Tag Archives: Reflection

End of Year Survey – 2015, Part 2

Here’s part 1.

I like to ask open-ended questions on surveys to see what students are really thinking. Sure, it sometimes feels icky getting those “yore a rlly bad teacher!” comments, but often the students who don’t like your class as much offer good insights.


 

WHEN did you learn the most in my class?

The first question I left really open ended. Some students asked for clarification, but I was unhelpful because I wanted them to say whatever came to mind.

Here are some of their responses [1], unedited:

I learned the most when I was given equations instead of having to figure them out.. Which was not very often.

I really enjoyed the projects because we would use what we learned from the class and apply it to our work.

I would have to say during group work or hands on experiences. Working in groups helped me when i was stuck on a problem and we all helped each other out.

I learned the most near the end of the year where I had to pass the exams.

I learned the most when we did activities that involved the lesson and used it in the real world, i could apply it and it made sense. Also the whiteboards and trying to figure out equations and make graphs. Then the project of us using our knowledge and applying it. I finally see math outside of the classroom.

When we did problems in packet or on paper, but definitely not on projects or on the iPad. (Physics)

When there is a few students In class. Quite and no loud noises.

1st Semester, then the learning went downhill after that point in January.

Doing labs during the second semester.

with the student teacher

Sessions. I kind of am a quick learner but I loved helping teach standards.

I learned more when Newman allowed sessions about a topic. Getting another persons input and perspective helped a ton because it was like repetition; I got to learn the same topic twice but differently so it helped me learn it more.

How to Finally do Stoichiomety!!!! And everything else I feel like a real chemist!!

When we did labs of any sort I’m more of a hands on person so that definitely help me.

When we do the lab

I learned a lot by doing labs.

I learned the most when we would do the block lesson. even though it took me a while to connect the math the the “real world”, I was able to understand math in a whole another level. It also helped appreciate math.

I learned best when the entire class worked on something together or when you wrote stuff on the board and we kind of all worked at one pace. I don’t like the indidual packets or working in pairs because everyone always has questions and you’re only one person so it’s kind of hard to answer all these questions at one time. Then others have to wait then they sort of get distracted. Essentially, working as a class is super good and helpful.

Taking Notes.

Being in the front row

Thoughts on these before I move on. I was surprised at how many of my math students said something about “appreciating math” or “seeing math outside of the classroom”. That was a goal I’ve had for the past few years, but sometimes I forget why I’m doing 3 Act lessons or other math “adventures” in the middle of the year. It’s nice to see some students get something more out of it.

Students seemed very split on whether labs/activities vs. note-taking/teacher-centered instruction. Since I already have an opinion on this, I come biased and want to ask the question “are students in the best position to determine which of these methods work best on themselves?” Perhaps not, but their opinion certainly should count for something. It’s a good reminder that my goal shouldn’t be student-centered instruction for the sake of student-centered instruction, but because it’s a better alternative to teacher-centered instruction. Until I have that mastered, perhaps some (much?) of my class should still involve me delivering information by explaining to the entire class at once.

I can also move my Chemistry class to being more lab-centered. Yes, we do a lab every week, and the quizzes are on the same topic, but only recently (this year) have I started incorporating information from the lab directly onto the quiz/standard assessment. The more these are connected, the more connected my class will be and the more students will appreciate the labs and what they learn in them. I’m learning.


 

What do you think of Mr. Newman’s grading system? [2]

Honestly I thought it was pretty dumb if you’d failed one (E) quiz, then technically your failing the class. But I guess things ain’t easy and things can’t always go the way you want it to go. But other than that it’s okay.

I like his grading system because you can retake the ones you failed. Gives you back your quiz,and shows you what you did wrong.

It’s alright, some thing I am not used to

I think its a good system, I personally like it. Its simple and accurate. Thumbs up!

Terrible. I liked how you can retake quizzes but it would’ve been easier to be graded normally because more people would actually pass.

I like the grading system at times but also dislike it when a single 1 can cause my report card to have a incomplete.

I like but the thing to make me love it is get rid one the thing where if you get one 1 on a quiz you fail the course? To me that’s just dumb and border line blah blah

I like the way the grading system is because it helped me to do better in the class and know that the next time I did a quiz retake I could understand it more.

I love it, it helped me keep up and stay on track, and made me work harder, which helps when college comes around

Risky and hard I get afraid to retake test. I feared that I woud mess previous ones. I have a hard time remembering all formulas and rules.

I don’t really like the grading system because it doesn’t really give me an accurate percent of what my grade actually is.

I understand the system but I don’t agree with it

Very simple and easy, especially how the students can re-take quizzes to improve.

Newmans grading is cool. It’s not that stressful as having a regular grading system because I think it keeps you on top of your grades.

I like it. The fact that we can re-take and bring our grades up is wonderful.

Keep the same grading system for the next year students. Better than receiving a letter grade and failing the class more easily than giving us a chance to better improve the skills needed to master the quizzes.

I like it it’s makes class challenging

I like it in the way that i have the opportunity to try again….however i hate that it is just one two or three. I feel that it does not really give a good feel to see if the student knows the standards. like if a problem only has three problems on it, that does not really give a good sence of if the student knows the materials……because as in many of my cases i worked hard, understand the materials but i could just not get the problems correct.

I like it but it’s tough/frustrating not able to see your letter grade until the grades are finalized. [3]

I don’t like that if you get a 1 on one esentual standard you fail the class

It works for this class but it is a little bit to broad in the fact that there seems to be a big difference between two and three grade wise but not in terms of how many questions you answered correctly on the quiz. (i.e. getting one wrong is an automatic 2)

Great at first then I started hating it because if you miss 2 then you fail which is not fair at sometimes.

It’s AWESOME!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

I have mixed feelings about it. I really like how you can always retake tests and stuff but when we don’t understand one topic or we don’t do good on the quiz, we fail the whole class.

I absolutely hate it. I hate active grade and would like to see my grades where the rest of them are.

The numbers are simple but I like knowing the letter grade, however i like the many chances to fix it because the pressure of not getting a good grade and thats it is gone, it challenged me as a student to take responsibility for my grades and improve then.

Amazing. I think it’s the best. It is more based on knowledge than work

It’s stupid

I love it!

Thoughts. It always surprises me how polarizing a grading system can be. Most students either hate it or really like it. Many of the students focus on the “fail one standard and you’re failing” but perhaps that’s what’s wrong with our “normal” grading system: you can do well enough on some topics that they act as a “buffer” and you’d don’t really need to know certain information in a class in order to pass the class. I like the philosophy of this approach better, even if it translates as being “picky” to students.

Students seemed to focus on the re-taking part, and they all appreciated that. If it means that they’re learning the material then I appreciate that they appreciate it.

I’m surprised at how many students got the idea of “taking responsibility for your grades”. It’s not that they can’t do that in a traditional grading system, it’s just that SBG shoves it in their face and says “do something about this!” I hope this translates to them realizing they can take control of their grades in other classes, too.

Lastly, I’m also struggling with this balance: make quizzes shorter so I can grade them quickly and get them back quickly vs. make quizzes longer so they cover all the material on a given standard. This goes along with the question from the last post “was it clear what you had to do to get a 1, 2, or 3?” I think I’m going to have all quizzes have 3 questions (some might have 1.a, 1.b, etc), and roughly getting 1 right is a 1, 2 is a 2, 3 is a 3. I say roughly because I still want to consider work shown and right ideas vs. mistakes made. I think the answer is not to make longer assessments, but make sure I reassess standards later and often, with the sum of the assessments making sure to cover the standard. I’m also considering a change in my grading program: their grade would either be the mode (doable when all the grades are a 1, 2, or 3) or the latest grade, whichever is higher. This rewards repeated success (students who have really learned and remembered the material over time) but also doesn’t bury a student under a “this is now un-achievable for you” system (too many 1’s and the student would have to re-demonstrate an impossible number of times).

Wow, that was a long ramble. Last question.


Next year I’m thinking of requiring students to turn in HW before they’re allowed to take a quiz. Reactions & thoughts?

Yes, you should do that because most of us this year don’t even do our homework. I think if they do there homework they will do better on there quiz.

It’s a great idea because then students will be able to have their homework turned in on time. And can take the quiz knowing somewhat a majority of the quiz.

I don’t know. It might work but it might hurt a lot of students. The end result might be really good and help students take time to study.

That is not the best thing because people wouldn’t have their homework to turn in. Actually there are a lot of people who don’t necassarily do the homework and still understand what you are teaching. It would be a Waste of time to assign homework to those who already understand it, they would become bored and uninterested in your class. Maybe offer the homework to be turned in before a quiz for extra credit points.

nope. nope. nope.either use homework as credit or don’t. i think this system would get students caught up with tests that need to be taken.

Cool cool cool

I think it will be good to know they’re ready for the quiz and that they’re not guessing. And they’ll know if they’re ready or not also. But if that’s why you do it then the homework needs to be more similar in difficulty as the quizzes so they don’t come to the quiz and have no idea what to do.

I think that homework should just be included in studying. Some people may need to study for every quiz others might not need to study at all. In other words everyone has different study requirements and requires a certain amount of studying seems unfair to those who need to study less.

I’m not sure. Homework is a really good idea because doing it has so many benefits, so I think that you can assign homework but not collect it because it gives people the responsibility to do it on their own, if they fail its on them because they have the resources to know the material.

No, I found option homework to be beneficial because it allowed me to focus on what I needed to learn, not what was required.

No, its better if they just take it and learn from the most common mistakes taken of the quiz for the next upcoming quiz; just wing it, learning the mistake and continuing off of what went wrong. Better help the class is to give different alternations of the problem, like a rubix cube, the students need to see different variations of the problem before tackling it. (Ex. Equations – Give them the normal style, then a reversed, then a completely overhauled equation, etc.) A lot of us better understood the subjects, only by seeing it another way, then another, then another.

Homework would be good because I know homework helps me with math .

I would love to have had that this year. It would have given me motivation to do homework and actually study. And I think it would help you to see what the student would need to work on and what they don’t. It would help everyone as a whole.

I don’t think you should make them turn in HW for every quiz. Maybe only the hard lessons. My reasons being is sometimes you just get the stuff really fast and it’s easy for you. Some days you might get a lot of HW but don’t get around to finishing the chem HW to take the test. So I think that might cause some anger/stress even.

Good for you! Good job!

It’s a good idea because when you gave us homework I did not feel like I had to do it because it wasn’t going to count against me.

This will be a lot better for me because it will prepare me before my tests & refresh my mind!

It sounds like a good idea because then homework would actually be required. Now it sort of isn’t and it isn’t graded meaning students don’t really have to work for a grade but in the long run it really does help them with quizzes. Making homework count for something would really help with quizzes and overall grades.

No don’t you dare think of doing that.

as i am a senior i do not really care….however i do think that that is just putting more work on you and if the student really cares about doing well in the class they will try…you can’t push everyone to excellence if they do not want it. so in conclusion to that i don’t really think that is a good idea. [4]

There’s no need for that because their already studying to pass the quiz, and homework may help them study but it would further complicate things for most students

I say let the students choose to do the homework or not. It is their study plan. I don’t turning homework should be required

That isn’t cool. There are students who do just fine without the homework. I know for me, I would never take any quizzes

Thoughts. I agree with and am wary about the “busy work” problem. I don’t want students doing busy work if they quickly grasp the material. Then it’s on me to create opportunities for them to go above and beyond (and make these opportunities attractive) with the material instead of busy work. However, I also believe that this is a particularly small percentage of the class and will not be a big a problem as it may seem at first glance.

I’m also wary of doing this because I believe students need to see HW for what it is: practice and studying. This is what is going to prepare students for future classes, not requiring HW prior to taking assessments. However, looking back, I “feel” like 5-10% of my students learn this fact while I’m teaching them (the rest either already know this or, more likely, didn’t learn it). In contrast, only 5-20% of my students even do their HW on time, so if I require it, that’ll jump and students will be more ready for the assessments as a class.

Unfortunately the one thing the class agreed on was the statement “most of us did not do the HW because it was not required”. Which means despite those few wonderful, beautiful students who “got it” with SBG this year, most students did not connect doing their HW with doing better on quizzes. Part of that may be that my HW didn’t look the same as the quizzes. That’ll be up to me to fix for next year, especially if I choose not to require HW prior to taking assessments.


 

I did have one more question: “Anything else you would like to tell Mr. Newman?” I like to give students a chance to express themselves to me. I do enjoy many of these comments so perhaps this is a selfish question, but sometimes their answers are enlightening.

 

[1] These are for both chemistry, precalculus, and physics, all mixed together since the survey was anonymous. I could sort them out, and probably should do that, but for now I’m just looking for overall themes. I do teach those three classes in three very different ways.

[2] I use a variation of Kelly O’Shea’s Conjunctive Standards-Based Grading. All students must pass essential standards (roughly half of the standards) and the rest of their grade is based on how well they do on the remaining standards.

[3] The students can’t see it easily. I did share the “formula” with them this year, but students didn’t feel like doing the work to calculate their grade. They want to click one button and see one letter that somehow represents all of their knowledge on a topic.

[4] THIS is why I must do something drastic. I still (perhaps naively?) believe you can push everyone to excellence.

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End of Year Surveys – 2015

Each year I give students a survey[1] to improve my teaching. Each year I’m also tweaking what questions are in the survey. Here are students’ responses.

If you use Google Forms it will automatically give you cool charts and graphs from the data.

2015 Survey Analysis (1)

Similar to last year, most students fell in the “a little too fast” to “just right” range, which is what I want.  Ideally students are pushed and stretched just outside of their comfort zone so perhaps I’d like a few more in the “a little too fast” category, but I can’t complain.

2015 Student Survey (2)

I also wanted to know how to best help students study. The above question was “checkboxes” so students could pick more than one. I’m impressed that every option (even textbook) had at least 12 students selecting it. It also helps me focus on the parts that most students find most helpful.

2015 Student Survey (3)

One focus I wanted to have for next year was for students to know how to get a 1, 2, or 3. I thought I did a terrible job of this (I would have given myself a “not very clear” at the best), but apparently students had a fairly good idea of what was necessary to get a 3.

Next post will include the open-ended questions.

[1] Previous reflections: here, here, and here.

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Student Feedback: Haha

I have way too much grading to do to be blogging right now, but our principal just offered students the chance to comment on our courses.  I try to do this at the end of each semester, and make it anonymous, but I never thought to use Google Forms before: I suspect the students were worried I could ID their handwriting (which is probably true, though I wouldn’t try unless there was something offensive).

Therefore, I have all these insightful (and some not so insightful) comments that I just HAD to put a few out there.  I don’t even know who wrote these, so I don’t think it’s a breach of privacy to post these where they’ll just be even more anonymous.  Without further ado, here are some of my favorites, and my initial reactions to them:

What are the major strengths of the Instructor?

Organized. Hands on.

Interpretation: yay, they enjoy/like/notice the projects.

He thoroughly explains the material and makes sure that we know it. He’s willing to explain the material when we don’t know it. And is VERY patient.

Flattery doesn’t work when I don’t know who you are, but these confidence boosts are often needed when teaching…

I like how Mr. Newman has these study sessions after we take a quiz.

Score one for sessions!  Thank you again, Amber!

Flexibility and Courage

Very interesting.

The subjects and units move at a good pace that isn’t too fast or too slow. The class is also changed around so it does not become boring or repetitive.

You know how usually you feel like you’re either too fast for the bottom 49.5% and too slow for the top 49.5%?  My first thought was “oh, this comes from the middle 1%”. Hopefully it’s bigger than just 1%.

The labs are fun to do. using the Ipads is cool because the apps can be helpful.

Yay, iPads.

Really funny, cool, smart

Is “cool” something teachers should strive for?  Debate in the comments below.

able to convey great amounts of information to students in a short amount of time

Why do I get the feeling this “positive” comment is going to bite me in the butt for the “negative” question?

The instructer was pretty straight foward and is really organized on what he wants to do. and he goes on with whatever he planed. i like it when quiz are given and how the points are given.

I’ll forgive the spelling since they were typing on an iPad.  And now score one for the Tiered Assessments.

He knows what he is doing. without really thinking about it and has lots of examples

Not sure if that’s a compliment or a hidden insult.  Hopefully they recognize that I think while I’m teaching…

So those were the fun comments–now for the tougher ones.

What are the major weaknesses of the Instructor?

PP points
Kind if talks to fast

Okay, I’ll ignore the “if” for the same reason above, but I think the PPs are the best thing I’ve done this year, so I’ll have to think about that some more.

Talks too fast. (North Carolina thing?)

NC thing?  Not sure about that (they’ve clearly never been there…).

Taught lessons too fast, needs to explain more

Okay, noted.

Talks a little to fast.

Got it.

Talks too fast, I think it is a Wake Forest thing.

Hey now!  A little too personal there…

he talks really fast. he gives too much quizes.

I’ll give you the misspelling due to the iPads, but not the “much” instead of “many”…

-moving to fast

Okay, so yes, I’m seeing a trend.  I’m not sure if it’s because the students discussed their reports as they were giving them, but I received a “talks too fast” or something like it on something like 45 out of the 51 students who reported.  Yikes.  I’ve got a plan I’m going to implement tomorrow, and hopefully blog about afterwards.

He has no weakness… He does not show fear.

Haha, wow, some of my students…

The projects

So some students like them, other don’t… got it.

talks to fasttttt!!!!! and expects to much out of us when it comes to work

I actually consider the 2nd part of that a compliment.  Bwhahaha.

He talks to fast or too confusing at times and keeps asking me to join the tennis team.

Oops.  Guilty as charged.

Sometimes overly gratuitous, although a necessary by-product of higher involvement.

Wow, very well put.  I actually will also take that as a compliment, though I can be meaner if you’d like…

We never use the book, I think it would be good to reflect on the book and what its really saying. Some lectures make since but some don’t make since.

Another interesting point of view.  If they take Physics next year, they’re going to be sorely disappointed in how very little we use that textbook…

We should use the book more often and the notes sometimes seem to simple when i read them.

You’re part of the 49.5%, aren’t you?

He is ugly and stupid. Talks too fast. Is a bit impatient.

Haha, and then there are these students.

   The class is so big that it’s hard for him to help every individual person. If I need help I either won’t get it, or it will take a really long time to get it.

So true.  Wish I had more control over that, but I’m glad you recognize the source of the problem.  This is from my largest class with only 22 students!  I’ve very apprehensive of the day that I go back and teach at public school…

Assumption of excessive knowledge of the pupils.

That could be taken one of two ways: “I hold them to a high standard” or “I don’t scaffold the material enough”.  I’ll watch out for both (the 1st option I consider good, 2nd not so much).

What do you suggest to improve the Course?

More notes and more fun games! Well he doesn’t need much because everything was perfect!!

Wait, which do you want: more notes or more fun games?

Less participation points required. We get the whats being taught, but the participation points distract us from getting homework and other assignments done.

Much better put than others who simply say “PPs are stoopid”.  I’ll have to mull over this more.

We need more laws.

Okay, uhhh: no chewing gum in class.  There, that better?

“More Cowbell.
..
….
….and talk slower”

Totally agree.

explainthings alot more well to understand.

I’ll try, I really will…

cancel pp points they are a waste of time and brought my grade down. i dont feel like i gained anything by doing them.

Yeah, read what the person above said.  Side note: If PPs brought a student’s grade down, then they simply didn’t do any work on them.  I’ll listen to the complaint “I do them but am not learning from them”, but I won’t listen to “they take too long” (30 minutes a week is enough time to finish them) or “they brought my grade down”.

   Make the classes smaller…

I’ll try to do what I can…

Set up a blog and let students ask question on stuff like homework or any question. Then either the teacher can answer or so can the students.

Great idea!  I almost have something like this, but I can definitely modify it to fit this need.  Wonderful!

Give more options for participation points like more papers to work on more khan academy.

Clamoring for more KA??  Yeah, it is for some people.

More real life applications to breakup the tediousness of some of the ideas such as stoichiometry.

Yeah, I agree Stoichiometry is one of those tough ones to relate to “real life”.  Sometimes you have to go abstract, but I’ll keep an eye out.

have more fun.

I guess I could take that as either “class is boring, we should do fun stuff” or “we already have fun, we just want moar fun!”  I’ll assume the 2nd.

wazzzzzzzupppppppp

Not much, what’s up with you?

Conclusion

Wow, that took too long and I’m sorry it went on and on.  Hopefully it was a fast and entertaining read, but it was helpful, if for no other reason than I talk too fast and need to fix that.  But I have ideas.  Now I’ve got to go grade.  Ugh.

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