Key points:

• Use “hooks” to captivate students’ attention and foster excitement for learning
• Student engagement requires more than edtech tools
• PBL isn’t used enough–let’s change that
• For more news on teaching trends, visit eSN’s Innovative Teaching hub

Learning is a dynamic process, one in which learners must be actively engaged. However, studies suggest that a significant percentage of students feel disengaged in their learning, posing a challenge for educators. As teachers strive to adapt their instructional methods to nurture student curiosity and drive deeper student engagement, the principles outlined in Teach Like A Pirate offer valuable insights. 

A few years ago, I read the book Teach Like A Pirate by Dave Burgess, and the ideas resonated with me and changed my perspective on instructional practices. In his book, Burgess emphasizes the importance of Passion, Immersion, Rapport, Ask/Analyze, Transform, and Enthusiasm (P.I.R.A.T.E.) in teaching. Central to this approach are the hooks – strategies that captivate students’ attention and foster excitement for learning. Here, we explore five effective hooks I’ve shared with the educators I support that are inspired by the book, along with specific examples of their implementation: 

1. The Mystery 

Creating a sense of intrigue and anticipation can significantly enhance student engagement. Simple yet effective strategies, such as presenting a mystery box or revealing half of an image, encourage students to speculate, discuss, and inquire. By tapping into their curiosity, educators can stimulate deeper learning experiences. 

Within their K-12 platform–Discovery Education Experience–the team at Discovery Education has created an entire section on Instructional Hook Strategies as part of their Spotlight On Strategies resources. Two examples that I implemented in my classroom, were Half of the Picture and Half the story.  

Present students with half of an image and prompt them to speculate on the missing portion. For example, show only the right half of an image of soldiers and ask students to guess what the soldiers are preparing for.  

Zoom in on a projected image, revealing only a portion to students. Prompt them to guess what it could be, gradually zooming out to unveil the full image. These strategies encourage curiosity and critical thinking, setting the stage for deeper exploration of the day’s lesson. 

2. The Technology Hook 

The use of technology can be a hook in itself, but it can also be combined with most of the other hooks to amplify the learning experience. The mystery hook could be applied when connecting to experts, authors, or other classes. Students could try to guess who they will be meeting with or where they are from.  

Technology not only engages students but also offers opportunities for alternative assessments that encourage creativity and individuality. By incorporating alternative assessment formats, students can demonstrate their understanding in unique ways. For instance, when prompted with questions such as ‘Were the colonists justified in rebelling against the British?’, one reserved student expressed her thoughts in a British accent during an audio recording. This unexpected approach not only revealed her personality but also showcased her depth of understanding. Such personalized assessments serve as catalysts for further exploration of students’ interests and capabilities. 

Embracing alternative assessment methods not only fosters deeper engagement but also unlocks students’ creativity and individuality. Projects using platforms like Flip,  Garageband, Russel Tarr’s ClassTools Fakebook page, Matt Miller’s Ditch That TextBook templates, and Ryan O’Donnell’s Creative Ed Tech site offer innovative ways for students to showcase their understanding while connecting to their interests. 

By harnessing these resources, educators empower students to demonstrate mastery authentically, fostering deeper engagement and meaningful learning experiences. 

3. The Kinesthetic Hook  

Engaging students through movement is a powerful strategy that enhances active participation and deepens learning experiences. By incorporating kinesthetic hooks into teaching practices, educators can create dynamic and immersive environments that promote collaboration and critical thinking.  

Gallery walks provide a transformative approach to traditional presentations, fostering active participation and deeper learning experiences. Rather than passively listening to student presentations over multiple class periods, gallery walks utilize both classroom and hallway spaces as dynamic learning resources. This setup encourages students to actively engage by moving around and interacting with various materials. 

During gallery walks, students have the opportunity to explore a variety of resources, including posters, QR codes linked to slide presentations, and informational materials. This station-like setup allows students to interact with multimedia content such as text resources, video clips, and presentations, thereby enhancing their understanding and retention of the material. 

By offering a multisensory approach, gallery walks engage students on multiple levels, catering to diverse learning preferences and fostering a deeper connection with the content. As an educator who has transitioned from traditional presentations to gallery walks, I have observed firsthand the transformative impact of this approach. It ignites greater student engagement and enthusiasm for learning, ultimately leading to more meaningful educational experiences. 

4. The Safari Hook  

Scavenger hunts and interactive challenges offer exciting avenues for students to apply their knowledge while fostering independent learning and problem-solving skills. Utilizing tools like Google Forms, educators can craft digital scavenger hunts with self-assessing questions, promoting engagement and autonomy in learning. Incorporating elements of gamification, such as unlocking clues or prizes, enhances motivation and bolsters learning outcomes. 

For instance, digital photo activities like the alphabet photo book engage elementary students in identifying letters by capturing images around the school. This approach extends beyond traditional assessments, allowing educators to assess various skills and knowledge through student-generated content. 

Another hook is bringing the Amazing Race into the classroom. Educators can leverage Google Forms and response validation questions to create unique challenges at each ‘Pit Stop.’ By incorporating QR codes for easy access and navigation, educators immerse themselves in the activity, gaining valuable insights into students’ engagement and understanding. 

Alternatively, activities like BreakoutEDU provide a thrilling experience by presenting students with clues to open locks and reveal hidden treasurers. Platforms like  Flippity.net offer flexibility in designing scavenger hunts, replacing physical locks with digital counterparts and providing endless possibilities for creative challenges. 

Regardless of the chosen activity, participants of all ages delight in the opportunity to move around and engage in thought-provoking challenges, reinforcing learning in an interactive and enjoyable manner. 

5. The Picasso Hook 

Visual storytelling and sketchnoting are powerful tools for comprehension and creativity. With touchscreen devices and digital whiteboards, students can create visual representations of concepts, enhancing understanding and fostering creativity. Sketchnoting allows students to capture information from text, video, or presentations using drawings, facilitating better retention and understanding through visual connections. 

Technology makes sketchnoting accessible to students of all skill levels. For instance, touchscreen devices like iPads enable students to use apps like Freeform for drawing. Additionally, tools like QuickDraw by Google assist students in generating visual content by predicting drawings and offering clip-art style options. 

Digital notebooks offer another avenue for visual expression. Students can use templates in Google Slides, PowerPoint, or Keynote to add information, take notes, and include images to support their understanding. Tools like Google Drawing can be used to annotate images or create hand-drawn copies, allowing students to personalize their learning experience and showcase their understanding effectively. 

Incorporating these hooks into instructional practices not only revitalizes classroom experiences but also cultivates a deeper connection between students and learning. By stimulating curiosity, fostering creativity, and promoting active participation, educators can create dynamic and immersive learning environments that inspire a lifelong love for learning. 

Key points:

• The Talents Unlimited model and edtech resources play a role in this educator’s strategy
• 5 of the biggest education trends in 2024
• Edtech tools to beat our state of emergency in reading and math achievement
• For more news on instructional strategies, visit eSN’s Innovative Teaching hub

Keeping gifted students focused and engaged in learning can be challenging. They complete tasks quickly, are often motivated to dig deeper into a subject, and are prone to boredom if not sufficiently challenged. This can lead to disengagement, especially for gifted students.

To better support my gifted and talented students, I have integrated the Talents Unlimited approach into my classroom practice. The Talents Unlimited approach to education was created by Dr. Calvin Taylor, who researched the thinking skills people need to be successful in the world of work. Specifically, the Talents Unlimited model identified the following five key thinking abilities that lead to success: Productive Thinking, Communication, Forecasting, Decision Making, and Planning. Nurturing and expanding these talents can help students develop creative and problem-solving skills.

Here are some examples of how I am helping my gifted students by combining the Talents Unlimited approach and using Discovery Education Experience to ensure engagement for all students no matter their learning level:

Productive Thinking

Productive Thinking refers to a student’s ability to think up many, varied, and unusual or one-of-a-kind ideas. To support my students’ ability to undertake Productive Thinking, I use the Z Chart, which is one of Discovery Education’s research-based Spotlight on Strategies. The Z Chart is a graphic organizer that helps students summarize information using linguistic and nonlinguistic representations. The Z Chart strategy provides a quick way to present ideas. One of the best parts is that it works well as an individual reflection tool and as a tool for cooperative groups to use when discussing a jigsaw activity. This makes sure that students across abilities can dive deep into a topic together or through self-directed learning.

Communication

• The Communication skills Talents Unlimited seeks to develop are:
• Giving many, varied, single words to describe something.
• Giving many, varied, single words to describe feelings.
• Thinking of many, varied things that are like another thing in the form of a simile
• Letting others know that you understand how they feel.
• Making a network of ideas using many, varied, and complete thoughts.
• Telling your feelings and needs without using words.

Discovery Education Experience’s DEmystified series features short videos (most are around two minutes long) that answer questions in a plain and simple, straightforward fashion. I use these videos to model several excellent communication skills addressed by Talents Unlimited.

For example, when my students watch the video “Characteristics of Stars,” I challenged them to complete the simile “Stars are as hot as _________.” Students brainstormed about things that may be hot in order to compare to the heat of stars. These are perfect for grabbing attention as a hook into a unit of study, a brain break, or even a rainy-day recess!

Forecasting

The Forecasting Component of the Talents Unlimited framework asks students to think of many, varied and unusual ideas to examine cause and effect by answering one of two questions: What might have caused…? and What might happen if…?

I address this component of the Talents Unlimited framework using Discovery Education Experience’s Life Skills Channel. For example, I have shared with my 2nd grade students the video entitled “Bang the Drums”, which is a story about the passion of making music. Following the video, the class discussed and described the effects of finding our own passions, and what steps need to be taken to pursue our own passions.

In addition, there are videos on goal setting, which helps students see the importance of setting realistic goals. In both cases, my students have a great opportunity to think through essential forecasting as it relates to their own lives.

Planning

Talents Unlimited seeks to help students develop their planning skills, and their ability to discern and the steps necessary to develop a comprehensive plan to carry out a decision.

To support the growth of student’s planning abilities, I utilize Discovery Education’s Virtual Field Trips (VFTs) to transport my students beyond the classroom. Before the “trip” my class and I discuss what things we would need to bring with us if we were actually going on a trip to one of the VFT destinations. Together, we have traveled to places like the Arctic, and Washington, D.C.

We then talk about what we are planning to do on the trip, the order of the steps they need to take to do them, and we identify potential problems. These projects can become very detailed. For instance, for my 6th graders planned “trip” to Washington, D.C., they created detailed budgets and researched flights, lodging, and food. After the field trip they used their communication talent and created travel brochures to encourage others to visit Washington, D.C.

Decision Making

Helping students build their decision capabilities is the most complex challenge of using the Talents Unlimited framework. It involves helping students think of things they could do, which are called alternatives. Then students develop questions that serve as a guide between choosing alternatives, then they weigh those questions to make decisions, and ultimately, support that decision with varied reasons.

To support the development of my students’ decision-making skills, I have created a simple chart that I use for decision making lessons. Students will consider each alternative and apply it to the criteria in a process called weighing. This will lead them to the final decision. Finally, they give reasons for reaching this decision.

I have used two Discovery Education channels, National Parks, and Sharks, to teach with this talent. Discovery Education’s channel on the national parks has informational videos about several of the parks. After viewing a few of these, we completed a decision-making activity about deciding which park to visit. The alternatives were three of the parks: Yellowstone, Everglades, and Olympic. The criteria for visiting each included: Liking the temperature there, the proximity of the park to home, and if there are things there that students would like to see. After weighing these, students could arrive at a decision on which park to visit. There are many other videos that this model could be applied to. Another of my 4th grade’s favorites is the Shark Channel, where we have used decision making to determine the most dangerous shark.

I am a firm believer in using the Talents Unlimited framework and Discovery Education can be used with all students in any grade level. Students of any age and ability level will enjoy activities like these and develop some critical thinking skills along the way.

Key points:

• Conflict resolution can help students better manage interpersonal relationships
• See article: Friday 5: Teaching strategies for classroom success
• See article: Innovative ideas for school libraries
• For more news on instructional strategies, visit eSN’s Innovative Teaching page

I agree with you, Mr. Arthur Miller, “the woods are burning” indeed.  America’s current political climate seems like a blazing forest fire of disagreement.  We are unable to see each other through the smoke of our confirmation biases, and unable to hear each other over the crackling whirling flames in our self-created echo chambers.  As educators, we should all work together to help lead our country through this self-destructive conflagration. Teaching various methods for conflict resolution to our students might be one prescription public schools could employ for this monumental challenge. 

Aside from the obvious classroom management benefits of teaching conflict resolution to students, children would also develop better interpersonal relationships outside of the classroom.  Perhaps, eventually, our democracy could improve too?

I have compiled several strategies for conflict resolution based on modern psychology and neuroscience. I have been incorporating them into typical English Language Arts and Social Studies high school content for several years (Piccoli 2-5).  Using a Rogerian rhetoric writing style I focus on teaching students to express empathy, find common ground, and ask questions instead of using facts to persuade (Piccoli 2-5). 

Below is an example student activity of how to integrate these strategies into a lesson on the conflict between Dr. Frankenstein and his monster in Mary Shelley’s famous gothic novel, Frankenstein.

Directions: Pretend that you are Dr.Victor Frankenstein at the beginning of Chapter 17.  The monster has just finished explaining the rejection he faced from so many people after Victor (you) abandoned him and has asked you to make him a female companion for him.  However, you know that you should not because the female monster might be evil, might not love the monster, and or this situation might result in a new monster species. Follow the Rogerian Rhetoric style argument outlined below (1-8) to persuade the monster to understand Victor’s (your) point of view.   

1. Express empathy by describing how they feel and why they feel it.

It seems like you feel angry because you are lonely.  People have unfairly rejected you because of how you look, because of how I designed you to look.  On top of all that, you feel betrayed because I abandoned you. 

2.Continue to express empathy by steelmanning their POV: Describe the best possible version of their arguments back to them so that they know you fully understand their POV. Be sure to emphasize and acknowledge any new information they told you.

Your argument is that if I make you a female monster you will live away from people. Therefore, there are no risks in me creating a monster companion for you. You’re saying it’s not too much to ask to have one companion.  Also, I didn’t realize you were rejected by the townspeople, the De Lacey Family, and were shot in the arm after saving a little girl’s life.  That must’ve been devastating. 

3. Find common ground (common goals) and list any part of their argument that you agree with and or to what extent you agree with them. 

I totally agree that I shouldn’t have abandoned you, that was wrong of me.  We both don’t want to keep destroying each other’s lives. 

4. Offer a “welcome mat statement,” a statement that aims to encourage your opposing party to feel less defensive or foolish about changing their POV and “stepping” towards your POV.

I thought making you a companion monster would be a good idea at first too until I asked myself some questions. 

5. Ask “flashlight question(s);” higher-level thinking questions (How or What) that “flashlight” on your arguments but allow your opposing party to discover your arguments on their own.

How will you know if the female monster will be good or evil?

What would happen if you both had monster children?

How can I trust you?

6. Propose a compromise(s):

 I’ll try to make you look less “monstrous” to other people.  I’ll introduce you to people, a little at a time.  Can I have some time to think about it?

7. Listen and try to understand their objections, repeat 1-7 as necessary.

A similar activity could be designed in Social Studies lessons between two historical figures involved in a disagreement:

Directions: Choose a role: A supporter of President Woodrow Wilson is debating a 1st Amendment advocate on whether free speech should be limited under the Espionage Act and Sedition Act during World War I. Use the same Rogerian Rhetoric style outlined above. 

Admittedly, a Rogerian style argument is not appropriate for all types of conflicts.  These conflict resolution strategies would not be appropriate in a courtroom, under a threat of physical violence, or conversing with anyone arguing in bad faith.  Additionally, some students may find it difficult to resist the temptation to try and “win the debate” instead of focusing on empathy and finding common ground.  Teachers are well advised to offer students an alternative choice assignment in the event students resist these techniques.  However, offering students a practical set of steps for better conflict resolution might help them transfer these skills into their everyday lives and improve their interpersonal relationships.

Still, a few worksheets on the topic of conflict resolution are just scattered seeds on the smoldering forest floor of our disagreements.  All educators need to emphasize the value of having an open mind, and model how to listen to and empathize with those with whom we disagree. Throughout human history these tenets were often the seeds that grew the trees of peace, love, and understanding.  We all grow our history together, every day, for better or for worse. Is it too late for us to change, to learn to love our enemies? 

I’m reminded of wisdom reminiscent of an ancient Chinese proverb. The best time to plant the seeds of peace, love, and understanding was 20 years ago.  But, the second best time is right now.   

Links

New Jersey English Journal: ELA Strategies for Teaching Students How to Disagree Productively
https://digitalcommons.montclair.edu/nj-english-journal/vol11/iss2022/8/

Owl.Purdue: Rogerian Rhetoric
https://owl.purdue.edu/owl/general_writing/academic_writing/historical_perspectives_on_argumentation/rogerian_argument.html

Kids fight with their parents this many times before they turn 18
https://nypost.com/2018/12/03/kids-fight-with-their-parents-this-many-times-before-they-turn-18/

PEW Research: America’s Dismal Views of the Nation’s Politics
https://www.pewresearch.org/politics/2023/09/19/americans-dismal-views-of-the-nations-politics/

How to Build an Exit Ramp for Trump Supporters
https://hbr.org/2016/10/how-to-build-an-exit-ramp-for-trump-supporters

Lieberman, Matthew D et al. “Putting feelings into words: affect labeling disrupts
amygdala activity in response to affective stimuli.” Psychological science vol. 18,5 (2007): 421-8. doi:10.1111/j.1467-9280.2007.
01916.x

Rozenblit, Leonid, and Frank Keil. “The misunderstood limits of folk science: an illusion of explanatory depth.” Cognitive science vol.
26,5 (2002): 521-562. doi:https://onlinelibrary.wiley.com/doi/epdf/10.1207/s15516709cog2605_1

Shapiro, Shauna.Mindfulness Practices for Challenging Times: Emotion Regulation, Shifting Perspective, Compassion for Empathy Distress. Alternative and Complementary Therapies.Jun 2020.109-111.http://doi.org/10.1089/act.2020.29277.ssh

Taber, Charles S., and Milton Lodge. “Motivated Skepticism in the Evaluation of Political Beliefs.” American Journal of Political Science, vol. 50, no. 3, [Midwest Political Science
Association, Wiley], 2006, pp. 755–69, http://www.jstor.org/stable/3694247.

Westen, Drew., Pavel S. Blagov, Keith Harenski, Clint Kilts, Stephan Hamann; Neural
Bases of Motivated Reasoning: An fMRI Study of Emotional Constraints on
Partisan Political Judgment in the 2004 U.S. Presidential Election. J Cogn Neurosci
2006; 18 (11): 1947–1958. doi https://direct.mit.edu/jocn/article-abstract/18/11/1947/4251/

Key points:

• With or without AI, it’s possible to engage students in authentic learning experiences
• See article: Data really is the secret sauce in the K-12 classroom
• See article: Expanding ‘through-year’ assessments to boost achievement
• For more news on instructional strategies, visit eSN’s Innovative Teaching page

There is a lot of excitement surrounding ChatGPT, the cutting-edge chatbot powered by OpenAI. Some experts believe this new technology can have a positive impact on teaching and learning, while others fret it may weaken the teaching of critical thinking and increase bias by spreading misinformation about different groups and cultures.

While both can be true, it is up to educators to create classroom conditions for students to use ChatGPT and other AI tools in a responsible way. Educators can draw on their long practice of nurturing student agency and authentic engagement, as they have always done. This approach goes even further when combined with teaching global competencies such as appreciation for diversity, perspective-taking, and global engagement, empowering students to take ownership over their learning. Educators can even tap student enthusiasm for new technology by assigning–and assessing student learning using–multimedia projects.

Does this all sound far-fetched? The Global Scholars virtual exchange program has reached more than 105,000 students, cumulatively. Over the past decade, we’ve seen students engage in multiple ways productively (with one another, with the subject matter, with their peers worldwide). Working with more than 500 teachers annually, and with Project Zero from the Harvard Graduate School of Education to analyze our e-classroom discussion boards, we have qualitative data on what works to keep students engaged in learning.

Underlying the 5 steps below are 2 “secrets,” which will come as no surprise to today’s educators.

Secret 1: Multimedia assignments. Multimedia projects such as podcasts, interviews, news articles, infographics, 3D spaces, and videos tap student enthusiasm for new technology, but for creative purposes. These types of assignments are also harder to farm out to AI! Additionally, multimedia projects offer educators alternative ways to see evidence of student thinking. A student’s role in building a collaborative website, video, or even community garden may not be as easy to evaluate as a 5-paragraph essay—which ChatGPT could handle more easily—but it offers educators a window into key elements of critical thinking skills such as creativity, problem solving, decision-making, strategic planning, and verbal communication as they develop.

Secret 2: Student expertise. Students ages 10-13 are rarely seen as experts or asked to share their perspectives and lived experiences. Asking for students’ personal experience and insights about their own communities is both inspiring and, once again, hard to fake. Educators can take it up a notch by emphasizing the diversity of local cultures in any community or classroom and coaching students to listen for and to value different perspectives.

To promote engagement and support the development of critical thinking skills in your classroom, here are five ways to teach and assess student learning in the age of AI that we’ve learned from the Global Scholars international virtual exchange program:

1. Action! Motivate students to act by incorporating action planning into assignments. This involves breaking down tasks into smaller steps. Encourage students to create goals and list the action steps themselves. Bonus: Have them measure and note the impact of each action. Students can measure impact by gathering data from surveys or documenting testimonials.

2. Community. Encourage students to look beyond the classroom for deeper learning. For any topic, they can conduct interviews with local experts.

3. Own it. To promote student agency in group activities, offer students the opportunity to select their preferred roles and responsibilities. By giving students the freedom to choose, they can feel more invested in the project and take ownership of their contributions. This approach also fosters a sense of collaboration since each group member contributes to a shared goal.

4. Invite new perspectives. To limit bias and prejudice, set up authentic, structured encounters with peers of different backgrounds. This empowers students to speak about their own lived experience and to listen with care to that of others. A virtual exchange program such as Global Scholars, Open Canopy, or a resource like iEarn makes these authentic encounters easier to arrange. If this is not available, take advantage of the diverse experiences in your own classroom to encourage reflection and respectful exchange.

5. We can work it out. Develop assignments that promote inclusive problem-solving and multiperspectivity. Have students design a community survey to gather insights from family and community members on any topic. Bonus: Have them show survey responses in pie charts or bar graphs or edit a video of an interview.

An authentic assignment or heartfelt exchange teaches students not only to avoid reliance on received responses such as those from ChatGPT; it also launches them on a lifelong learning adventure.

References

Understanding AI Writing Tools and Their Uses for Teaching and Learning at UC Berkeley | Center for Teaching & Learning. (n.d.).

U.S. Department of Education, Office of Educational Technology, Artificial Intelligence and Future of Teaching and Learning: Insights and Recommendations, Washington, DC, 2023. 

Young, J. R. (2023, July 27). Instructors rush to do “assignment makeovers” to respond to CHATGPT – Edsurge News. EdSurge.

Key points:

• Assessment creation can be uncomfortable, but it is also one of the most important steps in accelerating student learning
• Teachers are the only professionals who can most effectively build these assessments for their students
• See related article: 4 engaging assessment ideas for middle and high school
• For more news on assessment, visit eSN’s Innovative Teaching page

Teachers use a variety of methods to assess mastery of a topic. We use observations, quick formative assessments, longer summative assessments, and long-term benchmark assessments. The problem is that these assessments come in a variety of ways, depending on where you teach.

Many districts utilize pre-built assessments from curricular resource companies. Others build assessments based on curricular resources and change every 4-6 years with their new resource adoption cycles. Some will create assessments based on their state-approved learning standards and work to adapt the curricular resources to their true “curriculum” and assessments.

It’s no wonder teachers are more cautious and insecure than ever about their abilities to assess and close learning gaps effectively. That is clear in the most recent surveys on the state of assessment, including Instructure’s 2023 State of Assessment in K-12 Education.

Curricular companies vs. teacher-built assessments

Teachers are amazing individuals and assess students in a variety of ways all day long. However, pressure is often heightened when it comes to building an effective assessment that identifies skills directly related to state learning standards in a variety of skill levels. The need to collect effective data that can be used to drive instruction and intervention can increase levels of stress and uncertainty. 

This anxiety and lack of confidence in the educator’s ability to create an effective assessment is why district administrators often go with premade assessments from curriculum companies. It’s easy and it takes a task off of a teacher’s already overloaded schedule, so why not? Shouldn’t these companies have the most expertise in the content they are writing for the resource? The short answer is no.

Assessments, by design, should show a stair step of understanding toward mastery of state-approved learning standards. But assessments also need to provide a clear picture of student understanding within those skills so teachers can take that information and fill in the gaps.

Curricular companies do not know my individual students in De Soto, Missouri, but I do. While it creates an uncomfortable feeling for teachers to be thrown into the pond with assessment creation, it is also one of the most important steps we can take to help accelerate student learning.

Breaking down the assessment process

Teachers are the only professionals who can most effectively build these assessments for their students. With support and training on unwrapping standards, creating learning targets, designing proficiency scales, and analyzing data through collaborative professional learning communities to drive instructional decisions, teachers can better design assessments. And through that guidance and support, teachers will maintain the rigor of end-of-year state assessments, yet provide levels of mastery that are used to meet students where they are and provide the interventions they need to be successful.

Teachers want nothing more than to find success for struggling students. In order to do this, they want to have a deep understanding of their state learning standards. Teachers want to identify what the barriers are that are holding a student back from success, and they are excited when they can find this in assessment data. Most importantly, teachers are more successful when they can do this work in a collaborative environment such as a professional learning community.

In De Soto, we have found success using these same essential components over the last few years. Our state assessment scores have increased by double-digit percentage points in many areas year over year, with growth in almost every area across the board this previous year in grades 3-12.

Finding a viable solution in De Soto

The ingredients are simple, yet the work is difficult. Collaboration and data analysis are key, leading to a big payoff for students! We have spent the last few years reviewing our deep dive into unwrapping our state standards, creating effective learning targets, designing proficiency scales, and learning about effective assessment design. Though this is work we have done as a district many times in the past, it’s now even more important. We had a vision in mind for finding the most effective way to diagnose student learning gaps and provide the most effective interventions to support them.

However, an assessment is only as good as the data you receive. That is where Mastery Connect by Instructure came into play for De Soto. Mastery Connect is a program that gives teachers a platform to create assessments with individual questions aligned to specific standards. After facilitating the assessment, teachers get immediate graphical and data feedback showing student mastery for each standard assessed, and a breakdown of that data by question, class, teacher, and team. This gives teachers the tools to effectively analyze data and drive instructional decisions to best support students.

While we are asking teachers to jump into the deep end with assessment creation, we are providing some life preservers through programs like Mastery Connect that can show them immediate, effective feedback of that assessment work, and give them the information they need to see the big payoff in student growth.

Assessment work is always a work in progress. We will always refine, revise, and improve our assessments to provide better data, increase rigor, and more closely align to state standards. It is this work, however, that can have the greatest impact on student achievement. Teachers, more than anyone, have the expertise and ability to create and design effective assessments for their students. Partnered with effective collaboration and tools such as Mastery Connect, we can see those learning gaps continue to close and students continue to achieve.

Key points:

• Easy access to valuable data is key in supporting students
• A new approach to structured literacy can yield improved outcomes
• See related article: 10 instructional strategies that lead to academic growth
• For more news on classroom data, visit eSN’s Innovative Teaching page

Along with all of the educational technology that’s made its way into the K-12 classroom over the last 10 years, we also now have a constant stream of useful, actionable data that we can use to improve student outcomes. This is especially true with literacy, where it’s all too easy to lose track of student progress and performance as students make their way through elementary and middle school.

Knowing this, we opted to pilot the Lexia Core5 Reading adaptive blended learning literacy program a few years ago. Our initial goal was to improve the reading support we offered students based on their literacy data, specifically in the area of foundational skills. We were collecting data from a variety of assessments, but the interventions we were using just weren’t showing that students were making consistent progress as readers.

We had recently implemented a re-rollout of small group guided reading instruction, but it was showing limited results. We were primarily using a reading workshop and balanced literacy model to teach reading. We had added additional phonemic awareness instruction into kindergarten and first grade classrooms, but we knew we still needed to make improvements to our district literacy program to better support our students.

Luckily, our literacy program pilot went well, and we slowly expanded our use of our literacy program across the elementary schools in our district with a before-school program. In the spring of 2020, we obtained unlimited licenses for the literacy program, which the company was offering at no charge due to the pandemic, and rostered all of our elementary and middle school students so they could use it at home. In the fall of 2020, we purchased unlimited licenses for all of our elementary schools and started implementing our first structured literacy program for students in kindergarten through fifth grade.      

Needless to say, our access to reliable data improved significantly once we had a unified literacy program in place. Here are four top benefits we’ve seen as a result of making this move:

1. A gateway to structured literacy. Embracing a new approach to literacy instruction was paramount to driving improved outcomes for our students. When we implemented a new structured literacy reading program that we could integrate with our Lexia programs, we found the real gateway into structured literacy. With whole group structured literacy reading lessons and a literacy center block to provide time for daily personalized literacy instruction for students on our literacy platform and Amira, a digital reading tutor, I never imagined that there would be acceleration support for our students like what we have now. We are lucky to have these different programs that are aligned when it comes to teaching kids to read and then supporting them as they become advanced readers.
   
2. Easy access to valuable data. We are pleased with the results of our multi-year approach to improving literacy and extracting the data needed for effective decision-making and performance monitoring. As we continue refining our whole-class and small group structured literacy reading lessons, we will keep supporting consistent student usage on our literacy and digital tutoring programs. For example, if usage and progress data doesn’t meet teachers’ expectations, our teachers can quickly gain an understanding of how students are performing on the programs and intervene accordingly. This was a big shift for us because we now have access to an ongoing collection of data points quickly to better support students.
   
3. Better reading test scores. For the 2022-23 school year, 84 percent of our students met usage expectations on Core5 and 74 percent of all students advanced at least one grade level of material. During the same period, 65 percent of students who used the literacy program with fidelity and 49 percent of all students reached skills at or above their grade level. Students’ NWEA RIT scores also improved—to the point where the district’s median RIT percentile was higher than usual. We had growth data in every elementary school like we’ve never seen before. In fact, a comparison of NWEA reading test results from SY 2019-20 to SY 2022-23 showed K-5 students went from 37 percent at or above norms of growth rate to 93 percent. Similar results were gained on the NWEA Language Usage test for students in grades 3-5 where students went from 37 percent at or above norms of growth rate to 96 percent.  We tend to have good growth data because we have a lot of students who show growth across the full year, but typically not from fall to winter. The solid growth we saw at every elementary school this past year was amazing.  
   
4. A reading program that everyone loves. The positive momentum of the literacy program has been an important factor in our district’s literacy journey that supports students, teachers, and families throughout the school year and into the summer months. Teachers understand the literacy program now and it can support their students. Teachers get excited when they see students making progress and they see that our literacy program has a direct connection to those students’ educational progress. We also like how we can view the program’s data through different lenses. For example, principals can easily see metrics connected to their building literacy data, while we can also access district literacy data. Teachers, interventionists, special education staff, and paraprofessionals can view class, caseload, and student data to target the literacy needs of students more effectively.

Our district now has the data that it needs and a structured literacy approach that’s already producing impressive results in the way of improved reading scores.

Key points:

• Standardized tests aren’t inclusive and often lead to unnecessary stress
• Educators should shift focus from standardized tests to ensuring students become independent learners
• See related article: What’s the state of K-12 assessment?
• For more news on assessments, see eSN’s Innovative Teaching page

Standardized testing has long been a contentious topic in the field of education. While the primary goal of standardized testing is to measure student achievement and set benchmarks for educational standards, it carries unintended consequences. This article delves into the multifaceted impact of state tests on various aspects of education.

Standardized reading tests

In recent years, the landscape of reading instruction has undergone a dramatic transformation. Teachers now find themselves navigating a shift away from the immersive experience of novels towards a regimen of skill-and-drill exercises. The pressure to align curricula with the test format has led to a prioritization of short-stories. This shift, while intended to improve test performance, comes at a cost. It robs students of the opportunity to lose themselves in the rich tapestry of novels, to fall in love with books over extended periods of time, and to develop a profound and lasting connection with literature.

Furthermore, this myopic focus on test preparation diminishes the joy of reading for pleasure. By constraining students to short-stories (designed to mimic the test format), we risk stifling their exploration of diverse genres, complex characters, and critical thinking skills that occurs within the context of experiencing a well-crafted novel. The unintended long-term consequence is a generation of students who may excel in meeting the demands of a test, but who miss out on the deeper, transformative power of literature to shape the minds and hearts of learners!

Standardized math tests

The evolution of math education has been marked by a shift towards conceptual teaching methods insofar as students no longer memorize rote procedures. In other words, students are now tasked with understanding the underlying principles when engaging in mathematics. For instance, instead of simply learning that the decimal point moves when multiplying or dividing decimals by a power of 10, they grasp the dynamic of the digits shifting. The change towards deeper comprehension and conceptual understanding is a positive development.

However, standardized tests have lagged behind in adapting to this new pedagogical approach. While modern math education emphasizes not just arriving at a solution, but understanding the reasoning behind it, standardized tests remain fixated on the final answer. This dissonance creates a misalignment between classroom instruction and test expectations. By failing to account for the importance of explaining mathematical thinking, these tests fall short in accurately assessing students’ true understanding and problem-solving abilities. In this way, the very tests meant to measure mathematical proficiency inadvertently hinder the development of critical thinking and comprehensive understanding of mathematical concepts.

Miscellaneous

In addition to the specific areas discussed above, state tests are entangled with a host of broader concerns. Research consistently highlights that standardized assessments perpetuate racial disparities, placing marginalized students at a disadvantage. Additionally, the high-stakes nature of these tests can lead to heightened levels of anxiety and stress among students (and their families), potentially impacting their overall well-being and mental health. Furthermore, standardized tests do not consider multi-modal approaches to both teaching and assessing.

A compelling alternative to state tests is the use of portfolio reviews. This method offers a more comprehensive view of student progress and fosters a growth mindset. By showcasing a range of student work, portfolios enable educators to assess individual strengths, growth, and areas for improvement more accurately. This shift towards a portfolio-based assessment not only aligns with modern pedagogy but also ensures a more equitable evaluation of student achievement, regardless of their background or circumstances.

Nonetheless, in a shifting landscape where holistic admissions processes are gaining traction, standardized tests continue to wield disproportionate influence in college admissions. Many higher education institutions recognize the limitations of relying solely on test scores and are striving to adopt a more comprehensive approach to evaluating applicants. However, the state tests, which heavily impact high school transcripts, do not reflect this shift towards a more holistic evaluation.

Placing an undue emphasis on standardized test scores may cause colleges to overlook other crucial dimensions of a student’s profile, such as extracurricular activities, personal essays, and letters of recommendation. This narrow focus on test performance can impede the admissions process from truly capturing the diverse talents and potential of students. As colleges aim to create vibrant, diverse communities, it is imperative that they reevaluate the weight placed on standardized test scores and consider a more balanced, multifaceted approach to admissions.

It is time for education policymakers and stakeholders to engage in ongoing discussions, challenging the status quo and advocating for a more balanced and effective approach to assessment in education. While rote memorization is important to an extent, educators should be able to shift their focus from standardized tests to instilling students with skills (research, critical-thinking, project-based learning, etc.) that can allow them to explore various topics with minimal assistance from their teachers so as to become independent learners.

Key points:

• To personalize learning, teachers need actionable data more frequently
• A new partnership in Montana will support student achievement in just this manner
• See related article: What’s the state of K-12 assessment?
• For more on assessments, see eSN’s Innovative Teaching page

The Montana Office of Public Instruction is focusing on using assessments throughout the school year to give teachers the data they need–as early as possible–to positively impact student achievement through personalized learning.

Montana OPI will offer Discovery Education’s DreamBox solutions to the 53 school districts participating in the second year of the state’s Montana Alternative Student Testing (MAST) Pilot program. MAST is an initiative designed to improve learning achievement by implementing “through-year assessments,” a formative approach to assessment that provides teachers with actionable data that can inform instruction throughout the academic school year compared to relying on end-of-year assessment data. With more data insights throughout the year, teachers can quickly identify students’ target areas for growth and acceleration. 

The partnership will provide DreamBox Math and DreamBox Reading Plus to nearly 30,000 students (grades 3-8) across the state. DreamBox, which was recently acquired by Discovery Education, is the only provider of digital solutions rated “Strong” by Johns Hopkins’ EvidenceforESSA.org in both mathematics and reading.

DreamBox solutions will then expand to all educators and students in the 2024-2025 school year.

“This partnership emphasizes innovative solutions that accelerate student success,” said Montana State Superintendent Elsie Arntzen. “Discovery Education’s DreamBox focuses on student-based teaching and learning, which reflects our MAST program. I am confident that teachers, students, and families will benefit from these programs that increase academic achievement.”

DreamBox Math and DreamBox Reading Plus are designed to adapt problems and questions based on how each student learns. DreamBox personalizes the learning experience for students, and district administrators and educators will have access to tools and resources that save them time and increase productivity as they support student success, including recommendations for specific activities and lessons. Parents and caregivers can also view their students’ learning growth through a family dashboard.

“This [partnership] is honoring that time that a teacher spends teaching. And it honors the student for learning. The immediate feedback in our model accentuates that personalized learning. I believe Montana is leading the nation in outcome-based education,” Arntzen said.

“Discovery Education believes every student deserves a high-quality, personalized learning experience, so we’re thrilled to expand our collaboration with Montana OPI to support even more Montana students and educators,” said Dr. Tim Hudson, Chief Learning Officer at Discovery Education. “Both Montana OPI and Discovery Education share a commitment to supporting teachers with effective resources and tools that align with education standards and improve intervention and remediation during the whole school year.”

“We’re inspired by Montana OPI’s leadership and commitment to learning innovation,” said Dr. Jason Sinquefield, Senior Vice President of Educational Partnerships at Discovery Education. “Our team looks forward to working alongside district leaders, educators, parents and caregivers, and community members across Montana to accelerate learning for all students and improve student skill development.”

Key points:

• Educators are looking to formative and summative assessments to inform classroom instruction
• Concerns remain about assessment literacy and quality
• See related article: 4 engaging assessment ideas for middle and high school

The majority of educators believe their school or district has an assessment-focused culture, but there are gaps in K-12 assessment literacy and familiarity with state standards, according to the 2023 State of Assessment in K-12 Education report from Instructure and Hanover Research.

With post-pandemic learning loss a continued focus, educators and administrators are relying on both formative and summative K-12 assessment data to direct classroom instruction. However, they are concerned about K-12 assessment literacy; the value placed on assessments; quality and reliability; identifying the right technology to deliver data; and effectively balancing assessment with instruction.

While 81 percent of educators believe they have an assessment-focused culture, there are discrepancies in assessment literacy, a lack of comfort with state standards, and the burdensome nature of the current assessment model. Only 62 percent of educators feel proficient in assessment literacy and 51 percent have concerns over the negative impact of assessments on instructional time. This emphasizes the need for relevant professional development opportunities, the use of embedded (or in-course) assessments, and systemic improvements that create an impactful and supportive assessment environment for both educators and students.

The findings suggest five common trends and best practices to drive more balanced assessment in K-12 schools:

1. Assessment literacy needs to be prioritized. There is a need to invest in professional development for teachers to build confidence in assessment design and practice, as well as how to effectively use the data to drive learning.

• Four out of five educators perceive their district or school culture to be “assessment-focused,” yet only three out of five consider themselves “assessment literate.”
• With less than two-thirds of educators (64 percent) feeling comfortable with their current state standards, further efforts are needed to promote standards-aligned assessment.

2. Both administrators and teachers value assessment – for different reasons. The survey uncovered diverging perspectives between administrators and teachers regarding the value of assessment.

• 62 percent of teachers expressed concerns over the negative impact of current assessment models on instructional time.
• The impact of interim and summative assessments differs between teachers and administrators. Administrators are 17 percent more likely to view interim assessments as an opportunity to measure student growth than teachers.

3. Quality and reliability (still) matter most. Assessment remains top-of-mind for educators. Almost twice as many educators are evaluating their assessments annually compared to one year ago. As schools continue to evaluate assessments and consider changing models in upcoming years, three characteristics are valued above all: reliability (91 percent), validity (90 percent), and quality (91 percent).

• Of the 70 percent of educators evaluating their assessments at least once yearly, half implement new assessments annually. This number is significantly higher than 38 percent in 2021.
• 87 percent of educators agree that aligning assessments with state standards and accurately representing the district’s scope and sequence is crucial.

4. The right technology embeds the right assessment data at the right time. Choosing the right educational tools is crucial for schools, especially given the abundance of options and approaching funding deadlines.

• Top data priorities include the ability to track student mastery of learning standards (46 percent), align content to standards (46 percent) and efficient, real-time data delivery (42 percent).
• Many educators report they are more likely to embrace technology that provides valuable data (51 percent), is promoted by school leaders (47 percent) and saves them time (47 percent).

5. Educators continue to balance the assessment approach. As the post-pandemic new normal sets in, educators’ confidence in summative assessment appears to be returning.

• More than two-thirds of educators reported positive perceptions of summative assessments, compared to just over half of educators in 2021.
• Educators cite that summative assessments help them to see trends over time (76 percent), provide valuable data that influence classroom instruction (73 percent) and encourage them to grow as teachers (70 percent).

“Based on the findings, educators need efficient and effective tools to create and deliver assessments that measure student growth beyond achievement,” said Karl Rectanus, SVP of K-12 Strategy at Instructure. “The report shows the need for learning platforms that can seamlessly and safely integrate assessment into content to optimize effective teaching and learning.”

Partnering with Hanover Research, Instructure launched the study designed to understand how 1,000 K-12 teachers and administrators across the United States feel about assessment today, how they use assessments and outcomes data in practice, and their opinion of the future of K-12 assessment.

This press release originally appeared online.

Related:
10 instructional strategies that lead to academic growth
We need a new approach to student assessment

Key points:

• The SAT will transform from its dated paper format to a dynamic, streamlined online format
• The most fundamental evolution of the SAT is undoubtedly its adaptation to each student’s capabilities
• See related article: 4 simple strategies to help students ace standardized tests

In the shifting, ever-changing landscape of American education, a major transformation is on the horizon. The SAT, an iconic rite of passage for college hopefuls since its inception in 1926, is shedding its paper skin to embrace the digital age. The College Board, the body governing the SAT, has already begun rolling out groundbreaking moves to transform the test from its dated paper format to a dynamic, streamlined online format. 

This pivot to the virtual realm is set to usher in a new era of efficiency and accessibility, but it does arrive with its own set of new challenges for students. With its U.S. debut in March 2024, the now Digital SAT (DSAT) will arrive with a new structure and layout to modernize the test-taking process. 

So what do these changes mean for students, teachers, and even parents, across the country? 

1. A more adaptive, personalized test

The most fundamental evolution of the SAT is undoubtedly its adaptation to each student’s capabilities. Traditional standardized tests, including the previous version of the SAT, have long been criticized for their rigid, one-size-fits-all structure. The revamped online format, however, adjusts the difficulty of future questions based on a student’s performance on earlier questions.

The initial module of each section presents a range of questions that assess the student’s competency. How well a student performs in this segment determines the level of complexity of the second segment; once questions in the second segment are adjusted, the score cap of the entire section is adjusted as well. 

A stronger performance in the first stage will unlock more challenging questions, potentially leading to a higher overall score. It is important to note, however, that while the format is changing, the new version is just as challenging as the traditional SAT – it simply offers a different approach to measuring a student’s abilities.

2. Fewer questions, more weight

In addition to its new adaptive capabilities, the newly designed SAT has also decreased the total number of questions. Under this new structure, each question becomes more impactful, increasing the premium on accuracy and strategic answering. 

The test is no longer about answering as many questions as possible. Instead, it’s a steep and demanding curve where each question holds the potential to significantly influence a student’s overall score.

This shift in the SAT’s structure calls for a change in preparation tactics. Students will now need to emphasize understanding concepts thoroughly, mastering problem-solving techniques, and honing precision in their responses, rather than aiming to complete a large volume of questions.

3. A new opportunity to manage time wisely

Along with trimming the number of questions, the College Board has also cut down the amount of time students have to take the DSAT. The previous version of the SAT clocked in at three hours, but it’s now set to occupy a notably shorter timeframe of two hours and 15 minutes.

Like its paper predecessor, the DSAT is not only testing students’ knowledge and problem-solving skills but also their ability to effectively manage their time under pressure. In a race against the clock, every minute—and indeed every second—is of the utmost importance.

While managing time is tough when students take paper practice tests, that’s not the case for digital practice tests, where students get immediate feedback on the amount of time they spend on each question. This helps them develop sound time management skills needed to turn in their top performance. 

4. Navigating the digital terrain is crucial for success

As the SAT shifts to the online format, students must master the new testing environment. More than just understanding the subject matter, the revised DSAT requires technological fluency as an essential part of achieving success.

In this new setting, it’s not enough to merely understand mathematical formulas or have a robust vocabulary. Proficiency in using online tools, such as a digital calculator, becomes vital. For instance, during the math section of the DSAT, students will now have access to Desmos, an online graphing calculator, for the entire math section.  

This change to an online medium for standardized testing redefines what it means to be prepared for the SAT. It introduces another level of complexity to the test, requiring students to be comfortable with digital interfaces and calculation tools, honing their skills in using technology to solve complex problems more efficiently.

5. The return of vocabulary questions

While we do see that the SAT’s newest evolution is geared towards the present day, the exam catches a glimpse of the past with the reintroduction of vocabulary-focused questions. Where once the SAT had moved away from these questions in favor of context-based reading comprehension, the redesigned exam includes a renewed focus on language proficiency.

The return of vocabulary questions emphasizes the need for students to possess not just a passive understanding of language, but an active, constructive use of it. Students will need to engage deeply with language, mastering the nuances of a wide range of words and their applications.

Bottom line 

As the SAT transitions from a traditional paper-and-pencil format to a digital platform, it will introduce a series of profound changes, each reinventing the way students and educators navigate standardized testing. From being enhanced with an adaptive and streamlined system to introducing new digital tools, the DSAT has finally caught up with the times and will rapidly become the “new normal” for standardized testing.

Every aspiring college student who is able should take the test, even when it’s not mandated. This will only serve to enhance the chances of selection into our nation’s top learning institutions.

Related:
Why college test prep is like Ironman triathlon training
We need a new approach to student assessment

Key points:

• When students have different ways to demonstrate learning, educators can collect more accurate data
• Middle and high school students benefit from choice, and different assessment options can lead to better engagement
• See related article: 3 new trends in student assessment

As an educator and leader who grades holistically, it becomes important to consider how to create well rounded assessments that offer students myriad different opportunities to demonstrate their learning.

Providing students with authentic and varied assessment opportunities helps educators gather datapoints on a student holistically. What is equally important is that we provide varied assessment opportunities so students can demonstrate understanding in different ways. This article offers ideas that are outside traditional essay writing and test taking mediums.

Here are 4 ideas I have found to be successful in my educational context, which is the IB’s Middle Years Programme.

1. Speech an expert

Students can write speeches on a particular topic that connects to the unit being studied. Presenting these speeches in front of an expert in the field augments the authenticity. Finding an expert can be difficult.

Enter: Skype a Scientist. This website has been a goldmine for us at our international school. The site acts as a repository of scientists who have volunteered their time to discuss topics with students of interest. The scientist is either working within the field of study or degreed in that particular field, giving students the opportunity to meet and work with experts.

Best of all: The website is free! Check out Skype a Scientist and try having a virtual expert visit to watch students’ speeches or presentations on a topic. Any subject could connect to science–in literature, we discussed symbolism and how it impacts our brains.

2. Debate

Teenagers love to argue and have avenue for voice. Students are encouraged to argue with each other and also negotiate with the teacher as part of the approaches to learning skills in our MYP IB program. A debate provides students with an opportunity to demonstrate the approaches to learning the Middle Years Programme. Fruitful research opportunities also exist; students can defend their arguments with research. This idea adds substantiation and an opportunity for an educator to teach research literacy skills.

I suggest structuring the debate using methods that are suggested by other organizations or countries. Some examples you may want to consider are below:

• British Parliamentary
• World Scholars Cup
• One Canadian method of many (from Alberta province)

You could also debate multiple times per year using different structures each time. This way students see, through an international lens, different debate styles that are used throughout our shared planet.

3. Filming a YouTube-style rant

A quick story on why I decided to share this assessment in this article: After a grade 7 student finished filming her rant on her laptop and was packing up to the leave our classroom, she stated the following: “This was the most fun assessment I have ever done in my life”

This was a turning point for me as I realized I had to share this idea with other international school leaders and educators, because it was the first time in my career where a student made a comment about an assessment.

Rants are an excellent way to give students an opportunity to use an informal register. Students can also watch expert ranters on YouTube to glean insights on how rants are used. As an educator (and if you are given leeway to do so), students can even explore political diatribes to gain a sense for how to be professional (and not professional, if students watch certain political examples) when ranting. Deepening students’ understanding of formal and informal register can also be done through compare and contrast.

A nice complement to this assessment could be to have students research the topic they ranted about and see if there is alignment between their opinions and what research has to say. Students can then use this research to write a more formal speech, paragraph, or argumentative essay. Doing this gives students an opportunity to see how formalities and informalities operate within different text types (such as an essay compared to a rant video)

A rant also gives students a chance to let out their emotions in video form, which is something students will appreciate.

4. Court trial

Studying a novel where a particular character does some possibly illegal actions towards another character? Reading Ender’s Game as a class where one of the characters goes through a court martial in the story? Studying a famous historical person who may have committed war crimes? Looking into a scientist who may have taken the world’s scientific discoveries two steps further, but did some throat-cutting along the way that may require retroactive legalities? No matter the subject you teach, there is likely a place for a court trial for your classroom and students. And from my experience, students have enjoyed experiencing a court trial.

Pitting students in a court room provides a lot of opportunity for student agency and empowerment, and as the professional educator, this assessment offers you a lot of space to make adjustments based on the students you serve.

Students can choose to be either prosecuting or defense attorneys. Allow objections (or not), get students to handpick their jury (or not), give students power to use preemptory strikes on a jury member if they feel that person is biased (or not), have students role-play different characters from the novel studied, from history, or from science (or not), and ask a student to take the role of judge (or not). Options are plentiful; the possibilities give educators much liberty to make professional judgments to suit the learning needs of their students.

A small bit of reflection from me: I found that allowing unlimited objections for my MYP grade 9 class was a bit too much. In the future, I would limit the number of objections, because some students dropped non-sequiturs.

Each teenager we teach is unique. I am in a professional capacity where, according to the IB, I must grade holistically. Varying assessment styles and types is one way to make sure that I am seeing students demonstrate learning in myriad different assessments. Consider these assessments to support the students you teach.

Related:
Outsourcing student assessments can revitalize teaching
We need a new approach to student assessment

Key points:

• Texting has its place, but it also leads to underdeveloped communication skills
• Teachers could harness students’ fondness for texting into classroom-appropriate activities or in writing prompts
• See related article: AI writing tools can be disruptive–here are 5 ways to counteract their influence

“because she wants to have fun”

This was an eighth-grade student’s response to a question I posed in a reading response assignment tied to the play, “The Diary of Anne Frank.” The question asked was: “Why does Anne hide Peter’s shoes?” Technically, the student is correct–Anne hides Peter’s shoes because she is bored and tired of being cooped up in the small apartment she is forced to hide in. The student understands the underlying motives driving the character’s behavior here. But there are some problems with this response.

Notice the missing initial capitalization, the lack of closing punctuation, and the use of a sentence fragment. These errors are not random; they are very particular. They mirror the shortcomings of communication via texting. This was not an isolated response, but one example of a type I saw over and over again throughout the school year. These students suffered from “Texting Sickness.”

That was the joking term that my fellow English teachers and I came up with to describe what we were seeing. Our joking masked a real concern. Was early exposure to texting crimping our students’ ability to write correctly? To engage in the critical thinking process that underpins the ability to write?

Texting’s oversized influence

According to a recent Stanford Medicine study, the average age that children receive their first phone is 11.6 years of age – 5th or 6th grade. As anyone with preteens can tell you, texting and group chats take on outsized importance and time commitment in the lives of many children at that age. Texting quickly becomes the dominant space for written communication in their lives. Not surprisingly, for many of our eighth-grade students, how they texted was bleeding into how they approached writing in the classroom.

Texting obviously has its place. It’s a quick and convenient mode of communication that is readily available on a device that is close at hand. I rely on it throughout the day to communicate with my children, my wife, colleagues, far-off friends, my dentist, even my power utility. As a mode for communication, texting is ubiquitous in our culture. It’s not surprising that it now casts a long shadow over how our children write–even as we are teaching them the fundamentals. But it does have some problems.

Texting’s awkward physicality

What is surprising is how omnipresent texting has become given how awkward the physical act of texting is. Most texters rely on their thumbs, positioned on either side of the phone screens, to tap the digital keyboard that pops up from the bottom of the screen after they open a conversation in their texting app. The main purpose of the human thumb is to help grasp objects with the other fingers on the hand, not tapping out letters and emojis at a rapid pace.

The unsuitability and awkwardness of using thumbs to text feeds into the distraction with which we often approach this task. It’s not a natural fit, so we tap as quickly as we can, engage, and withdraw. As the primary means of written engagement for preteens and teens, the physical awkwardness of texting colors the experience, imprinting the cognitive process with negative, awkward associations. It sets students off on the wrong path from the beginning.

Texting shortcuts lead to vague communication

While thumb awkwardness is the cause for some of the distraction, the very convenience and casualness of texting also leads to a decreased engagement in the moment of texting. We use texting to navigate many relationships, often at the same time. This time-consuming reliance on texting in our relationships inevitably leads to seeking communication shortcuts–the quickest, easiest way to get across what needs to be said.

I first became aware of this years ago when I was texting with a colleague about a project we were working on together. Part of the workflow required that he approve content I was posting. His responses were often one letter, “k.” This was confusing to me, but I eventually figured out that this was a shortened form of “okay.” Convenient for him, confusing for me. These kinds of communication shortcuts common to texting lead to vague and misconstrued communication.

Texting lacks nuance

Texting also lacks a way to clearly convey emphasis and tone, often leading to misunderstanding. Going back to my former colleague’s responses, using “k” or “OK” in a text is a notoriously misconstrued response that most of us have experienced at one time or another. Without any context or emphasis, “OK” can be read numerous ways – moderate approval, passive approval, straightforward approval, skeptical approval. This lack of detail and nuance common to texting inevitably leads to confused writing.

Texting undercuts compositional thought

In understanding how exposure to texting is undercutting students’ ability to write and think critically, I can’t leave out auto-correction. Auto-correction is an AI-powered feature that offers suggestions for how to complete a sentence.

This is another aspect of texting that short-circuits the critical thinking process that is needed for writing–stringing together a collection of words to build a complete sentence; considering options and making choices on the most appropriate and the most apt sequence of words to best communicate your message. Not surprisingly, students become reliant on auto-correction in texting and then struggle with developing competent, complete sentences in the classroom.

Don’t ignore texting’s influence

As teachers, it’s incumbent on us to recognize texting’s influence and address it in how we teach. That could mean harnessing student enthusiasm for texting into discussions and activities touching on different writing formats, the differences between formal and informal language, or how texting develops our ability to summarize our writing and thoughts. While our culture treats texting as a benign teenage pastime that parents just don’t understand, we need to better acknowledge its influence in how we teach.

Related:
Why teach digital writing to students in 2022?
How peer feedback can improve student writing skills

Key points:

• Optimizing instructional time and empowering students have shown to contribute to student growth
• A study of two diverse schools reveals actionable insights into instructional practices
• See related article: How a major MD district boosted middle math achievement

A deeper look into instructional practices driving high academic growth has revealed 10 instructional strategies that use small changes to teaching practices leading toward growth outcomes for students.

The findings come from a new study from K-12 assessment and research organization NWEA. Led by Dr. Chase Nordengren, principal research lead for Effective Instructional Strategies at NWEA, the study zoomed into two schools that have historically shown high growth for diverse populations of students, including through the pandemic.

“We wanted to understand what makes these schools tick and how, year-over-year, they were able to produce higher-than-typical student growth, across each decile of student achievement,” said Nordengren, “One of the big takeaways is the way these schools balance meeting students where they are AND providing access to grade-level content they need to succeed.”

The two schools in the study are an elementary school and middle school in Schiller Park, Illinois, which reflect similar demographics to many schools across the country. Fifty-five percent of students in that district are non-white, 62 percent receive free or reduced-price lunches, 25 percent are identified as English language learners, and the district’s per pupil spending in 2021 was below the state average.

Based on classroom observation and in-depth interviews with the school staff, 10 instructional strategies were identified as effective instruction that helps students grow, and fell into three main categories:

Optimizing instructional time

1.     Provide supplemental learning time for targeted retrieval practice

2.     Mix whole group, small group, and individual activities

3.     Adjust student groups in real time

4.    Share students and strategies within a grade level

Exposing students to more content

5.     Differentiate tasks within a unit

6.     Provide targeted practice for foundational skills

7.    Teach from multiple standards at once

Empowering students

8.     Create opportunities for self-directed learning

9.     Use student discourse as formative assessment

10.  Explicitly teach academic vocabulary

This in-depth look at instructional strategies driving academic growth is a continuation of an NWEA research initiative by Dr. Andy Hegedus who in 2018 released a novel study focusing on growth as a marker of school success rather than just meeting or exceeding proficiency. His study found that schools showing high levels of growth were not necessarily those showing high levels of achievement, and that high growth schools could exist in communities with a variety of income levels and demographics.

NWEA’s new study followed that research to answer the next, necessary question: what can be learned from high growth schools about teaching and learning?

This press release originally appeared online.

Related:
How to use alternative assessments in the classroom
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Key points:

• End-of-year statewide assessments are vital, but are flawed in several ways
• A “through-year” system administers shorter tests throughout the year that can give teachers immediate feedback
• See related article: 3 new trends in student assessment

All around the country, school has ended for students and summer break is underway. In many schools, students spent the last few weeks of the year sitting for standardized tests to assess the year’s instruction. Unfortunately, those tests will be locked away until they’re graded at some point this summer, with parents and educators not learning results until late in the summer, or in some cases, after students start school next year. By that time, students will have a new set of teachers, and these teachers a new set of students with different learning styles and needs.

There is no question that assessments provide useful data. Historically, these tests have been used to help direct resources to schools and districts around the state. Republicans have declared it’s a good check on a system we pour our valuable taxpayer dollars into. Democrats have asserted that this information is the most impactful tool for advocates, communities, and families to ensure that every child is being served by the school system. And while these are important metrics, these tests don’t always suit the immediate needs of kids.

In the wake of the pandemic’s disruption, our student assessment rituals and rationales are showing their age. End-of-year statewide assessments are vital, and when done well, they can measure how a system is serving the students we promise to prepare for college, career, and life. But they are flawed in several ways. Most notably, they give teachers too little information, too late to adjust lessons for the year. The good news is that a new and more comprehensive approach is in development that can give the system those valuable measures while providing teachers with actionable data that can directly impact classroom learning—and it can do so in real time. 

A “through-year” system administers shorter tests throughout the year that can give teachers immediate feedback, providing them real-time information to personalize and accelerate student learning in their current grade. At the end of the year, these tests can then be combined to provide education officials with what they need to make data-driven decisions for upcoming years.

This system is not just an idea. It is being successfully piloted in Montana, where the Montana Alternative Student Testing program provides teachers with immediate feedback in English/language arts and math using a series of short, curriculum-aligned tests throughout the year. The pilot began last year and has so far included more than 30 districts and 5,000 students in grades 5 and 7.

The “classroom up” approach in Montana is an important shift in statewide assessment. Educators participated in designing the tests, and the results from this collaboration will support and empower them.

It is now being expanded to grades 3 through 8 in the 2023-2024 school year, and Montana is seeking a one-year waiver from the U.S. Department of Education to remove the burden of double-testing for schools participating in next year’s assessment. Under No Child Left Behind, waivers were granted when states were transitioning to high-quality assessments under Race to the Top. If it is granted, Montana and New Meridian have committed to producing a statewide, operational assessment for grades 3 through 8 during the 2024-2025 school year. This data will be publicly reported, disaggregated by student groups, shared with parents and educators, and fed into the federal accountability system. States and districts across the country will benefit from the lessons learned during this ground-breaking program.

By adopting a more holistic approach, we move closer to achieving the decades-old promise that assessment can directly impact classroom learning. That system is being developed right now, and it can be a model for states across the country–if they have the courage to invest, innovate, and give real help to students who have lost so much time and education to pandemic disruption. Our system was tested, and the results were loud and clear–we need to do better for students, families, and teachers.

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Key points:

• There are several reasons it can be problematic for teachers to be assessors
• New staffing models could create more balanced assessments and grading
• See related story: 8 questions for educators as they use assessments to support student learning

As a restaurant manager, how would you feel if you were suddenly tasked with inspecting the food in your own kitchen? Or as a gymnastics coach, how would you react if you were asked to score your own team’s performances in a competition? It’s clear that when one person is both a manager or coach and an evaluator, conflicts of interest can arise. Yet, in the field of education, it’s common for teachers to both instruct their students and grade their academic achievements.

In conventional K-12 education, teachers are expected to wear many hats. They must design and deliver effective lessons, assess student learning, manage classroom behavior, and build relationships with students and families. But what if we could unbundle the role of the teacher and distribute these responsibilities across a team of experts?

It may be time to rethink the role of the teacher as an assessor and separate the two responsibilities.

Highlighting the need for change

Here are four reasons why it’s problematic for teachers to also be assessors:

1. Inaccurate grading. Developing a reliable and objective grading system is a complex process that requires expertise in psychometrics. Teachers simply don’t have the time or resources to dedicate to this endeavor. As a result, they may resort to creating their own assessments, which may not be scientifically sound and can lead to inaccurate grading.

2. Limited feedback. A teacher’s effectiveness is often reflected in their students’ performance. However, when teachers grade their own students, it becomes difficult to get objective feedback on their own performance as a teacher. There’s a temptation to assume that good results mean good teaching, which can lead to complacency and an inability to improve.

3. Scapegoating. Students may use the subjectivity of grades as an excuse for poor performance, rather than taking responsibility for their own learning. They may blame their teacher for not grading fairly or for having a personal bias, rather than examining their own efforts.

4. Relationship pressures. Teachers have a responsibility to develop positive relationships with their students and their families. However, the way they grade their students can sometimes create tensions in these relationships. When grades are difficult to attain, parents may become upset and pressure teachers to be more lenient. This can lead to inflated grades that don’t accurately reflect a student’s performance or further tension in these relationships.

What a better process could look like

While there are undoubtedly many talented teachers who are skilled at managing these challenges, it’s still worth considering the benefits of unbundling the roles of teaching and assessment. Leveraging technology and creating new staffing models could help create assessment and grading systems that are more reliable, accurate, and free from conflicts of interest.

Imagine a system where students learn through a combination of online and in-person activities, designed by their teachers. As they learn online, they receive ongoing feedback and immediate assessments of basic knowledge from the program. For deeper understanding and critical thinking, students’ work is captured and sent to expert graders for scoring and feedback. By combining machine-graded assessments with human-graded assessments, schools can create a comprehensive picture of student learning and achievement.

Of course, there are many details to work out before such a system can be fully implemented. But the potential benefits are clear: a more rigorous and objective assessment system that allows teachers to focus on supporting and coaching their students, rather than juggling multiple roles and responsibilities.

This post originally appeared on the Christensen Institute’s blog.

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How to use alternative assessments in the classroom

Key points:

• Assessment discussions are examining how AI like ChatGPT might play a role
• Individualized assessment offers a fair and equitable option to meet varying students’ needs
• See related article: Strategies for using alternative assessments in the classroom

The National Council on Measurement in Education’s (NCME) annual meeting has always offered an opportunity to learn about innovative research and new trends in student assessment. It is a chance to get hints of where the field is moving and what will be available to school districts, teachers, and students.

This year did not disappoint. There were three notable topics at the conference that signal new directions in assessment: through-year assessment, artificial intelligence and machine learning, and individualized assessment.

1. Through-Year Assessment

Through-year assessment is a type of assessment that has several different versions. In general, through-year assessment refers to testing that takes place throughout the school year to provide feedback on student progress and ultimately make a proficiency determination. At least three different sessions at NCME’s annual meeting dealt with through-year, and each one focused on a different version of it.

In one version, through-year assessment blends interim and summative assessment together. The interim assessment is given in the fall and winter, while the summative test is given in the spring, to make a proficiency determination. A second version of through-year makes proficiency determinations for specific curriculum standards as they are taught. Another version of through-year assessment is somewhat a blend of the prior two. It uses an interim assessment during the school year, but test content is cumulative, and the proficiency determination is made in the spring.

Each through-year design has a strength that distinguishes it from another type. The first version is a strong way to measure growth because test content is similar from one test to the next. The second approach addresses opportunity to learn because test content focuses on content recently taught. The third version of through-year is like the first, but the test blueprint shifts over time

2. Artificial Intelligence and Machine Learning
Artificial Intelligence and machine learning (AI/ML) were hot topics–but not new topics–at the conference. ChatGPT caught everyone’s attention this year, including people in the measurement community. There was a lot of water cooler discussion about ChatGPT, what it could do for assessment, and what it should not do for assessment. Automatic item generation and reading passage creation were among potential benefits discussed. The main concerns centered around how ChatGPT might perpetuate bias and stereotypes, and that it may create problems with intellectual property or lead to copyright violations.

AI/ML has been a part of measurement research for years. Initial uses were focused on automated essay scoring. There were several sessions on this topic and advances in natural language processing. Newer machine learning topics focused on using it for cheating detection and for managing item banks.

3. Individualized Assessment
NCME’s annual meeting had numerous sessions that related to individualized assessment that will ultimately lead the field beyond standardized testing. I am using individualized assessment as a broad term that encompasses many lines of measurement work including fairness and equity, culturally responsive assessment, and test-taking behavior and engagement. Individualization is the opposite of standardization, where conditions of measurement are made the same for everyone (i.e. a one-size-fits-all approach).

The idea behind individualized assessment is that a test experience is optimized for every examinee to maximize their motivation and engagement. Tests are tailored to individuals and their personal experiences and background. For example, an AI/ML generated reading passage could be written with a theme that uses a student’s personal interest in music. Individualized assessment is fair and equitable for everyone because every student is presented with conditions that give them the best chance to succeed.

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A whopping 97 percent of respondents in a recent survey say they ‘frequently’ or ‘sometimes’ use ChatGPT to write lesson plans. Likewise, 93 percent of teachers say they use the AI platform to grade and provide feedback for students, 91 percent say to write emails, and 89 percent say to write letters of recommendation.

A survey of 1,000 high school, undergraduate, and graduate educators who are aware of ChatGPT, from online degree ranking and higher-ed planning site Intelligent.com, examines the prevalence of ChatGPT usage among both students and educators.

Among the top reasons for using the tool, 42 percent of teachers say it saves them time, 41 percent say it provides good suggestions, and 17 percent say it helps them understand ChatGPT’s capabilities.

“There’s no denying that while teaching can be a fulfilling and empowering profession, a great deal of time is used for developing lesson plans, creating assignments, reviewing homework, and much more,” said Blanca Villagomez, Intelligent.com’s education advisor. “Using ChatGPT for lesson planning can help teachers create lesson plans faster and more efficiently.”

According to survey results, 8 in 10 teachers say they ‘always’ or ‘sometimes’ approve of student use of ChatGPT. Among this group, 97 percent say they ‘frequently’ or ‘sometimes’ give assignments that require the use of ChatGPT.

Aside from these ChatGPT-required assignments, 2 in 3 teachers believe many of their students submit work they used ChatGPT to complete.

Only 28 percent of teachers say they have specific classroom policies around ChatGPT use, while 45 percent say they currently use AI detection tools.

All data found within this report derives from a survey commissioned by Intelligent.com and conducted online by survey platform Pollfish from March 30 to April 4, 2023. In total, 1,000 United States high school teachers, undergraduate professors, and graduate professors were surveyed.

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5 things to know about ChatGPT in education

Key points:

• Inquiry-based learning helps students become independent learners and develop critical durable skills
• This approach will ensure students can use tools such as ChatGPT, which will have a role in the future workforce

The rise of ChatGPT promises to bring simplicity to the more mundane tasks of human existence and has also revived with new fervor an enduring question of our education system: how do we adequately prepare students to thrive in the real world? How do we design worthy learning tasks, when artificial intelligence (AI) tools can do the work of a student in a fraction of the time and nearly none of the effort?

While some call for a ban of ChatGPT in schools, I suggest something entirely different. Instead of blocking ChatGPT and tools like it, consider incorporating them into classrooms through an inquiry-based learning framework.

Inquiry-based learning focuses on developing critical thinking skills, problem-solving abilities, and creativity. This type of active learning encourages students to ask questions, analyze information, and draw their own conclusions rather than just accepting information at face value. Due to the nature of inquiry, students in inquiry-based classrooms become independent learners who are able to think for themselves while testing and verifying the answers to their own questions.

School districts are increasingly focused on preparing students to be successful in their post-academic careers. And ChatGPT—along with other technologies like it—will be a force that leaves no industry untouched. With AI capabilities advancing at breakneck speed, developing skills beyond rote memorization and formulaic response will be the key to success in an increasingly automated world. In order to prepare our students to thrive in the future, we must prepare them to understand tools like ChatGPT and use them judiciously.

Using an inquiry-based learning framework, students learn to ask questions, evaluate information sources, and analyze data to reach conclusions. They also collaborate with their peers to develop and share ideas, present findings, and provide feedback. Through these activities, students develop the communication skills necessary to articulate their ideas and the critical thinking skills necessary to evaluate the ideas of others.

These skills are all crucial when using AI to research and support learning. That’s because while AI can provide access to a wealth of information via increasingly humanlike responses to our prompts, it is not always reliable or unbiased. Students must learn to evaluate the sources of information provided by AI and to critically analyze a given response to ensure that reliable and equitable outcomes are achieved—all skills at the center of inquiry-based instruction.

Despite the profound impacts inquiry-based classrooms can have on student learning, the framework is not yet commonplace in schools. This is, in part, because of the difficulty of transitioning generations of teachers from the traditional “sage on the stage” approach to more student-centered methods. How can we support educators in making the leap? The following tips can help.

Start with the curriculum. The Next Generation Science Standards (NGSS) have expanded inquiry-driven instruction; however, many teachers are still struggling to find strategies and materials aligned with these new standards. Curricula designed to support student-led activities must be provided if districts hope to properly equip their pupils for life beyond the classroom.

Provide professional development and coaching. Help teachers understand why this transition to inquiry-based instruction is so important. Too often, teachers are handed the latest shiny innovation in education without an explanation of why. Treating educators as the experts they are and providing them the support they need to make this critical shift in behavior from lecturer to facilitator is an essential step. Add in some coaching to help them draw out questions from students by providing them with strong discourse routines.

Create a culture of vulnerability for both students and teachers. Embracing inquiry-based learning requires a culture shift, and that starts with our expectations for teachers. After all, it’s hard to let go of control. Teachers need to be given permission to ask their own questions, make mistakes, and learn from them, setting an example for students to follow. Asking questions is a vulnerable pursuit but ultimately the best path to engagement and real understanding of the subject matter.

In the end, education must go beyond rote learning and ultra-structured responses to stay relevant in our ever-evolving world. Inquiry-based frameworks help students learn to ask questions, solve problems, and evaluate information on their own. These are all skills students will need to successfully navigate the AI-powered tools like ChatGPT that will dominate their workplaces in the future. More than that, though, they are skills they need to be well-rounded and contributing members of society.

Now is the time for educators to take up their role as facilitators of intellectual exploration rather than mere distributors of knowledge. We must shift our focus from outdated pedagogies, investing instead in inquiry-based approaches so every student can be given the chance to excel in a rapidly changing world.

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Standardized tests can be hard on students. Many of us still remember the frustration and anxiety we experienced when we were younger and sat down for our first round of testing. To make matters worse, it’s fairly common for students who are doing well academically to find themselves stymied by a single bad testing experience.

This “Know-Show Gap” can prevent teachers and schools from being able to represent the good work they do for the public. Thankfully, this doesn’t have to be the case–so long as both teachers and students plan accordingly.

By helping students prepare for tests mentally and physically, teachers can help them overcome even the trickiest of obstacles. These following strategies have been proven to help minimize the Know-Show Gap so students can prove what they really can do: 

1. Setting the Stage: A student’s environment can play a crucial role on how well they perform on a standardized test. For instance, temperature extremes can diminish student focus and impair their performance. While studies vary in their conclusions, all indicate that optimal cognition takes place between 67 and 75 degrees. Likely, a temperature between 68 and 72 will be best for helping your students perform well on standardized tests. Additionally, try to eliminate any unnecessary noise from the environment. While some people may prefer to work with music or sound, very few people actually benefit. 

2. Sound Mind, Sound Body, and Sound: A healthy body leads to a healthy mind. Keeping students in their seats for long periods of time can stifle their ability to think and lead to a loss of focus. Simple stretching exercises can improve blood flow and can help energize students to maintain stamina through a long testing block. Additionally, providing students with a small snack that is low on the glycemic index can give them the mental fuel they need to perform their best.

3. Mind the Gaps: A rich environment won’t help a student much if they haven’t prepared mentally. For this, teachers should consider employing a good, old-fashioned brain dump. For a week prior to a standardized test, you can have students record as much as they can remember about what you learned during the different units you’ve explored. Have them write this out by hand–handwriting helps solidify knowledge in the memory. Follow this up with several partner reviews to reinforce it in students’ minds.

4. The Three Biggies: Finally, it’s good to remember the basics of test taking: Keep students separated to minimize distractions, remind them to eliminate answers they know are incorrect, and when everything else has been done, encourage them to go with their gut.

Standardized tests have their place in the world of education, but that doesn’t mean they need to be traumatic for the students taking them. By giving students the tools and techniques necessary to meet this challenge, educators can give them confidence, and can supercharge this success both in school and afterwards. So, don’t let your students underestimate themselves. Show them just what they can accomplish with a little creativity, confidence, and grit.           

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Science is more than just a body of knowledge; it is the process of discovering new knowledge. Therefore, science education needs to involve more than just memorizing what scientists have already figured out. Students also need to learn about the processes that scientists use to generate new understandings about the universe. In other words, it involves understanding the Nature of Science.

The Nature of Science is what distinguishes science from other methods of knowing such as art, philosophy, or social science. The Nature of Science includes understanding that while scientific knowledge is based on empirical evidence, it is also subject to change based on new evidence. Science is a human endeavor that requires creativity, but also objectivity.

The importance of the Nature of Science is reflected in state science standards. For example, in Florida, the science standards have the Nature of Science as one of the bodies of knowledge alongside Life Science, Physical Science, and Earth and Space Science. The Nature of Science is further delineated into three big ideas: the Practice of Science, the Characteristics of Scientific Knowledge, and the Roles of Theories, Laws, Hypotheses, and Models.

Scientists engage in activities to learn about the universe. While many of us have learned about “the scientific method,” that is not an accurate description of the way that most scientists engage in their work. Instead, the practice of science tends to involve a variety of activities. Scientists formulate questions and construct ways to investigate those questions. They collect and evaluate data, engage in argumentation, and develop explanations and communicate their findings. Rather than there being a set sequence to these activities, scientists engage in them on an “as needed” basis. One way to think of these activities is as a set of tools in a scientist’s toolbox that they pull out and use when appropriate.

There are many ways that students can learn about the Nature of Science, but research on student learning has shown that students develop this understanding best by actually “doing science” in the same way scientists do. This approach to science learning helps students understand the Nature of Science and is particularly useful in developing an understanding of scientific concepts themselves.

For example, traditional instruction usually involves a teacher telling students about a particular science principle, and then showing examples to provide evidence that the principle is true. When learning about gravity and other forces, a teacher could tell students about the force of gravity and the force of air resistance, and then the explain to students that the reason a feather floats to the ground is that the pull of gravity on the feather is countered by the force of air resistance on the feather. While this approach would help students learn about gravity, it would not help them learn about the Nature of Science.

Now consider a different approach—one that lets students take the lead in figuring out the phenomenon of the feather falling in a vacuum. Students could be shown a feather and a steel block dropped two times in a chamber. In the first instance, there is air in the chamber and the block falls quickly while the feather slowly floats to the bottom of the chamber. However, in the second instance, the air has been pumped out of the chamber, and this time, both objects fall quickly to the bottom of the chamber. Students are asked to make observations and ask questions, just the way a scientist would. They now wonder why the feather fell so quickly in one case and not the other. Rather than the teacher just telling the students why it happened, students now need to figure it out for themselves.

With their questions in hand, students are ready to plan and carry out investigations of how gravity pulls on objects and how objects move when forces are applied to them. Digital resources are a tremendous tool for these types of explorations. Not every classroom has a vacuum chamber to conduct this experiment, but students can observe a video of the feather falling. Other digital tools can allow students to conduct virtual interactive investigations where forces can be easier to visualize with vectors superimposed on diagrams.

These investigations will produce data that needs to be organized and interpreted. Students may also analyze information about force and motion. Here too, digital tools can facilitate the process of collecting and making sense of the evidence. Ultimately, all of this work will lead students to develop their own explanation for why the feather fell slowly when there was air in the chamber and quickly when there was no air.  They can then compare their explanations to the work of Isaac Newton, who developed three laws of motion and the law of gravity. Their exploration of Newton’s work also provides an opportunity to understand the distinction between theories, laws, hypotheses and models, another aspect of the Nature of Science.

Thus, a process of having students engage in these hands-on activities and figure out things for themselves not only provides an opportunity to help students develop a deep understanding of the extensive ideas in physical science, life science, and Earth and space science, but also provides an opportunity to learn about the Nature of Science. Furthermore, having students engage in the practice of science in the way that real scientists do also empowers them to be life-long learners.

For too long, students have passively sat in their seats and received information either through a book or a lecture. Some students learn to play the “game” of school, where they figure out what to say or do to get a good grade but retain little actual knowledge. Other students disengage because they have little reason to care. There are decades of evidence that this approach has not worked. A student-centered approach to learning provides a better way.

In Florida, the state standards have been designed to encourage students to engage in the Nature of Science. As educators, it is our job to figure out how to help make this important topic matter to students. By letting them take control of their learning, we can help them learn both the knowledge and the practice of science. Challenging students to be active learners will make science much more fun, engaging, and relevant for all.

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