Red, Yellow, Green

While attending a PD session years ago I saw a video in which a math teacher had students using Red, Yellow and Green cards on their table tops to indicate how they felt about the day's learning target as a formative assessment.  Each day most students would start with a red card on the top right corner of their desk, and as the lesson progressed, students would take cards from their binder and switch them to yellow to indicate they were gaining understanding, but not quite ready to run alone with the content.  When a student felt like they understood it enough to help someone else, they would place their green card on their desk indicating they were good to go.

The simplicity of the colored cards was intriguing but I had so many questions.  Are the students being honest, or do they change their cards so they are not the only red in the room? Are middle school students organized enough to keep these cards with them for the year? What do I gain from seeing a lot of yellows?  How does this impact the students' math self-esteem?  A student's math self-esteem can be one of the biggest barriers to success in my experience.  I try to create a WE learning community in my class. Our goal is not that YOU do well, it's that WE do well.  This takes a little pressure off of individuals and helps to create a safe place when asking for help.

Attempting to use the simplicity of Red, Yellow, Green but also address my questions, I first tried using the idea with colored pencils and a unit review.  My 7th grade class was approaching the end of a unit on Linear Relationships and we were gearing up for the final assessment.  Two days before the assessment I passed out the unit review and asked the students to have red, yellow and green colored pencils on their desks. I also asked that they not speak to each other and not to begin working on any of the problems.  I told them that before we begin working, we are going to have some private think time about each problem. I asked them to follow along as I read each problem aloud.

After reading the first problem I asked them to color over the problem number with the red, yellow or green colored pencil with these thoughts in mind.  If you color the number ________ that means if you see a problem like this, or similar to this on the assessment:

Green: You are going to dominate this problem. If your grade were based on this one problem, you'd have an A. You are saying, "I can demonstrate understanding of this problem with math work and a written explanation. I am good to go!"

Yellow: You have a pretty good idea of how to attempt this problem. Sometimes you do well on these problems, but sometimes you don't do well.  You will need to slow down and really think to make sure you are not missing something. You are saying, "I see this problem as a challenge but I am willing to take on that challenge."

Red: You are not yet ready to take this challenge on and would like to have more conversation, practice, instruction or think-time.  You are saying, "I will be able to take this problem on, but I need some help before I can rise to this challenge."

I repeated these descriptions for each of the first five problems that I read aloud.  Once they got the idea, I let them finish coloring each problem number.  Then I asked anyone that has at least one red or yellow to raise their hands.  This gets just about every hand in the air, and students see that even the "A-Kids" have red and yellow.  It's important for the students with a lot of red and yellow to see that everyone struggles from time to time.

Next I asked students who colored #1 green to raise his or her hands and keep them up. Then I asked students who colored #1 as red or yellow to find a green person and have a conversation.  Students began teaching students while I floated around the room collecting data which problems had a significant amount of reds and yellows. I also began jumping in to help the "greens."  We continued this process through all of the review problems.  Students were using the colored pencils to change their colors after each conversation.  Reds became yellow, yellow to green and some greens found out they were really yellow.  After the dust cleared, students knew exactly what they understood and could demonstrate, and they made a plan for the next two days to get themselves where they needed.  I used the red and yellow data to plan for the next day, and the learning was more purposeful and targeted than just passing out the review and saying we got two days to be ready.

Since that first time, I have adjusted the process slightly from year to year, and class to class.  I have used my group roles (see early post on group roles) to guide groups through red, yellow, green conversations, and I have had students make posters of what they feel is demonstrating red, yellow, green level of understanding.  The students will ask me for a red, yellow, green activities when they feel like the levels of learning in the room are out of balance because they understand that until everyone is green, we have not met our goal that WE will do well. Each time I try something new, the basic idea stays the same, but it's the subtle differences that keep the students digging my red, yellow, green chili.

Hope Can Raise More Than Grades

Many years ago in my first 9th grade Algebra 1 class I had several students that entered the school year having always struggled in math, had low math confidence and were lacking the skills required to be successful in Algebra.  I started math help sessions in my classroom after school for anyone that wanted to attend.  Some students were "forced" to attend by their parents, but eventually they saw the benefit.  During this school year it started as Tutor Tuesdays, then Want Help Wednesdays and finally Math Mondays.  The expansion to three days a week was to supply enough help for the demand coming from my students.

We used this time to supplement Algebra with the concepts they were lacking from previous math classes.  Numeracy, fractions, decimals, percents, integers and basic math properties.  The road was rough at first, but as we drew pictures and developed a better understanding of how numbers worked in relation to each other, tremendous gains were made. Students who once failed an assessment on two-step linear equations, were solving systems of equations with ease.  I was curious as to how well these students would do on assessments from earlier in the year, but first semester grades were "final" and we were approaching the end of third quarter.

I asked my school registrar about the possibility of changing someone's first semester grade because I no longer felt it was representative of their knowledge.  I was told it was not possible from her point of view, but that the Principal can override the rules.  So I was off to plead my case. Luckily I work for a  Principal that is all about whatever is best for student learning, and keeps kids on track to graduate. I began reassessing these students and everyone one of them increased their semester grade by at least two letter grades.

Since then I have used a Recovery Contract in which students can recover their first semester grade if they are willing to relearn concepts and reassess.  The offer is made to anyone that earned a D or F first semester. Of course I do not inform my students of this contract until late in first semester because I do not want students thinking they can slack off and then just recover their grade later.  And I have been amazed that students from year to year do not talk about the contract and thus incoming students do not have a clue until the time comes.  No one has ever declined the offer either.

Using the contract the past two years have been particularly inspiring for me and my students.  One particular student this year has made all of the extra hours of tutoring, designing new review materials, new assessments and grading worth it!  She transferred to my school because of the progress her cousin made in my class (on contract) last year.  Her childhood has been rougher than most students.  She now lives with her cousin's family and English is not her first language.

When she transferred to my 9th grade Algebra class in October, we spent three weeks learning integers.  She did not understand the concept of that positives and negatives cancel each other out.  We drew pictures, number lines, used mini poker chips and when I finally put some cash money on the table, she finally started to get it.  From there we worked on combining like terms, distributive property, equivalent expressions and two-step solves.  While the rest of class was working on systems of linear inequalities, she and I worked on ratios/proportions.  She finished first semester with 26% on Alg 1 assessments.  Today is the end of third quarter and she has now earned an 86% B for first semester, and is up to a B+ for second semester.

The hope of recovery has led to a completely to new student. A student that needed help with her math on a daily basis is now helping other students.  Her complete lack of math confidence is now climbing and is having a positive impact in her science and tech classes.  A student who saw a gloomy future, is looking towards an open and bright future.  Hope.

Problems for Problems

The #slowmathchat discussion on Twitter got me thinking about what I assign for homework, why I assign it, how it has changed over my career and where do I think it is going?  I started as most teachers do at the beginning of their career.  After correcting the previous day's assignment, which consisted of me at the overhead (dating myself) demonstrating what was expected on each problem, I would then give a brief lesson on the day's new topic. After the lesson I would write the day's assignment on the board at the mid-point of the class period.  Whatever did not get finished in class, was to be completed as homework.

I relied on my sense of humor, engaging personality and excitement for learning to keep my students interested each day.  While I still use those aspects to my advantage, they are not the cornerstones to engagement in my class. Lessons have evolved to inquiry-based activities and investigations. Learning comes from student talk and not teacher talk, and thus I needed to change the homework assignments. They became hand-selected purposeful problems to practice previously learned concepts and not to finish the day's learning.

Usually on Monday and Tuesday we investigate new concept(s) in class and I assign specific practice from the concept(s) we investigated on Thursday and Friday.  Wednesday I start to assign problems we investigated on Monday and Tuesday.  The homework assignments typically are "naked math" and we work on "real life" in class.  Naked math are straight up math problems, no words.  This continues with each set of problems scaffolded in difficulty to the class's progress with a concept.  Once the skills have been mastered, I will assign "real life" problems for homework.

Depending on the concept(s), the typical assignment is 4-8 problems.  I find that 10-15 minutes of hand-selected purposeful practice improves skills, improves confidence, reduces frustration in students and provides access for all learners.

Stack It!

Whether students are turning in assignments for credit, turning in assignments for feedback, or turning in assignments to be checked for completion, the process used by a teacher needs to be fluid and be an effective use of the teacher's limited time.  Some teachers use baskets, folders or drawers. I have found the best use of my time and space is Stack It!

I am a firm believer that students learn more while working productively in groups, so my classroom systems and procedures are designed to maintain the group productivity and allow me to reach every student, hopefully on a daily basis.  After my students finish the correction process, which is no joke and will be laid out in a future post, I say, "Stack It."  These two words are a set of procedures for my students that should take 60 seconds to complete.

Step 1: Finish your last correction and make neat stack of assignments on the table group. Neat means all facing up and the same direction.

Step 2: Put your pen away, take out a pencil and a clean sheet of graph paper (all of my assignments are completed on graph paper). If we were working an investigation the previous day that had not been completed, students would take this out instead of a clean sheet.

Step 3: Put a heading on the paper, put the pencil down and wait for instructions for the next activity/investigation.

The transition time from corrections to work is a time-sucker for new and veteran teachers alike.  Practicing this process with students and maintaining the 60 second expectation saves a great deal of learning time.

Then as students are working on that day's activity/investigation, I am "forced" to stop by every group and "grade" the previous assignment. I put "grade" in quotes because my policies change from year to year, or class to class.  At times credit is helpful to motivate students, other times just feedback on their work is needed, or I just keep track of who did or did not compete the work.

No matter what I stop by every group, look at their work and use what I see to guide my instruction in the coming days.  If I am giving credit, it is usually given for effort toward learning. In other words, did they attempt every problem? Did they write sentences when asked? Did they make corrections and not just change answers? If the answer is yes to all three then credit is earned. If one or more is missing, partial or no credit is earned.

All in all, Stack It saves time, "forces" me to stop and talk to every group, everyday and informs my instruction.

Save Time, Increase Reflection with Go Position

In those last few moments before the bell rings, teachers want to sum up the day's learning, hint towards the next day's activities and have students reflect on their learning.  Maybe not all three in one day, and maybe you have other priorities in the last few minutes, but educators across grade levels, content areas and years of experience all want to squeeze this last chance for learning for all it's worth.

The "Go Position" is a method that has been in use in various forms for years and can save time and increase student reflection.  Here's how it works.  With three minutes left in the class period say, "Go position."  These two words are actually a set of procedures the students need to carry out in 60 seconds.  The time limit goal will not be met the first few times you use it, but after practicing and 5-7 times in use, the students will get the hang of it.  The set of procedures are critical for student success and continuity.

Step 1: Upon hearing "Go Position" students will finish their last thought on what they are currently working on and then add the day's assignment to their daily planner (hard copy or electronic).

Step 2: Students will secure handouts, assignments and other important documents by clicking them in the rings of their binder or placing them in the appropriate location in the student's folder.

Step 3: All pens, pencils, rulers and other supplies returned to their "home."

Step 4: Students "pack up" their belongs. This could be a backpack or merely stacking binders and books on their desk.

Step 5: Students will give full attention to the teacher.

The teacher should now have 2 minutes remaining in the period to review the day's learning, provide direction for the coming day's learning, or have students reflect on their own learning.  This can be done as a whole class, in A/B partners, in groups or as individuals.  The options are endless.  The important part here is that the Go Position has provided the time, without the distractions of students clicking binders, writing in planners, zipping pencil pouches or finishing their last problem.  By using the Go Position, teachers have an opportunity to have a greater impact in those last few moments of class.

How My Group Roles Keep The Learning Train Moving

Describing the group process in my class is easier when I use an example of the type of work that is group-worthy in my class.  Group-worthy is key here, as skill practice from a book or worksheet will not deliver the desired result.  Group-worthy tasks require students to share information, ask questions, press each other for reasoning and have multiple ways to think about the problem.

For example, I will show a video of four friends going to the movies. They buy tickets, popcorn, candy and in my state there is sales tax.  The video will show someone dipping into his or her wallet of cash for each purchase. By the end of it, students are asking how much did all that cost? (After they ask what movie they were going to?)  I feed them the information a little at a time, and they share that information with each other and progress as a group.  In my experience, the ideal number of people in a group is four.

Here is how the process works:

Reader:  This person reads the material from the text or the handout. The reader makes sure that everyone is working together.

No one likes to be reading out loud and have the people at their group talking.  So the Reader makes sure everyone is listening when they read directions, prompts or questions.  If they see someone starting to zone out, they gently bring them back to the group conversation using one of several sentences stems we have practiced in class. Once the information/question has been read then:

Coordinator: This person is the overseer of the conversation in the group. The coordinator is the only person who can ask the teacher a question if no one in the group knows how to find the solution to the problem. The coordinator also gets and returns necessary materials during the class period. The coordinator also makes sure the group area is clean before the class is dismissed.

The coordinator begins the conversation by asking everyone in the group what they think the group should do to start solving the problem.  This is a time to just collect everyone's ideas.  Once everyone's ideas are heard, the group decides on the best method to solve.  Their words at the beginning will sound like this, "What do you think? What do you think? What do you think? Here's what I think... Now what do WE think?"  Nothing should end up on paper until the group agrees.

For the example above the group's ideas could vary.  One person thinks they should find the cost of all the tickets, then the cost of all the popcorns, then all the sodas and then add it all together before finding tax.  Another person thinks they should find the cost of tickets with tax, then the cost of popcorn and sodas together with tax and add the two totals.  Another person says multiply the cost of one ticket by four, one popcorn by four, one soda by four, then add those totals and find tax.  Students will have to either defend their idea, or understand someone else's before moving on.  While the groups are working, the teacher will circulate to observe the students' work.  When the teacher sees a paper with a teachable moment, then:

Scribe: The scribe is the note taker of the group. Responsibilities include making sure everyone has the notes and handouts. This person also writes group responses (if necessary) and fills in the homework sheet and handouts for missing group members.  Scribe restates group’s responses as all members are writing them.

The teacher can use the Scribe's paper under the Doc Cam, or have the scribe write their work on the board for a whole class conversation.  

For the example above, the teacher may use the scribe's paper from two or three groups and ask the class which group's work appears to be the most efficient method, understandable method or best method. Students will need to justify their reasoning and build supporting arguments.  The scribe also restates the group's responses as they are being written is one more way to reinforce the math learning that just took place.  Some teachers claim that 30 problems are needed for repetition, but this process asks students to see it, say it, hear it and do it.  Four repetitions per problems means only 6-8 problems per day and deeper learning. 

But what if the group gets stuck and needs the teacher?

Spy:  The spy is the only person that is allowed to walk around during a group activity with the sole purpose of seeing what another group has done with the problem. The spy can seek help from another group. This person also makes sure that the group’s work is mathematically correct.

For the example above, let's say the group is moving along quite well, but after they found the cost of the tickets, popcorn and sodas combined, they forgot the sales tax percentage.  The coordinator can send the Spy to another group to ask that specific question.  The spy does not look at or ask for an answer to the problem, they just ask for one piece of information and then return to their group.  They can check with up to three groups and then they must return to their group. They cannot go around the room and talk to everyone. 

When the group is stuck, and the Spy did not find an answer, this is when the group decides, "Is this the one question we ask Mr. Adams?"  I tell them that each group only gets to ask me one question a day, so choose wisely.  This is fun to play up to the kids when a student will walk into class and say, "Hi Mr. Adams. How are you?"  And I respond, "I'm good. Your group's question is done for the day."  The momentary panic before they realize I am joking is priceless.  Back to the process.  If the group decides to ask a question, the coordinator raises their hand and I come ask them, "Are you the coordinator? Did you send your Spy to three groups?"  If either answer is no, I walk away.  If both answers are yes, then this is a formative assessment for me.  By this group needing to ask me a question, that means at least four of my groups will need assistance.  I should then momentarily stop class and redirect them on this topic to save them and myself valuable time.

This process keeps the conversation at the group.  They rely on each other and not just the teacher.  The first five weeks of the year is tough and it takes a lot of training.  Sentence stems are a must at the start, and don't be scared off when a one-day lesson takes two at the beginning of the year.  The students and you will get the hang of it and it will make the rest of the year run more smoothly.  A well-oiled learning train, moving forward.

Losing a Student to Tragedy

Caring about the education of each child who walks into the classroom should be a given for every teacher, but what about students? Should it be expected that each child who enters the classroom cares about the education of every other child in the room?

You know what? Lose the word “expected.” Does this ever happen? Do other teachers encounter students who inherently care about the learning of every other student in the room?

For the first five or six years of my career, I would have easily answered that question with a loud and emphatic no! Students may be willing to help other students, to work in groups, to speak to and disagree respectfully with every other student in the room. But care about their learning? No.

Not, that is, until Parker Archie Moore walked into my ninth-grade Algebra 1 class. At first glance, he looked like the typical alpha male.

 I teach at a junior high with grades 7, 8 and 9. Parker was well known in all three grades, the good-looking, athletic, popular and charismatic kid that girls had crushes on and all athletes looked up to. It seemed he was talented at everything. What I soon learned was that Parker was so much more than talented and could never be defined as anything close to typical. Parker was a special kid.

I first noticed how maturely he carried himself. On the first day of ninth grade, he introduced himself to me and shook my hand, “Mr. Adams, I know we have seen each other around school a lot and joked around in the hallway before, but I wanted to officially introduce myself. I’m Parker.” I laughed and told him to sit down.

Of course, I knew who he was and, of course, he knew me. I first thought he was trying to earn some brownie points with the teacher, or maybe he was an “Eddie Haskell” type student. Boy, was I wrong!

Parker started to distinguish himself as a top student right away. He followed directions to the smallest detail; he listened intently and took notes even when not asked. He ensured the group rules used in my class were being implemented correctly in his group because he trusted me when I said this structure would lead to more learning for him and his classmates.

His work was neat and methodical. He was not afraid to try new things, experiment or admit when he did not know how to solve a problem. But how he interacted with others really set him apart from most students.

With Parker, social circles did not mean much. If he saw someone who did not have a pencil, it did not matter whether they were friends; he would open his binder and give them one of his extra pencils, never expecting to see the pencil again. If someone in his group was confused, he would stop everything to lean over and talk them through whatever they needed. He encouraged others to keep trying because “That’s the only way you are going to learn and get better.” Who is this kid?

One day, I was walking around the room and noticed him writing his number down in another student’s planner. These two were not buddies, and did not have the same friends. As a teacher who knows my students fairly well, I knew they were from different worlds. Parker said to him, “If you have trouble tonight, call me. Don’t give up.” Wow.

A similar situation happened later that semester. After class, Parker came up to me and asked if a particular student was attending Want Help Wednesdays, a math help session I held after school for struggling students. I replied no, but I had been trying to encourage him to go. Parker asked, “If I can convince him to stay, can I stay after school, too, and help him? I think he trusts me, and it might help him get over this hump.” Wow.

Parker did persuade him and came to WHW to help him. A few weeks later, Parker again stayed after class to ask me another question, “I seem to be doing pretty well. Do you need some help on Wednesdays after school? Baseball doesn’t start up for another month or two, and I think I could help out while I have the chance.” Wow.

Parker continued to impress me with the generosity of his attention, time, class supplies and smile. His smile was never missing. If he did well on a challenging problem, he smiled. If he struggled, he smiled and took it as an opportunity to get better. If someone in his group struggled, he smiled and offered to help. Parker’s outlook on his life was all about opportunity: the opportunity to learn, play, excel and help others excel.

In discussing the art and philosophy of teaching, I have told colleagues, “I am not here for the ‘A’ students. I am here for the ones who need me most.” I can say with confidence that Parker did not need me to succeed, but I sure needed him. He inspired me to be a better person, teacher and role model.

A few years later, when Parker was a senior in high school, his mom reached out to me about Parker’s college choices. He was debating whether to follow in his sister’s footsteps to Gonzaga or continue his education and football career at Linfield College.

I attended and played football at Linfield, and she wanted my perspective on its size, location, educational quality and the team. This was a no-brainer for me, as Linfield was the best decision I could have made for my college experience. I asked her to send Parker my way.

When Parker came back to my classroom, he filled the room with his smile and greeted me once again with a proper handshake. Only this time, his hand was much bigger and stronger. He sat down and regaled me with stories of his high school classes. The good ones, the tough ones and those he wished he could take again. Not to improve his grade, because he earned an A, but because he felt there was more to learn. Wow.

He asked me if I still had Want Help Wednesdays, and I explained it had expanded into a school-wide program in the library on Tuesdays and Thursdays. Now we have teachers from other content areas, and we help everyone with whatever they need. Parker expressed that he wished our school had that when he was here. When I asked why, he said I bet it would have helped a lot of students in my grade. Wow, again.

Soon we moved the conversation to Linfield College. Why did I choose to go there, and what did I like about it? First, the education one receives at Linfield is hard to match. It is consistently ranked as one of the Top Small Colleges in America and Best Bargains for your money. The community around Linfield is centered on learning. The staff-to-student ratio is one of the best on the West Coast, so you can meet with a professor and not a teacher’s assistant.

Second, the location is great. Living outside Seattle, a four-hour drive to Linfield made weekend trips home do-able, but still far enough away that parents can’t drop in unannounced (smile). Plus, McMinnville is 45 minutes from Portland and Lincoln City. So trips to the city or ocean are close enough for quick getaways.

Third, the football team is more than a team; they are family. The goal of the coaches is to make you a better man first, then a better football player. This philosophy is exemplified by coaches who care about their players, their players’ lives and education. Team, Excellence, Attitude and Class.

I summed everything up for Parker by saying Linfield College is full of students like him, students who care about their learning and the learning of those around them, students who excel in the classroom and athletics.

Parker went home to discuss his choices with his family and consider his priorities. A few days later, I received an e-mail from his mom informing me that Parker had called the coaches at Linfield and committed. The next day, Parker came by my class again. We hugged, and I congratulated him on his choice.

This fall was the start of Parker’s second year at Linfield and his second year on the football team. I attended the homecoming game in October, hoping to watch him play. He had yet to crack the starting rotation but was making a splash on special teams.

In a conversation with someone close to the program, I heard coaches were excited to see what Parker could do in his future at Linfield. Later that evening at a restaurant, I ran into Parker and his mom. I gave him a hug and told him how proud I was of him. I asked him if he was happy with his choice to attend Linfield.

“Yes, I have met so many good people, and I am really enjoying it. I’m a little disappointed I’m not starting yet, but that just means I need to work harder.”

This past Saturday, after Linfield had won its sixth straight conference title, Parker entered the 7-Eleven across the street from Linfield a little after 11 p.m. A local man entered the store and stabbed Parker in the chest. Parker died not long after.

I read the news article on my phone Sunday morning. Shock. Disbelief. Sadness. Denial. Anger. Sorrow. Then again. Shock. Denial. Anger. Sorrow. And again.

I called his mom to offer whatever I could, but what could I do? I called Linfield’s coach, too. I cried.

The past couple of days have been a roller coaster of emotions. I had to leave school Monday because I could not handle being in the classroom where Parker demonstrated incredible humanity for his classmates.

I still remember where he sat. I still remember our conversations. It’s hard to be here. It’s hard to think about going to after-school help on Tuesday and Thursday.

I want to go home and try to sort through this terrible act of evil, but I have to get back into the classroom. I have to be there for the kids who need help, because that’s what Parker would do.