Testing season on the horizon

Recently chatting with Parkview Elementary's principal, Shelly Flygare, and Instructional Coach, Rene Hedemann, presented the opportunity to learn about some great classroom practices in place, supporting student learning.

In Carrie Geisler's fifth grade classroom, for example, students are truly taking charge of their learning through student-led discussions. Geisler's classroom has student desks arranged in small groups, common to most of our classrooms, to provide an environment conducive to collaborative learning. Students also work individually, of course, but research has shown that active student involvement in their learning, as in group collaborative activities, ensures better learning and retention.

There are also behavioral structures built-in, taught at the beginning of each year to provide a structure of order. The volume level may well rise in the room frequently through students contributing in their groups; however, with a minimal gesture or symbol from the teacher there is immediate silence, with students alert for directions.

With PARCC testing on the horizon, students have been working on similar types of activities to help prepare them. PARCC stands for “Partnership for Assessment of Readiness for College and Careers.” The state of New Mexico has purchased supplemental PARCC resources, made available for districts to support student learning (https://prc.parcconline.org/).

Sharing one of the rubrics that explained expectations with Geisler's students, Hedemann described the student-led discussions. “We first shared the rubric and discussed it with the students, what it means exactly. We talked about the expectations and the importance of written expression and language convention.” Writing samples were then shared with students to score, based upon the expectations outlined in the rubric.

Involving students in this process of examining expectations was magic. As Flygare offered: “This is such an important stage. The kids begin to own it because they are involved in the process.” Hedemann chimed in: “It was so exciting to see these students take this and run with it. It was wonderful listening to them eagerly respond, using the academic language of the prompts. Key is involving them in the process.” Flygare continued: “Using these types of student-involved discussions is time well invested, and our scores have improved considerably as a result.”

Other results are evident as well. For example, one student who'd been transferred to Parkview arrived with considerable behavioral issues. Flygare and Hedemann both described this student as completely changed, as he'd become involved with these types of student-led activities in the classroom.

Great job, Parkview!

Cindy Kleyn-Kennedy is the Instructional Technology Coordinator for the Clovis Municipal Schools and can be reached at [email protected]