Iyanuoluwa Akinrinola 21st Century Learning, Advocacy for change, Anti-Racism, Assessment and Evaluation, Before School Starts, Building Inclusion, Constant Learning, Differentiated Instruction, Diverse Learning Needs, Inclusion, Inspiring Teachers, Professional Learning and Growth, Social Justice

Culturally Responsive Teaching and the Brain

“Culturally Responsive Teaching and the Brain” by Zaretta Hammond (2015) explores the intersection of culturally responsive teaching practices and brain research. The book delves into how teachers can better engage and support students from diverse cultural backgrounds by understanding how the brain processes information and responds to different instructional methods. It addresses the critical need for educators to acknowledge and embrace students’ cultural identities and backgrounds while fostering optimal learning experiences in the classroom. This book offers valuable insights into how educators can effectively engage diverse learners and create inclusive learning environments.

Cultural Diversity and Educational Equity:
The book begins by highlighting the importance of cultural diversity in the classroom and its direct impact on educational equity. It discusses how students from various cultural backgrounds bring unique perspectives, experiences, and learning styles, which educators can leverage to enrich learning. Hammond emphasizes the significance of understanding the cultural influences that shape students’ cognitive development and the role of educators in acknowledging and respecting these influences.

Neuroscience and Learning:
In the following chapters, the book delves into neuroscience and its implications for teaching practices. Hammond presents research findings that shed light on how the brain processes information differently based on cultural background and experiences. By understanding these neural mechanisms, educators can tailor their instructional methods to match the diverse needs of students, thereby optimizing learning outcomes.

The Cultural Learning Framework:
Hammond introduces the Cultural Learning Framework, a practical and evidence-based model designed to guide educators in implementing culturally responsive teaching strategies. The framework provides insights into understanding cultural norms, community dynamics, and the impact of stereotype threat on student performance. It also emphasizes the role of the teacher as a cultural broker, fostering trust and building strong relationships with students and their families.

Culturally Responsive Pedagogy in Practice:
The book explores various culturally responsive pedagogical practices educators can integrate into their classrooms. Examples include incorporating culturally relevant texts, integrating students’ cultural practices into the curriculum, and promoting collaborative learning to encourage cultural exchange among students. Hammond emphasizes the significance of teaching students metacognitive strategies to develop self-regulation and critical thinking skills. Hammond provides practical examples and case studies throughout the book to illustrate how culturally responsive teaching and brain-based strategies can be implemented in various educational settings. The author emphasizes teachers’ continuous growth and development in their journey toward becoming culturally responsive practitioners.

Implicit Bias and Stereotype Threat:
Addressing the prevalent issue of implicit bias and stereotype threat, Hammond highlights these factors’ negative impact on student’s academic performance and self-esteem. The book offers practical guidance on how educators can identify and mitigate their biases and create an inclusive and supportive learning environment that fosters student success.

Professional Development and Teacher Training:
The book underscores the need for ongoing professional development and teacher training to equip educators with the knowledge and skills necessary to implement culturally responsive teaching practices effectively. It advocates for school-wide efforts to promote culturally responsive education and create a collaborative and supportive learning community for teachers and students.

Culturally Responsive Teaching and the Brain by Zaretta Hammond is an indispensable resource for educators and educational stakeholders seeking to create inclusive learning environments and improve academic outcomes for diverse student populations. By bridging the gap between neuroscience and culturally responsive teaching, Hammond offers practical and evidence-based strategies to nurture all students’ cognitive, emotional, and social development, regardless of their cultural backgrounds. Embracing cultural diversity in education empowers students and contributes to a more equitable and socially just society.

Kelly.McLaughlin Assessment and Evaluation, Celebrating Success, Communication with Parents and Guardians, Report Cards, Reporting, Start of the year, Year End Reflection

The importance of goal setting

A few years ago, I wanted my students to have a deeper understanding of what each learning skill meant so we dissected them as a class. The one we struggled with the most was “self regulation” as it was the only one students hadn’t ever understood. All of the other learning skills were easy to understand as the meaning was in the word but for self regulation, there was no prior knowledge.

 

We looked at a few different documents defining the learning skills and got a better understanding. For that reason, each year I have my students work on setting goals and creating steps to ensure that it’s possible.

 

Each Monday, my students start the morning off by writing a goal for the week. This goal is usually related to school work, relationships with peers, personal life or about something that is challenging them. Throughout the week, they take steps to try to reach that goal and then the following Monday, they write down if they reached that goal or not. Students can share each Monday if they reached their goal or not and what their next goal is. This is optional as goal sharing can be very personal to the student.

 

Then, before term one and term two report cards go home, I ask students to count how many times they met their weekly goal. That determines part of their self regulation mark. I have a lot of students who comment during the week how they are working hard towards their goal and that extra motivation helps them succeed.

 

I also had a student write her entire speech for our school speech competition on the importance of goal setting and how it can help you achieve your dreams. She made specific reference to how setting weekly goals each week helped her achieve bigger goals. I was so excited to hear how this helped her!

 

In addition to these small goals, in September I ask all my students to create one big goal for the year. The goal has to be something that they want to achieve by June. Goals range from:

  • Getting a grad award in June
  • Getting an 80% or higher for report card average
  • Socializing with new people
  • Coming to class each day 
  • Trying out for all of the sports teams
  • Winning athlete of the year 
  • Joining band and sticking with it
  • Winning the most improved student award

 

The list goes on and on. Last week I asked students to reflect on their goal from September and to write about whether they reached it or not. Some students are still unsure as the year has not ended but they reflected on if they think they will reach it or not. Many students have high hopes that they have reached their big goal and can identify at least three or four reasons why they may have reached it. I can tell the students have a lot of pride relating to their goal and are excited to see if they reached it or not. I can say that out of my 25 students, more than 75% achieved the goal they created in September by June. 

 

I look forward to continuing this activity each year as I know goal setting is a big reason why I am where I am today. Having something to aspire towards is sometimes the motivation needed to get through a challenging week. 

Kelly.McLaughlin Assessment and Evaluation, Combined Grade Classes, Curriculum Planning, Literacy

Not your usual reading groups

Recently I have been working a lot with flexible grouping in the classroom since I have been experimenting with Liljedahls’s thinking classroom in math. But flexible grouping does not need to stop in math, it can work in your literacy classroom as well. 

I know most of us are used to ability groupings when it comes to literacy centers but recently I have been using random groupings in the literacy classroom. I wanted to take you through a quick journey of my literacy centers. 

Our focus as an intermediate team this year is reading, more specifically fluency. We are happy with the comprehension of our intermediate so we are digging deeper into their actual reading fluency. For this, I decided to allow each student to select a novel. We discussed what to look for when selecting a novel and what to do if we end up deciding we dislike that novel. Students are welcome to return the book if they do not find it intriguing enough. Once they have selected a novel, we read for about 15 minutes during our literacy lesson. Then students can answer one question related to their book in their language duotangs. These questions are centered around vocabulary with a small percentage based on comprehension. Students keep a vocabulary journal to write down any words they are unsure of. They then have to define them and use them in a sentence. 

While my students are doing this, I take three random grade sevens and three random grade eights. I use a random name generator. Students then read one page from their book in a circle with myself and their classmates. I use this as a fluency mark. We then discuss their books orally including questions such as:

  1. If you could read any of the other books in this circle other than yours, which one would you read and why?
  2. Were there any words heard here today that you are unsure of?
  3. What would you rate your book so far out of 10 and why?

This random grouping makes all students feel comfortable as they can tell it was done randomly and that they are all created randomly. They also feel confident in their abilities as they get to work with students whom they may view as a stronger reader than them. The fluency skill is still being assessed but in a way that makes all students feel equal. I enjoy getting to work with each student in my class at least once a week as I meet with all students (five days x six students per day). I think my students enjoy the personal connections they get to have during these groups as well. Also, some of my students who usually sit at their desk with their book shut are now participating in literacy at least once a week as opposed to not at all.

I encourage you all to try random groupings in your literacy classroom to increase confidence!

 

Kelly.McLaughlin Advocacy for change, Assessment and Evaluation, Challenging Topics, Communication with Parents and Guardians, Mental Health, Report Cards, Reporting, Student wellbeing, Wellbeing

Report Card Feelings

Last post, I discussed mental health activities and one was discussing report card feelings. I went further into the topic with my class and thought I would share the results of how that went.

Today was the day that report cards went home with students so I took a moment to re-read their brainstorm list of ideas about how they felt regarding report cards. I also asked today that if they felt comfortable, they could raise their hand to show how they were feeling. I thought it would be important to look around and see who was raising their hands for the positive feelings vs. the negative ones. It was not what I expected. Students who put up their hands for the negative responses were not necessarily the students who had reason for concern. We cannot always assume that the students who participate the most/ try the extensions etc. will feel positive about seeing their report cards. They may have the highest expectations for themselves of everyone and with that, their parents may share those expectations.

It will also be important to talk to my class Tuesday after they have read their reports, discussed them with family and have had time to reflect on them to see how they feel. One number/comment to summarize all their efforts in a subject can often feel defeating so I want to address those feelings next week.

I thought it would be meaningful for all educators to see the results of the question “How do report cards make you feel?” My class sorted all of the feelings into either positive feelings or negative feelings.

Positive Feelings:

  • I feel good
  • I feel okay- I like knowing my grades
  • I love them
  • It’s okay
  • I get proud of myself to see how I did
  • Exciting
  • I feel proud of myself when I get good marks
  • I like reports because it shows how good you have been doing
  • BEST THING!
  • Decent
  • I feel excited to see what to improve on
  • I feel good about it
  • I feel okay seeing my marks
  • It’s okay I guess
  • I feel good and alright

Negative Feelings:

  • I feel bad
  • I feel nervous
  • I hate them
  • I do not care about them
  • I am scared
  • I feel terrible, it’s scary
  • I am scared about when I get my report card
  • It is horrifying because I do not want my grandparents to judge me

We agreed as a class that we were happy there were more positive feelings than negative. We know that these feelings resulted from past experiences and could change based on what to come. But, as their teacher, I need to think about where to go from here. There are so many great podcasts, inservices, articles and books about how to approach report cards. The negative stigma around them will always be hard to shake because so many students struggle with feelings proud of their efforts. I hope this year to help shake those feelings and help students feel proud of what they are doing, regardless of what it all averages out to be.

Will Gourley #hybridhurtskids, Assessment and Evaluation, Challenging Topics, Constant Learning, Differentiated Instruction, Emergency Distance Learning, General, Modern Learning, Reporting, Teaching online

tracked and filed

My reports are completed. One hundred and ninety (190+/-) days of teaching, tasking, note taking, tracking, and now OSR filing are completed. If you are like me, then this time of year seems bittersweet.

Bitter because the act of writing report cards can be onerous. I am the first to admit that I love teaching, but hate putting a mark on things. To me, each time that happens creates a rift in the educational continuum. Regardless of rubrics, success criteria, and descriptive feedback, like on my most recent set of reports, the eyes of the reader will only be trained to the letter or percentage grade earned.

The time accumulating data, sorting through work, providing feedback is such a big part of our jobs. Yet, all this work, collaboration
and relationship building with students is distilled to a single letter or percentage grade.

When it came to the hybrid and emergency online learning many students struggled to complete work efficiently and effectively which would have been completed otherwise without issue in the classroom. Funny how computer tabs giveth and taketh away from one’s attention and abilities to learn as well as in person. In many ways, the past 2 and half years have shown us the value of being in our classrooms regardless of what consultants might have sold the powers that be in the current government.

Students received copious amounts of formative feedback that the summative result was an earned and culmination of their hard work and growth. Imagine if we could do that at every grade level. Perhaps that is the luxury I have had as a grade 4/5 teacher these past two years. Since there are no provincial assessments to ruin students lives in these years, they can really focus on the sheer joy of learning, making mistakes, unlearning, and trying again. I know this year has been a year of confidence building as much as it has been curriculum delivery, but it is important that our assessments match our students needs as their purpose is to improve student learning.

I am afraid we are still being forcibly blinded by a system incapable of seeing the brilliance of its youth each and every time we file another set of report cards. “We’ve always done it this way.” cannot be the next cliché in any of our minds if we truly want to support our students.

Reflecting on assessment at this time of year needs to be the call to action for each of us for this coming September. How can you create a space to track and file the learning that occurs in your classroom? What will be the first thing you change? How will you create the safe place for a do over or a retest or a late submission? How will you assess the strengths of your students’ abilities and needs?

Happy summer.

Gillian Wassmansdorf #hybridhurtskids, Assessment, Assessment and Evaluation, Celebrating Success, Emergency Distance Learning, Engaging students with online learning, Remote Learning, Report Cards, Reporting

Reframing our mindsets around pandemic learning and reporting

Now that the busy-ness of progress report season is winding down, I’ve been reflecting on my reporting practices and the big picture of how reporting looks for us this year. I know I’m not the only educator in my school building who struggled to write progress reports this year, but I did find it interesting how these struggles looked different for many of my colleagues. My biggest strife? The reporting structures we follow reflect narratives of “learning loss” and “achievement gaps” when, in fact, my virtual students show up and try their best every single day. 

When I think about the big picture of how teaching and learning has looked since March 2020, especially as a 100% virtual teacher myself, I struggle to accept the fact that our reporting structures have not been adapted to consider the effects of trauma, isolation, and deterioration of mental health on students. Should we be writing traditional report cards at all? How can we provide meaningful feedback and assessment that considers the context of teaching and learning through a pandemic?

In spite of barriers maintained by the traditional report card, I try to make a concerted effort to always understand individual student experiences and contexts to adapt to pandemic learning. To push myself further, I remind myself to look at some of the dualities that exist in online student engagement to reframe my mindset:

  • Students are desperate for socialization as they learn by themselves from home—behaviour that is usually considered to be disruptive in the classroom is actually a courageous effort to build friendships.
  • Students are always willing to be their best selves in online school, while also feeling unable to bring themselves to complete work some days. 
  • Students choose to keep their cameras off, resulting in them feeling like they can be their truest selves—independent from their physical appearance.

When we only use learning skills and grades to evaluate student character and academic progress, we are sure to miss their best and bravest moments as learners. How might we include a reframed mindset around pandemic learning within current structures of reporting? There are countless conversations to be had about assessment and reporting from a critical perspective, and I’m looking forward to building on these reflections and connecting with educators who are asking similar questions. 

Moving forward I’m thinking a lot about how I can push my gradeless assessment practices even further and look at the ways that character education and learning skills can be an inequitable way of understanding student achievement. I can’t wait to share these thoughts here! 

Note: ETFO’s position on in-person learning remains unchanged. The union firmly believes that in-person instruction and learning in publicly-funded schools provides the best experience for learning, quality delivery and is the most equitable model for all students. ETFO will continue to demand action from the government, school boards and public health units to ensure in-person learning can resume quickly and safely.

Will Gourley 21st Century Learning, Assessment, Assessment and Evaluation, Celebrating Success, Challenging Topics, Communication with Parents and Guardians, Interviews, Making a Difference Through Education, Modern Learning

post parent conference potential

Parent conferences are done. PHEW! Now before you take that giant “PHEW!” as a negative thing hold on for a moment because it is quite the opposite. That “PHEW!” was due to the amount of energy that educators pour into them. Parent conferences are tiring. They come with some emotional highs and lows. Parent conferences come with some eye opening realizations. They also come with their share of next steps. This is where I find the potential for positive things to come.

So instead of a retrospective approach on mid-terms reports and conferences, I want to look forward to the potential that is to come in the classroom.

Now that I have had a couple of days to recover, maybe a moment of reflection couldn’t hurt.

First, the conferences were very positive. Why wouldn’t they be? Next to parents and family, teachers should be the biggest cheerleaders for their students. Even if and when potential is not fully realized there is still growth happening. Returning to school after 2 years of turmoil during emergency distance learning due to a pandemic is no small feat. Finding routines and academic stamina takes time for students and educators, especially this one.

Back to the future (the real one)

So when the conferences happened, it was easy to share what I’ve learnt so far this with parents and guardians knowing this is what will be happening in my classroom going forward.

1. Students will have even more time to wrestle with Math. This is not an issue of quantity or drill and kill methods, but one of developing positive mathematical mindsets in every learner.
2. Students will have even more opportunity for low floor high ceiling problem solving. One question might be all that is needed. See 1.
3. Students will have even more time to read. The most frequent question I get is about homework. Reading is the only activity I consistently assign each day for homework. With students enrolled in sports, music lessons, and etc. they have enough on their plates already. When push comes to shove on this issue, my Google classroom provides digital reading and math platforms for students to work on to refine their skills as well.
4. Students will have even more mental health breaks. Humour, self-directed time, LoFi Hip Hop, and movement breaks are keys. I have learned that a Just Dance video is a good for my wellbeing as theirs. (reply in the comments for my faves)
5. Students will have even more time to share what’s on their minds in a way that allows them to ask questions about their learning and the world around them. There are opportunities for conversations around inclusion and identity. I know that during daily class read alouds has been a great time for this in my room.

All 5 of the above have always been happening in my classroom. Now that I have witnessed the potential that each have provided my students, the more they will be part of their future.

 

Velvet Lacasse Anti-Racism, Assessment and Evaluation, Building Inclusion, Celebrating Success, Constant Learning, Equity, Indigenous Perspectives, Professional Learning and Growth, The Arts, Year End Reflection

What’s Your Superpower?

 

“What’s My Superpower” is a sweet and powerful book written by Aviaq Johnston and illustrated by Tim Mack. This is the story of Nalvana, an Inuit child who lives in a northern community, and her journey to find her own “superpower”. This book was gifted to me by my educator friend, Ellie Clin. She thought I might be able to relate to Nalvana, and she was right!

As we prepare for the end of year, some of us might be hoping to include student voice in our Report Cards and/or facilitate Student-Led Conferences. This story could inspire Writing, Drama, and Visual Arts, as well as meaningful opportunities for self-reflection and celebration of all of our “superpowers.”

Here is how I am planning to use this book:

1. Listen to the story, “What’s My Superpower?” by Aviaq Johnston, read aloud on-line.

2. Reflect: What is your superpower?
For example: What makes you a good friend? What activities feel easy for you? What are your gifts or talents?

3. Write about your superpower. Give examples.

4. Draw a picture of yourself using your superpower.

5. Optional: Dress up as a superhero and share your superpower with the class.


I shared this idea with other teachers in the school, and invited them to co-create the template and “success criteria”. We have been talking about creating a shared writing task that can be implemented across the grades to help us build a skills continuum or exemplars of student work from Kindergarten-Grade 6. This writing sample could be considered both a self-reflection for Learning Skills and an introduction to next year’s teacher. It could be included in every students’ portfolio, and/or used for moderated marking.

Transforming Power:
I recently participated in professional learning as part of ETFO’s MentorCoaching program. One of the workshops was called “Transforming Power,” and it was facilitated by Indy Bathh and Louise Pitre. The first activity we did together was to share our superpowers in the Chat. This was a wonderful way to introduce ourselves to each other, and to practice naming our strengths.

It is always interesting to reflect on qualities of leadership with a group of educators who identify as women. As you might expect, the impact of patriarchy and misogyny, capitalism and racism reinforce the oppressive belief that women have less value. In a group of union leaders, it was still difficult for some of the women to identify their own superpowers. This reminded me of how important it is for all of our students to know their power, and to feel powerful, and to use their power to make change.


I want to encourage everyone who is reading this blog to pause and reflect. What are your superpowers? Make a list or draw them. Can you think of a time when you used your superpower to support and empower others? HINT: You do it every day with your students!

CommUNITY:
As I reflect on my own superpowers, I think about how I have been successful at creating community this year: in the classroom, in the school, and in professional learning communities.  During this time of isolation, building relationships and making connections has been the most meaningful work I have done.

In the classroom, I support everyone to feel like a VIP every day. We play together, and celebrate our strengths by giving and receiving Heartprints. In GLOW Club, I actively teach about love, pride and resistance. I organize whole-school events, like the WTF embodied Land Acknowledgment, Gender Splendour Week, sing and dance like a Mummer, and strut my stuff on the runway during our Kiki Ball. I listen and share picture books with staff, and acknowledge the powerful work they are doing with their students.

In the school, I facilitate brave conversations with families through Book Club and Community Core Values discussions, and I share resources with families about Settler Allyship and how to talk to children about anti-Black racism. As the Union Steward, I use our BBSAT (Building Better Schools Action Team) distribution list to share information about ETFO campaigns and actions by Ontario Education Workers United and Ontario Parent Action Network. 

As part of my own professional learning, I will continue to share ETFO’s Women’s Equality Project with locals, and collaborate with members in Ottawa to build relationships of equity and justice. I will continue to attend ETFO webinars and access resources.  I hope to finish my Masters of Education next year.  It has been an honour and a privilege to learn with educators in community.

Gratitude:
After 12 years, I will be leaving The Grove Community School. As one of the founding teachers, I am extremely proud of the learning we have done together to create the first public alternative elementary school with an explicit focus on environmental justice, equity and community activism. I am deeply grateful for all of the students, families, educators, and community members I have worked with at The Grove, ETT and ETFO.  Thank you!

Thank you to “The Heart and Art of Teaching and Learning” for the opportunity to document this unusual year with my Grade 2 students. This summer, my partner and I are moving to Peterborough.  I will be teaching in Kawartha Pine Ridge as an Occasional Teacher next year, which will be a humbling experience.  I will be looking for new allies and educator friends, and re-reading posts from this blog for support and inspiration.

Kelly.McLaughlin Assessment, Assessment and Evaluation, Celebrating Success, Communication with Parents and Guardians, Distance learning, Engaging students with online learning, Feedback, Questioning, Report Cards, self reflection, Teaching online, Year End Activities

Student-led end of the year conferences

As we wind down towards the final report cards, I find myself wondering how I will be organizing my yearly student-led conferences. Each year on June 1st (or the first school day in June), I met with students one on one to discuss their upcoming final report. This gives students time to ask questions that relate to their final report. This year, I was wondering how I could run these conferences as a remote teacher (and having never met these students). I decided to use a sign up sheet with five minute intervals and then use breakout rooms for my interview spaces.

To introduce this activity, I told students that they would have the opportunity to ask questions about their upcoming report and to work towards improving some of their learning skills or doing some extra assignments to add to their lower marks. This is how the interviews with my grade sevens went:

  • Students created multiple questions to guide the interview such as:
    • What is my best learning skill?
    • What is a subject I should look for an extension in?
    • How can I bump up my math mark?
    • What subject should I look to participate the most in?
    • Am I lower than the class average in any subject?
    • Can I add to my grades in certain subjects or is it too late?
    • Are there any next steps you have for me?
    • How am I doing in health?
  • Students were given a personalized action plan which we worked together on, to come up with additional tasks that they could complete to improve their marks/ learning skills
  • Students were beyond thrilled to have the opportunity to bump up their lower marks
  • Students that had been idle for a while came to life!

All 30 student interviews took place yesterday. I emailed families to make them aware that their child had an interview on MS Teams and that they would have an opportunity to bump up their marks in time for their final reports. Parents were thankful for the opportunity and mentioned that they would encourage their child to work on these activities.

Today (the day after the interviews) I noticed a few students that had been silent for the past few months were starting to participate again. One student even led the discussions today in history, science and math. This is something that occurred as a result of a little encouragement and a private five minute discussion. Having students actively interested in their learning and the outcome is so important, especially in remote learning.

Student led interviews and feedback sessions are something that I was taught in my first placement as a teacher candidate. My associate teacher called over a student one at a time and let them see their “lower” mark and encouraged them to bump them up. It didn’t work for everyone but for some students, I noticed it gave them the extra drive and determination to finish the year on a positive note.

I know that it is already June but I wanted to make sure that students are not surprised when their reports come. I tried doing this in May in the past but I find June works best as reports are around the corner and students are looking to showcase their learning a few final times. I am so excited to get to some fun activities this month but I know these interviews can get students to really care about their final reports. This turns it into a working document rather than a piece of paper that students never care to read. They are proud to show their parents their areas of improvement and their marks rather than throwing it in the nearest garbage.

It is still early in June so you could try it out in your class and see how it works! Not everyone cares about their “marks” but for those that do, this is a powerful tool to motivate them even a little bit further.

Happy June everyone and enjoy your weekends 🙂

Shawna Rothgeb-Bird Assessment and Evaluation, Curriculum Planning, Differentiated Instruction

Ditch Tests – Do Projects Instead!

As the year winds down and you start to think about next year, I have something I want you to consider: get rid of tests.

No, seriously. Forget about them.

When I first started teaching, I, too, used tests. After all, that’s what my experience was: finish a unit, do a test to demonstrate your learning, move on to the next unit. I even did that thing that my own teachers had done where I worded questions in specific ways to try and “trick” students. I told myself that this was a way to make sure they were attending to the questions, really paying attention in class, really knew the material.

Is that true, though?

As I learned more about effective assessment and practice, I started to see how wrong that was. What are we really assessing when we ask students to memorize facts? Complete tests within a set timeframe, inducing unnecessary stress? Give them one chance to show their learning, in one set way, without allowing for student choice or different ways for students to show their learning?

(As an aside, my most hated kind of test is a spelling test.)

I got rid of tests in my teaching several years ago and I have no regrets. This decision has led to a better understanding of students’ needs and learning, higher student engagement, and a more fun classroom all-around.

So what do I do instead? 

P R O J E C T S.

There are so many reasons why I love projects.

  • The possibilities of what you create are nigh endless.
  • You can easily provide multiple options to students.
  • Expectations for the project can be tailored to individual students’ programs and needs.
  • Projects are versatile and easy to adapt on the fly if necessary.
  • Cross-curricular opportunities abound.
  • Projects can be individual or collaborative in nature.
  • It’s easy to integrate technology into your plans. 

What kinds of projects do I use for assessment?

For Grade 4/5 Science, I’ve used Minecraft: Education Edition to have students create model habitats and human organ systems to demonstrate what they had learned. In previous years, I’ve also had students create new animals (inspired by the book Scranimals) and create a habitat that would respond to their needs.

For Drama, Art, and Language, I’ve had students create stop motion animation and puppet shows where they have to think about the backgrounds, character design, sound effects, storyboards.

For Social Studies, students have created museums with artifacts from early societies, explaining their importance and history while acting as tour guides for visitors.

For Math, students have created their “dream home” with set parameters for maximum perimeter and area. At times, I’ve also extended this into financial literacy and planning by giving them resources and asking them to decorate their home within a certain budget.

For Grade 6 Science and Language, students have created dioramas of key moments in stories read in class and incorporated circuitry and working switches into their pieces. (These were extremely cool and some of my absolute favourite projects to date. So many design challenges to overcome. So many creative solutions. So much perseverance!)

For Language and Art, students have created graphic novels of fractured fairy tales, incorporating narrative elements and elements of design into their work. 

Like I said: the possibilities are nigh endless. Often, students will find ways to adapt and change the project in exciting ways I hadn’t thought of before. I can then take their ideas forward into future years.

Using projects as often as I do isn’t without its downsides, of course. Projects take a LOT of time, so you’ll want to be prepared for that. You need to be clear about what your expectations are so that students don’t get too far off track, either. Providing a list of steps for students to follow is helpful, especially with set “check in” points where you meet with them to see how things are going.

One key thing you’ll want to have in place before you dive into project-based learning is a routine around what students can do if they have finished their work. I’ve found that students tend to take different amounts of time to complete their work, some groups finishing quickly while others still have days ahead of them. You’ll want to know what the finished groups will move onto while waiting for others to finish (and no, it shouldn’t just be extra work).

Also, projects tend to make your classroom look a mess. I’ve embraced the chaos. My classroom is never tidy.

Every year, I ask my class what their favourite things were that we did in class. Every year, they mention projects. They love them. They love the creativity, the flexibility, the collaboration.

Even if you don’t completely get rid of tests in your classroom, try some projects, alright? It’s worth it. Even when the projects don’t work out the way you expected and you can’t use them to assess what you thought you were assessing (which happens sometimes!) it’s still a worthwhile venture.

If ever you need ideas for projects, I’m here. I’m happy to share. I do so many of them.

If you already do lots of project-based learning, what are your favourite things that you’ve done?