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Why do you look at student work or observe your student while they are working? Is your analysis and evaluation of student work for grading-(Student Centered) or for reflection on your own teaching and learning -(Teacher Centered)?
Looking at a students work or observing the students gives me and im sure many other educators the opportunity to evaluate our students and their work. For instance as the text says, in a formative lens "the teacher knows the task assigned and provides descriptive feedback". Personally, as an ELA teacher for bilingual students, I find that giving written and verbal feedback to students is very effective. Which leads me to respond to the second part of this response, I would say that my analysis and evaluation of student work for grading is more student centered. As a teacher, I feel that giving written feedback on their prompts such as if they used CUPS or applied RACE can serve as a reminder for students when they are faced with answering or writing similar questions or prompts in the future. Also, it is important to also meet with the student and discuss why'd you give them that feedback. Students learn from their mistakes and having that written feedback and also verbal feedback gives them the cushion and reminder of what mistakes not to make or what to improve. However, in a way it could also be teacher centered because it gives me the opportunity to see what I can go over more, perhaps explain differently, or what my ELL's might be struggling with so that I can provide more assistance to them.
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I would like to think or say that my analysis and evaluation of student work for grading-(Student Centered) and for reflection on your own teaching and learning -(Teacher Centered). Teachers look at students work daily and sometimes we don't even realize that we are doing so. Yet, I think I need to add more teacher centered analysis to improve my instruction and teaching style.
ReplyDeleteI look at student work/observe my students while they are working in order to get an idea of how they are handling the material. This gives me a chance to step in and help those who are struggling, but also push some of those students who might need an extra challenge. I would say that my evaluation of student work is mostly student centered, but in a way it does help me to reflect on my own learning (teacher centered). I see a different set of students everyday, so I teach the same lesson twice. If I see an area where students struggled, either through classwork or observation, then I am able to change it for the next group of students. This is also something I've done between classes when things really aren't going as planned. However, in a way that my still be more student centered - teacher centered analysis is maybe something that I need to work on more in the future.
ReplyDeleteI observe student work (especially tests and standards) to evaluate how well students are understanding the content. I've found that students who know the answers (and the content) sometimes shy away from participation (raising hands to answer questions), which makes written work and individual assessments more accurate in these evaluations. This method prompts me to reteach particular standards or arrange small groups for students who may need more help.
ReplyDeleteI really enjoyed this article, i agree that as educators, we review students' work every single minute of the day. Some of the labor is intangible; which involves altering ideas, generating questions, and discussions. Some are tangible like the work done in class or for homework. We are constantly evaluating what our students share with us. This school year I have felt like I an doing this more than last. I have received new migrant students in my Dual language classroom, and have been "starting" over and looking at ideas and strategies to help all my students which is a never ending cycle.
ReplyDeleteI liked this article, I found it interesting. In our PLCs we are always looking at student work, especially on writing Wednesday, we really analyze what the students are writing. A quote that I liked from the article was, "Looking at student work collaboratively causes teachers to think like their students as they reflect on professional practices." I agree with this because without even realizing we do it, we really do look from a students standpoint. For example, when a student gets a question wrong, we look at it from their view and think of misconceptions they had. This therefore changed the way we view things in our practice.
ReplyDeleteI related to the part of the article when they were talking about the teachers wanting to explain how the students got an answer, but after analyzing and reflecting the teachers realized the prompt they created was not setting students up to answer what they wanted. I relate to this because in my PLCs we have had this happen and we have been trying to think carefully about what we are asking and what we want from the students and if the work is matching what we want.
Reviewing student work is a great way to not only skill check, but to also get a better understanding about your student. For students who are more shy to participate during whole group or even small group, a glimpse of classwork is a great way to get a better understanding of their area of need. I agree with the article that at times forcing a student to explain their thinking isn't always the best bet of insight to a student's thinking especially when our questions are understood by us, but not by students sometimes.
ReplyDeleteAnalyzing student work is extremely important. It is also important to provide feedback and have other students analyze their work and other peers work as well. There have been times I have placed and writing prompt on the board and have had students analyze and proofread other student work. It allows them to ask questions as why and those higher-level thinking questions. Students are also able to look at students writing by reviewing the R.A.C.E strategy. Students are able to see if their peers have the components listed for the strategy, the correct responses and citation/reference.
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