Category Archives: Assessment

A Word About Test Prep

If you are like every teacher I know, you are feeling … stressed. It results from many things: stacks of papers to grade, reading responses to catch up on, blog posts to comment on, your own life to organize, spring break taking too long to get here.

And, probably, The Test.

Whether it’s the AP test, the state test, the SAT test, I’m noticing that the words most on everyone’s lips right now are “but what about the test?”

Usually, I say, “Don’t worry about the test.”

Screen Shot 2019-03-20 at 11.06.29 AM.pngToday I say, “I get it.” Because a few weeks ago I received fall test results on my third grader. The state labeled him “Basic.” This kid who at 9 earned a black belt in martial arts. Who competed in a chess tournament for the first time, who carries a Big Nate book with him everywhere he goes. The state was telling me, a mother who is also a teacher, he barely met the 3rd grade benchmark. Well, I freaked out.

Even though I work with teachers and reminding them that their students are more than those test scores …when I saw these numbers, I forgot myself for a moment. And so I called his teacher. And she so beautifully, gently, and wisely reminded me: “He’s is more than a test. He’s doing great.”

I share this to say that even though I am not currently in a classroom, I get how these numbers can make us forget ourselves. I know we’re going to worry about the test. But, also, can we stop? Can we please remember that we’ve been doing the dang thing all year?

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Today, this week, next week it’s not the time for “test prep”. We’ve been prepping. Perhaps we should rename this window of time Test Transfer?

What does this Test Transfer look like in action? I love the ideas Lisa Dennis writes about in her post 5 Ways To Avoid the Trap of Test Prep. These are excellent routines to put into place all year to help you feel more prepared.

I love too how Nancie Atwell suggests treating test writing as its own genre (see Lesson 56 in Lessons That Change Writers for a great example).

Standing on the shoulders of these folks, along with work started at the Ohio Writing Project with my colleagues Beth Rimer and Megan Rodney, we have been approaching these weeks as a chance to show students how to transfer their learning to the test:

Demystifying The Prompts

Using chart paper, we print out the writing prompts only, allowing students to walk amongst the prompts and think about what they notice (these are easy to grab in a screen shot from your state’s student practice test site). We ask: What do you notice a writer has to do when they show up at this writing? We outline the steps together, even making a game plan. First, we do this. Next we do this. Then we write.

Then we practice just the planning part. We project another writing prompt, and we again practice the planning. We get faster and more fluid. It becomes no big deal because the students see, “oh, we’ve been doing all these steps. Now I get to show it off.”

Thinking About Our Thinking

One of the things my colleague Kelly Taylor started to notice is that her 6th graders weren’t necessarily missing questions because they didn’t know the answers. They just weren’t reading the questions correctly. Duh, right? But once she began showing just questions and talking about how she would go about thinking about how to answer it, kids slowed down. She pulled the curtain back and helped kids develop a vocabulary for thinking about their thinking. We often assume they know how to do that. They didn’t.

We don’t want to send students blindy into a testing situation. That’s not fair to them, and it doesn’t set them up for maximum success. Instead of just giving them a bunch of practice tests, I like how Kelly is taking apart those tests, just like we do with any genre, and holding it up to the light.

Relaxing, Kind Of

We are trying to remember that in every core class, in every grade, we are up against a “BIG TEST.” And the kids are picking up on that tension. What we don’t want to do is do so much test-prep that by the test comes along, kids are completely burnt out. So, we’re reading more poetry. We’re looking at picture books. We’re collecting novels in verse for a book club that will take place during testing. We’re remembering that for six months we’ve been hard at work teaching these kids how to read, how to think, how to write.

Last week we played Minute to Win It games as we reviewed questions. In between questions, we played games. We laughed. We worked hard. We transferred learning.

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a group of teachers playing Minute to Win It games as a form of Test Transfer

 

 

 

 

 

 

Take a moment to look back at the post I wrote last year about teachers. Our students are as ready as they’re going to be. Trust yourself that you’ve done the work. Cheer them on as they head into the testing season.

And remember the words of my son’s third grade teacher: You are more than a test. You are doing great.

Angela Faulhaber is a literacy coach in the Cincinnati, OH area. She is on her first day of spring break today and reserving all the books from the library to devour. 

 

No Accountability Book Clubs

Prior to starting a round of Book Clubs with my AP Lit students, I questioned what would be a “just right” accountability fit for my very different first and fourth periods.  Third quarter always hits juniors hard.  It is a reality check that changes are ahead.  It seems to be the time students are in full swing with clubs, theater, sports, and other projects.  My students are invested in their independent reading, with many switching between texts they can use on the exam and fun YA selections, and developing reading identities.  My students are also chatty and friendly–Book Clubs seemed like a perfect fit at this point in the year.

But how to keep students accountable in a non-punitive way when they’re already overbooked.  I thought about my goals for the Book Clubs, which extended far beyond adding another text of literary merit to their tool belts for question three.  I wanted them to read, to engage, to think.  For students to have fun meeting together to discuss books like adult readers do.

For some, a bit of accountability helps spur their reading and processing.  I have many students who like to document their thinking with annotations or dialectical journals and be rewarded for their visual thinking.  I understand that. For others, a bit of accountability becomes a chore that interferes with their engagement. Students have reflected that tasks associated with reading pull their focus away from the text and onto the assignment.  I get that, too.

I have been ruminating over my grading practices this year, taking notes on what is helpful and what can change next year as we progress, seeking practices which keep students accountable in non-intrusive, authentic ways.  Letter grades in the English classroom can be tricky. Our content lends to subjectivity when grading. Add in the pressure for college-acceptable GPAs and authentic learning can be lost in the quest for an “A.” It can be difficult to accurately measure understanding, as well as the more essential habits for success beyond our classrooms–effort, improvement, depth of thought and questioning–with five letters.  I am trying to shift from grades and points to accountability, effort, revision, second-laps, and reflection as tools for building skills and taking risks. I want anything I evaluate to have meaning and to be balanced by a lot of low stakes participation, effort, and reflection.

Book Clubs are like independent reading, just a bit more social.  Why grade it with check-listy parameters?  I wanted students to read, engage, and think with one another.  To come to the table with questions, thoughts, and connections, like a college student would.  To process challenging books together, like an adult book club would.

So I decided I would assign no accountability checks.  Nothing. I only asked students to be accountable to one another, as adults would be in a “real” book club each week, with the schedule they set.

Knowing they wouldn’t be receiving a tangible grade or reward, I was concerned students would see this as an invitation not to read deeply, or that some wouldn’t feel invested in the payoff. However, my hope that our months of community building and sharing in reading experiences as readers outweighed my tinges of fear.  Why not step aside and set them free?

I gave Thursday’s class period over to the Book Clubs and student-driven conversations with the ask that students use the class period to process together.

Students owned it.  

There wasn’t a lull in conversation on Thursdays.  Student groups chatted with each other while I circulated and enjoyed their voices and insights.  I wasn’t roaming the classroom with a clipboard or checking an assignment in while half listening. I was a floating member of each club (hence why there are no pictures accompanying this post!).

I noticed there were discussions about the gray areas of the books, like what is the Combine Chief Bromden references and what the heck happened to Nurse Ratched to make her the adult she is in One Flew Over the Cuckoo’s Nest.  I noticed the crew reading Ceremony worked to make sense of the non-linear structure and researched the myths of the Laguna Pueblo people. Readers of Brave New World connected the text to Oryx and Crake, a summer read, as well as our world.  Readers of The Road hypothesized on the events before the book begins.  Many students annotated their books, kept a notecard of questions to ask one another, took notes during the meetings, and referenced the text throughout their discussions.

There was no need to dangle a carrot in front of their noses or keep track of data to issue a grade.  Students did the work because the elements were there:  choice, time, conversation.  They made meaning together, employing the habits developed throughout the year while practicing being adult readers–readers who read, engage, and think in a realm where there isn’t official accountability to turn in.

I’m not sure what my digital gradebook categories will look like next year, what practices and procedures I will put into place to promote authentic accountability, but I know I will challenge myself to step aside more often, to trust students will do the work if the environment is right.

 

Maggie Lopez is entering the fourth quarter in Salt Lake City upon returning from spring break.  She is currently reading Hitler’s Furies by Wendy Lower. You can find her at @meg_lopez0.

Using Scrum in the Classroom

As we shift many of our educational practices towards more inquiry focused learning, we must also shift the skills that we focus on in our classrooms. In many of my classes, I have students engage in long term learning experiences that emphasize important skills including communication and collaboration. One issue I have consistently come across, however, is that students often lack the project management skills required to be successful in this type of learning and that we often launch them into assignments that require planning both their task and their time without providing them with the tools the need to be successful. How many times have we given students “a work block” and set them free only to be frustrated by how poorly many of them use their time?

One of the classes I teach is AP Capstone Seminar. In this class, as part of their AP exam score, students are placed in teams where they have to collaboratively produce a problem/solution style research presentation. Because this is considered part of their assessment for their AP exam score, the CollegeBoard requires that I as their teacher am not allowed to provide them with assistance (similar to if they were writing a sit-down exam).  It quickly became apparent to me that for my students to be successful with this collaborative project in their live assessment, I would need to provide them with strategies to help structure their time and that is when I stumbled across Scrum.

Scrum is a technique that has been used in schools in the Netherlands and has been adopted by many schools world wide. It is a style of project management that originated in the computer design world and that has been adapted to help support students manage long term learning tasks.

When using Scrum with my class, I help guide them through the following process:

1.) Set the end term goal for the project – what is the final product you are trying to produce, or what is your final goal? What date must this be finished by?

2.) Break this final goal down into shorter goals that we call sprint goals – essentially what are the smaller tasks that first must be accomplished in order to succeed in the end goal? By what date must be finish the sprint goals in order to achieve our end goal?

3.) Once students have set their end goal and their sprint goals, they are then asked to create their “flap board”. This flap board is where they will break their sprint goals down into the individual tasks they need to complete to reach their sprint goals, they will assign that task to members of the group, and they will track the progress the group has made on the task.

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The flap board for one of my AP Capstone student groups on the first day.

A flap board can consist of many elements depending on the task, but I have simplified it into the following categories for my students:

1.) Task Backlog: This is where students brainstorm all of the tasks that must be completed in order for them to achieve their sprint goal. These tasks are always written on sticky notes so they can be moved. If a task is in the Backlog area, it has not yet been started. This helps students visualize the volume of work they need to complete.

2.)Week Column: Students divide this section into the number of weeks (or classes) they have to complete the task. This allows them to visualize the amount of time they have to complete their work.

3.) “To Do”, “In Progress”, “Done” columns: these columns are where students track their progress on a task. When they are ready to start on a task from the Task Backlog, they move it to the “To Do” Column and place a coloured sticky note on the task indicating which student will be responsible for the task. Once the student has actually started the task, the move it to the “In Progress” column and when they have completed it, they move it to the “Done” Column. We usually have to come to an agreement within the groups as to what they would constitute as “Done”.

4.) Impediment Backlog: This section of the flap board is for when students hit a roadblock that impedes their progress. For example, a common impediment in my AP Capstone class is that the student has started to research their topic and has realized there are few reliable sources on their topic. If this is the case, they move the task to the Impediment Backlog section.

The Scrum Process:

At the start of each class where students have a “work block”, each group meets with their flap board and takes stock of their tasks. We call this meeting a Scrum and a Scrum should take no more than 5-8 minutes. In this Scrum, students move any of their tasks that they have completed before the class into the “Done” column and then set their goals for the class period. This may involve moving tasks out of the Task Backlog into the “To Do” Column, or moving tasks from the “To Do Column” to the “In Progress” column. As well, if any tasks have been moved to the Task Impediment section, this is the time to address the problem and to come up with an action plan. In these five minutes, students are taking stock of their progress and setting goals for tasks to be completed during this class period. At the end of each work block class, students will hold another 5-8 minute Scrum where they take stock of the progress they made in class, move tasks to the appropriate column, and set their goals for the next class.

A class Scrum is an easy and quick process, but it has revolutionized the way my students accomplish collaborative tasks that require long term planning. When students take five minutes at the start of the class to set their goals for the block, they are more productive and when they take the time to chunk a larger task down into smaller pieces in a guided manner, they are learning how to manage projects, how to collaborate, and how to problem solve to achieve their goals.

For more information on using Scrum in the classroom watch this, video showing it in action.

For more ideas on how to teach the specific skills required for collaboration, check out this excellent post.

Pam McMartin is a Senior English Teacher, English Department Head, and Senior Teacher Librarian in Tsawwassen, British Columbia. She is always looking for ways to apply the project management techniques she tries to share with her student to her own life in order to help manage the chaos. So far, this has been a work in progress. Feel free to follow her on Twitter @psmcmartin.

Choice Reading Shouldn’t be a Choice Not to Read

I love that silence that permeates our reading time. A certain peace settles over the room as thirty souls lose themselves in the pages of their books, the only sounds: rustling pages, tapping feet, or contented sighs.  I also love that groan they emit when, after ten minutes, an eternity of silence, I implore them to mark their page and pause their reading for now.  That’s exactly what I say to them, “Alright kiddos, lets pause our reading and get out our reader’s/writer’s notebook.”

While we’ve practiced that transition dozens of times, they still plead begrudgingly, “Can we just have more reading time!!!”  “You can,” I tell them, “on your time.”  Some of them, the truly committed, make time for their self-selected independent reading, but most, for now, do not.  This reality, jarringly disturbing to committed readers like you or me, is something that keeps me up at night.  It prompts old teacher/football coach friends to text me on Sunday morning, asking for some kernel of knowledge that might help them move readers.  For this problem, though, there is only one short and fast answer: Hard Work.

I wrote about the difficult task of moving seniors into reading lives last year: here and here. The results, transformative for some, middling at best, and woeful for many, read like a Picasso.

I promise you this: We can’t afford not to give them everything we’ve got.  That thought spurred this tweet from me earlier in the week:

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We know reading and writing dovetail to form literacy.  If we instruct using whole class novels, we run the risk of alienating many who can’t engage with something in which they have no interest and as a result, we get nothing. If we encourage choice reading and we allow the kids to choose not to read, we get nothing.

We must engage in their self-selected reading lives and I believe that I can’t do that if I’m reading while they read.  While they read, I’m moving around the room, tracking pages read, asking the reluctant about their reluctance, asking the readers when, where, and why they are reading on their own, simultaneously serving both ends of the reading spectrum.  You won’t ever find me sitting behind a desk, because my desk is shoved up against the wall, relegated to table status, as a place where papers pile.

It’s hard work, like everything about our roles as literacy advocates.  It takes planning,  reflection, and intention to match every kid to the perfect reading conference question.

That’s part of it too.  One question does not fit all.  If a student isn’t reading, they can’t reach into their reading experience to share with me their opinion on the effectiveness of setting, for instance, in their selection.

Also, I have to give them the sobering news that this lack of reading life may hinder their writing life as well, and while I don’t take grades for self-selected reading, I do take grades for writing and their engagement from one directly affects their success in the other.  I need to tell them that, before their grades do.

Charles Moore loves conferring with readers, even struggling ones.  He loves concerts with his wife and when his son texts during the concert, he texts back, “We are having fun without you.”  He’s loving the new adventure with Pre-AP students and his freshman are growing on him; they are adorable.  Check out his book review blog at www.mooreliteracy1.wordpress.com and his far too frequent twitter rants at @ctcoach.

Elvis had it wrong: a little MORE conversation

End-of-the-school-year-Sarah is so hopeful, so starry-eyed, so confident that this will be the summer that it all gets done. See, at the end of every school year, I make a giant list of all of the ways I want to improve for next year. I go through all of my chicken scratch post-it notes on old lesson plans, through the emails I’ve sent myself throughout the year (often-times labeled “this” as if that’s helpful or useful), and the articles I’ve saved to my feedly account. I shove all of this nonsense into a google doc and then start working my way through this mess of things that briefly inspired me last year but was marked as not important enough to look at or implement in the moment.

I wade through the torrent of ideas throughout June. I keep some of it. I toss a lot of it. I look for trends.

This year I noticed that a lot of my ‘save for laters’ focused on feedback and building community – so many of my post-its from past-Sarah (who really over-estimated present-Sarah’s with-it-ness) focused on how community improves feedback and how both of these are built through conferencing. Feedback, building community, conferencing: these aren’t new topics for this blog. I’m just looking to add on to the wealth of information you can already find here from these fine people, like here, and here, and here.

I’ve approached conferencing in two distinct ways this year.

First, introduction conferences. We’ve been in school for three weeks, and in this time, I’ve conferenced with 95 of my 96 students for about ten minutes. Our conferences were simple. Students came prepared to answer five questions I gave them in advance, and I came prepared to listen/pepper them with lots of questions. Here’s a quick run down of those questions.

Question Follow-ups Intentions Realizations
How would you describe yourself as a reader? What have you read lately? What did you read for your summer reading book of choice?

Oh, you like this (genre/book)? Have you read ___? I hated/loved that book, what did you like/hate about it?

This is a softball question – it’s a simple yes or no but there’s a lot of room for impromptu discussions. For some of my students, we spent almost our whole conversation talking about our shared love/frustration with The Kingkiller Chronicles. I liked the opportunity to low-key assess who had already finished their summer reading. Some of their insights also prompted interesting conversations as well. I also liked that this first question highlights one of the most important parts of our class: reading. A lot of my students labeled themselves as “avid middle school readers.” They were big readers until the time demands of high school forced them to make some tough decisions. This conference, honestly, reinforced for my why choice is so important for high school students.
How would you describe yourself as a writer? Have you written anything lately? What does it feel like when you write? What about in-class writing? Or writing for fun? What did you write last year that you were proud of? When you sit down to write do you have a lot of ideas but it’s hard to get them out or…? I teach AP English Language so the majority of our class is writing focused. This allowed me to see who already thought of themselves as writers. We also had interesting conversations about idea generation which wasn’t intentional but it was useful information. Students’ perceptions of themselves as writers are deeply ingrained. Their definitions of what a “writer” is are also often limited. It will be fun to change some of those perceptions as the year goes on.
How do you learn best? What kind of learner are you? (For example, I’m a visual learner.) Not very many follow-ups here. This is a quick question. I want to group them by kind of learner homogeneously and heterogeneously throughout the year. LOTS of visual learners and, oddly enough, a lot who go home and rewrite their notes.
Last year, typically, how much time did you spend on homework? Why that amount of time? What other demands do you have on your time? What does your schedule look like this year? Honestly, I wanted to see what all these kids have on their plates. Some were very full:4 or 5 AP classes, jobs, sports, clubs. Some were less full. This also opened the conversation to talk about their interests as well. I teach at a Magnet school, and while I know that it can be a demanding school, sometimes I forget how demanding it can be. This reminded me to check with the APUSH and APCHEM teachers and make sure that we’re not doubling up or tripling up major assignments with students.
Do you have any questions or concerns or anything else that you’d like to share? No follow ups- just tried to ease some anxieties. My class has a reputation for being “worth it, but difficult.” I wanted to get ahead of any anxieties or nerves. This was so helpful. One, it allowed me to talk over strategies with kids BEFORE the strategies were needed. Two, it allowed me to walk through several accommodations with students BEFORE their IEP/504 meetings.

 

This was a highly time consuming endeavor, but I’ll never go back to not having these conferences in person. They were investments that have already started paying off – students are more willing to ask questions, to participate, to follow-up on assignments.

Secondly, I’m changing the way I grade in-class essays. Previously, students would write, we would workshop, I would grade, they would revise and then we’d all move on with our lives. Inspired by Catlin Tucker’s discussions of station work, I’m differentiating between grading (with feedback) and scoring (just the grade) this year. Students will write two AP English Language prompts in a six week period in class. For the first prompt, students will sign up for conferencing times during station time or before or after school, and I’ll grade the essay in front of the student, verbalizing my thinking, offering suggestions, answering questions. I’ll hold off on the grade (which goes into the grade book as a formative grade) until they have their conference with me. This will be a lot of time – ten minutes give or take for 96 students. BUT, I won’t take home a single essay. Then, after everyone conferences and I reteach as needed, students will write a second in class essay which I will only score (summative grade). Just scoring without the feedback will make grading these essays faster, but I’m also hoping that sitting down one on one will mean that we’re doing more with less, that more of the feedback will transfer to the student, that growth happens sooner.

Good teaching is about good relationships, and conferencing definitely helps to build relationships. What have you tried that’s worked for you?

Sarah Morris teaches AP English Language & Composition and Film as Literature in Murfreesboro, Tn. She has recently fallen down the rabbit-hole of Fallout 4, and she tweets at @marahsorris_cms.

Multigenre Magic

Teacher goosebumps. We’ve all had them: students are focused, consulting their Writer’s Notebooks, talking to each other, incorporating what they learned into their writing. It’s what we live for. No moment in the academic year ever evokes this synchrony more than the multigenre project.

Defining Through Experience

Like my students, you might be wondering what multigenre is. I learned about multigenre during my first year of teaching when I attended a workshop with Tom Romano, the godfather of multigenre. Dr. Romano has since become a mentor and colleague and his work continues to inspire my students 15 years later. Shana 

When we begin our multigenre unit, students have, at best, a vague notion of the vocabulary, but no experience.

Before class begins, I conspire with one of the orneriest kids; today it’s Jamal. Together, we quickly whisper a plan. As students finish up their vocabulary quiz, I look to Jamal, eyebrows raised.

“Jamal! I just saw that. You cheated,” I accuse heatedly. Suppressing a smile, Jamal shifts to fake outrage. We verbally spar a bit, ensuring all students tune in. They’re used to firm classroom management. Today it’s different.

Channeling all my inner drama queen, I huff and puff and toss my ID badge and keys to the floor. “Guess, what? I’m done!” I proclaim as I storm out of the door.

I wait a beat. Then before students can get too excited, I burst back in the door and high-five Jamal. Students are confused, excited, hyped. “You’re trying to figure it out, right? Well, before we talk about it, let’s write about it.”

Students grab their Writer’s Notebooks (WNB) as I pass out notecards. On each notecard is a genre of writing with which my students are familiar: Facebook post, text message conversation, letters, among them.

And students write. For three minutes their pens flow and they capture all the nuances — the questions, the perspectives, the layers. We share writing. We collaborate. We grow as a community.

“We’ve just created a multigenre,” I explain and share Romano’s definition of multigenre.Screen Shot 2018-05-03 at 2.31.22 PM

Multigenre Tasting

Once we define multigenre, the next step is to immerse ourselves in mentors. Using past projects, as well the ones I’ve curated at Multigenre Library, we participate in a multigenre tasting. We create lists of the qualities of multigenre, as well as a rubric and checklist for this kind of writing. After establishing guidelines, students go back to their notebooks and explore their writing territories, finding compelling topics.

Mini-lessons

The bulk of the time for this unit is spent workshopping, conferencing, writing. We spend time in three main ways:

  1. Genre minilessons
  2. Research minilessons
  3. Revision minilessons

In genre mini-lessons, I stand firmly on Katie Wood Ray’s shoulders, knowing that asking my students to notice things in a piece of text is the key to them reading like writers. So, when we are going to try a new genre, we start by looking at examples of that genre. We make a list of rules/guidelines for that kind of writing and then we write about our own topic. Together we explore double voice poems, recipes, and open letters. Katie wrote about one of my favorite genres to explore in this post last month.

Once students have tried out lots of different ways of writing, from lots of different perspectives, we talk about incorporating research into their writing in a purposeful way. Whether students are writing about personal topics, or more traditional research subjects, they need to know how to add a layer of research because it deepens the writing and builds their own knowledge.

I began to save the research step until later in the process after they’d generated plenty of writing about their topics. They write a bit, then conduct research, then weave that research into writing that already exists. This approach has cut down on plagiarism. More importantly, it’s made the writing and the research more authentic.

Publishing & Assessment

Next students publish. We discuss how important it is to remember that their writing is the engine of the multigenre project. A beautiful presentation falls flat if the writing doesn’t show evidence of craft. This is an English class, after all. Students conference with me and with each other about ways they might present their work. Some choose digital platforms, others create scrapbooks.  

 

I have tried many approaches to assessing student learning within this unit. I used to have a rubric that was so detailed you’d need a magnifying glass to read it (which means nobody actually read it). Now I use a simple rubric, one we create together. Students must have a certain number or pieces, and write in a set number of genres. There needs to be passion and voice. Mostly, though, I focus on feedback. I make notes on post-its and stick them on pages where their voice soars, where images pop. The assessment has already happened through conferencing and workshopping. In the end, we focus on celebrating the work and how far they’ve come.

Angela Faulhaber is a literacy coach in Cincinnati, working with teachers in all grade levels to move kids as readers and writers. She’s getting ready to introduce multigenre to 150 freshman next week while covering a 3-week sub position. She might be a little crazy (but also really excited).

Artifacts of Our Learning: A Classroom Museum

One of the things I love most about learning is how dynamic it is–how sometimes there is tangible evidence of growth in thinking, but how (many) other times it’s invisible to our eyes and others’ when we’ve learned a lesson well.

It’s an art, in my opinion, to try to represent our thinking to others–through talk, images, poems, music, or any genre. That’s why in the past, so many of my final projects with students have been multigenre–it’s much too hard to try to encompass learning in one simple genre.

This year, as I wondered how my students might share their learning with one another at the end of the year, I kept coming back to the concept of art. Any creative offering is an artifact of the artist’s mind in one particular time and place–what Picasso created in his early years is much different than his later works.

For a final assessment of our learning, I asked my students to think like artists whose works would be displayed in a museum, and to bring in something that represented their learning. To prepare, I asked them to look back at their early notebook writings and one-pagers to discover artifacts of their thinking about our readings, their writing, and their growth as teachers and thinkers over the semester, and to write a brief explanation of how their learning was represented.

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Our classroom was transformed into a museum that was a diverse, multigenre affair. We played music as we set up our artifacts and their explanation cards around the room.

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Once our artifacts were on display, students set out papers or their notebooks for peers to write on, and we each rotated around the displays and wrote notes to one another. There was lots of talk, writing, and laughter. It was a lovely, celebratory atmosphere.

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Students came into class with representations of their learning; they left with tangible artifacts of their peers’ feedback. Making learning visible has been a key theme of ours this semester, as a book by that same title was our central text study. In addition to a summative representation of learning, I hoped to get my students thinking about how to represent their thinking in a way that wasn’t literally getting it down on paper.

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I paired our end-of-year museum of learning with individual conferences with students about their final assignments and projects. These two activities–the visible representation of our learning, and our talk through it–were the things that helped me not only pop a grade into the gradebook for students, but end the semester on a high point, feeling connected to my students and optimistic about the future of our collective learning and growth…which, as is true for all artists, will never end.

What are you thinking of doing to wrap up your time with students? Please share your ideas for student reflections, self-assessments, or showcases in the comments!

Shana Karnes is wrapping up her semester with students at West Virginia University, finishing a yearlong C3WP workshop with the National Writing Project @WVU, and delightedly bidding adieu to the longest winter ever. She’s excited to start a summer of reading, reflecting, writing, and collaborating with her PLN…and spending time in the sun with her two lovely daughters! Connect with Shana on Twitter at @litreader.

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