Chapter 16: Improving State Test Scores with the Super Improvers Team
Describe the strengths and weaknesses of the plan described in this chapter for improving state test scores. Pages 107-113 Full credit: 25 WBT Certification Points Partial credit: 10 WBT Certification Points
The biggest strength I pulled away from this chapter is that “our students need lots of daily reps practicing test taking procedures.” When I read the tennis analogy, I felt a huge slap in my brain shouting the word, “DUH!” I’ve experienced how daily repetition slowly building on its self helps cement concepts, builds confidence, and increases achievement. So why did I never think to do this with test taking procedures? I also think other strengths are providing visible techniques and rewards for improvement. I use visual techniques with my students all the time in my reading instruction. Taking a state test is also a reading test, whether it’s testing LA or Math. Creating and practicing visible techniques will aid in the comprehension of the questions. Rewards for improvement will help keep the kids motivated, and dare I hope excited, when we do our daily practice.
Some weaknesses I saw were that not all the test taking procedures apply to tests where the answer options are not multiple choice. Also, I didn’t see where in the test taking procedures you addressed making sure all parts of the question were answered and the directions followed. This is a HUGE skill we work on in fifth grade, not just on tests, but also on homework, in life skills, etc. The Teach-Okay helps with verbal directions, but we need to explicitly teach our children how to follow and complete all parts of written directions and questions.
In our state, we are taking a brand new, is in the process of being written, aligned with the Common Core test where none of the answers are multiple choice. Students will need to show their work and/or write a response to the questions to show higher level thinking skills. The tests are graded on a computer, not by a human. It’s going to be a crapshoot next year! I can still use quite a few of the techniques, but not the Doofus, Trickster, Smarty game. I also have absolutely no idea how to prepare them to write their responses. I don’t know what key words the computer program will be looking for, so I am going to spend extra time working with my students on highlighting the key words in the passages/questions and teach them how to use them in their responses. We are going to have to become masters of reading carefully, following directions, and making sure we’ve answered all parts of the question. (I think I can invent a game and a visible technique to make sure all parts of the question were answered. I’ll have to think on this.) We will have to focus on reasoning and explanation for our answers. It’s going to be tough. This year will be a learning year.
Meredith, While I was reading your post, I was shouting with joy for you! Oral writing is the answer to your state tests! Oral writing gives students constant practice in explaining their work! Also, including the Because Clapper and Example Popper are two lightening fast ways to amp up your students writing with evidence. Here are 25 Certification Points for you! Please post a reply if you've thought about oral writing or not yet, and what you think.
I don't yet know enough about oral writing. There's a video on youtube about it. Maybe I should go watch it...(: It sounds intriguing. I wonder if it can be incorporated with interactive writing. I'm required to do daily IAW.
Improving state test scores using WBT? I have to admit the chapter wasn’t at all what I expected. I didn’t think this chapter would have much application for my special needs students in kindergarten and first grade because they don’t take state tests until the third grade. I knew that WBT would help me teach the skills that my students would need in reading and math in preparation for second grade and their first state test in third grade. I never thought that someone would actually advocate teaching test taking skills and strategies in a purposeful way. This information turned the chapter on Improving State Test Scores into one of the pivotal chapters for me as a special needs teacher. Traditionally many children with learning disabilities or other developmental delays demonstrate as much or more difficulty understanding and following directions as the actual assignment itself. Many of the students have short attention spans and have difficulty adjusting to the changes that come with a state testing environment. I have been writing programs to help my students learn the steps for common procedures they encounter in the classroom that peers may master through verbal instructions. When I attended the National WBT Conference this year, I realized that WBT was going to help me teach these procedures and the more I learned, the more I knew I was in Teacher Heaven. I want to provide a five-step lesson to teach these procedures with lots of rehearsal after the initial lesson and a visual step-by-step page for the student to have in his “how-to notebook” with mini power pix and text that my students can read. When I read this chapter, I realized that not only do the strategies apply to state tests, it is exactly what I need to use with my students to learn the steps of classroom test- taking. In an educational world filled with tests, it seems incredible that we rarely spend time teaching a child strategies for actually taking the test. This chapter was one I didn’t think would apply to my students and ended up being one of the most critical chapters I’ve read. Our special education students rarely score proficiently on state tests in third grade because many are reading a grade level or more behind. Their math scores are delayed. They mark answers randomly and are finished in minutes. It is beyond exciting to have the tools to teach my young students to become competent in reading and math but also in being able to demonstrate that knowledge on a state test. They will accomplish this because they understand how the tests work and feel confident in eliminating the wrong answers as they work toward finding the correct answer. This is a chapter I will certainly share with my principal and colleagues. A rolling 10 finger woo to Coach B and anyone else with input into this topic!
The only weakness that I can see is that after teaching my students two and three years in advance these great strategies to use with our present paper and pencil state test, we will change to a computerized version. Even this weakness has a strength and that is the thought processes that were taught using the paper and pencil version of finding the trickster and the doofus will still be embedded in long term memory. This requires being consistent in teaching these skills across all test taking environments.
Kathy, I'm so glad that Coach was able to change your mind about test taking strategies and WBT! I could feel your lightbulb flashing while reading your post! How exciting! Here are 25 Certification Points for you, and a 5 POINT BONUS for your added detail.
I found myself at odds with this chapter. At times I was like “yes this could work!” Other times I knew it just was not possible with the assessments that we are given in our state. The biggest strength I found of the plan described in this chapter is the daily practice that starts from the second week of school. Normally we start practicing for the test the month before. That is when we hit students hard with test taking skills. Having a set time each day to practice is a great idea. Just like the tennis analogy, they need the hands on practice if they are going to get better. The weakness that goes along with this is the lack of time. I am not sure how I could fit in time every day for test practice.
Another strength I found is in how we are teaching our students to prove their answers. It forces them to really look at the question and determine how to find the correct answer. Why is the first choice a bad answer? What makes the second choice the correct answer? Having those discussions with classmates really strengthens this skill. I love the idea of finding the doofus, trickster, and smarty answers among the choices.
As great as these strategies are, I do see a big weakness. My third graders take four district assessments and they take the CRT’s. The four district assessments are now computerized. All the strategies I have taught them for highlighting and underlining do not work now. The strategies in this chapter for identifying and labeling the choices doofus, trickster, and smarty can not be done. They can not double underline anything that will help them when they have to go back to the story to answer a question. Next year the CRT’s are going to be computerized as well. I feel like we need to find a new way to help them take these types of assessments.
Elissa, You have some great points regarding the drastic changes happening around the country with computerized tests. However, the through processes required during these tests will mainly stay the same. Teaching kids how to break down a question, analyze it, and weed through possible choices are all skills that still apply. As to time, you can weave this into all areas of curriculum. You don't just have to do it with specific test prep materials, but in your math, science, and social studies lessons too! A great way to prep for a unit test is to use Prove It: have them break down a multiple choice question, and have them write their own! Using these strategies teaches kids how to be critical thinkers when it comes to assessments. I'd love to see a reply with your thoughts! Here are 25 Certification Points for you!
I do agree that they can still use these skills during computerized tests. It is difficult though for some students not to have it right in front of them on paper. I like the idea of weaving it into all subject areas.
At our school, we usually do a two week crunch before our state test. I can see where the daily practicing would be a huge benefit! The more students practice something, the more routine it becomes. With the tests asking for more explanation now, I can see where the “Prove It!” could be very beneficial. I also like the explanations for the different answers -- “Doofus”, “Trickster”, and “Smarty”. I think the underlining, double underlining, and headings teach the students to go back and really look at the text and the question. So, I see a lot of strengths in Whole Brain Teaching’s strategies for improving test scores. I also see some weaknesses. Finding the time is the main concern. Math would not be a problem because I usually do a “problem of the day”, and I could squeeze it in there. Language would be easy. The difficult subject for finding the time is in reading. I think I would have to be creative here and try to squeeze it in with a daily lesson. In addition, our state test is now done on computers, so it would make the underlining difficult. The students would have to highlight instead. They could highlight a section, but they wouldn’t be able to double highlight. Also, they would not be able to label the answers as “Doofus”, “Trickster”, or “Smarty”. They are able to “X” out incorrect answers, however. So I guess as they identified “Doofus” and “Trickster”, they would just have to “X” them out. I believe what I will try to do next school year is incorporate more practice into my lessons so that the students have regular practice. I will also address taking paper/pencil tests and online tests and using different strategies for each.
Cheryl, You bring up some great points with all of the changes coming soon to state tests. Finding the time means that you incorporate it into your daily lessons and apply it to your content! Here's one suggestion: think of something you are currently doing for comprehension in reading that isn't as beneficial as Prove It, but that serves the same purpose. Then replace it! Here are 25 Certification Points for you!
As an educator, I am always looking for ways to improve my standardized test scores. I found several strengths in Chapter 16 that I can use with my history students. Practice is key! Students need daily practice questions, and this chapter outlined a way to help students practice the most basic to more complex strategies as the year progresses. The strategies are connected to the Super Improvers Team, which is definitely a strength. Stars can and should be awarded to students for getting questions correct and for proving their work. This is, most certainly, a plus in my book because I am always looking for opportunities to award stars. WBT test taking strategies are focused around the ‘fun factor.’ Just saying the words, “Doofus, Trickster, and Smarty” make learning fun. Finally, these strategies are specific and visible. Prove It, double underlining, and labeling provide detailed directions and expectations to students and a quick way for the teacher to assess student comprehension. On the flip side, I am concerned my middle school students will get bored with the Prove It strategy. My middle school and its feeder schools implemented a similar version of Prove It years ago. I know students as young as second grade using this strategy. I fear my students will become bored by the repetition. Plus, if my whole team uses these strategies, will students become uninterested because of frequent exposure? Hmmm? This is definitely a concern and a possible weakness. I did enjoy the chapter and definitely plan on putting ‘Doofus, Trickster, and Smarty’ into daily student practice.
Melinda, Nice post showing the strengths and weaknesses. Since your whole team is using WBT next year, plan out which class will use Prove It each day. For example, science on Monday's, math on Tuesday's, etc. It doesn't have to be done in every class everyday! If you have a team planning time you could plan it out a week in advance based on what would work best with your lesson plans. Make the system work for you! Here are 25 Certification Points!
The strengths of improving state scores with Super Improvers Team are phenomenal. Having students prove their work is a no brainer. As teachers, we need to give our students all the tools necessary to decode state tests. Doofus, trickster, and smarty are neat ways to get students to breakdown test questions. In history, students would need to write down why each answer was doofus, trickster, or smarty and tell why. Doing this daily, students will have no problem passing state tests. Another strength is that students will be able to earn more stars by getting questions correct. I have started a list of state standard test questions ready to use to help prepare them for the test. Having students look at headings and underlining key words or phrases is another plus. Breaking these into steps will get students ready without being overwhelmed in the beginning. Assign one at a time, and add to it each week. By the end of the year, students will be able to decode any test question with ease.
Using individual white boards is a cool way to have students show their skills at breaking-down a test question. This can also be a strength as there are many ways of doing this, so students will not get bored and will have a variety of ways to attack test questions.
The only weakness I can come up with is time. It takes time for students to analyze questions. The time will be well spent and have lots of rewards. Weakness or not, students have to be able to decode test questions in order to pass the test. I will have my students using this strategy next year. Debora Manuel
Deb, Good post on the strengths and weaknesses. Remember, you can tie the questions to your current content, so you are both reviewing for your own test and practicing for state tests at the same time! Here are 25 Certification Points for you!
Some strengths in improving state testing scores with the super improvers team are using daily practice, using the prove it! strategy, and determining the type of question (Answer Now) in language arts tests. Including daily practice seems so simple and obvious, but it is what I find the most challenging with the time constraints that my students and me face. I know that I will have to make this a priority this year and find daily time where my students can have more exposure and practice. The prove it! strategy is something that I have been using for several years. I find it is a great tool that forces students to take their time and to critically think, but a weakness in the strategy is that I find students easily become bored. To solve this, use of the SIT can motivate students and keep it fun! I also like the ‘Answer Now’ suggestion because it forces students to take the time to understand the question and what it will take to answer the question effectively. It is a quick skill that will aid students in answering standardized questions.
Some weaknesses I noticed were that the suggestions were primarily targeting test questions that are multiple- choice based. In the state of Virginia, our standardized tests are now technologically enhanced, which require students clicking and dragging answers to fill in flow charts, Venn diagrams, etc. Students are going to need more practice with reading skill activities and not as much stress on multiple-choice responses.
Amanda, Nice post! Adding in the SIT really does enhance the long term effects of this year long preparation for classroom, district, and state testing! Here are 25 points for you!
As a 2nd grade teacher, my students do not take state tests but I have been told that very soon, I will be moving to a testing grade. Keeping that information in my mind, I found many strengths in this chapter. First, I have always heard teachers tell their students to reread the passage multiple times but how do they know if this is happening. The double underlining allows students to underline what they think is important the first time they read the passage and then underline key words, numbers, names, etc. the second time they read the passage. The only weakness that could happen with double underlining would occur with the challenging students underlining two times during their first read and say they read twice. With positive rewards on the SIT, hopefully these students would get out of this habit fairly quickly so they could earn more stars.
I have also heard of “slash the trash” but teaching the students the doofus answer, the tricky answer, and the smarty answer and how they should distinguish what each answer is if highly effective. This requires students to really think about the answer, and its silly language, which makes the students remember the strategy.
Last year, I began using Prove it in math class. I realized students were answering, “The answer is B” and no knowing why so the because clapper was a fun way for them to think through the process of the math problem. This strength eventually led into the reading lessons and students used the because clapper, without reminders, when they were teaching each other. The because clapper is a fun way to make answering questions not so monotonous. State test scores are such a huge part of teaching today and if many more teachers knew about the strategies to make test prep fun, we would no longer need state tests because all students would be excelling! The most important strength teachers need to remember is to start test prep in week 2 of the school year, not in April and cram, cram, cram. If students are rewarded for correct practice, they will perform above expectations.
Laken, The Super Improvers Team, combined with Prove It, has long term effects on individual student testing results. Your post contained various grammatical and mechanical errors. I cannot award any points for it.
We spend much of third grade preparing for the state testing in March. Trying to find a balance between preparing them and not freaking them out is a challenge. What I like most about this chapter is its focus on keeping students engaged while providing them a skill set that will be valuable throughout their education. Recently I had a student say, “ISAT testing is all about you, not me. My dad told me so.” Well, that is what we are up against. This chapter was filled with ways to make the needed practice important and interesting to them.
Doofus, Trickster, and Smarty are engaging terms that help students learn the power of elimination. Prove-It helps students use their math language and “because” to help explain why their answer works. This is something we work on in math all year. The difficult part for third graders is making sure that their “because” is strong. This would provide extensive practice in this area. (We focus on never saying “because my teacher told me so” or “because I wanted to get the answer.”) Double Underlining and Headings are great strategies that show the students comprehend the material and are able to pick out important information. Rewarding students who are practicing these techniques with the Super Improvers Team is a powerful strategy. The positive impact of the Super Improvers Team on state testing is evident throughout the chapter. Every day, every student has a chance at making gains.
The only weakness I see is with students getting tired of Proving-It. I have seen it happen year after year. One way to tackle this issue is to have ¼ of the students Prove-It and the rest of the class become the judges and vote on whether they were successful or unsuccessful in their argument. We could do this verbally as a whole group, covering up the student’s name which avoids embarrassing students and allows the student to critic his/her own “Prove-It”. I can see how rewarding those who were voted “successful” with Super Improvers stars would be hugely motivating.
One area I am excited to use the Super Improver Team to motivate students is when we do our “Show Me, not Tell Me” practice. The activity involves students being shown a picture (example…a boy eating ice cream) and told to write a paragraph showing what is going on in the picture without using specific words (boy, ice cream, cold). They are challenged to write a paragraph as a novelist would, showing not telling what is happening. (I licked and licked as fast as I could before my delicious treat melted. I ate one scoop so fast I got a brain freeze.) Giving points to those who put forth effort in this exercise would also be motivating. Another area I would use the star rewards would be when students are able to explain what they did to solve a math problem without using numbers. (example…I took the total number of the cows and added it to the total number of the horses to figure out how the sum of animals Farmer Brown had in his fields; instead of... I added 3 plus 4 and got 7.)
Catherine, I love how you switch up the Prove it calling on leaders to judge the Prove It strategies used. Nice job! Here are 25 Certification Points, and a 5 POINT BONUS for the extra effort!
Ahhh, state testing. Sadly, our fifth graders had ten days of testing this year. Ten! I am happy to see some new ideas in this chapter that might help make it less painful for them next year. The first strength in the chapter that I noted was the tennis analogy. I will share that with my students next year. It is a simple way to make them understand the “why” behind what we will be doing. Next, I really like the idea behind providing practice questions from week two. We do benchmark testing throughout the year, so this would also help prepare the students for those tests as well. By the time the big test rolls around, they should be very comfortable with the testing format. Given that I only teach reading and language arts, I could apply many of the strategies to short passages each day, possibly as bell work when they enter the room. By providing them a means of defining their thinking behind their answer choices with the Because Clapper, Doofus, Trickster, and Smarty, I will be able to gain much more information about their level of understanding. In the past I have had my students put an “X” by the incorrect choices and a “?” by the one they were wanting to choose. This really didn’t tell me WHY they were choosing an answer, so by using these new labels, I will be able to understand their thinking.
As for weaknesses, with our testing now computerized, I think that it will be hard for them to transfer some of the skills, such as underlining and double underlining, to the actual test. But, if they have practiced it enough, hopefully they will do that naturally in their head as they are reading. It is really like everything else we teach them though, the skills are transferrable most of the time, and when they aren’t we need to teach them how to find ways to improvise and use them the best way they can. Too bad we have to spend time worrying about testing, but alas, it seems to be a necessary evil.
Michelle, You have pointed out some great strengths and weaknesses of the program. Computerized testing does change things a bit, but when kids have so much practice under their belt with breaking down each question on the paper and pencil practice questions, they will be more equipped to handle the computer questions. Here are 25 Certification Points for a great post!
One of the greatest strengths of the plan is the daily testing practice beginning the second week of school. Typically, my grade level begins intensive state testing preparation in January. It has always felt a bit like cramming and it’s a time of year that just isn’t as much fun for me or my students. By starting the second week of school with a specific plan, the time spent preparing will be much more productive and the students and I will not be as stressed during the second semester.
Instructing students to prove it and show their work, requires them to truly analyze the answer choices. Also, using the Because Clapper when explaining their reasoning will reinforce their writing skills. Students will practice and become accustomed to using evidence and details.
The plan is scaffolded and ensures early student success to build conf idence. Also, by rewarding double stars after Christmas, students will remain motivated to work hard.
One weakness I noted in the plan is teaching students to mark answers with an “r” for “returner,” and instructing them to “come back later”. Being that the state tests are timed, I fear a student would run out of time and not have the opportunity to mark an answer choice. I have always encouraged my students to take their best guess on questions like this and then return to it later if time permits.
Another part of the plan that worries me is the light underlining and instructing students to erase it when the test is complete. For us, any stray marks could deem the answer choice invalid.
The strengths greatly outweigh the weaknesses and I am excited to begin this the second week of school. My cramming days are over!
Jamie, Well written post! When offered at the beginning of the school year, Prove It and SIT together give your students notable energy and confidence, not only on state tests, but daily, weekly, and quarterly tests as well! Here are 25 points!
I read the title of this chapter and thought that this chapter would not be applicable to me. I teach Judaic studies and my students do not take state tests in the subjects I teach. Nevertheless, I was intrigued. I was one of those kids who did not do well on tests in general and as far as I can recall, not even my most talented teachers taught test taking skills or strategies to help me improve my test scores. I found the tennis analogy compelling. How can it be that we expect high scores from our students without giving them enough game time? I read the first few paragraphs of this chapter and came to the swift realization that this wisdom does not have to be applied only to improving state test scores, it can be applied to the way we approach testing in general. Using SIT to to motivate my students to work as hard as they can while they are practicing test taking procedures is genius! By teaching them HOW to take a test, I will be building a strong foundation that all of their future (excellent) test scores will stand on. Unfortunately, taking 20 minutes of class time to practice test taking and test procedures, is not common. I will most definitely be sharing this chapter with my colleagues and with anyone else who will listen. -Rivky Greenberger
Rivky, Nice job! Yes, this works for all forms of test prep, not just state tests! It also enhances critical thinking skills as students reason out the validity of their choices while problem solving! Here are 25 points!
To be perfectly honest, I had to go back and reread this chapter. Being a first grade teacher I only skimmed through it the first time. After the second read, my eyes have been opened. I have now had more than 1 ‘Ah-uh’ moment thanks to this chapter. Page 112 has been ear marked and I’ve already shared some of these ideas with my co-workers. Tricksters, Doofus, double star days, Mighty Oh Yeah!
A definite strength that will be used with my first graders will be the ‘Answer Nows’. This will be a great introduction to reading comprehension. This will enable my students to understand how and why to do a close and careful read of a text by using a ‘Flipper’ or a ‘Returner’. I also believe that the ‘First Step’ structure will be helpful because (clap) students will be able to verbalize their thinking first, or in some cases hear the correct response instead of starting off on the wrong foot.
A possible weakness to the plan as described in chapter 16 is to breakthrough old thinking. Too often I’ve heard (when teaching 5th grade) that test prep isn’t beneficial for students, it is “teaching to the test”, and takes away from instruction time. The example of learning how to play tennis spoke volumes to me. It is important for students to know and understand how the test works. They need to be prepared for the distractors or ‘Tricksters”. Being able to use these strategies throughout the day to get the most practice reps possible will help our students achieve the higher scores the school so desperately wants. This is a valuable chapter that I will be sharing with my co-workers and principal.
Like many other elementary schools, we strive to motivate and encourage students to do well in their standardized FCAT Test (soon to be PARK). Students can attend after school tutoring. We hold practice test days in the classrooms. Other classrooms adopt testing classrooms to give them motivating posters and treats during testing days. We have fun days leading up to the testing and after the testing where they thematically do things like wear silly socks or hats. Depending on your score, you are even invited to attend a fancy lunch on the cafeteria stage in front of peers. Your teachers even serve the catered lunch in uniform! Needless to say, this may be fun but I sometimes question how this prepares them effectively for the tests or how it motivates them to do well. This chapter and webcast pertaining to state tests literally made me say “wow!” out loud on many occasions. As a Kindergarten teacher, I do not often think of preparing my students for tests with strategies nor am I expected to by my administration. However, this plan allows me to indirectly teach these strategies with the golden thread of fun woven into the details. I can easily apply the strategy lessons with gestures and critical thinking during my regular lessons. Daily tests can take place during the QTs or Prove It! Games on the carpet or at their seats. I also like how this plan builds upon itself in terms of introducing each strategy slowly and then adding others over time. The different labels for questions like Doofus and Trickster remind the students of the question types and are silly. One of the best characteristics of this plan is that all these strategies are observable! Gone are the days of “use process of elimination” or “read carefully” as a strategy to find your answer. Students visibly show rereading by underlining and then double underlining the reread. Students show process of elimination and metacognition by labeling the question types while considering what they are being asked. This plan also encourages working with your peers to create the question banks and materials to be used in teaching these strategies. Using the SIT wall gives the students a visible reward for their hard work and improvements on a regular basis. This will help sustain their motivation without running the risk of habituation throughout the school year. After much consideration, there were only a few things I found a potential downfalls for this plan. Granted, I have not had the opportunity to implement it in my class but I feel that it is eerily similar to QAR. I used this plan for test taking strategies when I used to teach fourth grade. It was useful during my class but did not successfully carry over into later grades and was time consuming to introduce. Having said that, this plan sounds like it would be more effective than QAR, easier to weave throughout all lessons, and easier for students to remember throughout their test taking lives. As Debbie Diller says, practice makes permanence”. The other potential problem may be that students are often not allowed to write in test booklets and are transitioning into taking tests solely on computers. We can give them scratch paper for writing their thoughts, but how do you use strategies like underlining or question labeling on a computer screen?
Jennifer, Great post! The transition to computer testing will need to be addressed, but your students are going to be more prepared and more confident for various testing situations when you begin this program at the beginning of the year! Here are 25 points!
The ideas in this chapter certainly can work. As someone who does not deal with state testing, it’s hard for me to speak to this exactly. However, I hear enough from my classroom teacher counterparts to know that a test taking skills unit a few weeks before the big test are not enough. I like the idea of organized daily practice to cement the processes. I think that could make the biggest difference. I see how the testing techniques like Smarty and Doofus, and Prove It! could easily be incorporated into daily lesson. At first, material could come directly from the day’s lesson, perhaps as an assessment strategy. Later the materials could be more cumulative or part of a review. Another strength is that none of these techniques are new to teachers. We’ve been teaching about finding the main ideas, eliminating answers, and “operation words” in math forever. When you put it in this context though, kids sucked right in to the fun aspect. That’s certainly more effective than practice worksheets.
A weakness that I see are what to do with questions that are not multiple choice. In my state, our tests are incorporating more short answer. Something tells me that Coach B has not neglected this and I’ll come across a solution later in the book. I am also concerned about how to teach kids to incorporate these strategies when they don’t have a test booklet in front of them. More and more of our tests are becoming computerized which creates a whole new set of problems.
Gwenn, You are right to point out the problem with starting skills review shortly before testing in the spring. Prove it and the SIT start immediately at the beginning of the year. The benefits of this can be seen in student results on various assessments given during the year, not just on the state tests. As we move into computerized testing, we will need to offer our students opportunities to practice their skills here as well. Here are 25 points for you, Gwenn!
This chapter Improving State Test Scores with the Super Improver Team has shown many key points to educating students for standardized tests. One of the biggest points was the tennis comparison; we cannot expect our students to play a great game of tennis when we only allow them to practice a few times a year! This set my brain in motion. Throughout the year, it is expected that we measure our student’s growth through tests that ‘look like’ the state tests, with the end of the year tests being the biggest of measures. Practice is what they need, but we can’t give them a test every day. So how do we help supply the needed skills? We must teach proper test taking skills, analysis, and high order thinking in order to allow these skills to become what is known to athletes as muscle memory.
I am a huge fan of the weekly layouts to teach students the skills needed for exemplar answers. Week 2-6: Prove It! + Show Work is a way to eliminate wrong answers by proving why an answer is correct and the other answers are incorrect. We started using this last year in my math class and this was HUGE! It seemed tedious to the students but it really helped them see how to think critically about a multiple choice question and select the best answer.
Week 7-12: Prove It! + Show Work + Doofus/Trickster/Smarty is a great way to not only have the students prove answers correct and incorrect but then label these answers with Doofus, Triskster, or Smarty. This skill has been taught for years but the names of the answers are fun and engaging! The Doofus is the obvious wrong answer, the Trickster is and answer that is almost right and the Smarty is the correct answer.
Week 13-18: Prove It! + Show Work + Doofus/Trickster/Smarty + Double Underlining adds in a key component to test taking strategies. In traditional test taking, we tell students to underline key information or phrases. This strategy adds to this. Students must read a second time and underline the most important information. Oh Yeah!!
Week 19-36: Prove It! + Show Work + Doofus/Trickster/Smarty + Double Underlining + Headings teaches students they need to fill in the following headings of Key words, key numbers, operations (+, -, x, /) procedures, and showing their work. Only after this is finished is their work finished. Ten Finger WOO!
The drawbacks to these strategies I find would be the time it would take to have students go through each of these steps for each problem on a worksheet or test. While saying this, I also believe that sometimes the amount of problems we expect students to do can be overwhelming. Our current district assessments must match the other teachers’ in our grade level. This would make it difficult to just cut out certain problems. Also, I wonder if this would lengthen the time students are completing the State Assessment. For some this would be great to cause them to slow down, yet others take much longer as it is and they would be extending their time. On certain parts of the test this is okay, but I wonder how they would do on the timed portion. Even with time being a drawback, I will be implementing these strategies since they seem to be so powerful!
Krystal, Very good job of detailing this program, but where do you see the Super Improvers Team fitting into the dynamics of this? The SIT cements this. Students are rewarded for visible evidence of good testing strategies. We are always looking for individual improvement! Here are 25 points.
Nancy, I find the SIT fitting into this because it is the motivation factor for the children, especially the challenging ones. Most teachers will catch guff from the students asking them to go through these steps. Those students who have nothing to grasp onto other than an atta-boy from their teachers will not internalize this. The SIT will allow for a tangible reward of movement on the Super Improver Wall. This extrinsic reward continues to motivate these students thus they become intrinsically rewarded and continue to strive for more.
One of the biggest strengths of this plan is to incorporate strategies and techniques, right from the beginning of the school year, to give students tools to explain their thinking and have evidence to back it up. I like that “Prove It!” requires critical thinking and explaining to push children to be more metacognitive. I have not used that yet with my students, but did love incorporating the "because clapper" to help in this area. My second graders will think the explanations for the different answers - “Doofus”, “Trickster”, and “Smarty” are silly are fun. I think the underlining, double underlining, and highlighting teach the students to go back and really look at the text and the question. Another strength is that these techniques are highly engaging and allow for meaningful practice and review. While I understand that students are unable to integrate these strategies on the computerized MAP(Measure of Academic Progress) tests, I believe the repetitive practice using these techniques gives students confidence that they can answer the questions and tackle challenging problems versus feeling overwhelmed and helpless. It is my goal to help my students rely on the strategies we've heavily practiced in class and encourage them to do their best to apply them on standardized assessments. It is a weaknesses that they can't directly use those great strategies on the computerized assessments, however we can do our best to prepare them to transfer their learning. Tying this into the Super Improvers Team will provide extra motivation and visible evidence of their growth to keep students working hard! I love the Super Improvers Team and have seen its power within my classroom!
I look forward to seeing my students use and apply these test-taking techniques, not only to the standardized assessments, but to all tests and quizzes given throughout the year. I think I will see application and transference on both the formal and informal assessments I give within my classroom.
Shelley, You'll find that having students evaluate every answer will take them far with their scores. Can your students use other techniques on the MAP like highlighting? If so, you can make adjustments to the "visible reading" to fit the testing situation. Check out this sentence for a tiny writing error. (“Doofus”, “Trickster”, and “Smarty” are silly are fun.) Here are 20 certification points for you!
Another outstanding chapter! While prepping my students for our state I’ve had the same thought, “how can we motivate students to work as hard as possible on an arduous task, if an excellent score means little or nothing to them?” I do teach some test taking strategies but how awesome is that to use the SIT. This will work so perfectly with how we practice for the test.
Again, the weaknesses are minimal, because the strengths are too powerful. However, I see time as an issue. We usually start our review about two months before the first installment of the test. After that, we really don’t practice anymore. I can’t even imagine the look on my principal’s face if I were to say, “I’m going to start practicing for the state test before Christmas.” That being said, do I have to limit this strategy for only the state test? Of course not! Recently, we’ve transitioned over to taking some of the test on the computer, so teaching these strategies can help them in other test taking areas too.
A very powerful strength to this is going even further in the review. By having the students interactive with themselves by clapping and being interactive with each other involves so much of the brain. Then watching themselves climb the levels of the SIT, how motivating this will be for them. We know students need the repetition, by starting with Prove-It and Show Work in the early weeks, then adding to this strategy as the year goes on is a super strength. What a win-win situation for all!
Cathleen, Nice reflection! I start Prove It the second week of school, and go all year! There is no more cramming for any of the tests I give, and the SIT encourages students to participate more fully! Here are 25 points!
After several years of not-so-very-exciting test preparations, I was excited to read this chapter. There are three obvious strengths that stand out right away. These strengths are summarized in the DVR method that was mentioned; daily practice, visual strategies to solve the problems, and rewarding improvement with the Super Improver Wall. Practice makes permanent, and when students practice testing strategies on a daily basis, they will improve, as long as they have the correct guidance from their teacher. Another benefit is that students will also get used to the wording of the questions, since the wording on the standardized tests can be different from the wording used in the classroom. The various visual methods of Prove It, Smarty, Trickster, and Doofus are not only fun, but also teach the students to think carefully through each multiple choice option. The students learn to use solid reasoning and communication skills during Prove It to determine and explain the correct answer.
There are a couple of weaknesses or concerns I have with this approach to state tests. One is the time it would take to analyze each question and its possible answers if the test is timed. Some kids will be able to use the Doofus, Trickster, and Smarty method without a problem, but there are others who would not get through a timed test, if they applied these methods to each question. Another concern is with the writing and underlining in the booklets. In the tests my class take any extra or stray marks would be marked as incorrect.
Mariaan, Well stated! When a teacher understands the conditions of the test the students are preparing for, he/she can model a variety of strategies the students may use to analyze and problem solve. I can personally say the WBT strategies, when started at the very beginning of the school year and used frequently each week throughout the year, will make a world of difference in your students' approach to testing. Here are 25 points.
I believe the strengths of this ‘Improving State Test Scores’ system become obvious fairly quickly. First and foremost the students are getting repeated practice on test questions. Secondly, the practice is scaffolded to allow students to become better and better at answering test questions. All of these successes are evident in relation to the Super Improvers Team. Lastly, there are ways to make these practice sessions into games. What a great way to take something usually so mundane and actually increase scores!
This will be my first year trying to implement this particular element of WBT. As a teacher prepping for the school year, here are my concerns. I’m not sure they would be considered weaknesses of the plan but could be common casualties of why teachers with plans do not get solid results. The first thing that comes to mind is the simple fact of time. If these questions are supposed to be practiced daily teachers will need to create these questions in advance in order to ensure they get implemented. The other thing teachers will need to keep up with is the Super Improvers Team and making sure students see success within their practice. As mentioned before I don’t see it as a weakness of the plan per se but I feel this plan in particular needs to be thought out and prepped a fair amount ahead of time in order to be successful!
Jason, Nice reflection! You have recognized the importance of prepping for this activity, and initiating this as a daily activity at the very beginning of the school year! Here are 25 points!
What is the key to improving state test scores? That’s easy, it’s stated in the first sentence of the chapter. Practice! Practice! Practice! I love the tennis analogy and plan to explain why we practice to the students with a sport analogy. Middle school students sometimes need the reason why. This chapter is a gold mine when it comes to ways to improve students’ test scores. I love the “prove it” method the best. It has the ‘because clapper’ which helps student reasoning, which leads to critical thinking and the other strategies are built on “prove it”. Starting early with the practice is also a key component to high-test scores. I tend to put off real practice with sample questions until a month or two before the tests. Daily practice all through the year is a big part of the procedure. This is where my weakness would come in, which would be time management. I have just 48 minutes a day with each class and I’m not sure how I will implement this strategy. I do see the need for constant practice and my goal will be to practice at least three times a week. I have noticed in other posts that some are worried about taking the tests on the computer and using the underlining method. My students also take tests online. I plan on teaching the underlining with imaginary lines using the pointer finger. When I see my students using the pointer finger, I will know they are reading some key words or phrase in a passage. Then I will teach them to use the first two fingers to go back and re-read important information. When I see the use of the pointer finger and/or the double fingers I will praise and reward stars on the SIT for re-reading key information. I love how easily WBT can be adapted!
Kathy, Time management is always an issue, but it sounds like you have a great plan. I like your idea to keep the underlining method by using their fingers rather than pencils while on the computer! Here are 25 certification points!
The first time I read this chapter I originally went into it thinking this one won’t apply to my kids because 1st graders don’t take state tests. However, they are taking a computerized Primary MAPs test three times a year. The students also take weekly spelling, reading and math tests in our classroom. Last year was my first year teaching 1st grade. I had sent home practice spelling sentences for the kids before our spelling test on Fridays. One of the other 1st grade teachers told me, “Oh, the first grade team decided a few years ago not to do that because that is teaching to the test.” After reading this chapter and the tennis analogy, hello… we can’t expect students to know what to do if we don’t teach it and allow them to practice!!!! I can’t wait to go back to school and discuss this chapter with my 1st grade team. This was a big Aha moment for me! One of the strengths I see using the strategies described in this chapter, students will be increasing their critical thinking skills with the practice suggested in this text. Initially when I read in the book that it suggested 20 minutes a day of practice, my first thought was I don’t have the time. Then when Coach B broke it down to 10 minutes of reading and 10 minutes of math, I know I can make the time for it. Employing the Super Improver Team with the practice sessions will keep my kids engaged and working hard to demonstrate their improvement. Another strength I see in this plan is the timeline. I love how Coach B detailed the timeline and what to practice each time period with the students. For a beginner like me, this is very helpful. I have always had my students show their work when answering math questions, however, I’m excited for them to use the Prove It! strategy. For example, they have to explain why the answer is correct and incorrect. Building oral language skills in math will help them when they need to document their reasoning. Introducing the Doofus, Trickster and Smarty element will add some fun, chuckles and elimination skills for the students when they are choosing the correct answer on the multiple choice questions. Having students learn the Double Underlining strategy, will help them in identifying key information when reading. I am hoping they will take this strategy to the computer test as well. They may not be able to underline the important stuff on the computer but they could point to the key pieces as they read the passage with their fingers or the eraser side of the pencil which is provided. Whether we are striving for the state tests or everyday tests in our classroom, the skills the students will learn and practice in this chapter will be helpful for them across all grade levels and all tests they will be given. The only weakness in this chapter is the students are unable to underline and label passages when taking a test on the computer. As I stated, our school gives the Primary MAPs test three times a year and it is all computerized. However, I believe we can take these strategies and help the kids learn how to adapt them when taking a computerized test.
Terri, You are right, the students will be increasing their critical thinking skills when they use these strategies. I hope your team will reach an Aha! moment too, just like you did! Here are 25 points for a great post!
In the past, I have only sprinkled test-taking strategies throughout the year with a major push as we get close to the test. It makes much more sense to practice a little bit every day up to and through state testing. I like that this plan is already broken down into a timetable for me. So I can give students just a little bit of instruction on one skill, then we can practice it before we move on to another skill. This plan also supports the common core testing, which will be implemented soon. Students will have to offer support for their answers rather than simply making a choice. I like that the students have to prove their answers not just for testing benefits, but it also supports their critical thinking skills. Then, I can continue to encourage them with the SIT. The students can earn stars for accuracy showing their work, and the evidence they use to prove their answer.
I only see one weakness for me personally, and it reflects on me as a teacher, not the plan. I teach middle school science, so I have a very limited time with my students. In the past it has been hard for me to find the time to teach the students test-taking skills while also covering the curriculum. We have a lot of material to cover by the time the state testing takes place and I have been bad at scheduling time to practice test-taking with my students. Hopefully, this year with the whole brain conferences I have been to, and becoming a stronger teacher overall, I will be able to take time for the test-taking skills instruction throughout the year. Then, I know it will be easy to have the students practice the skills during their daily warm-ups. It definitely helps to have a schedule outlined for me. Now I just need to stick to it!
Erin, You are right, this strategy does help support their critical thinking skills! I agree, it is frustrating when you only have the students for a short period of time during the day. But, in the long run, that little bit of daily time for test preparation will pay off as they prove what they know (and what you have taught them) on their tests! Here are 25 certification points!
The biggest strength I pulled away from this chapter is that “our students need lots of daily reps practicing test taking procedures.” When I read the tennis analogy, I felt a huge slap in my brain shouting the word, “DUH!” I’ve experienced how daily repetition slowly building on its self helps cement concepts, builds confidence, and increases achievement. So why did I never think to do this with test taking procedures? I also think other strengths are providing visible techniques and rewards for improvement. I use visual techniques with my students all the time in my reading instruction. Taking a state test is also a reading test, whether it’s testing LA or Math. Creating and practicing visible techniques will aid in the comprehension of the questions. Rewards for improvement will help keep the kids motivated, and dare I hope excited, when we do our daily practice.
ReplyDeleteSome weaknesses I saw were that not all the test taking procedures apply to tests where the answer options are not multiple choice. Also, I didn’t see where in the test taking procedures you addressed making sure all parts of the question were answered and the directions followed. This is a HUGE skill we work on in fifth grade, not just on tests, but also on homework, in life skills, etc. The Teach-Okay helps with verbal directions, but we need to explicitly teach our children how to follow and complete all parts of written directions and questions.
In our state, we are taking a brand new, is in the process of being written, aligned with the Common Core test where none of the answers are multiple choice. Students will need to show their work and/or write a response to the questions to show higher level thinking skills. The tests are graded on a computer, not by a human. It’s going to be a crapshoot next year! I can still use quite a few of the techniques, but not the Doofus, Trickster, Smarty game. I also have absolutely no idea how to prepare them to write their responses. I don’t know what key words the computer program will be looking for, so I am going to spend extra time working with my students on highlighting the key words in the passages/questions and teach them how to use them in their responses. We are going to have to become masters of reading carefully, following directions, and making sure we’ve answered all parts of the question. (I think I can invent a game and a visible technique to make sure all parts of the question were answered. I’ll have to think on this.) We will have to focus on reasoning and explanation for our answers. It’s going to be tough. This year will be a learning year.
Meredith Pearson
Meredith,
DeleteWhile I was reading your post, I was shouting with joy for you! Oral writing is the answer to your state tests! Oral writing gives students constant practice in explaining their work! Also, including the Because Clapper and Example Popper are two lightening fast ways to amp up your students writing with evidence. Here are 25 Certification Points for you! Please post a reply if you've thought about oral writing or not yet, and what you think.
I don't yet know enough about oral writing. There's a video on youtube about it. Maybe I should go watch it...(: It sounds intriguing. I wonder if it can be incorporated with interactive writing. I'm required to do daily IAW.
DeleteImproving state test scores using WBT? I have to admit the chapter wasn’t at all what I expected. I didn’t think this chapter would have much application for my special needs students in kindergarten and first grade because they don’t take state tests until the third grade. I knew that WBT would help me teach the skills that my students would need in reading and math in preparation for second grade and their first state test in third grade. I never thought that someone would actually advocate teaching test taking skills and strategies in a purposeful way. This information turned the chapter on Improving State Test Scores into one of the pivotal chapters for me as a special needs teacher. Traditionally many children with learning disabilities or other developmental delays demonstrate as much or more difficulty understanding and following directions as the actual assignment itself. Many of the students have short attention spans and have difficulty adjusting to the changes that come with a state testing environment. I have been writing programs to help my students learn the steps for common procedures they encounter in the classroom that peers may master through verbal instructions. When I attended the National WBT Conference this year, I realized that WBT was going to help me teach these procedures and the more I learned, the more I knew I was in Teacher Heaven. I want to provide a five-step lesson to teach these procedures with lots of rehearsal after the initial lesson and a visual step-by-step page for the student to have in his “how-to notebook” with mini power pix and text that my students can read. When I read this chapter, I realized that not only do the strategies apply to state tests, it is exactly what I need to use with my students to learn the steps of classroom test- taking. In an educational world filled with tests, it seems incredible that we rarely spend time teaching a child strategies for actually taking the test. This chapter was one I didn’t think would apply to my students and ended up being one of the most critical chapters I’ve read. Our special education students rarely score proficiently on state tests in third grade because many are reading a grade level or more behind. Their math scores are delayed. They mark answers randomly and are finished in minutes. It is beyond exciting to have the tools to teach my young students to become competent in reading and math but also in being able to demonstrate that knowledge on a state test. They will accomplish this because they understand how the tests work and feel confident in eliminating the wrong answers as they work toward finding the correct answer. This is a chapter I will certainly share with my principal and colleagues. A rolling 10 finger woo to Coach B and anyone else with input into this topic!
ReplyDeleteThe only weakness that I can see is that after teaching my students two and three years in advance these great strategies to use with our present paper and pencil state test, we will change to a computerized version. Even this weakness has a strength and that is the thought processes that were taught using the paper and pencil version of finding the trickster and the doofus will still be embedded in long term memory. This requires being consistent in teaching these skills across all test taking environments.
DeleteKathy,
DeleteI'm so glad that Coach was able to change your mind about test taking strategies and WBT! I could feel your lightbulb flashing while reading your post! How exciting! Here are 25 Certification Points for you, and a 5 POINT BONUS for your added detail.
I found myself at odds with this chapter. At times I was like “yes this could work!” Other times I knew it just was not possible with the assessments that we are given in our state. The biggest strength I found of the plan described in this chapter is the daily practice that starts from the second week of school. Normally we start practicing for the test the month before. That is when we hit students hard with test taking skills. Having a set time each day to practice is a great idea. Just like the tennis analogy, they need the hands on practice if they are going to get better. The weakness that goes along with this is the lack of time. I am not sure how I could fit in time every day for test practice.
ReplyDeleteAnother strength I found is in how we are teaching our students to prove their answers. It forces them to really look at the question and determine how to find the correct answer. Why is the first choice a bad answer? What makes the second choice the correct answer? Having those discussions with classmates really strengthens this skill. I love the idea of finding the doofus, trickster, and smarty answers among the choices.
As great as these strategies are, I do see a big weakness. My third graders take four district assessments and they take the CRT’s. The four district assessments are now computerized. All the strategies I have taught them for highlighting and underlining do not work now. The strategies in this chapter for identifying and labeling the choices doofus, trickster, and smarty can not be done. They can not double underline anything that will help them when they have to go back to the story to answer a question. Next year the CRT’s are going to be computerized as well. I feel like we need to find a new way to help them take these types of assessments.
Elissa,
DeleteYou have some great points regarding the drastic changes happening around the country with computerized tests. However, the through processes required during these tests will mainly stay the same. Teaching kids how to break down a question, analyze it, and weed through possible choices are all skills that still apply. As to time, you can weave this into all areas of curriculum. You don't just have to do it with specific test prep materials, but in your math, science, and social studies lessons too! A great way to prep for a unit test is to use Prove It: have them break down a multiple choice question, and have them write their own! Using these strategies teaches kids how to be critical thinkers when it comes to assessments. I'd love to see a reply with your thoughts! Here are 25 Certification Points for you!
I do agree that they can still use these skills during computerized tests. It is difficult though for some students not to have it right in front of them on paper. I like the idea of weaving it into all subject areas.
DeleteAt our school, we usually do a two week crunch before our state test. I can see where the daily practicing would be a huge benefit! The more students practice something, the more routine it becomes. With the tests asking for more explanation now, I can see where the “Prove It!” could be very beneficial. I also like the explanations for the different answers -- “Doofus”, “Trickster”, and “Smarty”. I think the underlining, double underlining, and headings teach the students to go back and really look at the text and the question. So, I see a lot of strengths in Whole Brain Teaching’s strategies for improving test scores.
ReplyDeleteI also see some weaknesses. Finding the time is the main concern. Math would not be a problem because I usually do a “problem of the day”, and I could squeeze it in there. Language would be easy. The difficult subject for finding the time is in reading. I think I would have to be creative here and try to squeeze it in with a daily lesson. In addition, our state test is now done on computers, so it would make the underlining difficult. The students would have to highlight instead. They could highlight a section, but they wouldn’t be able to double highlight. Also, they would not be able to label the answers as “Doofus”, “Trickster”, or “Smarty”. They are able to “X” out incorrect answers, however. So I guess as they identified “Doofus” and “Trickster”, they would just have to “X” them out.
I believe what I will try to do next school year is incorporate more practice into my lessons so that the students have regular practice. I will also address taking paper/pencil tests and online tests and using different strategies for each.
Cheryl,
DeleteYou bring up some great points with all of the changes coming soon to state tests. Finding the time means that you incorporate it into your daily lessons and apply it to your content! Here's one suggestion: think of something you are currently doing for comprehension in reading that isn't as beneficial as Prove It, but that serves the same purpose. Then replace it! Here are 25 Certification Points for you!
As an educator, I am always looking for ways to improve my standardized test scores. I found several strengths in Chapter 16 that I can use with my history students. Practice is key! Students need daily practice questions, and this chapter outlined a way to help students practice the most basic to more complex strategies as the year progresses. The strategies are connected to the Super Improvers Team, which is definitely a strength. Stars can and should be awarded to students for getting questions correct and for proving their work. This is, most certainly, a plus in my book because I am always looking for opportunities to award stars. WBT test taking strategies are focused around the ‘fun factor.’ Just saying the words, “Doofus, Trickster, and Smarty” make learning fun. Finally, these strategies are specific and visible. Prove It, double underlining, and labeling provide detailed directions and expectations to students and a quick way for the teacher to assess student comprehension. On the flip side, I am concerned my middle school students will get bored with the Prove It strategy. My middle school and its feeder schools implemented a similar version of Prove It years ago. I know students as young as second grade using this strategy. I fear my students will become bored by the repetition. Plus, if my whole team uses these strategies, will students become uninterested because of frequent exposure? Hmmm? This is definitely a concern and a possible weakness. I did enjoy the chapter and definitely plan on putting ‘Doofus, Trickster, and Smarty’ into daily student practice.
ReplyDeleteMelinda Sprinkle
Melinda,
DeleteNice post showing the strengths and weaknesses. Since your whole team is using WBT next year, plan out which class will use Prove It each day. For example, science on Monday's, math on Tuesday's, etc. It doesn't have to be done in every class everyday! If you have a team planning time you could plan it out a week in advance based on what would work best with your lesson plans. Make the system work for you! Here are 25 Certification Points!
The strengths of improving state scores with Super Improvers Team are phenomenal. Having students prove their work is a no brainer. As teachers, we need to give our students all the tools necessary to decode state tests. Doofus, trickster, and smarty are neat ways to get students to breakdown test questions. In history, students would need to write down why each answer was doofus, trickster, or smarty and tell why. Doing this daily, students will have no problem passing state tests. Another strength is that students will be able to earn more stars by getting questions correct. I have started a list of state standard test questions ready to use to help prepare them for the test. Having students look at headings and underlining key words or phrases is another plus. Breaking these into steps will get students ready without being overwhelmed in the beginning. Assign one at a time, and add to it each week. By the end of the year, students will be able to decode any test question with ease.
ReplyDeleteUsing individual white boards is a cool way to have students show their skills at breaking-down a test question. This can also be a strength as there are many ways of doing this, so students will not get bored and will have a variety of ways to attack test questions.
The only weakness I can come up with is time. It takes time for students to analyze questions. The time will be well spent and have lots of rewards. Weakness or not, students have to be able to decode test questions in order to pass the test. I will have my students using this strategy next year.
Debora Manuel
Deb,
DeleteGood post on the strengths and weaknesses. Remember, you can tie the questions to your current content, so you are both reviewing for your own test and practicing for state tests at the same time! Here are 25 Certification Points for you!
Some strengths in improving state testing scores with the super improvers team are using daily practice, using the prove it! strategy, and determining the type of question (Answer Now) in language arts tests. Including daily practice seems so simple and obvious, but it is what I find the most challenging with the time constraints that my students and me face. I know that I will have to make this a priority this year and find daily time where my students can have more exposure and practice. The prove it! strategy is something that I have been using for several years. I find it is a great tool that forces students to take their time and to critically think, but a weakness in the strategy is that I find students easily become bored. To solve this, use of the SIT can motivate students and keep it fun! I also like the ‘Answer Now’ suggestion because it forces students to take the time to understand the question and what it will take to answer the question effectively. It is a quick skill that will aid students in answering standardized questions.
ReplyDeleteSome weaknesses I noticed were that the suggestions were primarily targeting test questions that are multiple- choice based. In the state of Virginia, our standardized tests are now technologically enhanced, which require students clicking and dragging answers to fill in flow charts, Venn diagrams, etc. Students are going to need more practice with reading skill activities and not as much stress on multiple-choice responses.
Amanda,
DeleteNice post! Adding in the SIT really does enhance the long term effects of this year long preparation for classroom, district, and state testing! Here are 25 points for you!
As a 2nd grade teacher, my students do not take state tests but I have been told that very soon, I will be moving to a testing grade. Keeping that information in my mind, I found many strengths in this chapter. First, I have always heard teachers tell their students to reread the passage multiple times but how do they know if this is happening. The double underlining allows students to underline what they think is important the first time they read the passage and then underline key words, numbers, names, etc. the second time they read the passage. The only weakness that could happen with double underlining would occur with the challenging students underlining two times during their first read and say they read twice. With positive rewards on the SIT, hopefully these students would get out of this habit fairly quickly so they could earn more stars.
ReplyDeleteI have also heard of “slash the trash” but teaching the students the doofus answer, the tricky answer, and the smarty answer and how they should distinguish what each answer is if highly effective. This requires students to really think about the answer, and its silly language, which makes the students remember the strategy.
Last year, I began using Prove it in math class. I realized students were answering, “The answer is B” and no knowing why so the because clapper was a fun way for them to think through the process of the math problem. This strength eventually led into the reading lessons and students used the because clapper, without reminders, when they were teaching each other. The because clapper is a fun way to make answering questions not so monotonous.
State test scores are such a huge part of teaching today and if many more teachers knew about the strategies to make test prep fun, we would no longer need state tests because all students would be excelling! The most important strength teachers need to remember is to start test prep in week 2 of the school year, not in April and cram, cram, cram. If students are rewarded for correct practice, they will perform above expectations.
Laken,
ReplyDeleteThe Super Improvers Team, combined with Prove It, has long term effects on individual student testing results. Your post contained various grammatical and mechanical errors. I cannot award any points for it.
We spend much of third grade preparing for the state testing in March. Trying to find a balance between preparing them and not freaking them out is a challenge. What I like most about this chapter is its focus on keeping students engaged while providing them a skill set that will be valuable throughout their education. Recently I had a student say, “ISAT testing is all about you, not me. My dad told me so.” Well, that is what we are up against. This chapter was filled with ways to make the needed practice important and interesting to them.
ReplyDeleteDoofus, Trickster, and Smarty are engaging terms that help students learn the power of elimination. Prove-It helps students use their math language and “because” to help explain why their answer works. This is something we work on in math all year. The difficult part for third graders is making sure that their “because” is strong. This would provide extensive practice in this area. (We focus on never saying “because my teacher told me so” or “because I wanted to get the answer.”) Double Underlining and Headings are great strategies that show the students comprehend the material and are able to pick out important information. Rewarding students who are practicing these techniques with the Super Improvers Team is a powerful strategy. The positive impact of the Super Improvers Team on state testing is evident throughout the chapter. Every day, every student has a chance at making gains.
The only weakness I see is with students getting tired of Proving-It. I have seen it happen year after year. One way to tackle this issue is to have ¼ of the students Prove-It and the rest of the class become the judges and vote on whether they were successful or unsuccessful in their argument. We could do this verbally as a whole group, covering up the student’s name which avoids embarrassing students and allows the student to critic his/her own “Prove-It”. I can see how rewarding those who were voted “successful” with Super Improvers stars would be hugely motivating.
One area I am excited to use the Super Improver Team to motivate students is when we do our “Show Me, not Tell Me” practice. The activity involves students being shown a picture (example…a boy eating ice cream) and told to write a paragraph showing what is going on in the picture without using specific words (boy, ice cream, cold). They are challenged to write a paragraph as a novelist would, showing not telling what is happening. (I licked and licked as fast as I could before my delicious treat melted. I ate one scoop so fast I got a brain freeze.) Giving points to those who put forth effort in this exercise would also be motivating. Another area I would use the star rewards would be when students are able to explain what they did to solve a math problem without using numbers. (example…I took the total number of the cows and added it to the total number of the horses to figure out how the sum of animals Farmer Brown had in his fields; instead of... I added 3 plus 4 and got 7.)
Catherine Cassaro
Catherine, thanks or sharing your "Show Me, not Tell Me" practice! I'm going to borrow that one!!
DeleteCatherine,
DeleteI love how you switch up the Prove it calling on leaders to judge the Prove It strategies used. Nice job! Here are 25 Certification Points, and a 5 POINT BONUS for the extra effort!
Ahhh, state testing. Sadly, our fifth graders had ten days of testing this year. Ten! I am happy to see some new ideas in this chapter that might help make it less painful for them next year. The first strength in the chapter that I noted was the tennis analogy. I will share that with my students next year. It is a simple way to make them understand the “why” behind what we will be doing. Next, I really like the idea behind providing practice questions from week two. We do benchmark testing throughout the year, so this would also help prepare the students for those tests as well. By the time the big test rolls around, they should be very comfortable with the testing format. Given that I only teach reading and language arts, I could apply many of the strategies to short passages each day, possibly as bell work when they enter the room. By providing them a means of defining their thinking behind their answer choices with the Because Clapper, Doofus, Trickster, and Smarty, I will be able to gain much more information about their level of understanding. In the past I have had my students put an “X” by the incorrect choices and a “?” by the one they were wanting to choose. This really didn’t tell me WHY they were choosing an answer, so by using these new labels, I will be able to understand their thinking.
ReplyDeleteAs for weaknesses, with our testing now computerized, I think that it will be hard for them to transfer some of the skills, such as underlining and double underlining, to the actual test. But, if they have practiced it enough, hopefully they will do that naturally in their head as they are reading. It is really like everything else we teach them though, the skills are transferrable most of the time, and when they aren’t we need to teach them how to find ways to improvise and use them the best way they can. Too bad we have to spend time worrying about testing, but alas, it seems to be a necessary evil.
Michelle,
DeleteYou have pointed out some great strengths and weaknesses of the program. Computerized testing does change things a bit, but when kids have so much practice under their belt with breaking down each question on the paper and pencil practice questions, they will be more equipped to handle the computer questions. Here are 25 Certification Points for a great post!
One of the greatest strengths of the plan is the daily testing practice beginning the second week of school. Typically, my grade level begins intensive state testing preparation in January. It has always felt a bit like cramming and it’s a time of year that just isn’t as much fun for me or my students. By starting the second week of school with a specific plan, the time spent preparing will be much more productive and the students and I will not be as stressed during the second semester.
ReplyDeleteInstructing students to prove it and show their work, requires them to truly analyze the answer choices. Also, using the Because Clapper when explaining their reasoning will reinforce their writing skills. Students will practice and become accustomed to using evidence and details.
The plan is scaffolded and ensures early student success to build conf idence. Also, by rewarding double stars after Christmas, students will remain motivated to work hard.
One weakness I noted in the plan is teaching students to mark answers with an “r” for “returner,” and instructing them to “come back later”. Being that the state tests are timed, I fear a student would run out of time and not have the opportunity to mark an answer choice. I have always encouraged my students to take their best guess on questions like this and then return to it later if time permits.
Another part of the plan that worries me is the light underlining and instructing students to erase it when the test is complete. For us, any stray marks could deem the answer choice invalid.
The strengths greatly outweigh the weaknesses and I am excited to begin this the second week of school. My cramming days are over!
Jamie Rickman
Jamie,
ReplyDeleteWell written post! When offered at the beginning of the school year, Prove It and SIT together give your students notable energy and confidence, not only on state tests, but daily, weekly, and quarterly tests as well! Here are 25 points!
I read the title of this chapter and thought that this chapter would not be applicable to me. I teach Judaic studies and my students do not take state tests in the subjects I teach. Nevertheless, I was intrigued. I was one of those kids who did not do well on tests in general and as far as I can recall, not even my most talented teachers taught test taking skills or strategies to help me improve my test scores. I found the tennis analogy compelling. How can it be that we expect high scores from our students without giving them enough game time? I read the first few paragraphs of this chapter and came to the swift realization that this wisdom does not have to be applied only to improving state test scores, it can be applied to the way we approach testing in general. Using SIT to to motivate my students to work as hard as they can while they are practicing test taking procedures is genius! By teaching them HOW to take a test, I will be building a strong foundation that all of their future (excellent) test scores will stand on. Unfortunately, taking 20 minutes of class time to practice test taking and test procedures, is not common. I will most definitely be sharing this chapter with my colleagues and with anyone else who will listen.
ReplyDelete-Rivky Greenberger
Rivky,
DeleteNice job! Yes, this works for all forms of test prep, not just state tests! It also enhances critical thinking skills as students reason out the validity of their choices while problem solving! Here are 25 points!
Improving State Test Scores
ReplyDeleteTo be perfectly honest, I had to go back and reread this chapter. Being a first grade teacher I only skimmed through it the first time. After the second read, my eyes have been opened. I have now had more than 1 ‘Ah-uh’ moment thanks to this chapter. Page 112 has been ear marked and I’ve already shared some of these ideas with my co-workers. Tricksters, Doofus, double star days, Mighty Oh Yeah!
A definite strength that will be used with my first graders will be the ‘Answer Nows’. This will be a great introduction to reading comprehension. This will enable my students to understand how and why to do a close and careful read of a text by using a ‘Flipper’ or a ‘Returner’. I also believe that the ‘First Step’ structure will be helpful because (clap) students will be able to verbalize their thinking first, or in some cases hear the correct response instead of starting off on the wrong foot.
A possible weakness to the plan as described in chapter 16 is to breakthrough old thinking. Too often I’ve heard (when teaching 5th grade) that test prep isn’t beneficial for students, it is “teaching to the test”, and takes away from instruction time. The example of learning how to play tennis spoke volumes to me. It is important for students to know and understand how the test works. They need to be prepared for the distractors or ‘Tricksters”. Being able to use these strategies throughout the day to get the most practice reps possible will help our students achieve the higher scores the school so desperately wants. This is a valuable chapter that I will be sharing with my co-workers and principal.
Sara,
DeleteYes, you got it! This is not just for older students! Prove it and SIT together are powerful in a classroom! Here are 25 points!
Like many other elementary schools, we strive to motivate and encourage students to do well in their standardized FCAT Test (soon to be PARK). Students can attend after school tutoring. We hold practice test days in the classrooms. Other classrooms adopt testing classrooms to give them motivating posters and treats during testing days. We have fun days leading up to the testing and after the testing where they thematically do things like wear silly socks or hats. Depending on your score, you are even invited to attend a fancy lunch on the cafeteria stage in front of peers. Your teachers even serve the catered lunch in uniform!
ReplyDeleteNeedless to say, this may be fun but I sometimes question how this prepares them effectively for the tests or how it motivates them to do well. This chapter and webcast pertaining to state tests literally made me say “wow!” out loud on many occasions. As a Kindergarten teacher, I do not often think of preparing my students for tests with strategies nor am I expected to by my administration. However, this plan allows me to indirectly teach these strategies with the golden thread of fun woven into the details. I can easily apply the strategy lessons with gestures and critical thinking during my regular lessons. Daily tests can take place during the QTs or Prove It! Games on the carpet or at their seats. I also like how this plan builds upon itself in terms of introducing each strategy slowly and then adding others over time. The different labels for questions like Doofus and Trickster remind the students of the question types and are silly. One of the best characteristics of this plan is that all these strategies are observable! Gone are the days of “use process of elimination” or “read carefully” as a strategy to find your answer. Students visibly show rereading by underlining and then double underlining the reread. Students show process of elimination and metacognition by labeling the question types while considering what they are being asked. This plan also encourages working with your peers to create the question banks and materials to be used in teaching these strategies. Using the SIT wall gives the students a visible reward for their hard work and improvements on a regular basis. This will help sustain their motivation without running the risk of habituation throughout the school year.
After much consideration, there were only a few things I found a potential downfalls for this plan. Granted, I have not had the opportunity to implement it in my class but I feel that it is eerily similar to QAR. I used this plan for test taking strategies when I used to teach fourth grade. It was useful during my class but did not successfully carry over into later grades and was time consuming to introduce. Having said that, this plan sounds like it would be more effective than QAR, easier to weave throughout all lessons, and easier for students to remember throughout their test taking lives. As Debbie Diller says, practice makes permanence”. The other potential problem may be that students are often not allowed to write in test booklets and are transitioning into taking tests solely on computers. We can give them scratch paper for writing their thoughts, but how do you use strategies like underlining or question labeling on a computer screen?
Jennifer,
DeleteGreat post! The transition to computer testing will need to be addressed, but your students are going to be more prepared and more confident for various testing situations when you begin this program at the beginning of the year! Here are 25 points!
The ideas in this chapter certainly can work. As someone who does not deal with state testing, it’s hard for me to speak to this exactly. However, I hear enough from my classroom teacher counterparts to know that a test taking skills unit a few weeks before the big test are not enough. I like the idea of organized daily practice to cement the processes. I think that could make the biggest difference. I see how the testing techniques like Smarty and Doofus, and Prove It! could easily be incorporated into daily lesson. At first, material could come directly from the day’s lesson, perhaps as an assessment strategy. Later the materials could be more cumulative or part of a review. Another strength is that none of these techniques are new to teachers. We’ve been teaching about finding the main ideas, eliminating answers, and “operation words” in math forever. When you put it in this context though, kids sucked right in to the fun aspect. That’s certainly more effective than practice worksheets.
ReplyDeleteA weakness that I see are what to do with questions that are not multiple choice. In my state, our tests are incorporating more short answer. Something tells me that Coach B has not neglected this and I’ll come across a solution later in the book. I am also concerned about how to teach kids to incorporate these strategies when they don’t have a test booklet in front of them. More and more of our tests are becoming computerized which creates a whole new set of problems.
Gwenn Weston
Gwenn,
DeleteYou are right to point out the problem with starting skills review shortly before testing in the spring. Prove it and the SIT start immediately at the beginning of the year. The benefits of this can be seen in student results on various assessments given during the year, not just on the state tests. As we move into computerized testing, we will need to offer our students opportunities to practice their skills here as well. Here are 25 points for you, Gwenn!
This chapter Improving State Test Scores with the Super Improver Team has shown many key points to educating students for standardized tests. One of the biggest points was the tennis comparison; we cannot expect our students to play a great game of tennis when we only allow them to practice a few times a year! This set my brain in motion. Throughout the year, it is expected that we measure our student’s growth through tests that ‘look like’ the state tests, with the end of the year tests being the biggest of measures. Practice is what they need, but we can’t give them a test every day. So how do we help supply the needed skills? We must teach proper test taking skills, analysis, and high order thinking in order to allow these skills to become what is known to athletes as muscle memory.
ReplyDeleteI am a huge fan of the weekly layouts to teach students the skills needed for exemplar answers.
Week 2-6: Prove It! + Show Work is a way to eliminate wrong answers by proving why an answer is correct and the other answers are incorrect. We started using this last year in my math class and this was HUGE! It seemed tedious to the students but it really helped them see how to think critically about a multiple choice question and select the best answer.
Week 7-12: Prove It! + Show Work + Doofus/Trickster/Smarty is a great way to not only have the students prove answers correct and incorrect but then label these answers with Doofus, Triskster, or Smarty. This skill has been taught for years but the names of the answers are fun and engaging! The Doofus is the obvious wrong answer, the Trickster is and answer that is almost right and the Smarty is the correct answer.
Week 13-18: Prove It! + Show Work + Doofus/Trickster/Smarty + Double Underlining adds in a key component to test taking strategies. In traditional test taking, we tell students to underline key information or phrases. This strategy adds to this. Students must read a second time and underline the most important information. Oh Yeah!!
Week 19-36: Prove It! + Show Work + Doofus/Trickster/Smarty + Double Underlining + Headings teaches students they need to fill in the following headings of Key words, key numbers, operations (+, -, x, /) procedures, and showing their work. Only after this is finished is their work finished. Ten Finger WOO!
The drawbacks to these strategies I find would be the time it would take to have students go through each of these steps for each problem on a worksheet or test. While saying this, I also believe that sometimes the amount of problems we expect students to do can be overwhelming. Our current district assessments must match the other teachers’ in our grade level. This would make it difficult to just cut out certain problems. Also, I wonder if this would lengthen the time students are completing the State Assessment. For some this would be great to cause them to slow down, yet others take much longer as it is and they would be extending their time. On certain parts of the test this is okay, but I wonder how they would do on the timed portion. Even with time being a drawback, I will be implementing these strategies since they seem to be so powerful!
Krystal,
DeleteVery good job of detailing this program, but where do you see the Super Improvers Team fitting into the dynamics of this? The SIT cements this. Students are rewarded for visible evidence of good testing strategies. We are always looking for individual improvement! Here are 25 points.
Nancy,
DeleteI find the SIT fitting into this because it is the motivation factor for the children, especially the challenging ones. Most teachers will catch guff from the students asking them to go through these steps. Those students who have nothing to grasp onto other than an atta-boy from their teachers will not internalize this. The SIT will allow for a tangible reward of movement on the Super Improver Wall. This extrinsic reward continues to motivate these students thus they become intrinsically rewarded and continue to strive for more.
Great answer, Krystal! Your kids are going to do great this year in your WBT classroom!!!
DeleteOne of the biggest strengths of this plan is to incorporate strategies and techniques, right from the beginning of the school year, to give students tools to explain their thinking and have evidence to back it up. I like that “Prove It!” requires critical thinking and explaining to push children to be more metacognitive. I have not used that yet with my students, but did love incorporating the "because clapper" to help in this area. My second graders will think the explanations for the different answers - “Doofus”, “Trickster”, and “Smarty” are silly are fun. I think the underlining, double underlining, and highlighting teach the students to go back and really look at the text and the question. Another strength is that these techniques are highly engaging and allow for meaningful practice and review. While I understand that students are unable to integrate these strategies on the computerized MAP(Measure of Academic Progress) tests, I believe the repetitive practice using these techniques gives students confidence that they can answer the questions and tackle challenging problems versus feeling overwhelmed and helpless. It is my goal to help my students rely on the strategies we've heavily practiced in class and encourage them to do their best to apply them on standardized assessments. It is a weaknesses that they can't directly use those great strategies on the computerized assessments, however we can do our best to prepare them to transfer their learning. Tying this into the Super Improvers Team will provide extra motivation and visible evidence of their growth to keep students working hard! I love the Super Improvers Team and have seen its power within my classroom!
ReplyDeleteI look forward to seeing my students use and apply these test-taking techniques, not only to the standardized assessments, but to all tests and quizzes given throughout the year. I think I will see application and transference on both the formal and informal assessments I give within my classroom.
-Shelley Nizynski Reese
Shelley,
DeleteYou'll find that having students evaluate every answer will take them far with their scores. Can your students use other techniques on the MAP like highlighting? If so, you can make adjustments to the "visible reading" to fit the testing situation. Check out this sentence for a tiny writing error. (“Doofus”, “Trickster”, and “Smarty” are silly are fun.) Here are 20 certification points for you!
Ah! I meant are silly and fun! Thank you! :)
ReplyDeleteAnother outstanding chapter!
ReplyDeleteWhile prepping my students for our state I’ve had the same thought, “how can we motivate students to work as hard as possible on an arduous task, if an excellent score means little or nothing to them?” I do teach some test taking strategies but how awesome is that to use the SIT. This will work so perfectly with how we practice for the test.
Again, the weaknesses are minimal, because the strengths are too powerful. However, I see time as an issue. We usually start our review about two months before the first installment of the test. After that, we really don’t practice anymore. I can’t even imagine the look on my principal’s face if I were to say, “I’m going to start practicing for the state test before Christmas.” That being said, do I have to limit this strategy for only the state test? Of course not! Recently, we’ve transitioned over to taking some of the test on the computer, so teaching these strategies can help them in other test taking areas too.
A very powerful strength to this is going even further in the review. By having the students interactive with themselves by clapping and being interactive with each other involves so much of the brain. Then watching themselves climb the levels of the SIT, how motivating this will be for them. We know students need the repetition, by starting with Prove-It and Show Work in the early weeks, then adding to this strategy as the year goes on is a super strength. What a win-win situation for all!
Cathleen Cunningham
Cathleen,
DeleteNice reflection! I start Prove It the second week of school, and go all year! There is no more cramming for any of the tests I give, and the SIT encourages students to participate more fully! Here are 25 points!
After several years of not-so-very-exciting test preparations, I was excited to read this chapter. There are three obvious strengths that stand out right away. These strengths are summarized in the DVR method that was mentioned; daily practice, visual strategies to solve the problems, and rewarding improvement with the Super Improver Wall. Practice makes permanent, and when students practice testing strategies on a daily basis, they will improve, as long as they have the correct guidance from their teacher. Another benefit is that students will also get used to the wording of the questions, since the wording on the standardized tests can be different from the wording used in the classroom. The various visual methods of Prove It, Smarty, Trickster, and Doofus are not only fun, but also teach the students to think carefully through each multiple choice option. The students learn to use solid reasoning and communication skills during Prove It to determine and explain the correct answer.
ReplyDeleteThere are a couple of weaknesses or concerns I have with this approach to state tests. One is the time it would take to analyze each question and its possible answers if the test is timed. Some kids will be able to use the Doofus, Trickster, and Smarty method without a problem, but there are others who would not get through a timed test, if they applied these methods to each question. Another concern is with the writing and underlining in the booklets. In the tests my class take any extra or stray marks would be marked as incorrect.
By Mariaan Carreiro
Mariaan,
ReplyDeleteWell stated! When a teacher understands the conditions of the test the students are preparing for, he/she can model a variety of strategies the students may use to analyze and problem solve. I can personally say the WBT strategies, when started at the very beginning of the school year and used frequently each week throughout the year, will make a world of difference in your students' approach to testing. Here are 25 points.
I believe the strengths of this ‘Improving State Test Scores’ system become obvious fairly quickly. First and foremost the students are getting repeated practice on test questions. Secondly, the practice is scaffolded to allow students to become better and better at answering test questions. All of these successes are evident in relation to the Super Improvers Team. Lastly, there are ways to make these practice sessions into games. What a great way to take something usually so mundane and actually increase scores!
ReplyDeleteThis will be my first year trying to implement this particular element of WBT. As a teacher prepping for the school year, here are my concerns. I’m not sure they would be considered weaknesses of the plan but could be common casualties of why teachers with plans do not get solid results. The first thing that comes to mind is the simple fact of time. If these questions are supposed to be practiced daily teachers will need to create these questions in advance in order to ensure they get implemented. The other thing teachers will need to keep up with is the Super Improvers Team and making sure students see success within their practice. As mentioned before I don’t see it as a weakness of the plan per se but I feel this plan in particular needs to be thought out and prepped a fair amount ahead of time in order to be successful!
-Jason McKinney
Jason,
ReplyDeleteNice reflection! You have recognized the importance of prepping for this activity, and initiating this as a daily activity at the very beginning of the school year! Here are 25 points!
What is the key to improving state test scores? That’s easy, it’s stated in the first sentence of the chapter. Practice! Practice! Practice! I love the tennis analogy and plan to explain why we practice to the students with a sport analogy. Middle school students sometimes need the reason why. This chapter is a gold mine when it comes to ways to improve students’ test scores. I love the “prove it” method the best. It has the ‘because clapper’ which helps student reasoning, which leads to critical thinking and the other strategies are built on “prove it”. Starting early with the practice is also a key component to high-test scores. I tend to put off real practice with sample questions until a month or two before the tests. Daily practice all through the year is a big part of the procedure. This is where my weakness would come in, which would be time management. I have just 48 minutes a day with each class and I’m not sure how I will implement this strategy. I do see the need for constant practice and my goal will be to practice at least three times a week.
ReplyDeleteI have noticed in other posts that some are worried about taking the tests on the computer and using the underlining method. My students also take tests online. I plan on teaching the underlining with imaginary lines using the pointer finger. When I see my students using the pointer finger, I will know they are reading some key words or phrase in a passage. Then I will teach them to use the first two fingers to go back and re-read important information. When I see the use of the pointer finger and/or the double fingers I will praise and reward stars on the SIT for re-reading key information. I love how easily WBT can be adapted!
Kathy,
DeleteTime management is always an issue, but it sounds like you have a great plan. I like your idea to keep the underlining method by using their fingers rather than pencils while on the computer! Here are 25 certification points!
August 15, 2013
ReplyDeleteSIT and State Test Scores
The first time I read this chapter I originally went into it thinking this one won’t apply to my kids because 1st graders don’t take state tests. However, they are taking a computerized Primary MAPs test three times a year. The students also take weekly spelling, reading and math tests in our classroom. Last year was my first year teaching 1st grade. I had sent home practice spelling sentences for the kids before our spelling test on Fridays. One of the other 1st grade teachers told me, “Oh, the first grade team decided a few years ago not to do that because that is teaching to the test.” After reading this chapter and the tennis analogy, hello… we can’t expect students to know what to do if we don’t teach it and allow them to practice!!!! I can’t wait to go back to school and discuss this chapter with my 1st grade team. This was a big Aha moment for me!
One of the strengths I see using the strategies described in this chapter, students will be increasing their critical thinking skills with the practice suggested in this text. Initially when I read in the book that it suggested 20 minutes a day of practice, my first thought was I don’t have the time. Then when Coach B broke it down to 10 minutes of reading and 10 minutes of math, I know I can make the time for it. Employing the Super Improver Team with the practice sessions will keep my kids engaged and working hard to demonstrate their improvement. Another strength I see in this plan is the timeline. I love how Coach B detailed the timeline and what to practice each time period with the students. For a beginner like me, this is very helpful. I have always had my students show their work when answering math questions, however, I’m excited for them to use the Prove It! strategy. For example, they have to explain why the answer is correct and incorrect. Building oral language skills in math will help them when they need to document their reasoning. Introducing the Doofus, Trickster and Smarty element will add some fun, chuckles and elimination skills for the students when they are choosing the correct answer on the multiple choice questions. Having students learn the Double Underlining strategy, will help them in identifying key information when reading. I am hoping they will take this strategy to the computer test as well. They may not be able to underline the important stuff on the computer but they could point to the key pieces as they read the passage with their fingers or the eraser side of the pencil which is provided. Whether we are striving for the state tests or everyday tests in our classroom, the skills the students will learn and practice in this chapter will be helpful for them across all grade levels and all tests they will be given.
The only weakness in this chapter is the students are unable to underline and label passages when taking a test on the computer. As I stated, our school gives the Primary MAPs test three times a year and it is all computerized. However, I believe we can take these strategies and help the kids learn how to adapt them when taking a computerized test.
Terri,
ReplyDeleteYou are right, the students will be increasing their critical thinking skills when they use these strategies. I hope your team will reach an Aha! moment too, just like you did!
Here are 25 points for a great post!
In the past, I have only sprinkled test-taking strategies throughout the year with a major push as we get close to the test. It makes much more sense to practice a little bit every day up to and through state testing. I like that this plan is already broken down into a timetable for me. So I can give students just a little bit of instruction on one skill, then we can practice it before we move on to another skill. This plan also supports the common core testing, which will be implemented soon. Students will have to offer support for their answers rather than simply making a choice. I like that the students have to prove their answers not just for testing benefits, but it also supports their critical thinking skills. Then, I can continue to encourage them with the SIT. The students can earn stars for accuracy showing their work, and the evidence they use to prove their answer.
ReplyDeleteI only see one weakness for me personally, and it reflects on me as a teacher, not the plan. I teach middle school science, so I have a very limited time with my students. In the past it has been hard for me to find the time to teach the students test-taking skills while also covering the curriculum. We have a lot of material to cover by the time the state testing takes place and I have been bad at scheduling time to practice test-taking with my students. Hopefully, this year with the whole brain conferences I have been to, and becoming a stronger teacher overall, I will be able to take time for the test-taking skills instruction throughout the year. Then, I know it will be easy to have the students practice the skills during their daily warm-ups. It definitely helps to have a schedule outlined for me. Now I just need to stick to it!
Erin,
ReplyDeleteYou are right, this strategy does help support their critical thinking skills! I agree, it is frustrating when you only have the students for a short period of time during the day. But, in the long run, that little bit of daily time for test preparation will pay off as they prove what they know (and what you have taught them) on their tests! Here are 25 certification points!