Why I Decided to Teach Certain Math Skills in My English Classes

As the third quarter comes to an end for many schools, I wanted to take the time to share why I, as an English teacher, spent time showing my students a very specific math skill: calculating GPA. I did this when I was teaching 9th & 10th grade English, although I also did a modified version of it this year with my 7th grade math students. However, middle school transcripts aren’t as focused on GPA – at least not in my district – so it depends on your circumstances whether or not you’d want to do this as a middle school teacher.

GPA

As a non-math content area teacher, I had to really weigh the pros and cons of taking an entire class period to go over a math skill. All our curriculums are over-packed. We don’t have days to “waste.” Was I ready to give up a day of curriculum to teach a skill that wasn’t directly related to my own curriculum and standards? Well, honestly, the first time I did this, I hadn’t intended to take an entire class period. My goal was to put up the grade calculation chart to show my students how their 3 grades (quarter 3, quarter 4, and final exam) worked together to get their final semester grade. That was only supposed to take maybe 10-15 minutes. I knew I could spare that. I knew I had to. But, as the conversation took a turn to GPA and how that is calculated and how “bad” one grade can be for a GPA, it didn’t take long to figure out that my students had zero idea how to calculate their own GPA.

deer in headlights

This was a serious problem since I worked with freshman. Those of you who work with underclassmen are well aware of the thought process these students have. So many of them don’t think their grades matter. They don’t realize the damage a bad grade in 9th or 10th grade can do to a GPA. They don’t understand that they will spend the rest of their high school career fighting to repair a GPA that has been devastated by a “C” or, heaven forbid, a “D.” Let’s not even talk about the “F”s. When I tried to quickly explain the GPA calculations, my students immediately took an interest. They demanded I slow down so they could take notes. Seriously, I had students who rarely paid any attention to a single word I said and when I started talking about their GPA they were like, “Woah, woah, woah, Miss! Slow down!” They cared about this. What shocked me was not so much that my students didn’t know how a GPA was calculated – after all, it would be unlikely that they would have learned that in middle school, given the emphasis (or lack thereof) placed on GPAs in middle school – it was that their math teachers hadn’t taught them this when they started high school.

GPA 2

I realize now that I shouldn’t have been surprised. As teachers, we assume a heck of a lot of knowledge for our students. We assume they just know things because we know them. We forget how we learned. It doesn’t occur to us to teach things we ourselves know and/or expect our students to know. And I’m not talking about curriculum concepts, I’m talking about this type of stuff: GPA calculation, test-taking techniques , how to bubble a freaking Scantron sheet correctly. So I taught them how to calculate their GPA. The first time, I had to fly by the seat of my pants. I had to guess how much our district weighted honors and AP classes. I let them know that my assumptions could be wrong and they should do their own research to figure out how their specific class load would work out. But the next time, I was prepared. I did my research and found the district’s weighting system and how GPA was calculated. I budgeted a full class period for it, and it paid off. And my students were enthralled and thankful. It honestly changed a lot of perspectives. I know a lot of my students changed their attitudes towards their effort in classes because of this lesson. I know because they told me themselves. I saw some students improve their efforts in my class, and I know other teachers saw improvements in theirs. They might not have known why, but the improvements were there.

GPA 3

You might think that the kids who cared were only the college-bound ones. The kids who knew they had no shot might not care about anything except graduating. Why bother with trying to get “A”s and “B”s when all you need is a 2.0 to graduate? Or maybe they were planning to drop out; why should they care about a GPA as a freshman when they knew in just 2 years they’d be out of school anyway? Well, what I’ve noticed is that students who think they can’t control something often become apathetic towards it. If a student thinks a GPA is some sort of magical number over which they have no control and no influence, they have no reason to devote any time or energy towards caring about it. But, if you show a student – any student – that THEY control this GPA, it changes a lot. Really, this is true about many things for students. They don’t have a lot of control over things. Give them a little bit of control and it empowers them. It engages them. And that’s what this lesson did for my students – all of them, even the low-performing, unmotivated ones. It gave them the knowledge that THEY controlled their GPA. And that changed everything.

GPA 4

Advertisements

Teachers are Heroes!

It’s true, teachers really are heroes! Teachers are leaders, nurses, parents, psychologists, social workers, friends, confidants, and so much more. If you’ve been waiting for the perfect time to check out Teachers Pay Teachers, it has arrived! Today (only for a few more hours!) everything on the site – in every single store! – is at least 10% off! My store has everything 28% off! That’s right! If you’ve been eyeing that perfect lesson, activity, or resource, now is the time to stop by and stock up! There probably won’t be another sale until my birthday (that’s all the way in April, people!), so get test prep, Common Core and LAFS resources, math lessons, writing resources, reading activities, and so much more! And don’t forget, there’s a TON of free stuff on the site, too – not just my store, but hundreds – thousands (literally, there are over 70K stores on TpT!) – of stores with something for everyone. So no matter what or you teach – in a classroom K-12, early childhood, college, or even homeschool, there is something for you! Head on over and check it out!

sale_300_250

Get your teaching resources while the getting is good!

Testing Season!

It’s that time of year – testing season is upon us. I know that in Florida, the season starts with the Writing assessment and then moves on to the state Reading and Math assessments, and then finally the End of Course assessments and semester exams. With so many states (Florida included) tying teacher pay to student performance on standardized tests, it’s to every teacher’s advantage to make sure their students perform at the highest level on these spring assessments.

I happen to be an exceptionally good test taker. I’m not sure how that came about – I don’t remember anyone sitting down and teaching me about test-taking. I know I bought the common AP study guides and ACT/SAT prep materials, so I suppose I learned lots of it there, but even as a young child in elementary and middle school, I just seemed to have a knack for test-taking. I guess that’s why I like my current job so much (testing coordinator for a large school district – I work on all the district exams). Anyway, if I’m a GOOD test taker and I don’t know how I got there, then it should come as little surprise that POOR test takers don’t have any idea how to improve. And I would say that more students than not are in the category of at least “not good,” if not “poor” test takers. There are many reasons that students do not perform to their highest ability on standardized tests. Among these are test anxiety and just not understanding basic test-taking strategies. Basic test-taking strategies are not instinctual. In fact, many basic test-taking strategies go against instinct. The point is, they must be TAUGHT. This is why companies make millions of dollars offering test-prep courses and publishing test-prep materials. But why not make these basic strategies available to ALL your students, especially those who cannot afford professional prep?

Enter my standardized testing preparation kit. This kit has 12 printable classroom mini-posters of basic multiple choice/standardized test-taking strategies, along with how to instruct students in these strategies. It also includes a study guide for students, applicable for all types of assessments! I used this every year as part of what I termed my “bubble boot camp” and had incredible success. I had students (multiple ones, every year) jump up 2 achievement levels simply by implementing these basic test-taking strategies. This kit will not only benefit students in your classes, but will help them in other areas, too. It is applicable for students at ANY level and in ANY subject. I know February may seem like a bit early to be talking about the state tests, but they are right around the corner, and if you start now, you can get through all 12 tips in time for students to internalize them and apply them on all the tests they will be taking this spring.

This kit will be MOST beneficial to your low-achieving or under-achieving students – those “bottom quartile” kids who shut down after the first question and “Christmas tree” the entire test. However, this will also benefit your high-achieving students by giving them tools to slow down and check their work, increasing their performance as well. This truly is a must-have resource for every teacher. You owe it to your students to give them a basic crash-course in test prep. And I know – I KNOW – what you’re thinking! My students already know this stuff, I teach juniors (or seniors!) and they’ve been testing since they were in first grade! Surely they know this stuff! But they don’t. THEY DON’T. I’m telling you, I had seniors who couldn’t bubble correctly to save their lives. I had secondary students who honestly – HONESTLY – did not know they had to put their answers on the Scantron answer sheet and just marked them in their booklet. I swear to you, the tips and strategies in this kit are things that you THINK students know – that they SHOULD know – but they don’t. Not all of them. I promise you that if you have never done a basic test-taking strategies instruction workshop with your students, they will benefit from this. My students did.

test prep kit

Give your students their best chance!

Opportunities

This entry is going to be just a little different from the norm. I had a great opportunity this week and I wanted to share it. I was invited to be on a committee that is part of the test development cycle for the state teacher examinations. The part of the cycle that I was involved in was the standard setting (deciding cut scores/passing scores) for the English Language Skills and Essay subtests for the General Knowledge exam.

There were 33 of us on the committee. Most participants were classroom teachers, 6-12, teaching some form of English (9-12, AP, etc.). There were a few instructional coaches and curriculum supervisors, but I was the only person who directly worked with any sort of assessment department. The exam contract is with Pearson, but I’m pretty sure the people who were in charge of the day were from the DOE. I think I’ll take this moment to remind everyone I live in Florida, so for me this was a trip up to Tallahassee. And I’d just like to give a shout of praise out to the DOE for having convenient, free parking at their facility. Which is more than I can say for my district’s main administrative building. Even though we’re one of the top 10 largest districts in the country. But I digress.

We started the day by taking the 40-question, multiple-choice ELS exam. No one got a perfect score (which should tell you something about the quality of the exam…), but I felt pretty good that I got 39 right. Then we went through, question by question, and did a judgment score on a scale of 1-10. The idea here was to think of the examinees that would be in the subset of just barely qualifying to be a successful passing teacher. We would expect them to pass (whatever standard we ended up setting) the entire test, but just by the skin of their teeth. Then, we looked at each item individually and judged what percent of that population would get that item correct. We did this independently. But then they ran our data and we got to see the distribution of “scores” and the median as well. We were able to compare our judgments to the judgments of the group and we were given the performance data from the actual administration of the exam. It was the data from the first time the test had been administered.

What I found extremely interesting was that our (as a whole) group rating was significantly higher than the actual performance on the exam. For example, the median rating on a question might have been an 8, which meant that we would expect 71-80% of that subset group would answer that question correctly, but the same question might have actually only had a 60% passing rate – or worse. There were only a few (as in 5 or less) items where our median rating was the same or lower than the actual performance. We did that twice and then based on that data we gave our opinion on the score that we thought should be the passing score. What was really interesting is how group (mostly – I was an outlier for the most part) seemed to judge the items from an English teacher point of view rather than remembering that people of all backgrounds take the test. Because it is a General Knowledge test, no matter what subject or level you want to teach, you take this test and have to pass all the subtests (there is also a Math and one other – Science or maybe Social Studies). No one could seem to understand why their ratings were so much higher than the actual performance. They seemed so caught up in every teacher absolutely having to know all these rules of grammar and conventions that they couldn’t see the forest through the trees.

It was really difficult for me to decide on a passing score. I was torn between whether or not to have a standard that was so high that the people who pass would have a strong grasp of English language skills or to make the passing rate low enough that people who were probably decent enough to be teachers could get into the classroom, even if they were a little weak on the grammar. It was like deciding between quality and quantity. And then I had to keep in mind that an examinee could take the exam as many times as he/she wanted (had to pay, of course, but there was no limit on attempts). So do I make it a more challenging passing score so that the people who really wanted to pass so they would go back and study harder and learn more of the rules. It was a real dilemma for me, knowing that my decision would impact thousands of people’s careers. Obviously my decision wasn’t final, but our data was going to be presented to the Commissioner of Education as recommendations.

I’m curious – what direction do you go? Quality or quantity? And keep in mind that I would never set it low enough that a complete moron could get through, I was just thinking about those people who were planning on teaching math, science, or social studies – subject areas that don’t routinely teach (or even need) the intricacies of grammar and conventions.

Deciding on the essay cut score was a little easier, because no matter what subject one teaches, writing is an important component – even just technical writing. So I felt more comfortable setting a challenging passing score for that subtest.

So. Tell me. What do you think a reasonable passing score (percentage) for an English language skills exam should be? Quality or quantity?

Seth’s Story

Well, it’s that time again. It is the time of year when pencils are sharpened and heart rates quicken. It is standardized testing season. Every year I am continually amazed at how little my students know about test-taking. I think that as teachers, we are – by and large – good test takers and we don’t really know how we got to be that way. I think we assume that our students come to us each year having been instructed in the ways of testing and must know the basic test-taking skills that will improve their scores.

This is not the case. Prime example: my student – we’ll call him Seth – from several years ago, a 7th grader, came to me just weeks before the state standardized test was to be administrated. It was close enough to the test date that I had already done my cursory test-prep spiel covering the bare minimum of testing skills (i.e. fill out the bubble in pencil, not pen; fill out the bubble completely, not with scribbles, etc.), so he had missed those lessons. So the big day comes and my students are sitting quietly, answering the questions and I’m walking around – because that’s what we do, right? We never sit at our desks… – and monitoring everyone. I notice that Seth is reading diligently and using one of the great test-taking strategies, marking the text. There are meaningful marks on the passages, on the questions and answer choices…I’m ecstatic. I see his bubble sheet tucked up underneath the test booklet; great job, Seth! I said to myself, keep your answers hidden from your neighbors! So time passes and about 5 minutes before the end of the test I notice that Seth has finished and his booklet is closed and his answer sheet is on top of his booklet. His head is down. I walked over and looked at the answer sheet. It is blank. I shook my head in disbelief! I had seen him working! I know how he spent the last hour-or-whatever! How on Earth is his answer sheet blank!? I nudged Seth and he looked up at me. “Where are all your answers?” I asked him quietly. “What do you mean, Miss?” he was confused. “Your answers? I saw you working, but your answer sheet is blank.” “Oh, I marked my answers in the book.”

You marked your answers in the book. How is it possible that you have made it to 7th grade and don’t know that your answers have to go on the bubble sheet?! Worse, why in the world do you think I gave you the bubble sheet in the first place?! And were you not listening to me read the instructions that said “Mark your answers on the answer sheet; answers marked in the test booklet will not be scored?” Thank goodness I’ve caught this with 5 minutes left. I instructed Seth to copy his answers over onto the bubble sheet, and disaster was averted. This situation, however, made me realize that I needed a more systematic approach to test-prep instruction, and that it needed to go up until the day of the test so I could catch as many students as possible.

I call it my “Bubble Boot Camp.” I take students through everything as simple as how to bubble (because you would be amazed at how many kids make it to high school and don’t know how to bubble properly) to legitimate test-taking strategies to improve performance. Every year, I see this instruction pay off. Does every kid pass and make national news headlines? Of course not. But I do see improvements, and the students tell me that it helps them, so that’s enough for me.

My test-prep kit can be found here