Teachers often have big plans and big ideas at the beginning of the school year, but there isn’t always money to make those plans a reality. Luckily, there are options available for teachers to help fund those projects in addition to grants and teacher stores. They include one I got to see in action first hand last year, DonorsChoose.org. Continue reading “Finding Money”
With Campus Learning comes a new resource for teachers – Campus Learning Home.
Campus Learning Home is your first stop as a teacher in learning about Infinite Campus and the tools that are included with your Campus Learning license. Campus Learning is growing and expanding quickly, so we wanted a way to get information out to you that is easy to find and use. Continue reading “Introducing Campus Learning Home”
See scores and student work across time
When I was teaching 10th grade English, each year I knew my students would come with a mix of abilities. Some would come to me reading at grade level, some would be reading at a post-high school level, and some would be reading at 8th, 6th or even a 2nd grade level. Reading level was just the start. I would want more specific information about each student before each unit and each new set of standards. It was my job to figure out Continue reading “Getting a better picture of your students”
Your role as a teacher
Growth mindsets are important for students (for more information on growth mindsets for students, see this blog post), but just as important is your understanding of your own mindset as their teacher.
Good intentions can backfire
We know teacher interactions with students are important. You want to have a positive impact on students’ lives – that’s why you’re a teacher. Continue reading “Growth Mindset Part 2”
I am on a mission to gather your insights on the use of scoring rubrics to help our development team as they build a rubric-scoring tool this summer. Your help is needed because I know there are many ways teachers use scoring rubrics. The schools I taught in had guidelines around scoring – but the guidelines were different at the different schools. I want to understand your needs so this becomes a tool you are excited to use! Continue reading “Use rubrics? We need your help!”
Teachers experience new Turnitin functionality with Campus Learning in closed beta program
Teachers at Bishop Kearney High School in Rochester, NY took part in a closed beta program integrating Turnitin with Campus Learning. How did it go?
“In a nutshell, it cut my workload in half,” said Michael la Liberte.
He went on to explain that, prior to the integration, “I would create the assignment in Infinite Campus and then I’d have to create the assignment again in Turnitin.com.” And that wasn’t Continue reading ““It cut my workload in half””
Individualize instruction based on the newest data in your Campus Grade Book
I don’t even know how many ways I tried to use formative data in my classes in a timely way. It was so hard because it took so much time. Even if my assessment
was short and easy to score, sorting those scores and analyzing the results piece by piece to look for gaps in understanding took time. Sometimes I would only get through one or two periods worth before I had to get myself home, make supper, and go to bed. Then I’d need to be in my classroom at 6 a.m. to try to finish the rest or hope I could whip through them during my prep, provided I didn’t need to cover another teacher’s class. Sometimes I would just apply the weaknesses of first hour to the sections later in the day, foregoing the idea of individualization for hoping I was meeting the needs of most. Continue reading “Use Student Data with Score Analysis”
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Teaching growth mindset can change the culture of a class.
Last year, I was part of a team of teachers who decided to spend a week of our homeroom/advisory time teaching sixth graders about growth mindset. Our decision to teach about mindsets was made toward the end of the school year in an effort to respond to some of the negative fixed mindsets we were noticing. While I would recommend starting the year with an introduction to growth mindset with follow up throughout the year, even starting it three-quarters of the way through, we saw positive changes! All of the students in the sixth grade received the same message about challenging themselves and being more aware of their learning. If a task was particularly easy for a student, others in the class would remind them to challenge themselves. It was the beginning of a change in culture.
What is Growth Mindset?
Simple, but so hard to do
Standards-based grading makes a lot of sense. So why does it end up being so hard? It seems so simple. You have a set of standards to teach and you want to ensure that every student has multiple opportunities to learn, practice, show growth and ultimately show proficiency for each standard. Not all students will learn in the same way or need the same amount of practice so you want to be flexible and patient, but also creative because you need to keep the students who show proficiency engaged in extending their understanding or moving them on to the next thing.
It’s simple. But it’s so complicated.