Our conversation is starting with a discussion of Kevin and Brandon's ideas - trusting us to try new approaches with the understanding that we may not always succeed.

Tom has tried some new things since our last meeting - while he lectures, computers closed for the 3rd quarter. This raises the questions: is this punishing those who can listen and take notes, those who can manage themselves with a computer in front of them vs those who can't? Are students any more attentive when taking notes on paper?

Dylan is trying something for 3rd quarter: In his poetry unit, he is collaborating with the students to self-assess their work as they engage in a dialogue with Dylan about their work.  A third of their quarter grade will be based on their self assessment.

To truly have students demonstrate what they know, they have to have choice. This raises how to assess different types of assignments? If you gave students a choice of doing a presentation or a test, how do you grade that? Do you give students the option to choose one, or to do both?

How about grades? Is it possible to motivate students without grades? How do you hold them accountable?

More questions than we have answers.

Questions we are pondering:

Do semester exams really demonstrate what students know?

Is there some across the board conversation about how students are doing grade wise? "Tears are being shed, not by students, but by teachers over grades."

Does the change in administration and the change to 1:1 have much of an impact on student performance and grades?

How does technology change our students' skills, such as reading comprehension (reading a book vs reading on line for example) and what is the impact of that going to be?

What have other schools done with their 1:1 launch? all in? slow roll out?

Where is education going? Is this a pivotal time because of technology in our classroom?  Instead of the teacher at the podium it's the computer in the classroom. Is tech now an edifice of education? Is this a good thing or a bad thing? HISTORY will be the judge.

Session 3 (1/23/14)

Anita L.
Dylan C.
Tom D.

We are talking about how to help our special needs students show what they know. We are talking about offering students choice - as in written vs oral test. Can we give all students such options even if they are not on a "plan?" Does that allow students who might be reluctant to come forward with their special needs if everyone is allowed to pursue alternative testing?

Are we on the edge of changing? Are we moving beyond the mercy D- for some students? How does this differ for humanities/social studies where it may be easier to give the mercy D- vs science or math where skills are measured and must be acquired before moving on?

Also, what about the international students? How do we deal with helping them show what they know and can do when we are confronted by a serious lack of English language skills?

Are these two different conversations - domestic students demonstrating their knowledge vs international students demonstrating their knowledge?

Where to go from here: brainstorm how different disciplines might do alternative testing

Session #2 (1/9/14)

Anita L
Shawna W
Tom D
Dylan C

Our discussion today started with a similar conversation that our previous PLC had at the Chester Creek Cafe. It is really about "is this working?" regarding technology. What is the balance point for screen time at Marshall for students and staff alike. I certainly don't know but I am concerned. I really don't want to implement much more technology in my classroom; I would rather engage my students about what helps them and shed the feeling that more is better. It is a discussion we need to continue.

I think our conversation about finding the right balance between tech and non-tech in the classroom is spot on. As one of the least techy teachers, I do not have students using their computers everyday, but I do have students using them on a regular basis nonetheless. And I have heard students say that in some classes they are on their computers everyday most of the class time. Of course, take what students say with a grain of salt...but that comment did cause me to pause and wonder - just how much is going on.

I completely agreed with Shawna's comment that tech is a "good servant, terrible master" as that is exactly what I have been concerned with ever since we started talking about 1:1, namely that we should not be doing tech for tech's sake.

So for me, as I ponder the big question of our PLC group - how students can demonstrate their knowledge - I want to seriously look at how to break the computer habit. I am going to continue to find ways to have students talk, write, and read, and not get all consumed by how they can use the computer on a task or assignment.  I have noticed a real problem with some of my 10th grade students' inability to actually talk history with each other, while others can indeed converse.

And Bill Alexander could not be with us tonight because he is getting ready for a concert in which his students will demonstrate what they have learned!