Possible Question

What sort of conceptual framework do kids have around assessment. What is the metacognitive process. What do they think is happening. Why do they seem unable to assess themselves or understand what is expected of them?

Why Can't They Seem To Get It? Sept 30

I can't seem to understand how it is that I can directly teach material in class and when I do an assessment of understanding I find that the kids don't understand the material to the degree that I thought they did. Very often I ask who doesn't understand something and I stare out on a sea of blank faces.

Generally I assume that when I'm going over homework that kids don't ask to have their question covered because they're bored or that I'm going too slowly. Today I asked the kids if they don't respond to questions because the answers I'm giving are taking too long and I'm going too slowly or that they're simply bored....Most of the kids said that they aren't bored and they aren't thinking that I'm going too slowly. I was pretty surprised. It just reminds me that you can't ever get in anyone's head. It's impossible to ever know what another person is thinking....all the more reason that have the kids develop more responsibility for teaching themselves.

Can kids be their own teachers. What needs to happen /what supports to we need to give in order for that to take place.

Where are they as teachers? Do they know what is expected of a teacher? Of a student?

What conceptual framework do they have for learning. Can we help to develop this conceptual framework?

Reflection for Sept 11

As we're preparing for the year, we talk in class about expectations, organization and preparing for tests etc. As part of one of my discussions I asked my students "If the teacher didn't tell you what was going to be on a test, how many of you think you would be able to figure it out?" Very few kids put up there hands (approx 20 %) I was surprised by this. We think that kids have an understanding of what is expected of them but I think it is still a big mystery.

While going over the learning outcomes for the year I asked the students if they knew what a learning outcome was? Very few knew what the were (only a couple of kids). Again I found this to be surprising considering how much time we have spent on assessment for learning this year.

As I've been doing my readings I notice that I'm able to approach them through a new lens. I'm able to look and relate to readings as an experienced teacher. As I read I'm able to relate what I read to my practice. Not only am I able to relate it to my practice but I can see the connections to teaching methadologies that I've been exposed to. I see connections between the way we teach math to ______________________ and the practice of restitution to ___________. It just highlights the fact that I have grown a lot as a teacher over the last many years. I know more about my profession and I can see how much more room there is to grow.