Last night, I finished reading the book Teaching with the Internet K-12: New Literacies for New Times. I wanted to wait to post and respond to some of the issues brought up in the book until this morning so I could get into my classroom and remind myself of some of the writing assignments I have my students work on throughout the course of the year.
The book was not an easy read but they did break down chapters into content specific areas and discussed ways to address and improve literacy in all disciplines. For that reason, I found it very beneficial.
Throughout their high school years, the students in our district compile portfolios of their work. From 9th to 12th grade, samples of work are saved. One of the main uses of the portfolios is for the students to put them on display and "defend" them if they were to fail the CAPT testing. About 5 years ago my middle school adopted the portfolio process. We use the portfolios as a show of growth for the students, sometimes in lieu of a benchmark or some other form of universal assessment. As a 7th grade teacher, my students are expected to enter the 8th grade with multiple forms of writing in their portfolios. I have been required to include writing in math, something that was not required only a few years ago.
The Common Core now includes standards that not only require students to solve problems but to also write and come up with situations that might fit certain solutions. This also follows the backward learning model of UbD, requiring educators to start with assessments and develop learning criteria off of them. Words such as develop, describe, apply and write are found throughout the standards.
CT.8.1.1.3 Write and solve problems involving proportional relationships (direct variation) using linear equations (y = mx).
CT.7.2.2.16 Develop and describe in writing strategies for
addition, subtraction, multiplication and division and solve problems with
positive and negative integers using models, number lines, coordinate grids and
computational strategies.
With the implementation of the Common Core State Standards in my classroom, and its' emphasis on critical thinking, my students are now asking "why do we have to take notes in math?" and "what do you mean we have to write a paper?". I have tried to "ease" their tension and anxiety by having them write reflective papers on different topics throughout the year, including my flip the classroom units. Once CMT's are complete and we finish our unit with the flip the classroom model, I am going to ask my students to write a reflective paper...but...I am going to allow them to write it in their "text language". I know this goes against everything we have discussed in class, which I agree with, but they are excited about it and I am actually looking forward to trying to interpret their language!
Teaching with the Internet K-12: New Literacies for New Times
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I feel as though the emphasis on writing in the CCSS is a good thing and have seen exciting growth in some of my students because of my shift on this focus. However one thing I find that I get reminded of, through student work samples, is that we need to be sure that students can describe their thinking and reasoning orally before we ask them to do it in writing. Maybe this is only the case in the younger grades but it's something that I've been trying to improve my own skills in supporting my students.
I feel as though the emphasis on writing in the CCSS is a good thing and have seen exciting growth in some of my students because of my shift on this focus. However one thing I find that I get reminded of, through student work samples, is that we need to be sure that students can describe their thinking and reasoning orally before we ask them to do it in writing. Maybe this is only the case in the younger grades but it's something that I've been trying to improve my own skills in supporting my students.
Including writing, especially in Math class, tends to throw kids for a loop. I actually had this come up with a student just today. We started an activity in which the end result will be a constructed dodecahedron. I gave them ideas for themes to use on their 3-dimensional figure. One happened to be to "create a story and put pieces of the story on each face. Give the dodecahedron to a partner and they have to try and figure out the sequence of the story." One student came up to me with a story idea...one that didn't make sense. When I asked her if she would share that with our language arts teacher she responded, "Umm, no. She wouldn't accept it." My response was, "Exactly and it's not acceptable in here either. Just because it's Math class does not mean your writing disappears." I guess my point is that students need to really "own" writing no matter what subject they are in. In delving into the CCSS this year, my students do a lot of writing to explain and describe their thinking/reasoning. I can see the growth of my students when it comes to their explanations and writing in my class because it's been expected from the beginning of the year. I think setting the expectation early helps it to become second nature. Perhaps my student who tried to write a story that was unacceptable needed a friendly reminder of the importance of writing... no matter what subject it happens to be for.
I also use a portfolio approach in my classroom. The students have a working folder that is used in each subject. The students save all of their work in these folders throughout a trimester. Right before report cards, students go through their folders and organize them. At parent-teacher conferences parents are able to see first hand how and why the students scored they way they did on their report card. I think this system is really beneficial for all. Teachers can use the portfolios to help assess grades, students can see their own growth, and parents can be informed on how their students are performing. I find it works well in all subject areas. Do you like this system in math?
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