Covid Passion Project - Guest Blogger Rachael

Throughout the last two months of distance learning for my students, Passion Projects have been encouraged. Choosing to pursue a curiosity or create something meaningful is certainly more valuable and enjoyable than simply completing ten hours of prescribed tasks -- regardless of how engaging I attempt to make them. 

Wonderfully, several have embraced this challenge. Some explored this Canadian History Choice Board to spark their creativity. Their efforts have been posted to our class web page. One student has analyzed the deeper meaning behind the lyrics from her favourite songs, sharing her throughts through well-crafted essays and engaging Flipgrid presentations. 

Today, I present the work of Rachael, who has created fabric bookmarks for Mother's Day. She has also documented the  procedure through photographs and text and is a guest blogger on this site. Enjoy.

This is a passion project I did with my aunt. I was hoping it could contribute to my art mark. It uses the colour wheel and the elements of design. I have explained the processes and methods I used below.

For Mother’s Day, I made my mom, my grandma and my great-grandma fabric bookmarks. Because of the virus, we had to think of a creative way to make gifts, especially since we can’t go to the store and buy something.

I made a template out of hard, clear plastic, because I wanted the triangles in my pattern to be the same. I had to account for the seam allowance, and that’s why there's a smaller triangle within the template. The middle vertical line is to show where the bookmark loops around. The middle horizontal line is for the top and bottom half triangles that I needed for the top and bottom of the bookmark to ensure they had parallel edges with the pages of a book. The other horizontal line is for the seam allowance.

The last step in making the bookmarks was putting names on them.

Here are all the finished bookmarks.

As you can see, beyond the obvious engagement, passion projects have the following advantages:

• It is an activity that threads through multiple curriculum areas -- Art, Math, Writing & Media Literacy.
• Several Learning Skill expectations from the Ontario Report Card are addressed -- Independent Work, Initiative and Responsibility.
• Rather than just submitting work to a teacher, Rachael has chosen to share her work with an authentic audience.
• (a) The mothers in her world who receive the bookmarks and...
• (b) the people who read this blog.

Thanks for reading, any comments or feedback you provide here or through my social media accounts will be directed back to Rachael.

Testing a new Test

I have always been a proponent of weekly tests. For over ten years, I have had my students write a weekly quiz that I’ve dubbed Friday Flashbacks. The outline for a Flashback looked like this, with space for questions from our studies that week. For the most part, it has been well received by students and parents. I have, if anyone asked, defended it from three perspectives.

From the Student’s Perspective

Elementary students can often be described as “learners in the moment”. They can be wonderfully engaged in activities during a lesson. However, new information, concepts and mathematical formulas do not always stick. As soon as the recess bell rings, many dump this fresh knowledge from their short-term memories and move their focus to the more compelling world of the playground. I don’t blame them - I did the same thing. However, it is my responsibility to teach them to keep important information so that their understanding can deepen and that we can move forward with new concepts and ideas. A weekly test, and supporting lessons on studying habits and mnemonics, is a great way to build this capacity.

Additionally, the weekly check-in is also intended to be a way in which they can celebrate and reinforce their own learning. The first request I have always posed is as follows:

In the space below, share something interesting or important that you learned during our lessons this week.  Please write in sentences but, don’t worry about spelling mistakes. (TRY TO WRITE 2 OR MORE SENTENCES)  

From a Teacher’s Perspective

A weekly test keeps me focused on subject matter. I need to be moving through the curriculum in order to have new questions for the Flashback. On Thursday, when I prepare the test, I become immediately accountable for what I have covered. Did we spend too much time on an art activity or writing task? Did we tackle the math concept that I had planned for the week? Are the students ready to be tested on the science terms I hoped to cover by month’s end? The weekly test is, in many respects, an overview of my curriculum organization. I think it serves as a better snapshot of what I am accomplishing than scribbles and jot-notes in my day-book.

From a Parent’s Perspective

I send the Flashback home on Monday for a parental signature. This provides parents with a quick look at the things we are learning in class and a chance to gauge their child’s understanding. I remind parents regularly that this is not a final grade, but rather a snapshot of their current competency in a particular area of study. As with all teachers, I provide multiple opportunities for a students to demonstrate their understanding and hopefully mastery of a concept. The flashback exists as a predictable, static opportunity for which students and parents can prepare. Thursday night homework is often left open to provide time for this preparation.

Testing Out a new Test

I am considering revising my weekly Flashbacks. I find that I am rethinking a lot this summer, certainly a byproduct of my Professional Learning Network through Twitter and Edmodo. I will still dedicate one side of the weekly quiz to review concepts from the week. However, I have redesigned the first side to focus more on the student’s perspective of the week. I have included my first draft here but, I will not know how effective it is until I get a few chances to try it out. Here are the key changes.

1. Many questions begin with the word please. This is a simple but essential change. I am certainly cognisant of the use of good manners with my students in the classroom setting. However, when writing test questions I often think more clinically. The questions on the first page are of a personal nature. Consequently, I think it is important to make my request politely.
2. Each student will receive a small sticker and will be asked to place it in one of the six Learning Skill boxes available. This choice allows the student to celebrate success in one of these areas and a chance to explain the reason for that accomplishment. A brief description of the Ontario Learning Skills can be found here. I also plan to use this data to provide feedback through ClassDojo and, eventually, Edmettle.
3. I am encouraging the students to share “something that they learned” with “something that they enjoyed” as two distinct questions. Although, I will let them know that the answer can be the same.
4. I have included space for ongoing goal-setting. This encourages the student to reflect on the things that they need to improve without highlighting them as a failure. A student who struggled to work independently is not being asked to identify this a weakness. Rather, she is given the opportunity to contemplate ways in which this can be improved. It is a tangible reminder that every new week is another chance to improve. It will also reinforce the long-term goal-setting skills we investigate in January.
5. I have included the “Emotion Tribbles” from the Tribes Learning Community. These five Tribbles each represent a range of emotions. The student is asked to colour the Tribble that represents her emotional state for the week. She is then asked to share the reason for this decision. It is my hope that this will help me make more meaningful connections with my students but, I remain tentative on its efficacy and may revisit this section.
   
6. Finally, I ask for them to share a new word. I am sure this will be easy, as we cover new vocabulary daily. I think it will be fun to encourage them to build their own Padlet wall with these new words. At year’s end, each student will have a virtual record of their language development. Again, I’ll have to see how this plays out.
7. As a side note, I have removed the "Marks" box from the first page. I continue to move toward a Grade-Free classroom. My focus, is to encourage students to meet (or exceed) clear expectations and my job is to provide meaningful feedback. Letter grades, while still required on report cards, are slowly vanishing from my classroom and any test or assignment.

I will provide feedback on the paper copy of this Flashback for the parents to see and through Edmodo. Students will be asked to keep these printed Flashbacks in their portfolio. I am still struggling a bit with making these entirely digital. Perhaps that is something I can also experiment with during the year. This first page could certainly be completed as a Google Doc through Google Classroom and then stored in a personal Google drive folder. However, that is a thought for another day.

The Homework Conundrum

My Perfect Homework System (or so I thought)

I have been a homework proponent for many years, 15 years, at least. I believed that, over this time, I had crafted the perfect method of homework delivery.  My system was easy to follow, it respected the time, abilities & needs of each student and it took family situation into consideration. Concurrently, it did not overwhelm me or unnecessarily waste classroom or professional time.  

As the years have passed, my system has seen modifications and improvements. This past year, it was almost nearly paper-free. Additionally, I have incorporated and refined a “point-based” reward program that respects differentiated instruction, allows for some classroom gamification and lends itself to an “easy to keep” daily recording system - which, informs my marks for the Learning Skills section of each Report Card.

(In Ontario, we report on six Learning Skills  - homework completion can help assess Responsibility, Self Regulation, Independent Work and Organization.)  

I liked my system.  Beyond believing it to be fair, equitable, respectful and manageable - I also felt that it was purposeful. It was connected to both curriculum learning and also to building the habits necessary to succeed beyond elementary school.  Like a proud father, I confidently and eagerly shared my success with all who would listen - particularly Student Teachers (admittedly, a captive audience.)  I gladly absorbed the occasional, friendly jabs from staff-room colleagues whose barbs have involved the words statistics, analytics or even sabermetrics.  Undaunted, I plodded on. Besides, that stuff works - just watch “Moneyball”.

Open to change

Courtesy Teacher Tech Blog 

As I have expanded my PPD (Personal Professional Development), I have made some fantastic connections with other educators through both Twitter and Edmodo.  I was alarmed to discover posts and tweets (some with aggressive attention-grabbing pictures) that cautioned teachers about the perils of homework.

Most disquieting for me was the realization that the authors of these startling mandates were educators that I had grown to respect.  I had learned so much from them in such a short time and I regularly co-opted and implemented the wonderful resources they shared.  I had read a number of their blogs and felt as if I had found kindred spirits on my journey through the wayward pines of pedagogy. Was I wrong?

"Glass Half-Full" - My Open Mindset Mantra

I quickly realized that I was reacting to bold Tweets and startling images.  I had not sincerely or systematically evaluated the essential arguments of their blog posts.  So, I  began a journey down that rabbit hole - encountering the following articles on the way....

“Self-Directed Learning - Not Homework” at Jason Wigmore eponymous blog.

Alice Keeler’s “Stop Giving Homework” at her Teacher Tech blog

Several Articles located at Mark Barnes Brilliant or Insane - Education on the Edge blog.

I even reviewed the other side of the coin (or my side of the coin, I suppose) by reading this post from

John Walkup’s Cognitive Rigor to the Core blog

A Strong Case for the Prosecution

In order to evaluate the concerns of the homework detractors, I have distilled them into the following list.  It becomes clear, quickly, that sound concerns are being raised.

• Homework doesn’t connect with the real world.
• Homework cuts into family time.
• Homework that is not understood leads to frustration or requires parent involvement.
• Homework widens the inequality gap and adds frustrations to those on less equal shores.
• Adults don’t do homework every night, why should kids?
• The teacher should be present to support independent work
• Reviewing it the next day eats up valuable time
• (Some research suggests that) rote practice does not pay satisfactory dividends to justify it.
• There are much better things students can do at night (See links from Jason Wigmore below)
• Homework is not fun.

In my own Defence

I reflected on this and revisited my rationale for homework.  In the process, I realized that my methods are not without flaws and I know that I need to continue to modify my approach. However, I have decided that I will continue to assign homework while adhering to the following considerations.

1./ Homework should be relevant.

It should reflect the concepts we are learning in a practical way.  Consequently, it should rarely be a worksheet. It should be an investigation that has a real world implications.  For example: After learning the area of a rectangle, students could be asked to find the area of three common items in their household (cloth tape measures provided on request). They could then be asked to use Edmodo to provide their results and respond to a critical thinking question about their discoveries.  “Why do you think the area of your television is important to your parents? Is it important to you? Why or Why not?”  **This year, I hope a shared Google Sheet will allow us to analyze the varied results.

2./ Homework should not be daunting.  

It should be modified when necessary and should be able to be completed within a short time.  (I use the familiar “5 minutes multiplied by the grade” formula). If a student does not understand the work, I encourage parents to direct them to another activity for an equivalent amount of time and to send me a quick note - through Edmodo, ClassDojo, email or on paper. I am now better informed and can prepare support (often the same evening, but certainly the next day).

Additionally, I assign homework every day on weekdays only (Monday to Thursday).  I want the weekend off - the kids should have it too. This allows parents to learn and know the routine. "I don't have any homework." is never a true statement on weekday nights.

3./ Homework should never be used to determine a grade for a subject.

As I have mentioned, homework completion informs my assessment of Learning Skills but I never use it to determine a grade in a subject area.  Students and parents should see it as a practical opportunity to expand their knowledge, independently explore and communicate a fledgling ability or strengthen the application of a skill.  

4./ Families are busy. Students are busy.  I’m busy. Our class is busy.

Homework completion requires flexibility and consequence should be reserved and then, if necessary, measured. Regular homework completion is expected but there are far more important factors at play. Ownership for the homework is paramount.  This means that the student must take responsibility for it and organize his or her time accordingly. Infrequent lapses and oversights are to be expected and do not warrant a conversation or even the furrowed brow of marginal disapproval. The points for the day are not awarded and we simply move on.

If homework completion is not being completed regularly, it indicates a larger problem and a reason for a discussion first with the student (again an opportunity for ownership) and then with a parent and the student.

5./ Homework should (eventually) come with options

To start the year, homework is fairly simple and sometimes involves worksheets.  It is my goal to establish the routine so that the reward system and its connection to Learning Skills can be understood.  Eventually, the student is provided more options and is able to demonstrate additional independence and ownership over the subject matter and the time that is required to complete it. Students who complain that the homework is too easy and too mundane are encouraged to demonstrate a deeper understanding of the concepts we explore.  Week long, self-directed pursuit of their passion can be explored through my “Books in a Backpack” option or by providing evidence of their own personal quest for knowledge or mastery of a subject or discipline - the Genius Hour expanded.

Alternately, students who are struggling can be helped to choose an area of weakness and focus on it.  An intensive reading program matching their ability (through Raz Kids perhaps) might serve them far better than struggling through reading assignments culled from Tween Tribune or Newsela.  An independent program can be easily tailored on Prodigy Math to support basic skills in order to build each student’s capacity.

Certainly, this approach requires more involvement from the teacher - but, it is has been my experience that a few bumpy weeks in October will pay dividends throughout the rest of the year.

A sincere "Thank You"to those Homework Detractors

I haven’t changed my mind - but I have moved forward.  I have started toying with an idea that will give my students even more flexibility. Jason Wigmore's suggestions to encourage more self-directed learning, using Epic! Books , Minecraft , Wonderopolis or The Hundred Word Challenge did not go unnoticed. I will likely keep my established Mathematics Mondays and Xtramath expectations in place, as well as Tween Tribune Tuesdays - which launch our Shared Reading discussions the next day.  

However, I will find a way to introduce Talented Thursdays (where students will focus on enhancing existing skills of their choosing).  This could easily include multiple intelligence options.  Perhaps a capable, ten-year old soccer player decides to go for a 25 minute run and reports her time and distance to me on Edmodo...or a future chef makes dinner for the family and he sends a photo to me as evidence. Weakness Wednesdays might be a wonderful counterpoint to this - with focus aimed at improving an area in which they struggle.

Thank you, Alice, Jason, John & Mark for encouraging me to think forward - and not settle for my current understanding of "The Perfect Homework" System. It continues to be a work in progress.