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Recent Pre- Alg test

Dear Parents-

I hope your student has visited with you about the test they took over Chapter 5. Your student (along with 50% of about 40 that took it) may have failed it.  If you were shocked and surprised, please allow me to communicate why I was also.

I have been noticing my Pre-Algebra students seem disconnected between the material we go over in class and the test. From my students’ point of view, the tests they take do not match the work they have done. Naturally, if they think the test will not include material they have worked on, why should they study? (think middle school logic here…) SO, to reconnect their daily work to the upcoming test, I had them do their usual daily work and chapter review, and I also added a “Problem Source” worksheet. I created 36 problems which I handed out as an assignment to do about 2 days before the test.  I announced several times that I would use 18 of those problems on their test. And I did exactly that.   I was expecting the class scores to be exactly the reverse from what occurred, given the above information and specific test prep.  I expected 50 % of the class would score an A, and many perfect scores on the test.

I was stunned when they performed so poorly.

I withheld comment on the test for the time we spent on the Brain Activities unit. After that, on Monday, Feb. 5, I returned the test to the students. I held class discussions about why they may have scored poorly. I set out some probing questions. I asked them to do some self analysis about their study habits, and what they may need from me to perform better.

The students returned the next day with some useful comments (and a few not so, which is typical of the age.)

The students shared the following with me:

·        They want me to stop about midway through the chapter to review.

·        They wanted a way to take notes.

·        They want me to demonstrate just a few more problems.

·        They want me to make questions worth multiple points so they can miss some, not all.

·        They also want to choose which problems to do on certain review assignments, rather than have me assign them.

·        They would also like to experiment with group quizzes.

·        They also suggested they may not be getting enough sleep, and several admitted they just did not do the preparatory work for the test.

I pointed out to the students that the Chapter 5 test had multiple problems that used reducing fractions. If they missed that concept, they were penalized over and over. The problems were representative of the work they covered in the chapter.  I also helped the students understand the difference between a free response test and one that is multiple choice. Multiple choice questions allow a student to do some checking for error; free response questions do not.  Students are probably taking multiple choice questions more often. Multiple choice type questions are used on ISAT exams, so teacher tend to use them often in an effort to prepare students for the exams. In a free response question, there is no answers to examine for comparison.  Students must motivate themselves to check their work in free response questions.

I see their poor performance as a combination of several things:

·        Social learning-  We do allow students to learn in groups. At any time in my classroom, one student is helping another. Yet, students are tested in isolation, and the support they provide for each other is not present in a testing situation. Students must learn the material well enough to do it independently; they must “own” their knowledge. 

·        Meta-cognition- Students as adolescents develop meta-cognition, or thinking about their own thinking. This is something that develops during adolescence. Younger children do not think about their own thinking. I believe students remain somewhat unaware of this emerging characteristic unless we teach them about it.  Our brain unit gives me an excellent opening to talk about it. Sometimes, students can substitute their teacher’s voice for their own metacognition.  But they need to convert to their own voice coaching them through their work. More on that in a minute…

·        Fake or unwarranted test anxiety- Sometimes students think they have test anxiety. Then, they have a built-in excuse to perform poorly. Furthermore, they have negative affirmations flowing through their minds, rather than positive ones. Students don’t flunk their driver’s license exam very often, and that is an exam that is full of pressure. Of course, they are worried about that test, but somehow, it does not interfere with their performance.  Furthermore, even if students do have test anxiety that interferes with their performance, they must overcome it. For students to be successful at college level work, they must be successful at exams.

We are all bumping up against a few realities. Our students probably do not have more time to spend on Pre- Alg homework. I can’t reasonably assign too much more work as homework. I can’t slow down too much or the students will not cover the material they should be exposed to for success in Algebra next year. So, I have decided to try to work smarter.

I am starting to use a note taking format called Cornell Notes for presentation. At the bottom of this novel is a list of web links. This technique is used far and wide, but also at SHS. We have a few things to work out, but so far, I like it and I have had some positive feedback. One thing I really like about Cornell Notes is the emphasis on recitation.  Hearing their own voice say out loud the concepts they are to learn may be a key to developing metacognition. The notes do take a little longer in class. I may shorten their assignments just a little to keep their time with out of class homework about the same.  The Cornell Note system also requires the students to review their notes daily, even if a brief scan.

I will also do a short review about mid-chapter, and try some partner or group quiz activities. I hope, as I know you do also, this will boost our students’ confidence and competence.

So what might you, as a parent, do for your student?

·        Ask your student why he/she thinks they did poorly on the test. Renew your family commitment to structured homework time.

·        Ask your student about the Cornell Note system.

·        Review your student’s sleep habits. We know from our Brain unit that sleep is a critical element to student learning. I was surprised at how many students admitted they did not get a good night’s sleep before the test. 

·        Help your student control their study environment. Julie Smith, our librarian and brain research expert, shared with us some startling news that music in the ear (like Ipod earphones) may interfere with learning. Ambient music, like from speakers, at a reasonable level, does not seem to be a problem.

·        Check their agenda books. We require students to fill them in. Help your student coordinate their academic calendar with family obligations so they really can do it all.

 Thank you for working with your student. Please contact me with any questions.

Sandy Ross;  Teacher; 7 Math

Sandpoint Middle School

Arete!

Sandy.Ross@lposd.org