Assessing Collaborative Writing

Tools like Google Docs and a variety of wikis have spawned an explosion of collaborative writing possibilities for students. However, too often teachers are puzzled and dismayed when the results are less than expected. Questions I often hear from teachers are “How do I know all kids are working?”  “How do I keep them from cutting and pasting?” In other words, “How do I assess collaborative writing?” Keep in mind that “wikis” and “collaborative writing” are not synonymous. The former is a tool, and the latter is a process. Many teachers have used wikis for massive collaborative data collection with the entire class participating in a single purpose; while this is a valuable process, it is not collaborative writing. Here are a few tips to ensure success in a true collaborative process

Create an Authentic Audience and Purpose Too often, we as teachers ask students to write or create for no other reason than to have them prove that they can master the skill. The teacher is the only audience. Why not create an activity that other students need to succeed in the course? In an English class, have small groups read Lord of the Flies, and each group read the book through a particular “lens” (Social Darwinism, Biblical Allusions, Freudian Psychology) and publish their interpretations for the rest of the class to read and analyze. A math class could take the same concept solve a particular kind of problem and share their findings. I got this idea from Darren Kuropatwa, who calls it his “Wiki Solutions Manual.”  A French class could study regions of France and share those results. The idea is that someone other than the teacher will read the product, and more importantly will rely upon it for success. Also, students become “experts” in a particular field.

Form Small Groups For a collaborative writing task, I would recommend no more than four members per group, with the ideal number being three. The Johnsons and Spencer Kagan are two of the leading experts in Cooperative Learning, and both stress the importance of matching group size to the task. The first reason is that the larger the group, the more complicated the communication becomes. Simply adding one person to a pair triples the lines of communication. The second reason is that the smaller the group, the greater the individual accountability. It’s much easier to “hide” in a group of six than in a group of three.

Develop Precise Learning Targets Prior to the activity, develop a set of specific, measureable learning targets and share them with the students. Ideally you want to have students help develop these as well as the rubric you will use to assess the project. Rick Stiggins has done groundbreaking work in developing learning targets.

Assign SPECIFIC Roles When students are faced with a collaborative task, often their solution is to “divide and conquer.” “Linda, you write the first part, Thomas, you do the second, and I’ll do the third,” is usually what transpires. Unfortunately, Linda often never even reads parts two or three. Instead of a collaborative writing experience, we have a patchwork of individual ideas. Instead of a “quilt” we want a uniform “blanket.” During the first draft, it’s ok to parse out these segments, but to achieve uniform writing, and to expose all students to the entire document, assign revision roles that permeate the entire document. After the draft (and your subsequent comments) Linda can revise the entire document for support, Thomas for organization, and the third student for mechanics. Then the next time around you can assign “format” roles such as “images,” “hyperlinks” and “citations.” The key is that ALL students are responsible for the ENTIRE paper. You can assess students individually that way as well.

Offer Frequent Formative Assessment Stiggins also is an advocate for continual Formative Assessment (Assessment FOR Learning). Begin by setting target dates for steps in the process of the collaborative writing experience. As each date approaches, monitor the progress of the documents and offer suggestions for improvement. Make sure to offer suggestions ONLY on what is being measured for that segment. In other words, you should refrain from noting spelling errors during a brainstorming phase.

Consider Assessing More Than Just Writing As a former English teacher, my emphasis, of course was on evaluating the writing. However, even the NCTE recognizes “text” as more than just words. Consider images as being a requirement for the document. Using hyperlinks correctly can also be a valuable addition. Even embedding video or podcasts may be used to make the project multi dimensional, and as a result, more engaging. Also, this affords a great opportunity to teach ethical use of material and proper citation.

Be a Teacher All wiki tools have a History function, and some can even break down the “lines modified” by users to determine who added what to the document. While these can be handy as a guideline, I recommend that you avoid using these numbers as gospel. If students think you are looking at only the results on the history, two negative byproducts may result. First students will fight over who enters what so they get “credit” for writing it. Second, students will enter the editing mode of the document and leave without making changes, or merely add and delete a period. To discourage this, you need to schedule regular meeting times during class for kids to discuss, face to face, their progress. During that time, you need to be carefully observing their progress to make sure kids are on task. You can keep track of those kids who offer ideas in the process, but may not be doing the typing. Stress to your class that you will not be “nit picking” about who wrote what line, but are more interested in the entire product. The Johnsons offer many suggestions to ensure Individual Accountability. 

Plainly stated, Collaborative Writing is difficult work. Assessing it can be just as hard. These tips can help raise standards as well as make the assessment task more manageable. 

Ten Burning Questions

Lee Kolbert's Blog is subtitled "Ask lots of questions."  And, true, most educators today know it's all about asking good questions.  So I decided to walk the walk, AND encourage you to participate.

The last week or so, several questions have been simmering in my head. I have been observing  instances that make me wonder "why?"  I would like to share those questions with you and allow for a more interactive discussion.

http://tinyurl.com/burningquestions


Yes, after becoming a Google Certified Teacher I am making use of my new fave tool: Moderator.


Please click the link, check out the questions, my responses, respond on your own, add more, vote, whatever.

Staff Development Woes? Google Can Help

This post also appears in the Digital Learning Environments blog.

Last week I had the opportunity to present at Tech Forum, Midwest. As always, it was a lively exchange of ideas with some of the more forward-thinking professionals in education. One of the recurrent topics was staff development. How do we accomplish our goals? How do we bring teachers together? Is formal training less important now than relying on PLN’s? Several ideas were discussed, but the two biggest dilemmas: time and money seem to loom large. Specifically, the biggest impediment stems from the inability for teachers to “connect” with colleagues to develop ideas.


As many of you know, I attended the first Google Administrator’s Academy last month. As I continue to process what I learned there, I would like to share with you a handful of Google applications that can transform staff development in schools.

Docs Google Docs contains word processing, spreadsheet, presentations and even draw on line. Google Docs enables you to create documents “in the cloud” and collaborate easily with others. Inviting collaborators is as easy as sending an email. New features include a more robust “word processor” interface, faster uploads, group folders, and the ability to upload virtually any document. Many educators (including me) are saving more documents on Google Docs, and fewer on a “hard drive.” The big advantage is if I need multiple people to collaborate, give feedback or just proofread, I simply invite them to the document, instead of sending multiple emails and collating responses.

Forms Let’s say you need to collect survey-type information from your colleagues. Sending out a Google Form is a great solution. Housed in a Google Doc spreadsheet, a Form allows the creator to choose from a variety of question types, create a survey (or quiz for that matter), send out the url, and allow participants to complete the survey on their own time. The data collection is simple; as the responses come in, the information is gathered on the spread sheet, and with one click, the creator can view results for each question in an easy-to-read bar graph. This is quite a relief for a spreadsheet-challenged user like myself.

Moderator This is quite possibly my favorite new application. Let’s say your staff development group has to brainstorm a list of resources to help teachers develop strategies in Assessment Literacy. Moderator allows the creator to set up a “series,” invite users, allow them to add links to sites, comment on the sites, and vote for which ones are most valuable. At any time, viewers can see the vote tally as well as the comments made by colleagues. This is a great brainstorming tool that allows everyone in the group to voice her opinion and be heard.

Calendar OK, so an online calendar is not new, but I have found the Google Calendar to be very powerful and easy to use. There are many, but my favorite feature is the ability to create multiple calendars, and overlay calendars with other users. This can do wonders to resolve possible conflicts. You can also sync your Google Calendar with Outlook or your phone.

Groups Increase your PLN in two ways. First, create a group including the people on your staff development team. Groups allows you to discuss and share ideas in a universal location. More importantly, browse Groups to connect with other teachers across town or around the world to ask questions or respond to others.

Wave Admittedly, I have used Wave on a limited basis. Several people I know have used this real-time collaboration tool with great success. Think of it as a cross between a wiki and Twitter. Please share any feedback.
Staff development is a continual, arduous process. We have a tough enough job developing the ideas to transform education. Getting together with colleagues should not impede our progress. These applications help take us in the right direction.

Fine Arts Teachers "Get It"

Photo Courtesy of Scott Ableman

Yesterday I read about yet another school district possibly cutting fine arts programs in order to save money. I always cringe when I read this—the fact that many still view art, music, and theatre as “add ons” instead of an essential component in a child’s education. The preponderance of research that shows the correlation between fine arts education and student achievement is staggering.

But this post isn’t about that.

Clearly, many of the arts classes are not valued by some pencil sharpeners and belt tighteners. But what about the fate of those professionals who teach art, music, and theatre? I’m sure that most of them will migrate to a district that either values or can afford them, but I believe we are all missing out on something very special.

In today’s education landscape, change is in the air. We are looking to make classes more “student centered, ” projects more relevant, and assessment more formative. Some of these changes are met with less-than-exuberant responses by some more “traditional” teachers. Districts are spending thousands of dollars on staff development to teach “Project-Based Learning,” “Authentic Assessment” and “Collaboration.” Unfortunately, these initiatives are sometimes piecemeal, and too often fall on deaf ears. I have observed that sometimes fine art teacher seems to be politely passive during these sessions. Why? The reason is because fine arts teachers have been teaching this way all along.

Consider some of the pedagogical changes that visionaries are suggesting to transform our schools, and how fine arts teachers have already embraced them:

Project-based learning with specific goals: For the choir, it’s preparing the Hallelujah Chorus for the winter concert, the jazz band will perform at half time of the basketball game, opening night of Guys and Dolls is only two weeks away. For arts students, every action, every repetition, every procedure is geared toward fulfilling a very precise, focused goal: the performance.

Emphasis on formative assessment: The majority of assessment in a music class is formative. Daily rehearsals (not lessons) are met with continual scrutiny and suggestions. Groups work hours upon hours to prepare for the upcoming event. Missing a beat at the rehearsal can be remedied before the performance. Early in a semester, very few grades exist in the art teacher’s grade book because the teacher recognizes that the student is still working, experimenting, and learning... how can you put a grade on that? Isn’t the end result more important to evaluate? Because of this atmosphere, kids are more likely to experiment, fail, and try again, resulting, ultimately, in higher achievement.

Purposeful homework: The oboe player must practice on her own outside of class, the photo student must compose images in “the field” and Stanley Kowalski must practice his lines. Since students see a direct connection between the hours spent and the quality of the performance, they are much more motivated to spend extra time on tasks.

Professional Learning Community (PLC) Model: Whether it be planning the upcoming concert, coordinating the set, score, lighting, and direction of a musical, or putting together an art show, by definition, fine arts teachers must work together seamlessly to develop their performances and products. The fading notion of teaching in “isolation” was never an issue with teachers of The Arts.

Building a Collaborative Classroom: By virtue of the activities, fine arts students MUST work together; they develop Positive Interdependence organically. The first violinist realizes he needs the rest of the section as well as the other instruments to perform the piece; he can’t do it alone. Also, you probably find that in your school (like mine) music kids hang out together in the music hall because of the common bonds and interests that have developed. The culmination of this is that they trust each other.

Teaching Visual Literacy: Even the NCTE recognizes that “text” no longer is limited to words, but includes a variety of media. Who better to address visual composition than a 2-D art teacher? Have we tapped these resources to teach the rest of the faculty concepts such as line, contrast, value, vanishing point, and rhythm? What about the photography teacher to share expertise in lighting, framing, and the difference in effects of a low and high-angle shot?

Of course when you talk about Portfolio Assessment, and Authentic Audience…need I say more?

I consider myself very fortunate to work in a school that not only values The Arts as an essential component in education, but also is blessed with a talented, dedicated group of fine arts teachers who inspires, ignites, and, motivates students to develop their own potential. Perhaps some day everyone will “Get it” the way fine arts teachers do...and instead of cutting out programs, they can be expanded.

Or at very least, can share some of their teaching methods with the rest of us to embrace.

"Drink the Koolaid"? Not me.

I don’t like buzz words. Nothing trivializes an idea more than the overuse of a phrase. Some of you have heard my rants on the wearing out of the word “amazing.” However, artfully constructed, a fresh metaphor can really harness a hurricane.

The phrase du jour seems to be “Drink the Koolaid,” which has devolved into simply meaning to “believe in something,” or “have faith in something novel.” Really? Of the last four people I heard turn this phrase, only ONE knew the origin. I always ask, “Have you ever heard of Jim Jones?” From many, I get blank stares. How about “Jonestown?” In 1978, cult leader, Jim Jones brainwashed his followers in Guyana to drink Koolaid laced with cyanide in a mass “revolutionary suicide.” Nearly 1,000 people took their own lives on the word of a charismatic sociopath when he told them to “Drink the Koolaid.”

Recently, I have heard some advocates of changing our educational system use the phrase “Drink the Koolaid” to get people to buy in to student-centered classrooms, inquiry-driven research, world-wide collaboration, and leveraging technology to facilitate learning.

Is this the phrase we want to use? Have we forgotten the sinister, diabolical connotation of this phrase? Charles Manson’s followers “drank the Koolaid,” Bernie Madoff’s investors “drank the Koolaid,” to a certain extent we all “drank the Koolaid” when it came to Tiger Woods’ perceived image.

And this is the phrase we want to use to help show fellow educators, administrators, parents, kids, and community members how we can change schools for the better? Especially in the wake of President Obama’s plan to transform education, is this the proper stance?

Perhaps we need another phrase. How about “See the light”?

A Perfect Storm

Sometimes it just all comes together. And for me, that time is now. I have had three forces come together recently that have compelled me to action.

ONE: A couple weeks back my administration had approached me and my partner and felt that the time is now to make some changes in the way our kids learn.

TWO: Saturday, I returned from the first Google Administrator's Acadamy, (see last post) where after an intense day of Google, we were asked to create an action plan over the next few months.

THREE: Upon returning, I was made aware of President Obama's plan for Transforming (as opposed to Reforming) the American education system, with an emphasis on leveraging technology to, among other things, break down the divide between how students learn outside of school and how they (don't?) inside.

And this is after attending Educon in January, METC and ICE in February, where the resounding message was to have students "own" their education through student-centered, inquiry-driven purposeful learning experiences.

How can I NOT respond?

However, an initial reaction may be to boil with enthusiasm and quixotically, sally forth into the educational maelstrom.

But that won't last. I'll just end up wet, cold, and discouraged.

Change is hard, especially for an institution like American education, that still keeps an agrarian calendar.

So instead my plan is to purposefully make small changes, one at a time.

And I am continuing with a study of what I learned at the GTA. Sure I am a "Certified Google Teacher," but really, what Friday in San Antonio showed me is how MUCH I need to learn, on my own, from my colleagues at work, my PLN, and our students.

Here's what I plan:

I will select one of the applications I learned at the GTA, and spend an evening, approaching it from this perspective: "What sound uses of this help transform how my students learn?" (Notice the emphasis on sound pedagogy, not magical tools)

One every night? no way. Surely, one night I will have to drive kids to practice, move furniture for the carpet coming, or go pick up my daughter from college. THREE nights a week is reasonable, don't you think?

As I continue, I will collect my data via: this blog, my delicious page (jorech) and by posting questions and findings on twitter (again, jorech).

Tonight, I focus on searching with Google. I'm pretty adept at advanced search, using the "site:" strategy as well as the "Show Options" (Wonder Wheel and Timeline." Instead, I think I will focus on "Books" and "Square." Lisa Thumann, whom I follow on Twitter (and you should too) who did the presentation on Search, said she has my back if I have any questions. God Bless my PLN.

Now I'll ask for a favor. Keep me honest. They say if you are trying to lose weight, to tell someone else so you have a support group to keep you going. See? now I told you. Now I am committed. Here I go.

GTA: Now What?

Yesterday I flew home from San Antonio, Texas where I had the privelege to participate in the first ever Google Administrators Academy, a FULL day (11 hours) of presentations, innovations, networking, and hands on experience. It's hard to pinpoint any one component that really stood out to me. I mean, during a fireworks display do you remember a single explosion? It's all powerful, right?

(Image:Flickr Contributor P.O.P)

I could go on about the events, speakers, and the energy of being with some of the most dynamic, forward thinking administrators around the country. But anything I would write has already been done by one of my GTA comrades, Eric Scheninger in his first (yes first! blogpost). An inspiring read.

Like the rest of the #gtadmin folks today, my head is spinning. So many possibilities, so many ideas...wow! But an exciting, yet intimidating question looms:

Now what?

I know we are all bursting to get back to share with our colleagues to share all we've learned. but how do we begin to even scratch the surface of passing on what we learned on Saturday?

I do have some ideas.

First, we need to walk the walk. Start by making some changes. This post is being created on a Google Doc using Chrome. OK so that's not a big deal, but if I am going to discuss these tools and end encourage others to use them, I need to start too, right? It's sort of like playing Christmas carols when decorating the tree. It puts you in the mood.

Did I say tools?

Yes, we were immersed with dozens of applications on Saturday, and I will be reviewing again and again the agenda which includes all the slide decks and ideas from the presenters (oops "lead learners"!). But I have three suggestions:

Take a breath: avoid the desire to go back tomorrow and try to unleash everything you learned in an email to your staff. More likely than not, many will not share your enthusiasm, and steamrolling all of these ideas will likely cause people to shut down. Share initially with those people whom you know will be receptive and let them be your connectors. As time goes on, reveal those concepts or ideas gradually as a means to solve educational problems and meet needs of students and teachers. The quicker these are unleashed, the quicker they will fade.

Choose wisely: One of the "Leading Learners" made the point that most educators will never utilize all these tools, nor should they. Think carefully about which applications are best suited for what your district wants to accomplish. One of the biggest decisions is whether or not your district will be utilizing the Google Apps (capitol "A") or not. Perhaps start with 2 or 3 ideas and go from there. Personally, I am starting with Moderator and Sites to fulfill some needs that currently exist in my building. This brings me to the last suggestion, which really needs to be the first implemented.

Start with LEARNING not TOOLS: My worst nightmare is that people use these tools as an "add on" to their existing curriculum. To me this is what I think of when I hear people talking about "integrating" technology. Never before have we had the opportunity, and the need to transform education. We need to start with student-centered, inquiry-driven, purposeful opportunities for kids to learn. On of my favorite sessions at GTA had nothing to do with computers. It was a session, early in the day when we shared an innovation that we were currently using at our school. Amy, who sat behind me, shared that she had kids who were able to explore and learn outside of their grade level and either explore something at a higher level, or get help on something that was difficult. That is just one of the many examples shared that focused on student learning. Let's all continue to embrace these ideas, make these changes...and THEN use these wonderful tools as a way to solve what we want to so. If we create the need and show what can be done, then teachers will be clamoring for the applications to reach goals.

Thanks for everything, GTA peeps! Go forth.