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When this article came out in EL I shared it with my high school colleagues. I know it's focused on middle school, but I think most of it holds true for high school students as well.

I think each piece of this article is dead on. I also like that structurally it saves the demotivators for last, even though that is the part that is probably the most philosophically jarring for some teachers.

Empathy, and working where the kids are are key to building relationships and trust with them. Without that, the rest of our efforts are undermined for sure.

I have often advocated and used descriptive feedback. It has recently become clear to me just how important that is. In my 11th grade AP class, early in the year students ask about "points off." How many points off for this or that. Rather than how to fix something they don't quite get yet. They see mistakes as a source of penalty as opposed to a place for learning. When I use the comments feature in Google Docs to provide feedback as opposed to mark something wrong, they learn the skill. Way better than just calculating how many points off before they lose their A.
-KM

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Motivating Young Adolescents - A Compare and Contrast

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Motivating Young Adolescents - A Compare and Contrast

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I enjoyed this article, especially because it spoke very much as to why I chose teaching/education as a career in the first place.

I found my education, especially middle school education, to be quite the opposite of what Wormeli was saying in his article. To compare, there were some classes and teachers that did work through telling stories cross-curricularly, and did work through giving descriptive feedback, but it was very clear the majority of teachers I grew up with were very much within the "demotivators" section, now looking back as a new educator.
As I got into college, I saw more of Wormeli's methods of teaching and engagement, and it is easy to see how it works, but I believe the most damage to a student could happen especially in middle school.

In contrast with the positive themes he discusses, teachers I had as a student did not give descriptive feedback, but were very quick to assign low grades and follow up with negative comments like "what didn't you get? We went through this in class. Maybe if you weren't doing _______, you would have understood". There was a lack of empathy, especially for a student like myself, who had a very big self-conscious issue with any type of math class, where getting me to do the work and understand it was like pulling teeth (for me, especially). Instead of using my strengths of reading, writing, or drawing, I was also given a lot of sarcasm, which essentially shut down my motivation to even try and ask for help, or try to do any of the work, mostly out of fear and shame!

As an educator now, I understand I teach students who already have a pre-conceived notion of education, a larger grasp on the outside world, and even adulthood, especially home life. I notice I give a lot of empathy to students, and try very hard to function under Wormeli's 2 mindsets, especially when it comes to the idea of laziness. Although study skills is not the most descriptively-intense class out there, the feedback I provide is detailed, just like the scenarios (stories!) I make up in class for students to practice using the skills with. I see it makes a very, very large impact with the students when using more than one of Wormeli's methods at once.

VVD

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Emerging Thoughts - Facilitation is King

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Emerging Thoughts - Facilitation is King

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2. To foster an environment like the hypothetical one talked about in the article, I do think introducing something like this should first, happen at the beginning of the unit; or better yet, on a smaller scale (more weekly projects first) so students begin to understand the format of lessons and work time. It then gets students to feel comfortable with this format (lecture and work time) before progressing to a larger-scale assessment.
Students could also be given their own "timeline" in which they could document and practice spacing out the work over the span of the designated time given.

Teachers' questions could also become less-direct (essentially, giving the student the answer, or where to look in their materials for the answer), to more more guided types (like in the article when a casual question about electricity was asked, but the student still would have to complete/search for the resolution themselves), creating more of the "mentor" vision, rather than one of a lecturing teacher.

3. The second scenario is more successful because there is a combination of lecture, and time to work/ask for help. The teacher maintains the idea of a "workspace" through both, while also coming across as a mentor through their knowledge presented in the lecture and the guidance presented in checking up on each group. The teacher can cater the group's questions based on their work, further reducing anxiety and making the process more meaningful. The constant combination of increasing knowledge while also always allowing students to work while the teacher checks in on the process creates a more knowledgeable, productive workspace.

In order to be successful at this type of facilitation, first practice of this type of facilitation would be needed (Solving group problems, teacher asking questions, lecture, and work time). Secondly, the teacher would obviously need to plan what components go into these projects, and maybe even additionally how to structure each group. Lastly, a good problem/task to solve or create from would also be needed--it cannot be easily planned or solvable, and it cannot be too hard!

VVD

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Wormeli makes a strong argument that our perceptions of students often do not fully encapsulate the whole student, particularly as it relates to our definition of “lazy.”  I have found the structural changes have a huge impact on student motivation.  Showing enthusiasm, switching topics every 15 minutes, and teaching topics in different ways all have positive effects on my students.  As well, descriptive feedback with another chance to revise has shown very dramatic results in my class this year as it relates to student achievement.  I am a bit torn in that when they leave my classroom they may not get many second chances; however, my role is to teach them English, and if they are leaving my class not knowing the skills necessary then I am not really doing my job.  In this sense, it goes back to manipulation over motivation.

Something else I have been struggling with is empathizing and giving accurate feedback while still building an actual trust with my students.  It could be that I work with older students (17-18), but I have found that couching all feedback in a positive manner actually makes students feel less trusting of me. They feel that I am not being genuine when I try to shift the reality too much in the classroom, and some students appreciate when I’m a little more honest when giving them feedback.
CL

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Facilitation is King - An Emerging Thought

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Facilitation is King - An Emerging Thought

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One authentic challenge I could present to my journalism students is to write a feature story on an interesting person in our community.  Instead of traditionally lecturing and analyzing feature stories, and then expecting them to transfer every skill (even ones I did not address), I could set up the classroom almost like a news bullpen.  There could be a short debrief at the start of the class period, and then each class focuses on assisting them on the process of newswriting.  In order to achieve this, I think I have to give students a space to find something that they are passionate about while still maintain a high intellectual standard. In this sense, the key to success seems to be working towards a successful product, and not just doing an assignment for a grade.  They bring up a great point that this is a mindset issue on the part of the teacher.  In order to commit to problem based learning, one must commit to creating a problem based classroom.
CL

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"Flow: Mihaly Csikszentmihalyi's theory of how we stay engaged" (Video)

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"Flow: Mihaly Csikszentmihalyi's theory of how we stay engaged" (Video)

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This video was particularly enlightening because it does put into a diagram a very important aspect of the classroom: Student engagement and anxiety. As a special educator, "inclusive" environments, and "least restrictive environments" means not only making sure all students are able to complete the work according to their needs, but it also means that all students feel welcomed, safe, and included, both through methods of learning, social interactions, and course content. Through this video, it was very, very easy for me to see how easy it could be to make a student anxious, even though that was not the intention at all.

As a teacher for study skills, following the flow model shown in this video is vital, because in my class, they are looking for ways to further break down additional content to understand it better. If they don't understand those methods, it could be very easy for them to get anxious and feel like their one support class is more stress than it is support.
Additionally, what I found helpful in the video was the constant repetition of the idea that "flow" is a balance between skills and challenges. I found this important, considering in my classes, it can be easy for students to feel bored ("I know how to use a calendar already"), and it can be easy for them to be stressed ("I don't understand the listening strategy--what do you mean?!"). Using the three components of flow, (Balance, concentration, and immediate feedback and clear goals), I think I, and any educator could benefit greatly in reducing anxiety, and increasing healthy challenges in the classroom; something we think we are doing, but maybe (sometimes) we're just not presenting it right!

VVD

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As noted by Csikszentmihalyi, there is a very fine line to walk between boredom and anxiety in the class.  This is, of course, is much more difficult in a large classroom with many diverse learning; however, I think this is where formative assessment can play a key role in how we differentiate towards this.  A simple check in can give us clear information on how a student is feeling towards an assignment, which can then help us to shape our lessons.  I think what is important for this type of teaching is to create a structure that allows for an environment where each student is properly challenged to matter their level of preparedness.  Through my teaching, I have noticed that although there will always be some students that are “high achieving” every single day, often times student preparedness varies from week to week or even day to day.  Perhaps in the future I can work on making sure that each student has choice in all of my lessons so that they are consistently getting the most out of each class.
CL

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This year I have been working on using more data based formative assessments.  Although short “interviews” can tell me a great deal about where a student is in the process, I can’t always give students the time and feedback that I feel they deserve.  I have been using google classroom to help me to manage this, particularly as it relates to temperature gauges and self-directed assessments. I am finding that when I give students the space to reflect on their process, their feedback is very similar to the feedback that I would give, particularly as it relates to writing.

What I have also tried this year is to use my traditional summative assessments as formative assessments.  For example, if a student would like to rewrite an essay, they can continue to try as many times as they like until they feel they have mastered the skills to their satisfaction.  In this sense, I am able to better differentiate my lessons based on students authentic needs.

The hardest part for me is to be consistent in how I implement these assessments consistently and evenly.  I seem to ebb and flow in one direction or another, or sometimes fall into the more traditional summative model.
CL

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1. What kinds of formative assessments have you used in your classroom? How prevalent are they?

As a new teacher, I've tried experimenting with what I've learned, and what I feel works well within my study skills classroom. I have used student directed assessments (rubrics and checklists), breakpoints (sentence summaries), and comprehensive (student folders) assessments. Unfortunately, I am very inconsistent in following with the ones I have chosen, even if I love them very much and like the results I get. I try to use them, but they may be used once a week, or even less than that.

2. Which of the four types of formative assessments are used least in your classroom? Why do you think that may be?

Temperature gauges are used the least. This may be because in study skills, I am so focused on teaching for 15-20 minutes, and the rest of the class time is focused on application of the new skill, or helping modify other course work. Because I feel my teaching time is limited, or I want to make sure I help my students with everything, I focus so much on the "teach, teach, teach!" portion that temperature gauges have not been appropriately factored into my lessons, (or I think of them after, when it is too late!).

VVD

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Students are driven not only by the idea of following a schedule that they worked to create, but learn by also bringing material and experiences into the classroom, as well. Not only is the teacher available for mini lessons, but students also have time set aside to bring in, incorporate, and discuss additional outside sources with the class. They are learning, and the class is also learning through peers or the teacher.
Students additionally take control by pacing and learning based on their own academic needs, further increasing confidence, self-sufficiency, and advocacy for one's learning needs. The teacher serves as a knowledgeable and strong base (or GPS, rather!) in which to direct students and guide students appropriately. Essentially, students take charge in a productive environment, driving instruction.

VVD

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My sense of student responsibility for learning is one where each student’s vision of their education directly reflects how they go about their learning.  In this sense, their learning is needs to come from intrinsic values.  Freedom is essential to this, and I really like what MC noted about creating their own essential questions.   I feel student responsibility goes beyond students completing tasks and knowing why they are completing tasks; I feel responsibility also implies ownership over what they are learning.  To move students towards a place where the consistently transfer information, they need environment that is truly their own; it praises mindsets, then skills, then content.  Balancing this with the necessary skills to be successful in the future is quite a daunting task; however, I feel it is necessary to truly cultivate intrinsic student responsibility.

CL

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Students in our schools today need to know they are learning for their future. The CCSS prepares students for college and careers. Employers are looking for innovative progressive thinkers that will contribute to the overall success of their company. Students must manage their own learning and take the responsibility to do so to be this kind of thinker. JS

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Students answer essential questions that were created by themselves, in collaboration with their peers and the teacher, and by the teacher. The questions are grounded in real world problems. In answering the essential questions, students research, present their findings, and apply their knowledge to the problem. Students assess their progress by evaluating and reflecting on their work by themselves and by conferring with the teacher. The students plan and confer regularly with the teacher who offers guidance and instruction. MC

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I am inconsistent with the use of formative assessments.  In the beginning of the year, I start out pretty strong, but as the year progresses, I seem to use them less and less.

I seem to use breakpoints more often, especially higher-order questioning and quizzes.  I also use comprehensive assessments: rubrics, grids, tests. Once in a while I will use Student Directed Assessments like Self-Assessment on a Rubric. The assessments I use the least are temperature gauges. Because I've been teaching eighth grade, I think the students would be self conscious using something like thumbs up/thumbs down. I tried once using red/green cards, and the students were embarrassed. MC

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The truth is I don't use formative assessment often enough. This is one reason I am taking this course. That being said:

1. I use Temperature Gauges such as "Thumbs up, down, middlle"

I use exit/entrance slips, pre-assessments, and quizzes as Breakpoint assessments.

The comprehensive assessments I use include tests, rubrics, student conferences, and notebook checks.

2. I haven't used Student- Directed Assessments. As a special education teacher, I tend to use the same tools the classroom teacher uses/prefers.

I know the benefits of using these (who knows the students better than themselves), but I have fallen into the trap of "I can tell what the student needs help with" in the forms of observation, temperature gauges and breakpoints.

I know I should use these and want to start doing so. RK

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The students take charge of their learning. They decide how they will learn about a specific idea or topic and create a plan for doing so. The teacher is there to facilitate learning, to offer advice, suggestions, or direct instruction at the students' request. The teacher is there to facilitate student directed learning on an "as-needed" basis.    RK

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