Carolyn Durley

Author Archives: Carolyn Durley

Rolling grades and the final exam.

Assessment June 7, 2013 Leave a comment

cc licensed by flickr photo shared by DS Bigham

In March I wrote about rolling grades and now with final exam season upon us, the full potential of rolling grades comes into to play.

At our high school, we have a common 25% value of the overall course grade for all final exams in grade 12 and the expectation that the final exam will occur during the designated time slot. This policy is a holdover from when provincial exams (in BC) were no longer mandatory.

Although I am limited in some respects, I have made the following changes to how final exams look over the last 2 years:

1. No multiple choice only open-ended questions. A sample exam is provided below.

2. Emphasize big ideas of the course and a move away from details only type questions.

3. Questions on the final exam that are similar or the same as the ones we have been discussing and working on all year.

4. Final exam as a showcase of what students know now to replace outdated data we have about their learning.

5. Option to use this new information (or parts of this new information) to replace old data. This exam can potentially count for up to 100% of student’s final mark if this advantages the student.

General Observations:

1. Students value memory based questions: Students feel “ripped off” if some questions do not ask for memorized details. They feel this devalues their hard work as many of them have highly developed short-term memories. I have tried to value this by providing some detail type questions without letting them become the focus of the exam.

2. Currency of value is points: Students struggle (really struggle) to know how much to write or understand how important a question is without the points provided. I have tried exams without assigned points and I have tried linking questions to specific standards (as the questions are anyways). But like a visitor in a foreign country, currency is to a large part intuitive and so for this reason I put the point value to indicate to them what questions are really important and roughly how many thoughts they should have in their answer.

3. Providing the questions in advance does not mean everyone gets 100%. You might think giving questions in advance makes the exam “too easy” but students still struggle and still have to work at the process to do well. Moreover, giving them a set goal gives them the hope that they can get there with effort and preparation.

4. Preparation, preparation, preparation: My hope is to give value to the process of getting ready (the learning) and not just value to the event. As well, to discourage cramming we are not covering new content up until the last second. Student need significant time and opportunity to get organized, ask questions, and take ownership of the situation. This means finishing the course with lots of time to do meaningful pulling it all together type activities in class together.

5. Emphasize big trends: This is a big change for students and naturally their focus is drawn to the dazzling array of details. It is a daily conversation to get them to consider: What is the big idea here?; Why does this matter; Does it matter?

6. Dialogue, dialogue, dialogue: As with any significant change to long-standing practices you must be willing to create space, time and safety for ongoing conversations. I talk about how this works on a daily basis.

What next?

1. I recognize this time as a time of transition and so I accept the limitations of my ability to create exactly what I think is best. I must be sensitive to the culture of my school, my department and most importantly to the culture of my students.

2. Continue to foster an atmosphere of learning. Continue to find examples that speak to the value of learning over and above the value of marks.

3. Continue to unpack through dialogue unconscious preconceptions about learning and grades with students and parents.

4. Work to find ways that give parents a peep-hole into their students learning (as compared to just a glimpse at their marks). This is a priority for next year.

And finally, here is an example of the final exam I used with my students last semester.

Hopeful me vs Cynical me.

Culture of Trust June 4, 2013 Leave a comment

Some days I feel like Jekyll and Hyde.

Start the day out as Polly-Anna Hopeful and then later, instantly turn into her evil twin sister, Cruella the Cynical. Sometimes this cynical person dislikes Polly-Anna, even hopes that she won’t return, it would be easier that way.

In some places Polly-Anna hides, she’s afraid of the crushing criticism. No, no, not said aloud, spoken words, but criticism that you taste and feel as you breathe in, the droplets of disdain, landing dew-like in your lungs. Maybe Polly-Anna is weak, she doesn’t mean to be, she has just learnt over the years, that raw un-throttled enthusiasm is not the way to form connection. Not in HERE anyways. Rather, enthusiasm, only serves to alienate and isolate.

Whereas the cynicism, dark and comforting, like dark chocolate, sinful and rich. Melting on our tongues and coating the hope that so recently stood there, white now coated in dark. Now, we are on the same team. A feeling of shared battle, of shared defeat. It is their fault not ours. We are tough, we will keep going, not fall prey to the campaigns and promises. We know better. We know better than to believe and give our hearts to it.

Really it’s not so much that it is a choice, it’s just a means of survival. A way to protect the inside parts that like a tin are so crushable and so worth not having crushed. An armour to wear on the way to the place I need to get.

There are secret pockets, places where hope shines in its glory and brilliance, where she is allowed to come out blazing. But we try not to talk about these pockets too much, we just know they are there. These are the spots and moments we wait for, like spring flowers and shared laughing fits; they are worth the wait. Where dreams dance, up on the tables, drunk with the possibilities of the impossible.

Some days it is hard to fathom how these 2 are the same person and how I let both of them belong. How even sometimes, I encourage both of them to continue rather than take a stand and decide finally to commit. Somehow this possibility is not part of this landscape.

In HERE, it’s not like that…

“Listen to the mustn’ts, child. Listen to the don’ts. Listen to the shouldn’ts, the impossibles, the won’ts. Listen to the never haves, then listen close to me… Anything can happen, child. Anything can be.”
― Shel Silverstein

Student voice, vision, vigor: #moocon24

Social Media, Student voice June 2, 2013 Leave a comment

Several months ago, one of my Social Media students, Freya Kellet (who I fondly describe as the equal to 5 high-functioning adults) suggested a 24 hour international online conference as a possible class project. At the time, I dismissed the idea as over the top and beyond our class’s capabilities. I was kind, but dismissive of Freya’s suggestion…we had real work to do!

Since Freya first made her suggestion lots has happened with our class; we received a provincial grant and have been busy planning a 3 day student led, Digital Citizenship conference for students, parents and teachers in School District 23. We have made presentations to district administrators, the district BYOD committee and our director of instruction on the topic of Digital Citizenship. Students worked incredibly hard to make polished, professional presentations to suit an adult audience. At each presentation I was bursting with pride to see them making their learning visible! Their commitment, their vision, the vigor of their learning was evident! The response has been overwhelmingly positive and we have received support and encouragement from our district for this student initiated project. We are excited to be partnering with our district in hosting the conference, SoMe Summit:Co-constructing Our Digital Futures, which will be held November 20, 21, 22. We are also excited that Dr Alec Couros will be working with us for these 3 days.

Luckily for me, Freya is a focused and determined 15-year-old. She did not give up on her dream of having a global conversation with other students on how they can change education, one small action at a time. During a Google hangout our class did with Dr. Alec Couros, to find our direction in the large topic of Digital Citizenship, he suggested we might consider doing a project that tapped our networks. We could then use the project as an example of the power of Social Media. WELL…that was opening…it seems that Freya’s dream was destined to be.

Here we are little more than 2 weeks since that conversation and we are excited to launch our plan to host a 24 hour online youth-sourced conference, that we are calling #moocon24 (Massive Open Online 24 Hour Conference). Below is a brief intro video for this student visioned project. It is interesting to note that this project unintentionally aligns with many of the internationally recognized ISTE NETS for Students.
If you know any teachers in your network who have a class or student group (aged 13 to 18) locally or internationally and might be interested in such a project please pass onto them. If you have any ideas or insights for our project we would love to hear them!

If you’d like to learn more about this project visit the #moocon24 website.

Digital divide? How about gender divide?

Equity, Gender Issues May 20, 2013 Leave a comment

cc licensed (BY) flickr photo shared by h. koppdelan ey

Last week I watched a video made by a male student on how to prepare for a job interview. The video was bursting with raw and unencumbered confidence. You couldn’t help but like the student’s work, it was evident he was comfortable in his own skin. Later in the week, while working with a group of students, a female student was explaining her idea for their project; she was unsure, rambling and confusing. In my head I watched a reflexive and judgmental reaction occur: she sounds so unintelligent! Later, I reflected, I know she is an incredibly talented and intelligent young woman, how can these 2 identities co-exist?

Is it, that as a female, she is more porous to what others think of her? For this girl, it is just too risky to reveal her intelligence? Whereas, for the young man, he lacked fear of being unaccepted; he is relatively impervious to others opinions about him. His identity does not hinge on acceptance. For the female teen it is paramount to her identity to be like and accepted. I know this is both oversimplified and old news.

But…

I see teenage girls spending serious amounts of time perfecting their profile pictures and intently discussing how many likes a girl’s photo has; the skill set of taking a selfie is highly developed and valued. Teen girls know how to pose model style and silhouette their form in the light. Maybe Sheryl Sandberg’s book should have been titled: Lean In Girls and Get More Likes on Facebook!

Teen boys, can be found at the other extreme; busy making biking movies, taking selfies of their skate board tricks and similar action shots.

Does our connected world emphasize the divide of gender cultures or work to quiet it? Does the digital world further widen the pre-existing extremes and reduce the middle ground between our gender cultures? And does the dominant gender culture get to define the norms of communication in our connected world?

Yes, we can teach girls to stand up taller, avoid the questioning lilt at the end of their sentences, and sound less shrill…but does it or will it change how it feels for teenage girls?

I have wished I possessed the raw confidence of some men. Simultaneously, I recognize and value understanding others before being understood, being hyper-sensitive to group dynamics and driving towards consensus (I am not suggesting these skills are mutually exclusive). Should I sacrifice one skill set and focus on developing my self-confidence? To that end, can I derive my self-confidence from other sources other than being bombastic in my approach?

When I reflect on the male student’s video, although I did love it, I can also identify his voice as not mine. In that moment, I both appreciate his voice and feel separate from it. Just as, when I hear the female student’s voice (maybe she does really have one yet?) I both react critically and connect to it; I can hear my own teen voice in her uncertainty.

I have fought hard to find and develop my voice and I can’t help but wonder: if I was a man would I have had to work so hard at it? In the midst of a Saturday night discussion that ensued on Verena Robert’s post with George Couros, I was provoked to wonder:

When one group creates the mainstream of change, should all voices be coherent with that vision?
If we didn’t have voices that sound alienated, different, or less confident, could we imagine how it feels?
Do we need to listen for what it sounds like to feel alienated, less sure and less confident?
Are alienating voices a direct result of feeling alienated?
When the intent is towards working together, should we be “critiqued” for being honest?
When I don’t feel my authentic voice being heard, can it feel like a team approach to change?
Can I be confident with my own voice or do I have to alter it to suit the cultural norm?
Lastly, on a non gender related issue: as classroom teacher is our job to find consensus with teachers or with our students, and what if one role alienates the other?

I wish for my daughter, for the teen girl, and all students male and female, is the choice to lean in OR lean back. I hope their generation will be themselves, not trying to emulate ”male traits” to be “successful”. Rather, creating a vision for themselves beyond gender, culture or class.

Does the digital word open up and allow for the evolution of new values, voices, and points of views braided together? As suggested by a study in Science magazine the idea that groups containing more women demonstrate greater social sensitivity and as a result experience increased collective intelligence compared to teams containing fewer women.

Can we begin to foster a new collective confidence?

Whose voice will you use?

Who will you alienate with your words?

Who will you braid into to your identity?

Invest in me.

class culture May 19, 2013 1 Comment

cc licensed (BY) flickr photo shared by h. koppdelan ey

Invest in my dreams.
Listen to my ideas, no matter how big or bold. Tell me you believe me with your eyes.
Invest with your time to listen and follow-up.

Invest in my sense of fun.
Laugh deeply with me. Infuse play into our day.
Invest by letting yourself be whimsical and zany.

Invest in my ability to fix mistakes.
Leave space for me to figure out a solution to my problems.
Invest with your trust.

Invest in my self-worth.
Notice when I walk in and greet me by name.
Invest with a smile just for me.

Invest in me as a person.
Interact with me as a whole and complete human being.
Invest by looking beyond today’s agenda.

Invest in my growth.
Be ready for me to change. When I am ready to.
Invest with celebrations of my successes, separate and unique from others.

Invest in my curiosity.
Be excited. Be passionate. Share what you love.
Invest with the belief that I have passions too. Even if I don’t share them.

Invest in my sense of adventure.
Make it challenging, make it clever, make it mysterious.
Invest with the cultivation of your curiosity and sense of wonder.

Invest in my talents.
Notice my uniqueness, no matter how small or quirky.
Invest with your attention to the details of me.

Invest in my heart.
Show me that you are human too.
Invest with your vulnerability.

Invest in my health.
Notice when I look under the weather.
Invest with taking time to ask how I am feeling.

Invest in my independence.
Leave space for me to ask for help when I need it. Notice when I might need a hand.
Invest with watching and knowing exactly what I need.

Invest in my passion.
Offer choice and variety. Notice when my eyes light up.
Invest with the belief that I want to learn.

Invest in my confidence.
Take my questions and suggestions seriously.
Invest with valuing my point of view.

Invest in my identity.
Celebrate and provide examples of diverse ideas and people.
Invest with your awareness and acceptance of diversity.

Invest in my voice.
Ask me what I think. Listen with intent when I tell you.
Invest with honoring my opinion and valuing it.

Invest in the person I can become.
Know that the person I am today does not dictate who I might be tomorrow.
Invest by starting fresh each day.

Invest in the secret me.
Know that I have ideas and dreams that I cherish.
Invest by giving me time to explore.

Invest in my ability to change.
See the potential me, the future me, the me I want to become
Invest with seeing those me’s before I do.

Will you invest in me?

______________________________________

Dedicated to my grandmother, Gang, who invested in everyone she met.

Do you know your fortune?

Change, Culture, Inspiration, Mindset, unlearning May 17, 2013 Leave a comment

I’m not a fortune-teller, I won’t be bringing news
Of what tomorrow brings, I’ll leave that up to you
I’m not a fortune-teller, don’t have a crystal ball
I can’t predict the future, can’t see nothing at all

Maroon 5

When I started teaching I became distinctly aware of 2 streams:

1. The stream I move in with my students, that we create together.

2. The larger surrounding stream that includes politics (government, staff, district), professional development etc. Basically anything that does not involve my direct interactions with my students.

I decided early on that I wanted to spend the majority of my time in stream 1. From my perspective, the less I dipped into stream 2 the more true to my heart, interactions in stream 1 could remain. I still feel this way 22 years later, though of course, there is trickle over from one stream to the other.

Over the last few weeks I have been trying to pinpoint for myself where I find value in my work. Sometimes in moments of self-pity, I wallow in feeling undervalued as a classroom teacher. I think I am prone to this wallowing of late as the purpose and meaning of academics (content) and school in general, is going through an identity crisis. Our education system has yet to clearly and consistently articulate what we value and what is valuable. Ghosts of education past still continue to haunt our halls and minds; these further add to the confusion. In this era of transition it takes time for new values to be adopted and understood. Over in stream 1 with my students, I feel new and strong currents ripping through. It seems readily apparent to students, that static outdated knowledge is no longer valuable and as such they give it little respect.

I get that. I am ready for that.

With knowledge and content devalued and no new collective value set in town, there is a scramble to find and create meaning. Daily. Over in stream 1 it feels urgent; help these kids navigate this stream, quick they are going down! What is mind blowingly confusing to me, is since stream 2 heavily bleeds into stream 1 (good thing I defined that stream idea right off the get go!) the outdated artifacts on how to navigate the stream from the good old days still remain, everywhere. The big, looming framework that defines survival in stream 2 (and by default defines survival in stream 1) still stands, rickety and worn, but still looming over us in stream 1.

So for example when working with inquiry labs or open ended projects with my grade 12 students, there is no external infrastructure that supports the idea that these type of activities are valuable. The structures in stream 2 still speak loudly, high marks are what matter most, find out how to get the highest mark and game the system. The disconnect comes in that students do not intuitively find value in the marks game, they just feel trapped by it, and many feel an immense pressure to engage in the game.

They want something (success) but they don’t really value it (as it is defined). They aren’t sure if they want something else because the societal value is not obvious to them.

A clash, clanging loudly in discordance, between the evidence that times have changed, that students have changed, how they want and need to learn has changed with the Pavlovian triggers strewn across the landscape of both school and society that still point to another time and another value set.

In stream 1 this clash requires crazy glue and a massive clamp, in an effort to keep these 2 wildly divergent parts together. Simultaneously it demands a moving away, an abandoning of sorts, trying to move stream 1 far enough away from stream 2 to find some pure unpolluted waters.

Do you feel caught in the middle? How do you bridge this transitional time?

________________________________________________

Somewhere late last night it hit me. I was looking for value in the wrong places. I was looking for my value out in stream 2. Where my value lies is with my students, my time with them. I feel valuable when with them. Regardless of what is valued over in stream 2, I find value here in stream 1.

My value lies in my students, they are my fortune. I will follow their lead down our stream.

What can I get you with that shame sandwich?

Uncategorized May 12, 2013 Comments: 13

At school:

Carolyn, you are just different. other teachers just aren’t willing to put in the time.

We can’t expect everyone to change!

Well we need to hold students responsible for their learning.

It’s too overwhelming to mention ‘all that’ to teachers, we need to go really slow with this.

Can we buy a new test bank? I don’t have time to make up tests all the time.

The Scantron is broken, we are going to order a new one for $5,00 cause the school can’t function without one.

Don’t share too much, it makes others feel bad.

Don’t go for what you want, wait your turn.

On Twitter:

Teachers who use packets are lazy and unimaginative.

You’re still using grades?

You alone can change the system!

Go for it!

Celebrate you work and share.

Teachers don’t question how education is done.

That’s just pseudo-teaching.

Lazy teacher’s are the real problem.

On parent night:

What is my sons mark?

Is there any bonus work they can do to bring they mark up?

On no, my daughter has to get an A to get into to nursing!

I really like when my son comes home with notes so I can help him study.

At home in the yard:

Are you on holidays again? You teachers got it so good!

How come you are home early?

In my mind:

You aren’t doing enough.

If everyone really knew what went in your classroom they’d think less of you.

Why can’t I change?

Why am I afraid?

Next time I’ll get it right.

Why so I slip back in to old habits?

Why can’t I keep up?

In reality:

Is there one?

_______________________________

Eat the shame sandwich and like it. You decided to become a teacher didn’t you?

Now what can I get you?

3 Tools to Connect Your Classroom in Under 3 Minutes.

BYOD, Class Activities, Connectedness, Flip Class May 11, 2013 Comments: 4

Are you short on time? Or maybe you’re just short? Or maybe like me…you are BOTH.

When I first started to digitally connect with my students 3 years ago, I tried a class Facebook group. At the time I pretty much kept it a secret as I was not sure how it would be perceived by other teachers (I did run it by my principal). The response and feedback I got from students was so positive and the interactions so beneficial, I was enticed to try other forms of digital connection.

Below is a quick video I made to share at our staff meeting. I used Pow Toons to showcase another video making tool that is fun for both teachers and students alike. If you don’t have time to watch the video highlights are provided below.

3 Tools to Connect Your Classroom.

1. Facebook Groups.

Don’t have Facebook? You make the group and do not have to friend students. To start a group you need to add one person who is your friend (I always add my daughter and then once the group is up and running she exits). No problem get a student to make the group for you.

I post daily reminders, pictures from class, documents and links of interest.

Students will ask questions and other students will usually beat me in answering and that’s magic!

I know some teachers prefer Edmodo to Facebook but I find with senior students Facebook can’t be beat. I should say, I do not demand students join the group or Facebook, it is just another place they can access class reminders and updates, but not the only place.

2. Class Twitter Account

I have a separate account just to Tweet out class information, daily reminders and answer quick questions. This year, I invited parents to follow this account as well, as a way to keep up to date on class activities .

Use Future Tweets if you don’t want to manually Tweet updates and reminders each day.

3. You Tube Channel

Don’t have your own videos to share? No problem! There are so many amazing videos available videos on You Tube, why not have them collected all in one place? Again if you don’t have time for this consider giving this project to a student.

My You Tube channel is here.

Not sure how to make a channel? You tube has a great Help Center

What’s your favorite way to connect your students?

Everything Formative.

Standard Based Grading, Start with Why April 21, 2013 Comments: 3

Back in the heyday of my addiction to point collection I would look over my columns of neatly entered numbers with pride and deep satisfaction. More columns proved I knew EXACTLY how the students were doing and like a heart monitor on a dying patient, the data could tell me the exact line between life and death…beep, beep, beep…

The final number my computer spit out WAS mathematically based (numbers had been entered, weighted and averaged correctly) but the number failed to accurately represent the student who was walking out the door of the course. In fact I had no clue about who that student was; the final mark was a blur of data that I had extracted primarily to hold students accountable and/or to present an airtight case if I was held accountable.

Over many years I had been exposed to AFL (assessment for learning) and as result I could provide solid definitions for formative and summative assessment. However, I was unable to translate these words into practice.

Maybe it is the same for you?

Things have changed. Now I have very few numbers in my day book and even when I do, these numbers are always in flux; they are a fleeting snapshot of the student right now and not a concrete prediction of where the student will be at the end of the course.

What do I mean? To explain I thought I would use a specific example to show what it looks like in practice. While this example is for Biology 12, it is the marking schema I am trying to highlight and not the biology. This example is from the first unit of the year, cell biology, and is based on the standard below, which is one of two standards (read more here and here about where standards come from) for this unit:

A2. I can explain how the endomembrane system works to produce and export products from a cell in the human body.

The various assessments for this standard are outlined in the table below. Note these are the formal assessment opportunities and do not include the many informal opportunities for feedback. As well students can apply for a re-do of any unit assessment.

Task Type	Student prompt summarized	Feedback provided	Formative or Summative
Quiz	Outline the overall production of a protein, starting with the RER.	Students use 4 point scale to self-assess. Written & verbal feedback provided by teacher.	Formative. Students self track. Teacher records number from self- assessment.
Assignment-Done in class with help from teacher & peers.	Explain how the following 5 cells organelles of a pancreas cell would work together to make and export insulin. A diagram may be used to support your writing. Organelles: RER, vesicle, Golgi complex, membrane, nucleus.	Students self assess using 4 point scale. Written and verbal feedback provided. Teacher uses 4 point scale.	Formative. Students self track. Teacher records number.
Test	Explain the production and processing of a protein that is exported from a eukaryotic cell. Begin with rRNA and end with the release of the protein from the plasma membrane.	Tests returned to students to keep. Written and verbal feedback given. Opportunities for re-assessment. Teacher uses 4 point scale.	Formative or Summative.
Midterm	Explain how the function of RER, Golgi complex and cell membrane are relate.	Tests returned to students to keep. Written and verbal feedback given. Opportunities for re-assessment. Teacher uses 4 point scale.	Formative or Summative
Final Exam	Explain how the endomembrane system works to produce and export products from a cell in the human body.	Students can pick up final exam the week after finals. Written feedback given. Teacher uses 4 point scale.	Summative

Everything formative allows for:

Ability to cycle back through the course several times, we review (as a class and in groups) at each test, the midterm and again at the final. Each time we review we do a different type of activity.
Multiple entry points are provided for students into a topic and there are always opportunities to catch up. Entry points for each standard vary (i.e.: a lab, a group activity, an interactive white boarding activity, a review game, a writing activity), but come at various times. I call it ‘cycling back’ when talking with students.
Few surprises for students when students challenge the midterm or final.
Reduction of student and teacher anxiety.
Students to take high stakes assessments when they are ready.
The target to stay the same over course of the semester.
Building lasting schema by exposing students to the same key ideas more than once and in various ways.
Activities to be designed for learning not point extraction.
Conversation shift to one about learning and not about points.
Students to be able to explain their mark and we are not reliant on “well that is what the computer told me so it must be right!”
Feedback related to how student can improve instead of “remember you did not hand that in so…”
The assessment process to be human. I found the years of point focus dehumanizing.

Would love to here how you are using formative assessment in your classroom!

A Fine Balance

Author Archives: Carolyn Durley

Rolling grades and the final exam.

Hopeful me vs Cynical me.

Digital divide? How about gender divide?

Invest in me.

Do you know your fortune?

What can I get you with that shame sandwich?

3 Tools to Connect Your Classroom in Under 3 Minutes.

Everything Formative.

Who is Carolyn Durley?

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