Stage 1, 2, and 3 Implementation Plan for Essay Writing, Teacher Feedback, and Data Collection

 Here lies the link to Stage 1, 2, and 3, all in the same document!

https://docs.google.com/file/d/0B8ZCkazrvXtgei1UTkxhMVZWaHM/edit?usp=sharing

Implementation Plan

Dusty Neibauer

Pre-Assessment -

The Pre-Assessment I’ve used is similar in structure, content, and style to the final product: A “Synthesis” essay. Synthesis, according to the AP Language board, basically means writing formally, answering a prompt, citing multiple sources of literary merit (be it poetry, essay, literary nonfiction, fiction, etc.) to help answer / prove the students’ point of view regarding the prompt. Their first two essays in this style are the pre-assessment, and what I’m judging them on is:

- organization, of both paragraphs (attention-getters, support, concluding statement / transition) and the essay as a whole (paragraph arrangement, order, introductory paragraph and concluding paragraph)

- Thesis statement - it should be the last 1 or 2 sentences of the introductory paragraph, and include an opinionated statement of position (if it can’t be argued, it’s not a strong thesis - thesis statements have opinions!), as well as why that statement matters or how it is accomplished. The first essays are usually geared more toward “How authors accomplish _____,” as the first units are focused on tone, using diction, syntax, etc. A more advanced option is to write about why the literature matters, how it’s innovative or convincing, writing about it using lenses of literary criticism, etc.

- Quotation usage - Students must be able to cite evidence accurately and convincingly (which requires skills in analyzing literature) as well as being technically proficient with it (punctuating it correctly, citing it correctly, etc.).

- Grammatical conventions - I want to know what they can do, what I must teach, etc. Areas of specific concern are the use of: parallel structure; appositive phrases; avoidance of comma splices; using multiple symbols (;:,-), etc.

These first essays are not required to be a certain length, and that’s part of the assessment; I do, however, mention this: that when AP graders are reading their essays, they aren’t SUPPOSED to be biased by length; however, studies show that students who make it onto the 3rd page of their handwritten AP test essays usually score, on average, at least a point higher than their counterparts who don’t make it to the 3rd page. So, when assigning these essays, I generally go by the same “informal rule” - that students should aim to make it to the 3rd page of the essay. I won’t necessarily penalize them for not making it, but most essays require a certain amount of space to completely convey their point of view, convincingly, to the audience of informed readers.

Attached are the first two packets for 9th grade that I’ve used in the past; the essay prompts can be found on the back pages. Students have been able to choose between either of the essay options (or in the case that there are three, all three). The second two attachments will act as the assessment essays for 10th grade Pre-AP English class; I’ve yet to decide whether I’ll do one or two pre-assessments for 10th grade, as this will be the first year I’ve taught it, and I will have had most of the incoming students in Pre-AP English 9A/B the previous year.

Ch. 1 - Tone and Point of View. (grade 9)

Ch. 2 - Characterization, and appeals to emotion and logic (grade 9)

Ch. 6 - Position, Thesis, and Theme (grade 10)

Ch. 7 - Context, Occasion, and Setting (grade 10)

AP Synthesis Essay Scoring Rubric

Formative Assessments

    The main formative assessments for this unit are in the form of, again, the synthesis essays, but this time they are for points in their “Essays” grade scale category, which makes up 40% of their overall grade. In the pre-assessments, students were given a “sample AP score” that indicated which grade they’d have earned if this had been for points. I generally give these more points to sort of “raise the stakes” as well, so that they continue to value the assignment and take it seriously.

    When working toward writing these essays, we, as a class, as well as through “think-pair-share” and small group work, analyze and work with the literature in order to understand its themes, motifs, use of specific grammar / language in the creation of tone, etc. Then, students are given a period of 45 minutes to write their essays (which, in the eyes of AP graders, are considered to be “rough drafts,” but must still demonstrate a level of sophistication of language and understanding of the material).

    My current plan is to do two of these essays in a row throughout 1 week; then, I will grade their essays as a pair, which will hopefully provide more pointed feedback that will be more valuable to them, as they’ll be able to see consistencies and inconsistencies regarding their writing more easily.

Ch. 3 - Persona and Appeal to Ethos (9th grade)

Ch. 4 - Diction (9th grade)

Ch. 5 - Syntax (9th grade)

Also included are an assortment of both informal formative assessments and formative assessments used throughout the unit (as well as others) to check understanding, conduct online discussions, and foster general understanding of the materials, as well as differentiate for different types / styles of learners.

1. The "swimming turtle" vs. "Landshark" - Whichever one is positive and which is negative is fine, but one means they feel confident about their knowledge of the subject and the other is less so

2. Schoology Quizzes - daily, regarding what they've read / learned for the day regarding the reading materials, grammatical concepts, etc.

3. Schoology group discussion - they must both post and respond to a question regarding the material in an organic (yet online!) way.

4. Shooting baskets - if one gets 90% on daily work (self-corrected) they can shoot a basket on my nerfhoop, and if they make it, they get a lifesaver.

5. Journaling - measured through informal writing types through differing styles, this form of writing boosts student confidence and creativity.

6. Submitting to turnitin.com - checks plagiarism, gives grammatical feedback, and peer review is incorporated into this.

Summative Assessments

This is an AP-style essay in that it combines multiple resources and critical essays (literary theories of multiple varieties) to take a position on and issue in The Grapes of Wrath. It synthesizes them into a cohesive whole, and is the largest of the AP-style synthesis essays they write (as well as the most valuable). This essay is worth 50 points in the Major Essays / Tests category (compared to 20 each for each of the 2 sample essays, and 25 each for the 3 formative essays) Here is the assignment containing the prompts:

https://docs.google.com/a/isd110.org/file/d/0BzChdz6CxM6oamprYnFoRUtxWFU/edit?usp=sharing

Clearly stated objectives that are tied to standards.

I provide an AP-style checklist that lists the qualities of an essay that corresponds with the number that essay would get.

https://docs.google.com/a/isd110.org/file/d/0BzChdz6CxM6oME4yMXVBcFBhQjA/edit?usp=sharing

A product/performance should be created during this process.

The essay is written during the summative performance; they have done multiple other examples throughout

Cumulative evidence of proficiency throughout the process.

The multiple AP-style essays as both diagnostic (x2) (20 points each in Major Essays / Tests category) and formative (x3) (25 points each in Major Essays / Tests category) , serve as progress trackers, with teacher feedback on each according to common elements of literary analysis (knowledge of theme, motif, symbol, etc.) as well as the grammatical mini-lesson attached to the essay (using appositive phrases, subordinate clauses, etc.). The links to the example lessons and the prompts for which the essays are used are here:

https://docs.google.com/a/isd110.org/file/d/0BzChdz6CxM6oVno0Rl94MlBYWk0/edit?usp=sharing

https://docs.google.com/file/d/0BzChdz6CxM6oUnF5bk9Ha185YjA/edit?usp=sharing

https://docs.google.com/a/isd110.org/file/d/0BzChdz6CxM6oOUZBX3dVYno1djQ/edit?usp=sharing

https://docs.google.com/file/d/0BzChdz6CxM6oa0hBMzBQeHBNR3c/edit?usp=sharing

https://docs.google.com/a/isd110.org/file/d/0BzChdz6CxM6oT0lTUVRLS2lRSFk/edit?usp=sharing

Strategies for Differentiation

While the final summative assessment, as well as the essay portions of the formative assessments, are not really adaptable in their forms (and can’t be, since students are writing according to the tropes of a specific genre and reader in the AP board), the methods I use to promote understanding leading up to the essay can vary in style and presentation. I use online discussions to allow students voice in their learning, as well as the opportunity to “teach” other students according to the level of their understanding; I also use Socratic discussions to do the same thing in a live setting; I use live play-acting to foster understanding of plays; students create multimedia presentations through various means (video, photography, drafting / building small models, google earth roadtrip pins, etc.); etc.

I also use a lot of low-stakes writing assignments to help students push their creativity, feel and build confidence, and have success multiple times before moving on to a more high-stakes essay.

Differentiation

Define Differentiation:

"Changing the pace, level, or kind of instruction you provide in response to individual learners' needs, styles, or interests" (Heacox 5).

 

Characteristics:

- Rigorous - motivates students to push themselves - recognize individual differences and set goals for learning based on a student's particular capabilities

- Relevant - focusing on essential learning

- Flexible and varied - not "one size fits all"

- complex - challenge students' thinking and actively engage them in content that conveys depth and breadth

Examples:

Flexible grouping of students - variable according to multiple factors, including skill level, interests, learning preferences, etc.)

Tiered assignments - skill level involved varies by degree upward from base knowledge to more in-depth/creative thinking

 

Nonexamples:

Totally different assignment types - for example, the advanced group writes and performs a play, while the less advanced group fills out worksheets, etc.

One size fits all - assignments given to everyone that are too basic / advanced

Always grouping the same way - not varying the students and who they work with

Teaching in one style for every lesson - things must be mixed up, according to learning style, variety, etc.

Not having a different assignment for every individual student - it varies, yes, but more in accordance with groupings and such.

Enduring understandings

1. There must be some form of data collection to figure out students' groupings and needs

2. Have a variety of assignments that vary in both complexity and learning style

3. Must challenge learners of all levels

6 Formative Assessments

1. The "swimming turtle" vs. "Landshark" - Whichever one is positive and which is negative is fine, but one means they feel confident about their knowledge of the subject and the other is less so
2. Schoology Quizzes - daily, regarding what they've read / learned for the day
3. Schoology group discussion - they must both post and respond to a question regarding the material in an organic (yet online!) way
4. Shooting baskets - if one gets 90% on daily work (self-corrected) they can shoot a basket on my nerfhoop, and if they make it, they get a lifesaver
5. Journaling - measured through informal writing types through differing styles, this form of writing boosts student confidence and creativity
6. Submitting to turnitin.com - checks plagiarism, gives grammatical feedback, and peer review is incorporated into this.


Goals for Shawnsy's assessments:

 1. Simplify wording of standards for students
2. Work with students to give them an option for creating a formative assessment to then complete
3. Meet goal #6

Goals for Dusty's assessments:
1. Give them the option to pick the articles they will use to write a synthesis essay about a topic/theme said student chosen pieces have in common
2. Do two essays in a row, then provide feedback on both at the same time so that they see consistencies and inconsistencies more clearly
3. Give them the themes of the AP-packets beforehand so that they can see to what they will build.

Self-Reflection about the Peer Review Process
I have actually used this technique quite a bit (and my first Review of Literature was about this topic with reference to writing), so I feel confident in our results. I've refined my questions and their wording based on my research in this area, so I'm looking forward to using it more often in the classroom.
It's important to self-evaluate, because it helps to clarify the overall goals of an assignment and its purpose in one's mind. It ensures that you ascribe to the rules that you yourself have helped create (in many cases), so it's also important for that follow-through. 

“SUPER SUMMER STRETCH GOOD TIMES YEAH HEY NOW!”

“SUPER SUMMER STRETCH GOOD TIMES YEAH HEY NOW!” - Dusty Neibauer

1. Re-make 10th grade curriculum

- Still working on it, and probably will be throughout tri 1 and 2. However, it’s coming along.

2. Re-make 10th grade Pre-AP curriculum

- See addendum to #1. However, I do get to teach one of my favorite novels of all-time, and we ordered it, and it looks so nice!

3. Make significant headway in my M.Ed. work in a timely manner

- Doing it, between watching the baby, feeding the baby, basketball, behind-the-wheel instruction, changing the baby, reading to the baby, etc.!

4. Tailor 10th grade curriculum to the use of the ipad on a 1:1 ratio

- See #1!

5. Find a time to read novels of my own choosing!

- Not really accomplished, although I’ve gone through two thus far (which isn’t good for us English teacher types)- Telegraph Avenue by Michael Chabon, and The Alloy of Law by Brandon Sanderson.

6. Go parasailing for a Stretch goal-thing.

- There weren’t any good deals on such a thing. I’m modifying this to include learning how to wakeboard, as it’s something I’ve never done.

- I’ve done it! No picture, though...bummer. it sure wasn’t on this day, though!

7. Help Elise, my daughter, walk well without falling down and crying.

SUCCESS! She is walking along like a drunken Frankenstein’s monster, which is to say that she doesn’t bend her knees, falls down, runs crazily, and makes indecipherable noises whilst doing it (this is before Frankenstein’s monster learned French from that family and became a revenge-laden sociopathic beast) (I hope Elise doesn't become the afore-mentioned thing...much like Frankenstein's monster, she doesn't know her own power!).

August Growth Mindset

What are your goals for improving your Curricular Design Unit?  What has energized you?  What has challenged you?

My goals are to just get it done and implemented. For at least two of the classes I'm going to use it, it'll be completely new and from scratch, so to speak, so first getting it ready and then implementing it, all in the span of one trimester is going to be a bit time-consuming. However, it's a great chance to make the curriculum what I want it to be, and in my (and my colleagues with which I'm working on it) image. The work can be meaningful, modern, updated, engaging, and grandiose! So, that's the challenge. 

Write 1-3 questions about your Action Research that have emerged as you consider your question and your implementation plan.

1. Is it ok to not only measure the data within a specific class (Pre-AP 10), but also that of other classes side-by-side with it (English 10A, Composition 12)? 

2. Will these things be enough to measure in a satisfactory manner:

a. a rough draft that gets a "grade" from me (without the students knowing what it is)

b. the final grade of that essay's final draft

c. survey results of what students thought they'd get on the essay before they start the assignment

d. survey results about the students' perceptions of the writing feedback and whether it helped them, hurt them, or didn't really effect them at all?

e. example essays with the feedback on them and the names "whited out"

f. The assignment itself, its rubric, teaching materials, etc.?

Write 1-3 questions about your ROL that have emerged as you researched, wrote annotated bibs and started your first draft.

1. If all the research is saying the same thing, what is holding up the implementation of ideas into the public school system at large?

2. Will this new method of grading writing actually benefit the students as much as the research says it will, in practice?

3. Will it save me time or cost it? 

Things I learned about data collection:

1. wording the questions to surveys is tough
2. Data collection is the cheese to the Review of Literature's macaroni - together, they're unstoppable
3. I already have a bunch of it ready to go

Question - how much data should we aim to collect?

Action Group Research Discussion - featuring Drewski, Dinosaur boy

-  With your Action Research Group (three people, no SAGA, and no Feedback Friends) complete the assessment as learning process below.

Please copy and paste the assessment checklist below into a blog entry.  Then take turns presenting your action research writing to your feedback friends.  While presenting, highlight the quality indicators that your  Action Research paper embodies.  The unhighlighted areas will be the areas for each person to focus on to improve his/her action research writing.

Criteria:

1.  Describe the rationale that led to your research question.

Quality Indicators:

    - A description of context and culture related to learning environment such as school, number of students, population, level, etc.

Waconia High school is a mixture of a suburban community and a rural community; it is by a lake and contains many rich families. There are some rural families as well, but the population is definitely swinging up, on a whole. 

 We have 1200+ students in the high school, and are still growing, district-wide. Our learning environment is, on the whole, kind of supportive, but I'd say that in the high school, parents are slightly detached when it comes to their children's educations, especially with the onset of e-mail, infinite campus' portal system, etc.

- A rationale for inquiry that states the strategy, concept, problem, and/or need for improvement.

The bane of English teachers' personal lives is that ever-present force behind our profession's goals: the grading of students' essays. It is time consuming; it is frustrating; it can lead to students' not trusting / looking forward to their teachers' feedback to learn; it is horrible to see the essays, with all of our carefully-written feedback, wasting away in the recycle bin; it causes our significant others to miss us as we bury our heads in coffee-laden binge-grading sessions, shutting ourselves out from the world around us; it is a concept that is sometimes stuck in the outdated state of red pens, grammatically-fueled rage-outs, giant X's, and, somehow, a perception of education as stale, stuffy, and sometimes even mean-spirited or elitist. 

 

     - Connection is made to teaching practice as influenced by the needs of children, curricula, content knowledge, strategies/techniques, beliefs, idenity, social justice, etc.

2.  Communicates a question and goals/outcomes for the inquiry.

     - The question is broad enough to allow a range of research perspectives but narrow enough to be manageable.

     -  The question is contextual, relating to your specific circumstances.

     -  The question includes how or in what ways, impact, and teaching assigment.

     -  The question is conceptual and related to theory.

     -  Out comes of the action research process are connected to improving students learning.

     -  Outcomes are measurable.

3.  Connects the inquiry to the researcher's beliefs and understanding of IDEAL.

     -  The inquiry is connected to the learner's beliefs about instruction, discipline, environment, assessment, and leadership.

     -  The action research process is completed collaboratively.

     -  The inquiry connects to national, state, and local standards.

4.  Describes and creates three data collection tools.  Uses the data collection tools to assess the impact the implementation plan is having on student learning.  Makes changes in the implementation plan based upon needs of students.

     -  Explains data collection instruments and reasons for their use in relation to IDEAL.  

     -  Includes a timeline for data collection.

     -  Data collections tools fit with the question.

5.  Describes the researcher's sequenced plan to integrate the action research into his/her practice.

     -  Implementation plan is organized, detailed, and logically sequenced.

     -  The plan is replicable.

     -  Reflects an understanding of implementation issues or possible road blocks.

6.  Describes the methods used to analyze data.

     -  Provides a clear description of techniques for analyzing data.

     -  Selects appropriate process for analyzing data.

    

7.  Reports analysis of data for key patterns, conclusions, and implications.

     -  Possible bias is addressed.

     -  Summarizes and illustrated key findings, themes, and patterns.

     -  Charts and visuals help to clarify data.

     -  Data is clearly connected to the question of the inquiry.

     -  Reporting of data is clear and balanced.

     -  Addresses the validy and reliability of the data.

     -  Draws conclusions based upon patterns, relating them to the question being asked, and outcomes expected.

8.  Explains findings in relation to IDEAL, beliefs, and future inquiry.

     -  Next steps/action research have been identified.

     -  States how beliefs have been affirmed and ammended as a result of action research.

     -  States limitations experienced in trying to apply strategies and draw conclusions from data that was collected.

     - States goals for future pratice across IDEAL.

Elbow's Theories

Elbow speaks a lot about the teaching of English, and a lot of what he says makes sense. The most important distinction he makes is that, in the teaching of writing, one must strive to do the least amount of damage to a student's psyche. This involves, first of all, the writing of a mixture of positive and specific comments about how their writing can be improved and focused for greater effect. The rough draft makes students refine their work and improve their writing, vs. what would happen with the final grading of an essay with students not doing anything to them, and probably throwing them away feeling discouraged. The goal of teaching writing is to make students consider their writing and refine, and that is the one point that he really gets across in his article from the assorted collection of essays he put together, called Anyone Can Write.

3-5 questions for which I want the truth: I CAN'T HANDLE THE TRUTH!

1. How integral is it to make the formative assessments common amongst all of the teachers in the department? Teachers in ours "play to our strengths" regarding how we teach a lot of the materials in the day-to-day activities / lessons in our classrooms (our major projects, essays, tests are common though) - what would a formative assessment expert say / think about this?

2. What sorts of percentage of a students grade should this account for, if any at all, on average?

3. What would these do for the apathetic student who chooses not to engage in the activities or advice/feedback granted to him/her?

4.

Definition of Formal Assessment

Group work for formative assessments: 

What?

Definition:

As assessment that allows the students to improve mistakes and it dictates future instruction from the teacher.  

In other words, formative assessment is not a tool or an event, but a variety of strategies that involve acting on the assessment data to improve learning.

What makes formative assessment formative is that it is immediately used to make adjustments so as to form new learning.” (Shepard, 2008).

Characteristics:

frequent, flexible, variety, precedes summative assessments,

building toward the summative’s skillset

answers 3 questions:

“Where am I going?”

“Where am I now?”

“How can I close the gap between the two?”

So What?

Examples:

Google Form, exit ticket, thumbs-up, quiz, essay feedback (nongraded), Socratic discussions, “Socrative” website, 3-minute paper

Misconceptions/Non-examples:

Final test, no chance to improve, Gotcha Quiz, big impact, no feedback, grading on participation,

What is the difference between formative and informative assessments?

Quick guages are informative, whereas formative is more concrete (on essays / papers, comments, feedback, etc.)

Now What?

1.  Create a Checklist to Assess ANY Informative and Formative Assessment

2.  Post your Assessment Checklist below as a comment.

3.  Create 6 or more formative/informative assessments for the unit that you have written a performance summative assessment.

4.  Be ready to share how your informative and formative assessment embody the items on your checklist.

1. Analyzing their content standards to identify and agree on a limited number of essential standards and learning targets…those that students must master to ensure continued academic success.
2. Creating assessment maps for each unit of study that include planned flexible time for intervention, sequence effective learning of the essentials and provide consistent formative assessment experiences prior to summative, evaluative assessments.
3. Agreeing on student-friendly versions of the essential standards and sharing them with students.
4. Collaboratively developing short, targeted formative assessments that directly align to the essential standards being learned and match what has been taught.
5. Analyzing the assessment results, as a team, to pinpoint specific learning problems and agreeing on instructional actions to address such problems with those students who need additional time and support.
6. Taking action in a timely fashion…providing students with feedback, more practice, and additional opportunities to demonstrate their learning…prior to summatively evaluating student mastery of the essential standards and targets.