Scott Petri

SP

Teacher - Secondary School

Granada Hills

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  • Posted 25 Days ago
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3rd Quarterly Report

Granada Hills Cohort ASCD TIG Q3 Report

What was the challenge you were facing? What goals were you trying to achieve?

Prior to collaborating with my colleagues on this ASCD Teacher Impact Grant, I considered many of my classroom speaking assignments as failures. In one of my classes, more than one-third of the class elected to take a zero rather than stand up in front of their peers and deliver a speech.

Summarize three points of frustration: isolated, limited context, overwhelmed,

When teaching speaking in isolation, I felt that my feedback was inconsistent and ineffective. Further, my attempts at grading or evaluating speaking assignments lacked reliability and meaning. This made it hard for me to use speaking assignments as formative assessments. There seemed to be too many aspects in a speaking assignment to adequately address. Measuring student growth over time felt like a daunting, perhaps impossible task.   

What strategies were you using before to attempt to solve this problem?

Instead of creating one, large, high-stakes formal speaking assignment, I tried to teach speaking skills through a series of smaller, more-frequent, lower-stakes assignments.

What was the big a-ha moment when you decided you needed to try something new?

We have realized that having the luxury of time and being allowed to evaluate different speaking assignments in multiple classes has helped us support the students who come to us with fixed mindsets about their speaking abilities. We have tried to scaffold speaking tasks via a series of gamified smaller assignments, small group, and whole-class discussions. This has enabled our students to build their confidence and be more likely to complete an independent speaking project.

How has the Teacher Impact Grant work helped you achieve your goals or solve a problem?

The TIG has given us more time to work together analyzing student work. This has helped us realize that even though we work with different subjects and students, the feedback on speaking assignments needs to be consistent and specifically focused to help students improve.

How has it impacted your school/district/students…

The TIG grant allowed us to experiment with new tools that enabled us to create more speaking assignments in our daily classroom practices. We were able to present Flipgrid to our faculty as a way to build asynchronous discussions into our classrooms. This tool enables our students listen to each other and respond respectfully, which has helped them transfer this skill into the face to face classroom environment.

The 36 hours of teacher collaboration time allowed our team to closely examine the student work product we were producing in our different classes. Between the three of us, we examined 27 student speaking projects together, which improved our ability to give feedback on the450+ student speaking projects produced in our classes this year.

What specific metrics can you share about the impact it had (chart)?

Coming Soon.

What is the single biggest reason you would recommend applying for a Teacher Impact Grant in the future?

This grant has enabled us to present this work to hundreds of teachers at the following events:

Ohio Council for Social Studies

West Covina Unified School District

National Council for Social Studies

Glendora Unified School District

John F. Kennedy High School

Los Angeles County Office of Education

CRF T2T Collab

California Council for the Social Studies

Cal State Dominguez Hills History-Social Studies Convocation

ASCD Empower 17

CUE Rockstar History Teacher EdCamp

CRF Webinars on Civil Conversations & Historical Simulations

Each of these events has boosted our professional profile and given more legitimacy to teacher-led professional development.

Greatest successes that we’re the most proud of: Inspiring our school-site colleagues to start using Flipgrid. Developing a common language for speaking assignments. Building a network of other teachers that want work together and increase their capacity to make students college-ready speakers.

Challenges we have had with the project are having our regular meetings bumped by day to day school site issues. We also had some learning curve challenges with the Swivl videocapture equipment. There may be more cost-effective video-capture systems coming into the market.

Blogs: Have at least two entries on Edge and HistoryRewriter.com

https://historyrewriter.com/2017/01/04/using-listening-to-improve-historical-understanding/

http://www.gettingsmart.com/2017/02/listening-is-a-21st-century-skill/

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