The authors state, “Too often educators focus on the product itself instead of the significant content the product is presenting.” After reading the first three chapters, what will you do in your classroom or staff training to change the authors’ statement?
The teacher would play the role of guide throughout the process, making sure that students have clear guiding questions that keep them focused on the content, not just the appearance of the product. As students work, the teacher will follow students’ progress on their projects, making sure that the content is not forgotten and putting students back on the right track if they have strayed. I think that a student in my class would not be allowed to submit a final draft of a project until they have met certain standards, some of which would, of course, reflect an understanding of the required content for that unit.
ReplyDeleteResponse to Question 2: I have students complete rough drafts with a certain number of sources used. This circumvents a gorgeous product with low research effort. It also holds the "fun" part out as a carrot: do the work, then be given the green light to make a visual presentation. If any students protest, I invite them to check the work done by other students and be impressed.
ReplyDeleteOne thing I really liked was how the authors were taking about the importance of product being mainly on the gaining the knowledge to complete the product. For instance, if a student wants to create a monologue, they must first know what a monologue is, so they actually go deeper into different levels and varying interests to create a product. This new knowledge is going to help me be more creative in ways I can let me students show me the knowledge they have gained. Giving them different options to demonstrate their learning is exactly what I needed to be reminded of to invigorate my class.
ReplyDeleteEncouraging teachers to use the DAP model provides ease in the differentiation process (see p. 4). This statement is so true because I know from last year’s experimentation with the DAP model that when the assessment piece is adaptable and informative for evaluation purposes I had time to focus on the content that the students worked on. This book offers authentic assessment for specific products, another plus for both teachers and students. Any ambiguity is brought to light, provoking more thought into how the learning is packed and then unpacked. Again, when product options are exposed students can take their topic and “back in” to their product choice as it best fits their topic. By selecting according to learning style, students can work at higher levels while having more opportunities at fun and creativity. Unfortunately for me, this year I am teaching second grade. I am wrestling with how the book under study will be applicable to my grade.
ReplyDeleteI think using the DAP model and components will actually help differentiate learning and keep, not only the students interested in new concepts being taught but also keep the teacher interested in grading. The variety of options that the DAP tool promotes allows the students to be just as interested in the projects as the teacher can be in reading/assessing/sharing. No more all class responses that are all the same!
ReplyDeleteKeeping the three components of content in mind accuracy, depth of thought, and organization I have to take on the responsibility to not only model these explicitly as part of the product but weave them into everyday teaching. Depth of thought can be modeled through problem solving, questioning, and investigating on a continual basis. With this exposure students will learn to move their thinking beyond recall and question and analyze what they are learning in all content areas. Organization should also be embedded in the routines, procedures and expectations in every day work. Students should know that there is an organizational standard that must be adhered to, and the importance of this standard in any product they are creating.
ReplyDeleteI agree with Betsy...
ReplyDeletein that there must not only be a model initially but we must monitor, monitor, monitor. Our role is to help guide students when they are taking on a new process or concept, a product is not different. Although they may have created the same product in a different class, the expectations may now be different and they will need guidance in order to ensure the quality we are looking for. With time and practice they will become more independent and gain a clearer understanding of our expectations and need less support.
In order for me (the teacher) not to focus completely on the end product and to remember other parts such as the content involved, I will make sure that clear expectations and examples are communicated. I feel that sometimes when the teacher is too vague, the result is lower standards in the product and work effort. Too many restrictions, though, can restrict creativity. There has to be a balance. I also will make sure that higher order thinking must occur in the products that are created. Simple recall can not be the focus of everything. I am constantly trying to incorporate higher order thinking into my lessons because recall can dominate a lesson if one is not careful. Simple recall will be forgotten. It is the ability to do the higher order thinking that will pave the pathway to life long learning.
ReplyDeleteI agree that sometimes when assessment comes in the form of a product, rather than a straight test, that educators can often focus on things other than the specific content being covered and assessed. On page 7, the text speaks to offering a range of product ideas so that learners can choose their “vessel” to convey the content they wish to express. I agree that it is wonderful to allow students to use products that best match their learning preferences and/or styles, but I also feel that it is important to stretch out of one’s comfort zone at times. This is spoken to later in the reading, but I think students should be versed in a variety of products and differentiated assessments.
ReplyDeleteAs a classroom teacher, I will spend time creating projects that are meaningful and incorporate higher order thinking skills. I try and incorporate lots of projects into my classes, but am quick to tell students to not spend most of the time on the “coloring” or other simple tasks. Ultimately the point of the project is for them to show they have mastered content related to the subject. I am fortunate enough to have taught in an at risk school that was project based. Many of the students were naturally artistically talented and thrived in settings that were not pencil and paper based. I feel the key to making project based learning a success is taking the time to create meaningful projects that incorporate content and at the same time incorporate skills they will need for their next step in life.
ReplyDeleteChrista, I agree with you that it is important for the students to clearly understand the expectations of the project. Everyone likes to have examples so they feel less intimidated and understand what the teacher is looking for. If teachers can take the time to not only come up with the project, but come up with an example, many of the students will be helped. I will admit on the opposite end, I have assigned projects that were not very specific in which the students took the content to a greater level than I ever expected. I feel the balance can be found by assessing the level of the student and the correct grouping (from the first book study!!!)
ReplyDeleteI think that with all the technological innovations and choices that are available to students today, it could easily dazzle the audience, which in this case, is the teacher. What has to be kept in mind, though, is the content and the reflection, with the creativity coming in behind. The teacher has to keep in mind what the student is saying, not just on how he is saying it. If it were my students, would a transcript without the 'trappings' be sufficient?
ReplyDeleteI would like to change my classroom assessment practices by using products as the main assessment tool instead of the standardize testing. Scanton, multiple choice type tests don’t show depth of learning. I am going to try some open ended real life problems in class this year. An example will be during the earth Science unit. I plan to have the students form small companies and explore for natural resources using real life materials. This will require some classroom instruction but will require more student research, evaluation and decision making by the students and their groups. It will employ small group work as well as individual work and the grade will be based on knowledge of the material, developing a business plan and the success or lack of success they have when we do the project, which in this case is drilling for oil and natural gas.
ReplyDeleteIn response to Melanie ~ Wow, what a stellar idea! I agree that your solution of the learners doing a content-rich rough draft with supports is a great way to ensure that the final product is not just something beautiful without any "weight." I also love you other idea about showing others completed products to help entice more friends to go this route!
ReplyDeleteYears ago, when differentiated learning techniques were first introduced, I created extensive product lists which encompassed all of the multiple intelligences. Unfortunately, assessment of these multiple products proved difficult. I found myself grading the quality of the product, often overlooking the quality of the content. I have learned to narrow my product choices, which allows a closer analysis of individual content accuracy, creativity, and complexity of thought. Offering choice is important, but the ultimate goal of a product is to demonstrate a deeper understanding of the content.
ReplyDeleteCorrin W. (9/27/10) states that working at a project-based school gave her at-risk students many opportunities to thrive and express their creativity through well-developed products. A majority of my students are at-risk, and I have found that their interest level and use of higher-level learning skills are enhanced when projects are included in the curriculum. It frequently requires additional teaching and encouragement, but the end result is worth it.
ReplyDeleteThis quote actually saved me from myself this week. Too often I am too conciliatory with student products, i.e. they did this part really good so I will not count off so much for that part because ….. In doing so I am part of the problem. This past week students were writing an ad for a property in Ancient Greece. This product included 3 components: content, writing skill (persuasive), tech skill (creating a blog). Overall, I kept proofreading rough drafts that were decently to well written persuasive paragraphs, but they lacked content (details about Ancient Greece). I struggled with the confidence to say “this does not meet the standards of the assignment” because I did not want to crush any spirits, but I made myself do it (because of the quote). Surprise, surprise, no one threw a tantrum, dropped out, or died. A few cried, “wahh, but I thought I was done”, but for the most part, after a little re-teaching, they understood why the content needed to be worked in and were able to do so.
ReplyDeleteIn reflecting on feedback received after past training sessions on integrating technology, I realize that this I am not emphasizing the importance of subject area content, and have a hunch that the absence of this emphasis may be causing some participants to leave with the impression that tech skills are more important than content. In future trainings on integrating technology, I will emphasize (using evidence from pgs. 9-12) that technology, and products created with technology, are simply tools to use to facilitate learning and/or show evidence that content and skills have been learned.
Posting by Ivy, re: Crista (September 27, 2010 5:21 PM). Students really do benefit from a sample of the product and clear expectations of the learning to take place. There is a balancing act between requirements and creative avenues. I look forward to selecting a few of the DAPs and adapting them for my younger learners. The creative part will certainly look a lot different than in middle and upper school.
ReplyDeletePosting by Ivy, re: Corin (September 27, 2010 7:02 PM). It is important that students do not focus on just the visual aspect of a project. This will take modeling via a think aloud showing continued return to content presentation within the project. It seems like some students waste time on a pretty(empty) project while others use all time on content.
ReplyDeleteI think the first thing we MUST do is make it a point up front that it's not about the fluff. How often do teachers at our schools put work in the halls that look great. They have all the bells and whistles, but when you look at it more closely, you notice that what is there is just that, fluff. I think the best way to change the thinking about projects it to first change the mindset of the parents. When mom and dad know that they don't have to make a small investment at Micheals, then I think we've taken a large step. As far as staff training, we need to lead by emample. Post those project that actually demonstrate that learning has taken place.
ReplyDeleteCorrin Wilcox wrote about focusing on the content and not so much the product itself. Having taught in a low income school I know that you really can not expect parents to spend money on projects. Now that I teach at a school where the parents might have money to spend on a project, my main focus is still on the content. She goes on to say, "Simple recall can not be the focus of everything. I am constantly trying to incorporate higher order thinking into my lessons because recall can dominate a lesson if one is not careful." I can't agree more, we really need to focus on what we put in front of the kids. It's all about the 5 P's plus 1 (Prior Planning Prevents Pretty Poor Performance).
ReplyDeleteI think that it is important that the content wanted in the product is put into place first, and the rest of the product can be created around that. I notice that often we want something that follows a certain theme, and then we plan how we will introduce that theme into the product first and add the content as an after thought. @jeff Walsdorf I agree that we should lead by example. With the technology push that we have now, I have noticed that flipcharts, powerpoints, etc. are often very flashy, but that they aren't keeping my attention and I would rather get to the point. We need to convey that to our students as well. The visual learners are going to create something beautiful regardless, but our other learners need to know that if their content is solid and their project is neat, they will still receive a high level of commendation.
ReplyDelete@ S. Acevedo Thank you for sharing your experience. I think that we are all tender hearted at times, and I have been through the same experience, especially when I feel that I have not been thorough enough in my expectations to begin with. Focus on content!
To Kandel's Fan: I know you can adapt these types of products for second grade. My first year in SBISD was in second, and the thought of the traditional bird unit just bored me on so many levels (another story). I had my kids do research projects and choose the end product. Some did interviews, some built models, and some did written reports. It takes a lot of upfront work, as in the Consume, Critique, Produce model, but if you expose kids to different kinds of products all year and discuss expectations, I think you can get great results that will surprise you.
ReplyDeleteAnd jeff Walsdorf--I really like the 5 P's plus 1!
@Rebecca j
ReplyDeleteI completely understand and learned that when giving student choice I had to make sure not to lose focus on the content while still meeting the need of our students to have choices.
Kandel's fan commented that samples helped students. I tried giving my students samples but often found that the sample seemed to limit th product produced by my students so I changed to rubrics. The rubric let the student know what I was looking for and kept me focused on the content. I am looking forward to exploring the authors system of assessing products.
ReplyDeleteI think that in order for the focus to be the content rather than the product, that teachers need to make it a point to present their expectations to the students prior to the students creating the products. If using a rubric, the rubric needs to be presented and given to the students up front so that there is no surprise as to how the teacher will be assessing the product. I think it is also important that there be checkpoints throughout the process where a teacher can check with the students and see their progress at various stages along the way, so that if a child is off track the teacher can help them adjust before the final product is complete.
ReplyDeleteI know it's a somewhat simple example since it's not really a "project", but on our district problem solving models, I make sure that my kids know I'm looking for quality rather than quantity. Some kids think, "The more I write, the better my grade will be." but then when you read all they've written it says very little. So I work with my students on choosing their words carefully to say what they need to say without extraneous wording. Also, some students interpret the problem solving strategy of "draw a picture" to mean that they ought to create a masterpiece like the art teacher would expect. I let them know that in problem solving, drawing a picture is purposeful for helping them solve the problem, and something plain and simple can just as easily help them do that. I model what these simple pictures look like for them so that they can see that the focus is on using the strategy to help solve the problem rather than on the strategy itself.
In response to arkreynolds, I, too, find that given samples, too many of the students want to "copy" those and don't perhaps achieve the out-of-the-box thinking to create an original product that I would strive for them to produce.
ReplyDeleteIn response to SusanM and arkreynolds, I am also wondering what to think about samples or models. I've always thought that models were important, but some of what I've been reading lately has given me some different perspectives on that. I'm in the middle of a project right now where students can choose the form the product takes. Since the choice is open, there is no way I can provide all those models. Yet, many of the students seem to be doing a great job of coming up with creative products. I agree with SusanM that out-of-the-box thinking is definitely being encouraged this way. However, since we're not finished yet, I can't say how the content will turn out, but I'm hopeful.
ReplyDeleteWith my elementary students I use something structured for them to follow in gathering information. Big 3 or 6 is a way to get started. I use file folders with 8 old library card holders. The first holder is for their research topic. Second through eighth pocket for answersor supporting material(s) to the questions they are answering about their topic. Each question pocket has a index card for their reference information to make citing easier later. After this is completed then they use the information gathers to construct their chosen product. Like many of you I think you have to have good content "bones" before you can add the "dressing" otherwise we are just doing fancy busy work.
ReplyDeleteI totally agree with many of the postings that is good to give a model when possible specially for young students like kindergartners. I find that it is the process that take place is more important than the end product and giving lessons with steps to learn the thinking in the process of making their end product is very important and still the GT students will find a better way to express and illustrate their thinking through their product.
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