I think I want to SMAK my kids

I've been thinking about how to assess my Grade 9 and 10 students this year ... I did a lot of experimentation last year with my accelerated Grade 8 students;they were open to trying things out since acquisition of skills and open-ended problem solving was right up their alley. Here's one change I can make:

So, there are four units in both MPM1D and MPM2D ("Ontario" for Grade 9 and 10 math respectively). For those paying close attention, there are only three in 2D but I break the Quadratics unit into two pieces. Beyond the typical written assessments (test and exam) that we're required to do by the school -- we have both Christmas and June sit-down exams -- and the evaluations & projects that the other teachers determined while I was in Utah, I'd like to introduce a SMAK at least once for each unit: Show Me Application and Knowledge. Yeah, it's a lame acronym... I'll try to think of something better.

My idea is that each student will choose a 10 minute period outside of classtime in which to show me their understanding by explaining pre-assigned or randomly chosen questions and by just explaining the important topics of the unit in their own words. I'd also like them to reflect on their learning process, homework, participation and all those other bits & pieces of our classroom. Pretty open ended on both sides of the conversation but I really want to evaluate their understanding of each unit based on a chat, 1 on 1. I tend to collect a lot of anecdotal observations (thank you iPod Touch!) in class during kikan-shido but this will provide me and them with a personal video asset for each student (oh, did I mention I was taping them?) I also haven't found blogging to be particularly effective in my classes and want to have a good record of their "voice".

I'm going to have to structure this: first, start by taping myself several times discussing learning & mathematics (first one, "Welcome to class") and having them use these as a model for their first SMAK. Using Jing to explain their problems from homework will also make them more comfortable in verbalizing their explanations (and hearing their own voices).

And this will be graded using a rubric. Because each SMAK will be unique in content there's no realistic marking scheme and the marks given will be for completion, thoroughness and quality. If one student spends most of the time given a great solution to an application while another devotes most of it to explaing how they finally learned how to factor, clearly explaining how they grew as a student then both would be graded highly.

By the end of the year, I'd like to have them create their own video ra

Image by mstephens7 via Flickr

ther than have me sit there for 10 minutes with them, guiding them through. It wouldn't surprise me if, as they realize I'm taping them, they'll suggest it themselves. Hopefully they'll have seen enough examples to gauge the depth I'm looking for and the breadth of options when it comes to their explanations. We'll see.
Is this feasible? My class size is usally about 16 kids: that's 160 minutes x 4 = 640 minutes = 11 hours per year. That's about the time it takes to mark a set of exams but spread across the whole year. Times three classes, of course.

Three things...

I managed to sign myself up for a How to write a better blog online course. Because, dear reader, this blog isn't just for you... no, this is to teach me how to be a better writer and a better reflecter (I'll bet that's not even the right use of the word... but I'm going to pull a you can do anything on the internet, grammar and spelling don't count)
So my task today to improve said blog is to provide a list. Totally open-ended. The rest of the 10,000 participants in this online course are mostly marketers, trying to sell something (not necessarily material but also opinion). That's not my goal so my list then is this, right off the cuff. I have to get this done because I have planning to do for tomorrow. I want to use Google Sketchup in my MPM1D Geometry class and that will take a little time.

Three things that will make me a better teacher:

1. Reflection. Reflection. Reflection. Reflection on what I am teaching, how I am teaching it, how it was received, how it can be improved. The issue, of course, is time. But, as is constantly mentioned, if you find it important, you'll make time.
2. Patience. As has been previously noted, I'm not particularly patient. Surprisingly, that has no effect in the classroom... I'll quite happily sit with a student to go over mathematics for hours. It's what I love to discuss so I have no problem spending the time or effort. What I am impatient with is bureaucracy. Stupid rules. Rules that are there only to make things fit into neat little forms. I will be a better teacher when I get over the fact that I can't change this. Stop tilting a windmills and do what I can.
   
3. Be more of a out-front leader. Previously, I've opted for the sit-back-and-lead-from-behind. Doesn't work. A decade has taught me a lot. Those who push and get themselves out there (and not always in a bad, back-stabbing, conniving way -- which, unfortunately does seem successful for some -- but in an open and sharing fashion) are those that are leading nowadays. Waiting for someone to notice what I'm doing is useless. I have to publish. I have to share.
   

So that's my list. I'm sure my students would have a completely different one. Hmm... I think I'll make up a Google Form and ask them.
Oh... and I figure a blog posting is better with pictures.