘Once‘ with its honest, raw and child centred portrayal of a horrific time in the world. This novel and all that it embodies sums up for me another of her key messages – the power of fiction really is in its lessons of empathy beyond our own lived experiences. As a young child, I was fortunate enough to experience actual life in both the UK and Australia but the diversity of experience I was exposed to was much broader thanks to the range of texts I read or had read to me.

Narrative and creativity: Where do they fit in today’s schools? – Misty Adoniou

I love hearing Misty speak and still count the keynote I attended at last year’s conference as amongst the most powerful professional development I have been part of.

To begin with, Misty spoke about the messy, competing demands and critical thinking required by engaging with multimodal texts in the real world then considered whether this was the case with those neatly packaged, single genre texts encountered by students in the classroom. In fact, it was a speech of considering contrasts – literacy as skill acquisition vs literacy as meaning making being the next. As a primary teacher, this is one I often grapple with, particularly in writing. While students obviously need to develop a whole range of skills and will need varying amounts of time and practise to build them, there is no point in developing such skills in the absence of meaning and purpose. Grammatically correct sentences with sturdy punctuation make no difference if there is no one to read them.

Misty finished with an idea that resonated that helped bring the contrasts to a point – perhaps part of our role in school is providing students with additional skills, opportunities and beliefs that, in conjunction with those from their home environments, allow them to exist in and create in a third space, separate from but informed by (and enriched by) both. I like that concept a lot and I think it helps me reconcile my role as an educator – not there to be the only element in a child’s education, just part of the complex mix that will support and extend their life choices.

Using picture books to explicitly teach about language – Robyn English

A thread that was very common throughout the conference was the power of narrative, particularly picture books, for learners of all ages. This session was no exception and provided both multiple great picture books as well as novel and interesting ways to use them with students.

One of the games I liked was a ‘grammar by dice roll’ game where students were given sentences from favourite picture books and, based on the roll of a dice, were encouraged to…

1 – change the verb

2 – add an adjective to the second noun

3 – add an adverb

4 – add a circumstance

5 – add detail to the subject noun

6 – add a circumstance that includes a conjunction and a pronoun

I could see this being a lot of fun, especially playing with language from texts that my student already loved and were familiar with.

Another activity involved using vocabulary from familiar books and asking students to discuss and justify which was the odd one out of each line. This takes the skills beyond just knowing what the word means and requires students to think more broadly and argue for their point of view.Cm5tHk-WIAA03wc

Overall, another great day of ideas and wonderings.

Day 3 post to follow soon…

ALEA conference 2016 – day 1 reflections

Well timed to end the school holidays on an inspirational note, this weekend is the ALEA conference being held in Adelaide.

Literacy & imagination: schools as wondering places and spaces?

The conference started with a keynote from Barbara Comer  encouraging us to consider teachers as ‘imaginative designers, weavers and researchers’ rather than bound by templates and programs which restrict us and limit opportunities for our students. It set the scene for the rest of the weekend well – these conferences are always an energetic mix of new ideas and revisiting more familiar but forgotten ones and I always leave feeling full of possibility. So being reminded that, as teachers, we are responsible for researching, interpreting and implementing ideas, woven as an intricate and specifically crafted tapestry was exactly what I needed to hear.

Students with literacy difficulties: Same and different

Anne Bayetto presented about the needs of students who experience difficulties with literacy and the message was both clear and reassuring – on the whole, all students, whether experiencing difficulties or not, have similar needs, including requiring cognitive level tasks and dignified access to a range of aural, visual, print and digital texts.

Most importantly, students who are experiencing difficulty need to speak, listen and read more. Activities involving cutting and pasting, colouring, drawing and, generally, doing ‘busy work’ are not likely to have any impact and will further disadvantage students.

Anne spoke of some great resources to encourage speaking and listening:

Embedding oral language across the curriculum

This presentation was full of both new material and reminders of things I used to do but which need to be revived in my classroom. The concept of ‘hands down’ to ensure all children have an opportunity and an expectation to speak and participate is an important one which needs to be developed as the culture of the classroom and school. Too often, quiet or less confident students are able to fly under the radar during sessions involving oral language, deferring to those who more confidently raise their hands. Sheena Cameron and Louise Dempsey suggested a number of different strategies to encourage greater participation during speaking activities, such as:

  • allowing adequate thinking time for students when using ‘think, pair, share’;
  • turning it into ‘think, pair, square’ with student pairs becoming a group of 4 to provide more opportunity for student talk;
  • compass partners (one name at north, one at south, one at east and one at west) so that students are quickly able to find a partner during oral language activities;
  • a listening triad where one student is speaking, one is purely listening/responding and the other is recording.

Another great reminder from this presentation is that, as teachers, we ask a lot of questions throughout our day and this isn’t the only way to prompt and provoke student discussion. Comments and statements can be just as effectively used to get students talking – the important part is that we provide quality and meaningful reasons for them to speak that are relevant to them. It would be frustrating for our students to be asked to talk about thing that aren’t worth talking about from their perspective.

This presentation in particular has given me food for thought – so much so that I went and bought their new book, The Oral Language Book. Looking forward to diving into that one and exploring more possibilities for student talk in my classroom.

How to grow your own word detective

I haven’t always been passionately interested in spelling. During my first year or two of teaching, I will admit to being similar to so many teachers – frustrated with my student’s attempts, reaching for commercial spelling programs and over-reliant on the ‘look cover write check’ method.

Initially, I put it down to the fact that I had been one of those children who ‘just got it’ when it came to spelling. And reading and writing for that matter. But it wasn’t something I was born with – it was a product of the environment I came from.

From a very young age, I saw the power that words held. They mesmerised my Mum when she relaxed on the couch and read, ignoring whatever yells and screams were coming from me and my sisters as we fought over something petty on rainy afternoons. They earned praise for my sister when she brought home writing from school to show my parents – those words on the page made them smile and say how proud they were of her. And they earned a lot less praise for my other sister when she brought home her school report. I didn’t know what the words said but Mum & Dad clearly did and it wasn’t good. Powerful things, those words.

Growing up, I began to understand how certain words could achieve different things, depending on where they were used and who you gave them to. If I used certain words or phrases at school, teachers listened to me more (for positive and not so positive reasons) and different words and phrases would get me attention at home. A whole other set worked with my peers. As a teenager, I realised that using a certain tone in my speaking and writing made others see me differently and allowed me to build a picture of who I wanted to be, no longer limited by socio-economic or geographic limitations. I saw the power of words take my sister through Year 12 and into University.

Wanting to use and play with that power, I chose to become a journalist where words were my only tool and the product that I spent so long crafting each day.

So I didn’t just ‘get’ reading, writing and spelling. I was raised in a literacy rich household where I had daily demonstrations of the power and wonder of language, almost guaranteed to make me curious. And my reflections on my journey through word curiosity is why I now am so passionate about spelling and words and literacy in general. Ultimately, language has power, whatever age you are and whatever your postcode is. Some children are fortunate enough to be born into environments swimming with rich examples, while others get demonstrations of how limiting it can be when you hold an incomplete set of tools or the wrong ones to do the tasks that you need. Getting children excited about words helps them fill their own toolbox and unlock that magical power that language holds. How can you not be passionate about that?

ALEA conference – Day 3

The final day at the ALEA conference was shorter but just as rich as the previous 2 with a large range of keynotes and workshops available – too many good ones to choose from!

Deepening comprehension through digital inquiry, collaboration & participation – Julie Coiro

Julie started the day with a focus on comprehension of digital, specifically online, texts. I was very interested in some of the research she quoted which stated that, while 35% of the reading comprehension required for online texts could be predicted by a student’s offline comprehension, 15% required a different skillset unique to the online environment. Worryingly, 18% of student’s assessed in one study couldn’t name the author of a website while a staggering 73% of them couldn’t offer any evaluation of the author’s expertise. These insights present us with a challenge – how to teach the broad range of comprehension skills needed for both online and offline texts?

Julie walked us through how to use the familiar gradual release of responsibility model when teaching students about online inquiry. Using scaffolds such as Google custom searches and initial use of more structured, authentic tasks to guide students through the process both support the development of important skills and can be used at all levels.

I was also lucky enough to attend Julie’s workshop session in the afternoon which stepped in more detail through the process of guiding an online inquiry. Various resources demonstrating this can be found at this site, as well as some great support materials here and here.

Importantly, it’s the fact that there is so much ‘more’ when reading online that makes it challenging and we need to help our students learn how to successfully navigate, evaluate and filter the information and resources they need.

For the love of words: Fostering curiosity about spelling in the primary classroom – Sami Wansink

This was a workshop being run by an early career teacher with a incredible passion and clearly a very sound understanding of both content and pedagogy. Most of this workshop was already familiar but I’m really glad I attended anyway – it reminded me how important it is to get students excited about words and to do all we can to wash away the stigma of spelling which so often lingers.

CAFE: Empower students to take an active role in setting goals for literacy improvement – Joan Moser and Gail Boushey

I had been really looking forward to this keynote and wasn’t disappointed – I was very lucky to get a seat as it was clearly a very popular session.

I’m not particularly familiar with the CAFE model, other than that I’ve heard teachers talk about, usually in glowing terms. I suppose my biggest reason to attend this session was curiosity – both about the model and about ways I can support my staff with conferencing.

Joan and Gail spoke about the CAFE model generally but were specifically focused on what conferences with students looked like within this. What appealed most was that their advice was firmly grounded in both more formal research and in searching for solutions to problems they have experience in the classroom.

They talked through the whole process – from assessing individual, through discussing and setting goals with students to reviewing goals and modifying instruction. They talked about their own experiences in setting goals but not getting anywhere, only to realise the goals were too large and the strategies not specific enough. This led to their guiding question – what are the 2 strategies that the student needs in the next 2 weeks that would make the biggest difference in their reading?

Another key point for was about how voracious our readers need to be. While I’ve certainly moved students forward and set goals in their reading, I don’t know that I’ve been specific about page numbers and quantity however research from Richard Allington shows that the amount and the speed that students read both have an impact on their reading skills.

And so ends the ALEA conference for another year. As usual, it has been a rich and thought provoking few days which have reinforced some of my beliefs and practices and challenged others. I’ve also really valued the networking opportunities with colleagues across a diverse range of settings. Well done ALEA & I hope to see you in Adelaide next year!

ALEA conference – day 2

Another huge day of wondering and questioning which reminds me why I love to blog – this is my reflection time, when I try to distill the essence of the messages I’ve heard and consider what the implications are for the world/s I inhabit.

Ignorance killed the cat: What’s left out of literacy research & policy, and the implications for teachers’ knowledge and practice – Peter Freebody

Peter Freebody spoke about the need for educators to be ‘research savvy’ and not just blindly dismiss or accept research and this was something that instantly resonated with me. There has been such a push over the last few years about ‘research led practice’ however few stop to consider whether they have the knowledge or experience in this area to really make sense of and evaluate the research in question.

To demonstrate this, Peter spoke about both PISA and PIAAC and highlighted some of the results that the media don’t focus on – that girls consistently outperform boys in reading on PISA but that the situation is flipped when adults are tested, with men outperforming women. More than asking a simple ‘why?’, he encouraged a deeper ‘what’s going on here?’ to look into it from all angles and beyond just the results.

Considering what’s included in research and what’s missing is an important step towards evaluating its value. National/International level reading data, for example, rarely breaks reading down into the different skills of readers (and frequently isn’t even testing all of those skills in the first place). Knowing this, it makes sense that, as reading isn’t a single entity which an individual can be graded on, there can be no silver bullet which will fix/move/change/extend all learners. As a complex set of skills which even more complex humans acquire at different rates, both our data and our responses need to be tailored to individuals and their needs.

Key message – Literacy is complex and data often tries to make it look easy and neat. Don’t be sucked in and make sure you understand the story behind it before you start believing and acting on it.

New media & new learning – Mary Kalantzis & Bill Cope

During my Masters and PhD studies, I spent a lot of time quoting these two but it was the first time I’ve actually seen them in person. Mary’s comment about Australia’s general reluctance to mandate when it comes to education, instead leaving the door open to creativity instantly struck a chord. And, like Peter Freebody before her, she reiterated the diversity in our students and their needs and, therefore, how it was inevitable that there wouldn’t be one right way to teach them all (as much as politicians may try to convince us otherwise).

Bill Cope then took up the narrative, reminding us that

the classroom is a 19th century invention to pass knowledge from the teacher to the student

and that many new technologies and trends (such as flipping classrooms, e-textbooks and electronic whiteboards) simply repeated old pedagogies rather than replacing or reinventing them. Instead, he proposed using the affordances of technology to build the classroom as a knowledge community and change what learning environments could be.

An example of this is Scholar, an online creation and collaboration tool which allows learners to create multimodal texts, seek and provide others with feedback and contribute to a purposeful learning community. I only got the opportunity to look briefly at it today but am keen to explore further. Equally in need of further exploration are the amazing range of resources on Bill & Mary’s website.

Key message – Learning is at the heart of what we do, as teachers & as human beings. Schools and classrooms are social constructs that meet/met specific purposes but aren’t immovable, prerequisites for learning. Technology is pedagogically neutral yet can be a great enabler through the affordances it provides.

What do teachers of literacy do? The importance of speaking up, speaking out and speaking loudly – Misty Adoniou

Misty unapologetically told us her session would be ‘bolshy’ & it really was the perfect tone for her message – teachers need to speak up, speak out and speak loudly.

Why?

  • because our work is important: We don’t always know it but we have a huge impact on children’s and, later, adult’s lives, within classrooms and long after they leave them
  • because others get it wrong: Misty gave some great examples of this from politicians and those appointed to positions of power over education (but rarely educators themselves). My favourite was Christopher Pyne who claimed that:

    Everyone’s been to school; everyone’s an expert in education one way or the other

  • because if we don’t speak for those who need us most, who will?: Misty challenged us to think of who our curriculum represented and whether all of our learners would be able to see themselves represented in it. It’s not hard to see the answer when you consider who wrote it and reviewed it.
  • because we need to for our own happiness: Misty shared a quote from a first year educator she visited, who summed up what so many of us feel after being dragged through the wheels of education for a few years. She said to her:

    Don’t let me forget the teacher I wanted to become

Most importantly, Misty encouraged us to find our ‘desire path’ through the curriculum to keep our spirits alive and to make sure we speak out – in our classrooms, our staffrooms and wherever we can. Because it matters. She described it as a revolution, albeit one which will not be televised or have a theme song or a t-shirt. But be part of it anyway.

Key message: One of Misty’s comments summed it up nicely – if you don’t engage in the politics of teaching, others will run it for you. So speak up. Speak out. And loud.

Australian Literacy Educators’ Association conference – Day 1

My head is buzzing after the first day of the ALEA conference in Canberra. I really value conferences such as this for the opportunity to share ideas and learn from teacher and researcher leaders in my field. Invariably, I walk away feeling energised and with a renewed sense of enthusiasm.

So, what were the key points of today?

Children writing with new technologies – Lisa Kervin

How can we nurture children as authors in our classrooms? This question summed up the heart of the keynote by Lisa Kervin for me and got me thinking about how children’s writing is seen and valued in the classrooms I work in. It can be very easy for teachers to get caught up in teaching and focusing on the mechanics of writing and, without meaning to, lose focus on the intentions and process of the young authors creating the texts. The words we use, the reactions we give, our discussions during the process and what we do at the end of it all help shape how these authors see themselves as writers and their understanding of and beliefs about writing. Do we have children write texts that end up scrunched up in the bottom of a school bag or piled on the teacher’s desk but soon forgotten or are they treasured products delivered to their intended audiences?

In particular, Lisa drew attention to the multimodal nature of texts and the role that technology plays in every aspect of the writing process. From my coaching experiences, I know that teachers are mostly confident in jumping to technology for publishing (albeit only on Word) but Lisa demonstrated how different tools are used by authors of all ages at all stages of the writing process. Planning through mindmapping tools like Popplet and researching using tools like Instagrok; browsing for & creating visual images to support the message & audio recording pre-writing notes and thoughts – all of these come long before the final product but are crucial to its development. In many ways, they reshape the writing process and make it more recursive and flexible than ever, with planning, drafting, revising and editing all streaming into one another. Overarching the process are the purpose, audience and form – the key factors that the author needs to have had in mind from the start and continue to reflect during every decision through to publication.

All of that reminded me that writing is beautiful and complicated, a fact that Donald Graves summed up nicely:

Writing is an organic process that frustrates approaches to explain its operation

A fabulous, thought provoking keynote….and that was only the start of my day!!

Improving Student Literacy Outcomes through the Development of Dialogic Classroom Talk Practices – Geoff Bull & Michèle Anstey

I had seen Geoff and Michele before so was really looking forward to their session and wasn’t disappointed. They talked about the predominance of classrooms characterised by monologic talk and initiation-response-evaluation (IRE) type interactions – you know the ones. Where the teacher asks a question (which they already know the answer to), a student responds and the teacher gives some evaluation (eg, ‘well done’ or ‘that’s right’ or ‘not quite…’). At best, students get to say a few words during these interactions and those words are directed by the teacher. Research in this area shows that up to 90% of talk in the classroom can consist of these type of interactions.

Instead, they spoke about moving to including more dialogic talk – where students and teachers have genuine dialogue with both making substantial contributions, both to the direction and content of the talk. This doesn’t mean talk that goes off on tangents (“Yeah, I used to have a dog! It’s name was Jack….”) – dialogic talk still has purpose and direction but the path to get there is more flexible and reciprocal.

To develop this, the classroom climate is crucial – students won’t suddenly start having rich discussions with each other or with the teacher just because you want them to. By even the early years of schooling, students have learnt a lot about what talk is valued in classrooms and how to respond – if I put my hand up, I might get asked to respond and the teacher will decide whether it’s right. If it’s not, they’ll keep asking someone until they get the answer they want. Creating a classroom climate for dialogic talk involves building an environment where students feel comfortable and safe to talk and aren’t concerned about making mistakes or being contradicted. Importantly, classrooms with dialogic talk depend on the teacher getting off the stage and creating space for students to talk. There was also a lot of references to this book which I own but is on my ‘to read’ pile – I shall definitely be pushing it to the top!

See what I mean about a buzzing head – this was my first couple of hours of the day!

To avoid this turning into an essay rather than a blog post, I’m going to stop there, even though my day was far from done. After lunch, I was lucky enough to see the keynote with Kath Murdoch who is always inspirational and full of thought provoking ideas. So I’ll leave you with one about how to help children remain curious as they grow:

Be curious ourselves – and show it

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Photo courtesy of Brian Donovan shared under Creative Commons license CC BY-SA 2.0