Rich Performance Assessment Task: Helping students find success in the real world

            In my previous blog posts, I hope that I was able to make it clear that education is much more than gaining ‘textbook knowledge.’ Education has a greater purpose than teaching students to memorize the parts of a plant cell, or to understand the functions of the human body. When education is delivered effectively, it can be life changing! Education can be used as a tool to help students to develop a growth mindset, instilling in them a belief that their failures can be overcome and that they can continue improving and reach towards their potential. Education can also be an effective tool in encouraging students to place value on traits, such as hard work, initiative, compassion and the list goes on.

A downfall of education is that students only develop book smarts. They know subject material well, but once they enter into the real world, they are inadequately prepared for the challenges that they will face. They don't have the answers for the problems life is throwing at them. It is important that our education systems prepare students for the real world, so they can become successful.  (https://winterlyrics.files.wordpress.com/2011/07/selfhelpdaily-charlie-brown-quote.png?w=620)

            Take a moment and ask yourself this question, would I rather have the knowledge to be able to list off the parts of a plant cell, or would I rather have the ability and knowledge to bounce back from failures, or to be someone who values and is passionate about things in life? Too often, the important, and real life application aspects of education are overshadowed by ‘textbook knowledge.’  A further example of this is a final examination assessment where students study as much lecture and textbook material as possible, and replicate what they have learned onto a written test. Often, once the exam is finished students begin to forget what they have learned, and the material they have studied is no longer applicable. Final assessments should have real life application as well. One way to accomplish this is by introducing Rich Performance Assessment Tasks into the classroom more frequently.

            Rich Performance Assessment Tasks are culminating assignments founded in problem solving, and help to foster deeper student learning (Drake, Reid, & Kolohon 2014). Unlike traditional final examination assessments, RPAT’s are purposeful and meaningful. In a paper called, ‘Designing PerformanceAssessment Tasks,’ an example is given of how RPAT’s can provide students with purposeful and meaningful experiences.  In the example, a fourth grade teacher asks her students to create a story book about plant life cycle's, which they are studying about in their science unit. Then, they use their book to help teach the grade three class about the plant life cycle. This RPAT gives the grade four students purpose, as they are given a role in teaching the grade three students what they have discovered about plants.  This experience is also meaningful for the grade four students, as they are developing leadership skills, and having a small part in educating their younger peers. In this RPAT, it can also teach students to be accountable in learning the subject material at a deeper level, as they have the responsibility to ensure that the grade three students understand what is being taught.

More examples of Rich Performance Assessment Tasks:

• Student-created test
• Mock documents such as a newspaper, journal, sketchbook related to subject material  
• Performing a detailed skit related to a novel read in class  

             In this example of a Rich Performance Assessment Task, there is obviously an emphasis on textbook knowledge in understanding the plant life cycle, but this RPAT provides so much real life application! In this RPAT students are able to develop: leadership skills, growth mindsets, accountability, and passion. These skills can be implemented in various areas of their lives. For example, in developing the value of accountability, students may learn to be accountable in other areas of their lives such as in after school jobs. This value may transfer to them feeling responsible to have a good work ethic at their place of employment. In a Ted Talk led by Marc Chun on deep learning, he reaffirms this point that RPAT’s allow for deep learning, as well as the transfer of knowledge, skills, and values into real life situations. He labels this as ‘far transfer,’ opposed to ‘near transfer.’ Near transfer is limited to the transfer of knowledge onto a test, and does not provide the student with real life applicability. 

If you have time, watch the whole video! Marc Chun goes into further detail about the importance of deep learning, and discusses how deep learning results in a 'far transfer of knowledge' into real world situations. 

          Most recently as a student in Education 4P19 I have begun to work on my very own Rich Performance Assessment Task, where I am required to develop a curriculum with my group. This assessment task is a three-step process, and I have finished step 1. I have found this RPAT to be frustrating, challenging, and also surprisingly rewarding. I can understand how doing this RPAT will benefit me as I begin my career as an educator. Having a thorough understanding of curriculum expectations is important as a teacher in order to equip students with the knowledge that they need to know in order for them to be successful in all areas of life. This is one real life application that I have gained from this RPAT thus far. 

            Reflecting on what I have learned from writing these past three blogs, I have found that teaching subject material may not be the hardest part of a teacher’s job. I believe that the hardest and most challenging part of teaching will be helping students to develop the skills, knowledge, attitudes, behaviors, and values necessary for success in the real world. This may be the most challenging part of teaching, but also the most rewarding. In my opinion, knowing that you have equipped your students to succeed in the real world, is far more rewarding and valuable than raising a student body that only possess book smarts.

References:

Drake, S.M., Reid, J.L., Kolohon, W. (2014). Interweaving curriculum and classroom assessment: Engaging the 21^st- century learner. Canada: Oxford University Press.

Cohen, P. (1995). Designing Performance Assessment Tasks. Volume 37: 6. 

Diving into deeper learning. (2013). Retrieved from: https://www.youtube.com/watch?v=k6BmbdzPcrY

Teaching Values in the 21st Century Classroom

        In previous lectures in EDUC 4P19 we have been discussing and analyzing curriculum documents. The Know, Do, Be, framework is used as a guide when investigating curriculum documents. The ‘Know’ encompasses all that students are expected to learn while in school, from learning the names of the provinces to different math equations. The ‘Do’ encompasses all the life skills that students are to learn while in school, such as problem solving, and interpersonal skills. Lastly, the ‘Be’ encompasses the values and behavioral attitudes that students are supposed to gain while enrolled in school. While researching through the Ontario and Manitoba curriculums for the front matter assignment, it was difficult to determine what values these curriculums were trying to emphasize. If values are a major aspect of a curriculum, why are they not more evident and observable in the documents? Why are values not given the same precedent as learning expectations or life skills? In the text, Interweaving Curriculum and Classroom Assessment, it is discussed how values and behavioral attitudes are to be interwoven within each subject taught (Drake, Reid, & Kolohon 2014). In my own educational experience, I have found that teachers all too often turn a blind eye to the importance of teaching values within lessons, and only focus on teaching academic content.

           

How can you teach values to your students, when your back is turned to them, and not interacting with them? Interaction with students is important in teaching values.
Retrieved from: http://barbarabray.net/wp-content/uploads/2012/02/college-lecture_hall_teaching.jpg

        I can think of a clear example  in my last year of high school, when I had a teacher that neglected to teach values and solely focused on academic content. Each day in this class was very similar. My friends and I would walk into class, we would take our seats, and immediately the teacher would begin their lecture. There was very little interaction between the teacher and the students. From the beginning of class, to the bell, we would listen as the teacher lectured on and on. If the teacher has very little personal interaction with the students how can they teach values?

        In a New York Times article titled, Curriculum or Not, Teachers Teach Values, the heart of the article speaks to the importance of student - teacher interaction in order to teach values. What I found interesting in this article is that they discuss how it is the small interactions between student and teacher where values are taught. For myself, I sometimes have the misconception that when I teach values in my classroom it will be by telling life stories, or through some influential speech. If you don't understand what I mean by an influential speech, this scene is a good depiction of how I think values could to be taught in school.

How awesome would it be to give a speech like this once in a while in our classrooms? 

Retrieved from: https://www.youtube.com/watch?v=uiqdA1B3_Nc

          However, according to this article, values can be taught in ways as simple as checking to see if students did their homework. Simple measures such as this can help to teach students the value of responsibility. Another simple gesture, such as asking students how their days are going, can express the value of care. In the article, one teacher was quoted as saying, “good teachers teach values everyday.” As prospective teachers, we need to go further than planning lessons that include learning expectations. We need to take the time to plan our lessons, so that they include learning expectations, life skills, as well as values. We need to teach the complete package.  

"Good teachers teach values everyday."

            It is a challenge to figure out how to teach values in a class, but it is a whole other challenge to determine what values to teach. As a teacher it is important to determine what values are appropriate to teach, and what values are inappropriate to bring into the classroom. In an article, What Values Should be Taught, it is mentioned that teachers should not teach students what religion to follow, or what political party to stand by. With that being said, I do think that it is acceptable for a teacher to express that they value their faith. By doing this it can teach students to learn to value things in their own life.  If a student notices that a teacher really values their faith, this student might want their classmates to see what they really value in life. The article also states that we should teach the values of society. Once again we run into a further problem, as the values of society are not always the values of everyone. This is evident in the news, as it has been well documented that many people do not approve of the new sex-ed curriculum in Ontario, because it goes against their values. As prospective teachers, how will we deal with these challenges in our future classrooms?

            Although the challenge of teaching values in a classroom may seem difficult, and controversial, it certainly does not have to be. There are many values in the world that people of all different backgrounds can agree upon. Some of these foundational values may be love, compassion, and respect. At first it may seem like an overwhelming challenge to incorporate these values into a classroom, but as mentioned previously, teaching values in a classroom can be very simple. Respect can be taught through conflict resolution. If two students cannot get along, a great opportunity is presented to teach these students about respect for one another.

            In conclusion, as prospective teachers we need to be able to teach the know, do and the BE. We cannot just teach the know and do. Teaching values is just as important as teaching learning expectations or life skills.





References

Drake, S.M., Reid, J.L., Kolohon, W. (2014). Interweaving curriculum and classroom                 assessment: Engaging the 21^st- century learner. Canada: Oxford University Press.

Seefeldt, C. (2010). What values should be taught: Retrieved from http://www.education.com/reference/article/what-values-should-be-taught/

Mclarin, K. (1995). Curriculum or not, Teachers teach values. Retrieved from:http://www.nytimes.com/1995/02/01/nyregion/curriculum-or-not-teachers-teach-values.html?pagewanted=all

The influence of growth minded teachers on student mindsets

     In my second year at Brock University, I had the privilege to attend a placement in a grade four class. In this class one of the students struggled immensely with reading and writing. This same student also came from a dysfunctional family household. I was able to spend a significant amount of time with this student, and observed how at such a young age they were already discouraged and beginning to feel like a failure. They would give up on tasks quickly, not put forth a strong effort, and would comment how they were ‘not smart enough.’ Later on in the year it was determined that this student had a learning disability. If this student was not already discouraged enough, I am sure that it didn’t help to be labeled as learning disabled.

     Reflecting upon what was discussed in lecture (September 17, 2015) and in the Chapter 1 reading, I began to wonder how this student at such a young age could break free from their fixed mindset, and find the motivation to overcome the obstacles in their life. As the text puts it, how could this student, "view failure as a temporary condition and believe that their abilities can improve with persistent effort" (Drake, Reid, & Kolohon, 2014, p. 21)? Because this student did not have a positive role model at home, it provides the teacher with the role and great opportunity to get this student on the right track and to help them attain a growth mindset.

Teachers have the responsibility to get their students on the right track. Teachers can
do this by instilling a growth mindset in each of their students. If the teacher is unable to
do this, their students may continue on in their fixed mindsets, struggling to improve and grow academically. http://www.seo-smo.net/wp-content/uploads/2013/01/RightTrackSEO.jpg

     As prospective teachers, it is almost inevitable that a student such as the one discussed will walk into our classrooms. We ourselves need to be equipped with a growth mindset to see growth in our own students. In an article titled, 'Eight Things Skilled Teachers Think, say, and Do' (Ferlazzo, 2012) the author mentions the importance of believing that every student has the potential to grow. Too often, teachers are the failures by giving up on struggling students too early. The author of this article would argue that a teacher who would give up on a student has a fixed mindset. If we are to be teachers with a growth mindset, we must never give up on our students in helping them become successful in whatever subject we teach to them. To illustrate this point I included a clip from the movie, Mr. Holland’s Opus. Take the time to watch!

violinboy345. (August 28. 2008). Clarinet scene: Mr. Holland's opus. Retrieved from https://www.youtube.com/watch?v=eL9k2pTFYrE

     A Professor of mine shared this scene in their lecture last week, and I think that it is very fitting for this blog post. This scene shows a teacher (Mr. Holland) with a growth mindset, believing in the potential of fixed minded student. Mr. Holland chooses not to give up on her, but to help her overcome her musical difficulties. Although this is a fictional story, as teachers we need to aspire to believe in our students as Mr. Holland did.

     In this clip you may have also noticed how Mr. Holland provided specific feedback to his student. If we are to be teachers with a growth mindset we need to provide our students with feedback that they can actually apply to their learning. In an interesting article titled, ‘Generic vs. Specific Feedback and The Fundamental Attribution Error’ (Guatam, 2008) the author discusses how when teachers give students generic feedback (ex. Good job, well done) it results in the student not knowing how to respond when they encounter mistakes and failures. They are left feeling helpless, and unable to overcome their failures. As teachers with a growth mindset our feedback needs to be purposeful. Our feedback should address specifically what the student did well, and specifically what the student needs to improve on. Feedback should provide a way for the student to overcome their mistakes/failures, as well as encouraging them in their success.

DON'T BE THIS GUY. Feedback should be specific and personal to the student. Don't just tell the student that they're doing great, tell them what they are doing great! As well, inform the student on what they could improve on to do even better on a future task.
http://escmarzano.wikispaces.com/file/view/Feedback.jpg/377382424/Feedback.jpg

     In the case of the student that I discussed to open this blog post, I hope that they have encountered a teacher with a growth mindset. I hope that they have had a teacher that believed in them and showed them how to become successful despite their struggles. And I hope that this student has been given the right words and feedback to get on the right track.

           

     In concluding… I’ll always remember a lecture that I had in my second year of university on learning disabilities. One point that the professor made was that those with learning disabilities or set backs are often the individuals who become most successful in life. My hope is that as teachers we will be able to bring out growth and success in all of our students.

Thanks for reading,

Jesse Winger

References

Drake, S.M., Reid, J.L., Kolohon, W. (2014). Interweaving curriculum and classroom         assessment: Engaging the 21^st- century learner. Canada: Oxford University Press.

Ferlazzo, L. (October, 2012). Eight things skilled teachers think, say, and do. Retrieved from http://www.ascd.org/publications/educational-leadership/oct12/vol70/num02/Eight-Things-Skilled-Teachers-Think,-Say,-and-Do.aspx

Guatam, S. (2008). Generic vs specific feedback and the fundamental attribution error. Retrieved fromhttp://the-mouse-trap.com/2006/10/13/generic-vs-specific-feedback-and-the-fundamental-attribution-error/

violinboy345. (August 28. 2008). Clarinet scene: Mr. Holland's opus. Retrieved from    https://www.youtube.com/watch?v=eL9k2pTFYrE