The battle lines are drawn in Alg 2. The price of poker has gone up.
Beginning this year, our district has mandated that we weight tests and quizzes as 75% of the overall grade. For track 3 kids, who historically struggle on unit tests, this is a huge deal. They are feeling a little pummeled, watching their grades nose-dive with every assessment. Doing what they’ve always done is not getting them what they’ve always got. Their grade is now performance-based. Mastery is the goal. And the ones that are used to skating by, copying worksheets and guessing on multiple-choice tests are panicking at having to actually do math and support their answer.
“I have no clue, I study the very same way for years and now is the only time that my method hasn’t worked. The 75% is crushing my GPA because “I didn’t show work.” So I have no clue, I don’t have all the free time in the world.”
—One of my students, responding to a survey question on how they could change their study habits to obtain better outcomes on quizzes
That’s like saying, “no fair grading me down on my essay because my spelling and grammar is poor and I didn’t support my argument”. We’ve spent a lifetime letting our low-level students slide, turning our heads, giving them freebie points for busy work and extra credit for tissue boxes (guilty!) and we’re crippling them.
But no creature fights back like a hurt bear.
That goes for kids and grown ups.
My ego is stinging a little bit too. Fight or flight is a powerful impulse. We stopped mid-unit to review when an informal formative assessment showed they were struggling. I started using Julie Reulbach’s One-Sheets for unit review. Then I ran the data spread on their Unit 2 quiz and the average score in both classes is about a 45%. Over stuff they learned when they were freshmen. I want to get on my soapbox and have that Come To Jesus meeting with them. But I know from experience that preaching at them won’t change things, except maybe to make it worse.
Teaching them is the only thing that’s gonna work. Took extra care Monday to model “showing work.” Gave them an example of what “meeting expectations” looks like in a job setting (teachers get evaluated too). Offered them a study skill guide from an AVID school. I’ve set up a remediation plan after school, enrolled interested students in it, and emailed all my parents to let them know it’s an option for their child. The students who commit to getting help from me and working to master the skills can re-take a mini-assessment. If they show mastery, I’ll change their quiz grade. I’ve asked my colleagues for advice. I’ve dug pretty deep into my bag of tricks.
Now my job is to listen, and then to do.
Today we used another of my long-time go-tos, the “Solving Systems Three Ways Miniposter Project“. Students divide a poster page into three sections, and solve the same system by graphing, substitution, and by elimination. Of course, since it’s the same system, they should get the same answer all three times, so it is kind of self-checking. But I allow them to work in groups, use their notes, ask me questions, making sure that I support those who need a little one-on-one time. Then they complete some reflection questions about the methods.
Then I’m going to let them replace three exercises on the upcoming quiz with the three worked-out problems on the poster. They don’t know that yet. But on a unit that is universally, historically a disaster, it’s just my way of meeting them halfway.
I figure that’s only fair. Their struggle is my struggle.