Responsibility & itslearning

I continue my journey with itslearning . . . and again have learned a lot about myself as a teacher and about my students.  I enjoy my students and I enjoy the different personalities and talents of each.  But, this week, I thought I had a great plan of attack.  But, sadly, I found that things just didn't work out as well as I had hoped.

I wanted to give a midterm to my students, so I create an itslearning lesson that would allow the students to work through some review material with a deadline of taking the midterm being today, Thursday, Valentine's Day.

A group of my students (the top 30%) rock and rolled through the review topics and either took the midterm on Tuesday or Wednesday.

My middle 30% did a couple topics each day in preparation for today's midterm, while the bottom 30-40% wasted their classtime and didn't take advantage of any opportunities such as homeroom or study hall to get the work done.

What is severely lacking here?  One word:

The students bombarded me with question after question on the midterm - and it would be one thing if the questions were quality questions, but many were not.  Frustrating to say the least.

Now, I also put some of the Reponsibility on me.  I created the learning opportunities, but as many teachers find out, many of them are geared for the top 30% to be successful while the rest flounder.  Many of the students felt that because they completed the assigned problems (with help from peers/teacher) that equaled understanding (mastery) - so I pick you up, throw you over a hurdle and you want me to call you a hurdler now!?!?!  Doesn't make sense . . . and doesn't make sense in my math class either.  But that's what I saw this week.

So, it's back to the drawing board!  Things I am pondering:

• Forget pampering to the crowd and let the top 30% roll baby roll!
• Create a checklist of topics that must be completed by the end of the quarter.  Already mastered those topics?  Well, then, begin on the next topics in the next quarter.  Why not?
• Ask students:  Are you ready to take the assessment?  Can you show me that you understand the material? - maybe those two questions become the assessment.  The student must create some type of "display of understanding".
• I can make practice assessments (checkpoints) that students can then use as "reference points" for showing understanding.
• Understanding - that's what I want for my students.
• Rather than me tell them to be ready by a certain time . . . the student decides - I am ready!
• But, what if they're never ready?  What do I do then?
• itslearning - it's on the internet . . . how can I get my students to begin accessing material outside of class?  Students could have completed the review material in one day if they worked in class and at home . . . questions? easy, email me and we can have a digital conversation about the material.
• Hand holding:  Do I do too much hand holding?  It's not fair to me and it's not fair to the students.  But I love success . . . but at what price?
• I will be a Champion with itslearning.