Immediately Useful Formative Assessment Freebie: Gift to You

Free Exit Tickets for Formative Assessment

As we approach the new school year, many of us think about what goals we want to set for the upcoming school year, or what we want to change in our classroom.   For many of us, we want to get a handle on what our students really understand.  We need to use assessment more thoughtfully It is too easy to get 'stuck' in the routine of teaching a lesson, assigning homework, but not taking the time to get feedback from students, on their understanding, or have students think about their own learning.  Here is a free and easy way to assess your student's understanding.

When and how to use them

One practice that I really believe in, and try to use consistently is formative assessment.  These may often be seen in the form of 'exit tickets,' but can also be integrated into the lesson as part of a transition, or closure to a topic.  It is really important to have students reflect on their own learning, and to get a 'pulse' of the class frequently, and long before a unit test. By then it is really too late.

In many cases administrators are looking for closure and student reflection when they observe your class.  Exit tickets or formative assessment are a great way to do that.

Download your freebie

Below is a four pack freebie of four exit tickets that I frequently use in my classroom.  They are downloadable as a pdf file, and print four to a page.  They are set to print four to a page.   Here is 
the link
. Enjoy!

These can be used to assess and determine if re-teaching is necessary for a small group, or for the larger group.  They can also be a critical time for students to reflect on their own learning, and to think about what they understand or don't understand.

Related resources

These are a sample of a larger pack of 50 (!) Exit tickets. The four in the sampler are general use (any subject) and could be widely used.

The complete pack of 50 Exit Tickets include these, and other general exit tickets, but also have an emphasis on science, so they include many general prompts (40 of the 50), but some prompts that are specific to science classes.

Another free resource!! 

For a free guide to quick and easy assessment, as well as a set of free introductory science task cards/bell ringers, click here.

I hope this really helps you and your students know what they understand. 

Innovative New Resource: Observation, Hypothesis and Inference

Early on in the year in almost any science class, at various grade levels, students will learn, or reinforce, the difference between observations, inferences, and hypotheses.  These are critical science skills that students will use across other subjects, and throughout the year. Of course, these skills are ultimately leading them toward making inferences from data, setting up and successfully running experiments, and even making inferences in other areas of their lives.  When students make observations about the world around them, read a news article and infer from it, or make an inference about the interactions that they have with people around them, they are using these skills.  However, this is an area where many students need reinforcement and practice.

I created this set for practicing observation and inferences.

This set has two components, and can be used many different ways.

1) There are 10 pictures that are good for making both observations and inferences.  You can use these pictures for one or other other, or use them to have students practice doing both.  Here is a good example.

Students can observe a hyena, or a zebra head, grass, etc.  They can infer that the hyena killed the zebra, is eating it, is hunting, etc.  They may infer other information as well, such as where this photo was taken.

The second part of this pack is a set of cards.  There are 16 cards each with examples of observations, inferences, and hypotheses.  Students can use them in the following ways (and probably others that I haven't thought of yet): 

- card sort and separate observation, inference, and hypothesis

- get one card and identify which it is.

- match up/sequence -- for example, I observe that the person is very tall, I infer that he plays basketball, and I hypothesize that people who are tall play basketball better.

These cards and pictures can be used in a variety of ways, and with a wide range of student abilities to reinforce these critical science skills. 

I hope you enjoy, and please let me know any feedback that you have! 

How Can You Get Free Resources for Your Classroom?!

I just found out about a new free resource that I'm very excited about, for personal reasons as well as professional.  I can't wait to share it with you.

If you live in NY State, as a taxpayer, apparently you are entitled to a New York (City) Public Library card.  You ask....but I don't live near NYC, so what good does that do for me?!

Well, as we all know, libraries also have many electronic resources, and this gives you full access to all their electronic resources.    Here is a link to their New York Public Library Guide, showing an up to date guide to the NYPL.  This is a fantastic resource! 

In order to get a NYC library card, you have to fill out a form online.  The library card gets mailed to you.  Then you take a scan of your driver's license (or other forms of ID), and, email or fax it, along with the library card.  This validates your library card.  It is free and good for 3 years. 

     
Even if you don't live in NY, maybe there is something similar in your area.  It's worth checking out!

Some of the resources included are shown below, tumblebooks, digital images, ebooks, audiobooks, etc.

Freebie: Powerful But Simple Congratulations Banner

I think it is very important to congratulate and recognize your students achievements. Everyone likes to feel successful, and that positive praise goes a long way way toward continued success (much more than the negatives).

Here in NY State, students have to complete a certain number of labs with passing grades in order to sit for the state final exams in science (required for graduation).  In other words, that lab qualification is their first step toward what they need to graduate.

Also, students usually can't go to summer school unless they have completed their labs.  They can retake for course credit, and sit for the exam in the summer, but usually can't complete labs.

Whatever your pedagogical thoughts about required labs, and, coherency with the course, etc., getting 'lab qualified' is a big deal.

I always make a display or do a pizza, or do some kind of recognition.  This year, since I didn't have my own classroom, I did a display in the hallway.  I made a big banner (included as a freebie), got foam stars from Dollar Tree, and let kids write on their stars and hang them up when they had met the lab requirement.

It was a big deal because it was in the hallway.  Some students would stay after school to make up labs and then ask me right away for their star, or ask to wait and be recognized in class.

I'm sure there are many things that you could congratulate your students on.   If you don't want the banner to be HUGE, you can print two pages per page and make it a bit more manageable.

Turn the Tables: Praxis and The Testing Environment

I went about 2 weeks ago to take the Praxis II in Earth and Space Sciences, as one of the requirements for the NYS Master Teacher program, to which I am applying.

The testing environment was highly secured, and, although I did well, I found it extremely stressful. I really gave me new consideration for the testing environment in which our students operate and how it impacts them.

For me, this test was not really so high stakes.  I want to score well, but it is to gain admission to a program, not to retain or earn my certification, or to graduate.

When I arrived (30 min early, as instructed), I had to have my ID checked, and complete a waiver as to my honesty and test integrity.  Not only did I have to sign, but I was instructed to copy the paragraph, in cursive, not printing, and then sign.  Then I was brought back into the testing area.  I was given a key to a locker and told to empty my pockets.  Nothing can go into the testing room.  Not even kleenex (I had a cold).  I was told if I needed kleenex or something else during the test, I was to raise my hand.  You cannot bring your own pencil into the test.  Literally, nothing, enters the testing room. I had to remove my watch and jewelry and place it in the locker. Anything you have goes into a locker.  Then you are wanded with a security wand and patted down.  Then your photo is taken for identification.  You sign off that you are the person you claim to be, and then you understand you will be recorded while testing.  There are video cameras in the testing room.  You also initial the time that you enter the room.

You are given pencil and scrap paper, with instructions to write down nothing during the directions or sample questions, only to write during the test.  Then you begin. A 100 question multiple choice test apparently determines my content knowledge.

I have to admit, I am an adult, a strong test-taker, and this was not a particularly high stakes exam.  However, I was unnerved.  By the time I was sitting and ready to take the test I had to take a few minutes and calm down, take some deep breaths.

I did well, and I understand (to some extent) the need for security.  However, I also have to pause and reflect on what this means for our students.  Many of them NEED to pass these tests, are not strong readers and test takers, and do not have good coping skills under stress.  It seems to me that we owe it to them, and to ourselves as we develop a future society for students to be assessed in a way that is meaningful, and allows them to demonstrate their knowledge to the best of their ability.   Students should not be under undue pressure, but would ideally be asked to do something meaningful, that allowed them to be comfortable and use their knowledge.

Why Do I Teach Science: My Perspective

I am considering apply for the New York State Master Teacher Program.   I just took the Praxis on Friday and did well.  I am waiting for my letters of recommendation, and my complete evaluation (depends upon test scores).  I also need to write an essay.  The topic of the essay is "Why do you teach (your subject)?"

I have been tossing it around in my brain over the past couple of days.  Summer vacation just started so I have spent a lot of time with my kids, cleaning the garage, washing my car, doing all the things that I don't have enough time for during the school year. But in between that question has been bouncing around in my head.

In no more than 2 pages, double spaced....why do you teach your subject?

I have a lot to say, but am still refining and focusing my ideas.  I have to say, however, that it has really put a positive start to my summer vacation to think about the great parts of my job.  There are so many!

So far....I teach science because

• It's fun!  What other job do you get to builds things, break things, look through a microscope and see life processes happening, and even go outside on a regular basis! 
• It builds on students natural curiosity (yes, even high school students).  For many students, by the time they get to high school, this natural curiosity may have been partially weakened, waned, beaten out of them, or put aside for social reasons, but its still in there.  People are born scientists.  Toddlers ask questions, test things, and want to find out how the world around them works.  This passion can often be re-ignited, or is not completely gone.  Science is a way to get student's attention, and get them thinking and asking questions!
• Students need to know how their own bodies and the world around them works!  As they go on to become adults, they need to understand how to make healthy choices, for themselves and their environment.
• As they go on to become voters, citizens, and business people, whichever specific line of work that they enter, students need a basic level of scientific literacy.  They need to be able to intelligently understand news articles on science topics, and make informed decision.  They need to be able to read and follow a set of instructions and diagrams, as well as create their own.

Its pretty amazing to think that I'm a part of making these things happen!! 

Why do you teach science?  (Or your subject)? 

Simple But Important Vocabulary Strategies

No matter your subject area, vocabulary is critical for speaking the ‘language’ of the subject, and for building up confidence and comfort with test questions.  In other words, as we approach testing season, it is very important that students are familiar with the vocabulary.

In my classroom, I use several strategies for students to build up comfort with the vocabulary.

At the start of the unit, I give students a list of terms and definitions for the unit.  I usually make these up by using the website http://www.quizlet.com Once you enter the words, you can choose from a list of previously entered definitions for that term.  I try to keep the list to a manageable, not overwhelming amount.   For homework, they have a week to do to options from their vocabulary ‘menu.’  They can do three for extra credit.  This menu includes options such as drawing pictures, using in a sentence, writing definitions, writing a story, etc.

Then within class.....

To read the rest of this post, please read here on our collaborative blog, where it was first posted....

http://crosscurricular.wordpress.com/2014/05/20/vocabulary-strategies/

This is What Happens When You Get Out of the Classroom

I had the opportunity to take my students on a field trip....It was a great experience, mostly because it is so foreign to them.  Every time I plan a field trip it is so much work that I question if I will do it again.  But I always do. It is worth it to see the kids so engaged, and to see kids that struggle in the classroom be so successful in a different setting.  One student had never been out of our county before.  Another, since I teach in a very urban district, had never seen a real chipmunk.  That was a big hit!!  The trip was to Iroquois National Wildlife Refuge.  It is a program with a local college, so our students got to interact with college students (who were their guides).  They took a guided walk, did a scavenger hunt, and played some games.  The kids were afraid of the bugs and mud, at first, but they settled in and had a great time!  

If you have the opportunity to take your students out of their element, and expose them to new things, do it!!  Testing does not capture all that we do as teachers, or all the growth that our students have, but this is an important part of our role!

Get Results With This Free Review Strategy

Here is a review activity that I have done with my classes. I find many students want a study guide, but don't know how to use it.  In many cases it gets left on the table at the end of class, or best case read through once or twice, which doesn't really give many benefits. Students needs to active learners, but here is one strategy to get them to be active learners. Hope it helps you in your end of the year review.

Looking For Free Clip Art? Here's An Outstanding Free Clip Art Site

Hi all!

If you are like me you are always looking for new clip art to add to either class activities, or products for teacherspayteachers.

In many cases there are great artists on teachers pay teachers, but there are also some cases where I don't want to spend the money, or just want something small.

My favorite new soure for clipart is www.openclipart.org  (Note: As of March 2019 Open Clip Art has been down and it is unclear if it's coming back).  This site has been working to replace it, and it is also a great resource ClipSafari

There are tons of designs, and some are pretty technical (appropriate for science for example).

Here are the terms of use, and some examples, and they are pretty permissive!   

https://www.clipsafari.com/terms 

Upcoming sale!!

If you haven't heard, now is the time to do you teachers pay teachers shopping!!

There is a sitewide sale going on May 6th and 7th, and my store is on sale on top of that.  You will get 28% off 

If you have resources you are thinking about purchasing to wrap up this year, review, do a summer program, or get a head start on next year, this is the time.  Get organized, and get them at a discount!

The Complete Guide to Introducing a New Topic

When I start a new unit, I like to have some consistency, and I like activate prior knowledge, as well as let students know what is coming up and what the objectives will be.  I have done this for the past two years by setting up a new title page in their notebooks. This title page has two sides (for the two pages of their notebook).

On one side is the objectives listed.  I usually type these and give them a copy to attach.  I like to give them a spot next to each to rate how well they know it, and to make notes as we go through the unit.  I use a certain format for these, and I call them "Keeping Track of Learning."  

On the other side I have the students divide the page into four.  In the center they write the title of the unit (which I give them).  Then in each box they must draw a picture, with a caption, that is related to that topic.  Depending upon the topic of the unit, sometimes I think that they may have some prior knowledge, and I leave it open-ended, except that I usually point them toward the chapter or section in the book where they can find additional pictures and inspiration.  If I think it is a topic for which they won't have much prior knowledge, then I give them a list of maybe 4-8 main idea terms to choose from, and direct them to some resources. 

I like this system because it gets them thinking about what they already know, and previewing the chapter (or other resources), without specifically being directed to do so.  I provides a platform for them to discuss what they already know or what they think the upcoming topics will be about. 

I usually take about 15-20 minutes in class, and I think its time well spent.  Students get a chance to get their heads into what we are learning, and connect to it, and I get a chance to informally assess what they already know.

Here is an example photo:

I have also seen a teacher do a similar activity by creating a word cloud (such as from wordle) to include common vocabulary from the upcoming topic, and use that as a focus point or COVER image for the unit.  

Making Student's Thinking Visible

Sometimes when students are learning a lot of new information, it is difficult for them to organize it, or keep the parts together that go together. They know the terms, and have some of the links, but don't quite have it all straightened out in their heads. 

Also, as a teacher, it can be difficult to sort out where they have misconceptions. Here is one tool that I used to do just that. Concept maps. 

I gave the students a list of 20 terms (with definitions) related to weathering and erosion. I told them they need to use 15. I showed some examples of concept maps on the board and the linking terms.   I had them write the words they chose on post-it notes.  I had them organize the terms on the large paper, then add linking words to explain how they were connected, and then add at least 5 pictures (I had many pictures available for them to choose from).  

For my higher students, this was really an opportunity for them to tie together their knowledge, and organize it.  They felt like they benefited, and caught many of their own misconceptions as they were trying to connect the terms.  

For the lower students, I was able to see their errors or confusion when they laid out the terms, and help correct those, or talk through with them how the concepts could connect, and which didn't make sense.

I think it was a beneficial exercise to wrap up a unit, and they love seeing them on display in the hallway.

If you are looking for complete vocabulary lists, and concept lists for Earth Science, a good place to look is in this product, or your district curriculum.

Update

You may be wondering why I haven't been posting much here.  I still hope and plan to get back to posting regularly, but I got invited to be part of a collaborative secondary blog, and have been posting there.  Its a bit too much right now to do both.  But once things settle down, I promise I will be back to posting regularly here!

In the meantime, check out the collaborative blog.  I am really excited about it.  We have an excellent group of secondary teachers, in diverse subject areas that are posting about strategies and projects useful across many subject areas.

Use Socrative For Colorful and Innovative Analysis and Test Prep

I don't  know if you are in a state that has Regents exams, or if you are in a state that has other state exams instead.

Here in NY, we have Regents exams.  They are exams given at the end of the course, in most high school courses, and passing a certain number of them in each content area is a graduation requirement.

I teach in an urban district, where the passing rates are fairly low.  I am always looking for ways to help students be successful on those tests.  I have tried many other things (which I may write about in other posts).

A colleague and I are trying a new strategy now.  Here is our plan (really, it was my colleague's plan first, and then I have adpated to my class):

 - Analyze the past few years Regents exams, correlate them to the NYS standards, to determine which topics are the most heavily tests, and what those test questions look like.  In other words, which standards are emphasized on the exams, and how are those standards translated into test questions. 

- Starting about now, give students weekly 10 question quizzes.  The quizzes will be made out of the most commonly tested standards.  

- As students get questions right, the quizzes will adapt to include the next most commonly asked questions.

- The quizzes are being done on www.socrative.com.  This allows me to add an explanation to the questions.  Students can take the quiz, know immediately how they did, and as they see their answer, see an explanation of why the correct answer is correct.  I am encouraging them to take  notes, and study those notes.  If they are getting questions wrong, there is a good chance that they will see the same questions next week.

- As I see a question that the class as a whole is not progressing on, I can go back and target that for a quick 'intervention.' 

So far, students are enthusiastic.  One of my top students even said "So we are starting review now?!"  

Me: "Yes, a little bit of review"

Student: "That's a good idea, then when we get to June it won't be so overwhelming!"

That's the idea.  Those students who advance faster through, will get more review, but those who advance slower will still review and hopefully "get" the most commonly tested concepts.

Free Gift for You With Surprising Results

I don't know about you, but I am SOOOO sick of winter, and a little stir crazy.  And my students are too.  If you are tired of hammering on routines and expectations, this might be one way to break up the monotony.

They can help monitor themselves and each other.  I have had really good, honest, team-building responses by using this teamwork checklist