Thursday, December 23, 2010

Omega Unlimited: Toasting Time is Still not Linear

Thanks so much for your work! My students, who worked on this problem recently, will dig this for sure. It confirms much of what they suspected from Dan's original work. I will share it upon our return from break.

Omega Unlimited: Toasting Time is Still not Linear: "Well, I've finally completed my toaster experiment. I went through three loaves of bread and four or five days. My family is hap..."

Wednesday, December 22, 2010

2011 Blog Goals

To do as much of the following as I can:
1. Blog about connecting live classroom members to each other, in the actual room
2. To continue to show a new way data can be used in the classroom
3. Read and Respond to other quality blogs often

see you all then,


Sunday, December 12, 2010

Fictional Frames for Team Building

There are many reasons to do a team building activity. To accomplish those goals, you have to accomplish something new during the team building activity. I suggest that you must create new leadership and not simply reinforce student leadership that already exists in your class.

This post is meant to accompany  my original team building post where I had set up the five parts of a team building session. Below, I'll take up Number two, "Frame the Activity."

1 – “Set Expectations” This component involves planning for and discussing both good and bad behaviors and what they look like.  

2 – “Frame the Activity” This component involves providing a fictional storyline to the activity.  

3 – “Facilitate the Activity” This component is just as it sounds.

4 – “Debrief the Activity” This component is perhaps the most important component because it is where the real learning occurs.  Debriefing is a group discussion about what took place, what was learned and what can be applied to real life from the activity.
Team Building Needs A Frame

Number Two - Framing

Framing an activity is to give a team building game a fictional plot.  The frame has different functions including adding excitement and helping to keep participants within the given rules.  We will learn more about that soon, but first let’s take this game example without a frame, then give it a frame to see the difference.

“You have laid down a starting line with a drawn rope. Across from that you place another parallel rope, 10 meters apart, which is the end point.  You ask students to get from one side to the other by using two hula-hoops that can only be moved when no one is standing in the hoops.  Hula-hoops cannot be picked up, rather they can only slide along the ground as far as you can reach.  Two people are allowed in each hula-hoop at a time.  Touching the floor in between the two ropes is not allowed, unless you are standing in the hula-hoop.  Should you touch the floor, it would result in the person being automatically out of the game.  Three minutes are allotted to complete the activity.  The goal is to get all teammates across in the given time.”

That was an uninspiring way to present a team building activity. The group’s motivation to complete the activity will be very low.  Now let’s look at the same activity, but using a frame to give rules and details about the activity.

“Students, you are on an island resort playing volleyball and swimming when suddenly the volcano on the island begins to erupt!  An employee of the resort tells your group that the lava flow will reach you in three minutes. In order to escape the lava flow, you need to cross this water to get to the next island where you will be safe (refer to the ropes as edges of two neighboring islands).  The only way to get off the island will be with these two boats (refer to the hula-hoops). The boats will not move unless they are empty, then you can slide the boats along the water as far as you can reach. Only two people can fit in the boat at one time.  When occupied, the boats can’t move.  No swimming is allowed, as ANYONE who touches the water will be eaten by sharks immediately. (Your goal is to get everyone to safety.) Ok, I think I can see the lava coming now.  You have three minutes… Go!”

While the rules remain the same, the frame truly changes the game into a new experience.  The frame provides a clear level of excitement that the same game without a frame cannot.  Done well, groups can lose themselves in their own imagination with lots of excitement.  This group has forgotten that they are learning, team building, or perhaps even in school. Groups getting lost in the activity will allow the instructor to take the game further than they may have imagined.

The frame will also help manage students in a few ways during the activity.  Perhaps most important is rule keeping.  If a student steps outside the boat (hula-hoop) on his or her own journey across the water (floor), all will react with loud cries or screams as it is strictly forbidden in the rules, as there are “sharks in the water”.  The group will be into the story and will want to keep true to it, meaning they will be more likely to hold to the rules.  Furthermore, you may see less deliberate cheating for the same reasons.  These likely cheaters have an imagination running about the sharks, lava and the boat along with everyone else.  Their imagination can act as a voice telling them to stay within the rules as they, too, wish to keep the story going.

In my experience it has, surprisingly, been teacher groups who keep each other within the rules better than any other group, adult or child.  Should a fellow teacher step outside of the hula-hoop on their way across, all members of the teacher groups will scream and shout, demanding an exit of that player from the game immediately.  “You’re dead!” the teachers will scream.  Only the smallest part of the unfortunate teacher’s foot need be out of the hoop in order to elicit such a response from his or her peers.  Teachers or not, all usually enjoy playing along with a story or a frame.

The third and final value to a frame comes with “adjusting the parameters.” It is a central part to proper facilitation. More will come in another post sometime soon.

Types of frames

Building a frame requires a little imagination and an idea in mind about what is to be accomplished.  As mentioned before, knowing your audience is important.  The same fictional plot may work well with one group, flop with another, and insult yet another.  There is no need to be completely original either.  The group’s pop culture, popular books, locations, etc. can be easily used to create a frame with the atmosphere you are looking for and a frame that students will enjoy. 

Some common and easily understood themes include: Volcanically active island/resort, deserted island, space, the moon, moon men, space monsters, pioneers crossing a river, pirates, jungles, hidden treasure, toxic waste.  There are an unlimited variety of frames that can be created, but what is most important is to pick something that fits your group and the game you have chosen.

Two main types of frame stories exist, which are reward and fear.  Reward frames are the hidden treasure type where the goal is to get/achieve something that they would want in real life. For example; money, food, and treasure work well.  The other, fear, seems to work incredibly well, and far better than reward, in my experience.  Examples include; space monster, sharks, and toxic waste.  Go with what works for you and your group, but don’t be afraid to try something new; the unexpected could be amazing.

Wednesday, December 8, 2010

SBG - Standards Based Grading with Skill Mastery

Going along with Think Thank Thunk, the following ideas are needed before one can effectively implement Standard Based Grading in their class. My analogue solution using a mastery wall as the framework or starting point for the disucssuion follows the below ideas and goes a little further. Consider the following if you are interested in making a mastery wall for yourself. 

  1. Grades should reflect learning and nothing else. (i.e.: not behavior, nor organization . . .)
  2. Later assessments should outweigh earlier assessments to indicate growth.
  3. Practice should be safe, ungraded, experimental, and feedback heavy. (i.e. Homework is not graded)
  4. “Skills” and low-level concepts should be emphasized within the context of richer issues.

Skill Mastery Wall - SBG - Standards Based Grading - Student Feedback

How to Assign Mastery on You New Mastery Wall

Now that you have your categories, units and assessments ready to go for your Mastery Wall, you must figure out what the benchmark is for mastery.  You, the classroom teacher, will be the one who ultimately makes the decision, but considerations would certainly need to be made to align these with your school, district or state standards. Likely, this has already been done for you with some sort of curriculum map or guide that can show you what students should be able to do.

Aside from alignment, there are a few guidelines to consider when determining mastery:

·      Commonly used on major, norm-referenced tests is 80% for mastery. Those tests are designed much differently, and should not be considered your benchmark for the tests you create.

·      It’s important to determine the questions on your test that best represent your vision of mastery.

·      The questions that best represent mastery should rarely be missed for a student to receive that mastery.

·      If your mastery is not a test, but rather a product such as a research essay in English class or a lab report, a bare minimum needs to be clearly determined and communicated to students along with exemplar pieces and clear rubrics that indicate mastery.

·      As much as possible the process should be objective.

·      Set the bar high and offer repeated attempts to make that benchmark.

·      Make sure you are teaching to the level of mastery.

Thursday, December 2, 2010

NWEA MAP Test Abstract

I've been working on MAP testing recently and am now tasked with presenting the basics of the data representations to the staff at my school. here is a presentation that displays the basics about how the MAP test can be reported and used.