Celebration or Competition?

Recently I was given the opportunity to attend and participate as a judge in a school district Math Celebration. It was a great day. I loved the way the kids worked together and each problem could be broken down into teamwork, strategy and correct answer components.
As judges we observed only (difficult to do at times) for twelve minutes while a team of four kids made up of either grade 4/5s or grade 6/7s worked on a math problem. They would read the problem out loud and then work together to devise strategies and come up with an answer that they could then explain to the judge. As we observed, we were looking for three criteria 1) their ability to work as a team; 2) their use of strategies and; 3) whether or not they arrived at the correct answer. They were then awarded a gold (if they did all three), a silver (if they managed two of the criteria) or a bronze (if they only filled one).
Something I observed as detrimental to the whole process was the gold, silver or bronze ribbons (extrinsic rather than intrinsic motivation). Here is where the Assessment For Learning is ruined and why I think so.
I had to award a bronze to a team and it nearly broke my heart because I knew they would not focus on the AFL I was giving them, but only on the fact that they received a bronze.
They had great teamwork that I talked to them about and I explained the types of strategies they could have used to approach the problem better, but really it was just the dejected looks at receiving a bronze that they took away from that conversation. I really worked at telling them not to be disappointed and giving them good feedback for moving forward but all any of the kids focused on was the ribbons. After each problem I observed that all the kids would ask their friends at the adjoining tables what they got and how many golds they had, etc.

For me it changed the focus and purpose of the event from a teaching and AFL opportunity to a rewards based, grades based competition (not a celebration).

It seems like the Math Celebration has been run this way for a number of years. It is very well organized and the problems are challenging and interesting. I’m hoping that my feedback as a new observer/participant will be useful for future events and that it can truly become a celebration as intended.

Incredible You!

Incredible You! 10 ways to let your GREATNESS shine through

I came across this book, written by Dr, Wayne Dyer, again recently. It was first published in 2005 and its messages are as relevant today as ever. Dyer has taken the 10 concepts from his book “10 Secrets for Success and Inner Peace” and reinterpreted them for children in a fun, vibrant and concrete way. Each one is numbered and presented simply, with rhyming verse. #1 is “Share the Good” with a bright illustration showing one way a group of children is “sharing the good.” At the end are questions kids can answer to connect these ideas to their own lives. There are two mentions of “God” in the verse, which may be problematic for some, but the “10 ways to let your greatness shine through” on their own are great stepping stones to embedding social/emotional learning into your classroom and discussion points for building a code of behaviour with your students.

There is something very appealing about reading the 10 Secrets stated so simply that I think adults will find it engaging as well.

 

Attitude is Everything – Social Emotional Learning

On the 2nd day of school my kids were assigned their new teachers and classrooms.

At the end of the day my youngest daughter came out of school with her head hanging down and no spring in her step. She was put in a class without a single friend and merely just acquaintances. This happened last year as well. I was dismayed that it was going to be a tough start to the school year yet again and I talked to the principal and her teacher to alert them about her change in attitude towards school over the past two years.

Then, on the first Friday, she was playing at lunch and was tripped by a child in her class so she fell very hard on her arm and I ended up taking her to the hospital for x-rays causing her to miss a birthday party. Another blow. On the inside I was angry and upset that my child was not ready to learn because she was not comfortable with her classroom/social situation but I decided that if I had a bad attitude towards her school, she would too.

So began the job of attitude adjustment. I looked on the internet for a couple of inspirational videos about life. Basically the message they portray is that the attitude you have towards life is the life you end up with. It has little to do with wealth, or status and much more to do with how you view the world. If you choose to find only the bad in every situation, you will not have a happy life but if you choose to find an opportunity in every situation you will end up happy.

We talked about the fact that by the time next year rolls around my daughter will know almost every child in her grade. We made arrangements to have friends from last year over after school and on the weekend. She received a letter from the child who tripped her apologizing for hurting her and ruining her weekend. The kids that sit around her at school have been helping her lift her storage bin with her sore arm. She sometimes still laments the fact that her class is made up of 2/3 “annoying boys” and 1/3 girls she doesn’t really know but, overall, she talks about new kids she has met and has chosen to find something good in every day, so we are moving forward on a positive note.

The past month has been a good reminder for me that it is important to remember that what you project is what your kids pick up on and how you view your situation is what it becomes.

You can also find this post at 180daysoflearning

Seal School

In my last post I wrote about what I, personally, learned volunteering at the Marine Mammal Rescue Centre. This post is about what, and more relevantly, HOW the seals learned.

The goal of the Vancouver Aquarium Marine Mammal Rescue Centre is to rescue, rehabilitate and release marine mammals who need their help. There is a system for achieving this goal and the success rate is very good. Here’s how it works:

When a seal pup comes in to the Rescue Centre often it goes into the “comfort tent”. Here it will be in its own tub, it can have a warming lamp, if necessary, and a special mat if it still has an umbilical cord stump. It will be fed a specific formula for its needs and get any medication it might require. It’s fed 5 times a day, with a syringe, by a 2 person team. It will stay here as long as necessary, often a couple of weeks, but sometimes more, sometimes less.

Some seals aren’t quite so small and needy. They might go straight to a regular tent. They won’t need a warming lamp or a special mat, but will get their own tub. They might get formula and will be hand fed fish with a vitamin hidden inside. Pups from the comfort tent get moved here when they’re healthy and big enough. They will get their tubs half filled with water everyday so they can practice swimming.

As soon as they can manage it they will get to practice “catching” fish floating in their water-filled tubs 4 times a day. It might take them a week to get to this point, some have been at this stage for 2 months.

 

Eventually, when they can manage eating fish from their filled tubs and are no longer on any medications they will be moved in with a buddy to practice their social skills. If all goes well, they reach a certain weight, can fish and are getting along with others they are moved in with a larger group in a bigger pool to learn how to be a seal in nature. A big bucket of fish is dumped into their communal pool and everyone has to figure out what to do. They are still weighed regularly and monitored throughout each day to see that everyone is managing well.

After some time in a group pool, when a set weight is reached and they can catch a live fish they are released into the wild in a group of 2 or more.

One seal might go through this process in a month or two, another might take twice as long. Progress is based on competence. There is a set of criteria that must be met before a new set of challenges is introduced. In this system each individual is able to practice a new skill until they are competent and confident before they move on to the next progressive step. They are given chances to problem solve and apply their newly acquired skills before they are out in the “real world”.

Hmmm…does this sound like something we could be strengthening in our schools?