1st day 5/25/2023
Today was my first day visiting FLHS, and I gathered some essential information about the school and its surroundings. FLHS primarily serves recent immigrants to the United States who are new English learners. The student body consists of immigrants who have been in the country for only four years and have a home language other than English. As I walked through the hallways, I noticed a vibrant display of posters created by students in different languages.
FLHS is part of Outward Bound's NYC Schools network, which began in the late 1990s. The network comprises 13 schools in its Affinity District, including one pre-K-12 school, four 6-12 schools, four 9-12 schools, three 6-8 schools, and one transfer high school. These schools focus on inquiry-based curricula, project-based learning, internships, and extensive fieldwork. Instead of relying solely on Regents exams, Outward Bound high schools, including FIHS, assess student eligibility for graduation through Performance-Based Assessment Tasks (PBATs).
At FIHS, students engage in project-based learning in mixed groups that include students at different language levels and with diverse native languages. They are required to complete a total of six PBATs throughout their high school years: Personal Statement, Literacy Essay, Research Paper, Mathematics, Science, and Native Language.
I had the opportunity to speak with a 12th-grade student who is planning to attend Queens College and study Secondary Education Teaching. She shared her background and experiences with PBATs. Originally from Spain, FLHS was her first school in the United States. She moved to the US during middle school and obtained a green card. English is not her first language, so she communicates with her parents in Spanish at home.
She explained the FLHS PBAT system to me, mentioning that the panel consists of two teachers and one mentor. Each student has 10 minutes to present their topic, and the remaining time is dedicated to Q&A. The total score for PBATs is 5/5. Intrigued by the evaluation process, I asked her about the rubric and the flexibility in scoring. She informed me that students are able to discuss and argue their scores with teachers.
Her PBAT schedule throughout high school was as follows: science and math in 10th grade, native language and an internship in 11th grade, and English and the Personal Statement in 12th grade. She also highlighted the supportive nature of the teachers, mentioning that one college counselor visited the classroom and expressed her availability to assist seniors with their PBATs.
Overall, my first day at FLHS provided valuable insights into the PBAT system, the diverse student population, and the support offered by the school's staff.
Initial Bullet Point:
- Mostly serves recent immigrants to the United States who are new learners of English.
- Only 4-year new immigrants
- Home language no English
- The hallway is surrounded by posters made by students from different languages
- Affinity District:
- Outward Bound’s NYC Schools began in the late 1990s, following a decade’s development of Outward Bound programs across the city system. There are currently 13 Outward Bound schools in its Affinity District network – one pre-k -12 school, four 6-12 schools, four 9-12 schools, three 6-8 schools, and one transfer high school. These schools feature inquiry curricula, project-based learning, internships, and extensive fieldwork. Outward Bound high schools assess student eligibility for graduation through Performance Based Assessment Tasks, rather than Regents exams.
- FIHS students prepare and present six Performance-Based Assessment Tasks approved by the New York Performance Standards Consortium.
- Students are engaged in project-based learning in mixed groups of language levels and native languages.
- Students are required to complete a total of 6 Performance-based Assessment Tasks (PBATs in Personal Statement, Literacy Essay, Research Paper, Mathematics, Science, and Native Language) upon graduation
- More specific PBATS(Started 10th grade, students can choose which year they want to do which parts) :
- Personal Statement
- Literacy Essay
- History Research Paper
- Math Project
- Science Experiment Lab Report
- Native Language Further Development
Pbats(mostly in paper& presentation assignments based): score in pbats
On the 1st day, I met a 12th-grade student who is going to Queens College and studying Secondary Education Teaching, I talked with her and learned about her background and study experiences with Pbats. She was from Spain originally and FLHS is her 1st school in the States. She move to the US in middle school and got a green card. English is not her 1st language and she has to switch to Spanish at home talking with her parents.
She introduced the FLHS pbats system to me the panel consists of 2 teachers and 1 mentor, student will have 10 mins to present their topics and the rest of the time will be in Q & A. The total score for pbats is 5/5. I am interested in the rubric of the Pbats and asked her about the evaluations and tolerability of pbats, she said students are able to argue the score with teachers.
Her pbats schedule is:
- 10th grade: science and math
- 11th grade: native & Internship
- 12th grade: English and PS
Besides that, I can see teachers are really supportive and help students through out their pbats process, one college counselor straight into the classroom and mentioned she will be available all day to help with senior pbats.
DEMO:
- Questions:
- Rubric and grading scale for the Pbats(formative vs summative)?
- Formative assessment during project-based learning
- Based on my observations I think Pbats is kind of a formative assessment, the teacher is using a rubric to grade students' presentations.
- Overall, I think FIHS Pbats is a formative assignment and it has clear expectations and thinks about student’s different skills. They develop a pretty clear and supportive system to help immigrant students to adopt the learning environments. Besides, FISH has a pretty diverse student body and teachers care about student’s performances.
- Questions for Teachers:
- Is the International network mainly basic information for designing the rubric?
- How do you see these changes in students' performance besides the academics?
Week 2: Pbats Pannel Observations
During Week 2 of my fieldwork, I had the opportunity to observe the FIHS PBAT panel, which consisted of a Literary Paper PBAT and a STEM PBAT. I arrived at the school at 8:40 am and started by observing the Bridges 12th Grade ELA PBAT, which focused on a literary paper. The student's paper was based on the book "The Poet X" by Elizabeth Acevedo. Published on March 6, 2018, by HarperTeen, "The Poet X" is a young adult novel that revolves around fifteen-year-old Xiomara, also known as "X" or "Xio," who finds solace in writing poetry to navigate the conflicts within her family.
The essay topic for this PBAT allowed students to choose a relevant theme or topic such as religion, family relationships, sexuality, or voice. They were required to analyze how Elizabeth Acevedo explores this chosen topic in "The Poet X." The students had to provide evidence from the text and make connections to the larger theme to explore the development of characters, the conflicts they face, and how they find their voices in the book.
In the ELA PBAT process, mentors and panelists, totaling 3 or 4 people, read the students' essays before the meeting. They annotated the essays and prepared questions for discussion. After this initial review, the student would leave the room for 10 minutes, during which the panelists would evaluate the essay and discuss potential questions on the writing process, thesis/central idea, literary elements, author's purpose, and connections. Each panelist would contribute at least one question.
Following the discussion and formulation of questions, the panelists would establish a "push grade" if the student could answer the questions adequately and thoughtfully. The panelists would then bring the student back to the classroom to begin the presentation. During the presentation, the panelists would assess the student's communication and problem-solving skills. After the presentation, a Q&A session would follow, during which the panelists would ask the pre-discussed questions. Once the Q&A concluded, the student would leave the room, and the panelists would discuss the final grade, considering whether the student met their expectations for the "push grade." Meanwhile, the student would be required to write a reflection paper, highlighting areas of improvement and providing suggestions for the PBAT process.
In the two ELA literary PBATs I observed, I noticed that many students struggled with identifying literary elements, which hold significant weight in the ELA Regents exam. Additionally, the pronunciation was a challenge for some students, but the teacher kindly asked them to repeat their words to ensure clarity. One interesting observation from my first ELA PBAT was the teacher-student dynamic, where the English teacher played the role of the "bad cop," challenging students to think and refer to the book when they had questions, while the college counselor played the role of the "good cop," using simpler language to explain concepts and guiding students in their thinking process. This dynamic added an intriguing layer to the teacher-student relationship.
The second PBAT I observed focused on the field of STEM engineering, specifically addressing the research-guided question: "How do we design an interactive installation that invites people to feel connected?" The student who presented this PBAT aimed to create an interactive installation that would contribute to improving relationships and fostering stronger family connections. The inspiration for this project stemmed from the recognition that numerous individuals worldwide face challenges in maintaining healthy family relationships and overall happiness. The student acknowledged that the absence of love during childhood can have long-lasting effects on behavior and personality, significantly impacting emotional well-being. It was evident that all children aspire to grow up in a loving and supportive family environment.
To address this research question, the student-designed an interactive ping pong board, which formed the centerpiece of their installation. The panelists had the unique opportunity to experience the interactive nature of the installation firsthand during the presentation. This allowed them to engage with the project and gain a deeper understanding of its intended purpose.
While the project showcased creativity and a genuine desire to tackle an important societal issue, there was one notable issue that arose during the PBAT. The student had not provided a clear definition of the criteria for success in their project. Instead, they had developed their own measure of successful attempts, drawing from their experiences in their junior year of high school. However, the panelists provided constructive feedback, emphasizing the importance of establishing more precise and objective criteria for success. Recognizing the need for improvement, the mentor worked closely with the student, dedicating time to researching and determining a more appropriate and universally applicable measure of success.
One of the valuable aspects of the PBAT process became evident through this observation. The purpose of PBATs extends beyond assigning grades to students; it is primarily focused on fostering deep learning and reflection. The students are encouraged to delve into their research, engage in extensive background studies, create prototypes, and make iterative revisions. By undertaking this comprehensive process, students gain a deeper understanding of the subject matter and develop crucial skills such as critical thinking, problem-solving, and effective communication.
Overall, the second PBAT observation underscored the significance of the process in promoting holistic learning and personal growth. It highlighted the students' dedication to their projects, the mentors' commitment to guiding and supporting them, and the opportunity for continuous improvement through feedback and reflection.
Demo:
During the observation, the students engaged in collaborative reflection exercises and completed reflections individually. One issue that arose during the observation was that a student seemed unsure about the content they were presenting, which was not an isolated case. This lack of confidence made their presentation less convincing. However, it was noted that the presentation component helped improve the student's writing skills in both engineering and ELA. There were some differing opinions during discussions, particularly regarding the level of flexibility in the revision process and its impact on grades. To streamline information management, all student-related data and materials were collected and organized into a single folder.
The question I would like to bring next fieldwork:
- How do teachers grade differently?
- ELA teacher interview on how they see student’s transitions in regent exam and pants?
- How to value students’ English ability improvements?
The students expressed a fondness for presentations but were advised to speak more slowly and clearly to enhance communication.
Initial Bullet point:
323: teacher interview
ELA Process:
- Read the paper: be meeting
- Discuss the grade for the paper
- Presentation for 10 mins
- Q&A
- Discuss the overall grade
- Conversation with the Students: learn about their opinions,