Danger Lurks in the Cold of Night

The lone survivors of a frosty, midnight attack...reunited.

Although all the birds are domesticated, the ducks can fly, albeit briefly, just above the trees.

 

Like everywhere else in the country, it has been cold here…downright frigid. We reached a low this month of -27, tying an all-time record. I’ve managed to stay warm with an electric heater in my office and a well-stoked fireplace. But my worry has been for my outdoor friends.

 We live on three acres of hilly, rural property bordered by a fresh water creek overgrown with bramble and wild flowering crab trees. Alongside the creek is an island sanctuary, created some twenty years ago by my father-in-law. The sanctuary is a small island surrounded by a moat, something like a little pond where birds, wild and domestic can safely nest or flee the terror of coyotes, plentiful here in the hog and corn country of the Midwest.

Canadian geese nest each year at the hatching place of the female.

We built our house on a hill just above the wild-life shelter ten years ago and enjoyed watching the Canadian Geese that flew in every March, nested as pairs, and disappeared shortly thereafter, following the creek north to a larger body of water, a lake, where their families grew through the summer. In the fall, they migrated south and we again awaited their spring return.

I so enjoyed the geese, that I bought White China Geese, domestic birds that cannot fly and so will never migrate from me. I order the geese through a catalog and they arrive on a scheduled plan through the mail. Once here, we nurture their growth in a cattle trough with a light bulb dangling overhead until they are strong enough to survive the elements on their own…a couple of weeks. When that day comes, they are put into the sanctuary to make friends with whomever else may come along, Canadian Geese and unknown ducks and herons that drop by for a visit. I usually have to teach them how to get into the water and hopefully learn to save themselves from the dangers of nature: raccoons, turtles, and other critters that crawl through the wild wire that banishes coyotes and other larger prey from the habitat.

 Just before the weather went south, so to speak on the thermometer, I was commenting to my husband on how beautiful our geese looked on new-fallen snow. If it weren’t for their bright orange beaks and webbed feet, they would go unnoticed against the winter backdrop. How humanly naive I was!

 
The coldness of this winter weather and the beautiful blanket white have joined with the coyotes in a war against my birds! Hungry, the coyotes have become even more cunning in their search for food and last week, several were able to break into the sanctuary and challenge the safety of the China White Geese.  The Geese need open water for safety, but the bone-chilling cold had frozen the pond fully over.  In the morning, when I looked to the pond  could see where the geese tried to escape into the open water, but the water, no longer open, was no longer their refuge; instead the winter freeze and the yipping coyotes had united to destroy my birds, some of whom I had tended for six or seven years

Well, I won’t belabor the story. One of the geese survived and begged me to free it from the refuge that had now become a holding room for the condemned. I opened the gate and freed it to the creek and for hours, it honked (the truly honk!) for friends now gone. One lone surviving goose. I was equally heartbroken. I checked on it hourly, even as the temperatures hovered below the zero mark. Finally, it lost its voice!
 
The next day, a full forty-eight hours after the murderous blitz of the coyotes, I heard another honking…and I followed the call into the wooded area running between the cornfield and creek. There, I found a second survivor…a White China Goose, waddling through the bramble of multi-flower rose, weak but alive.

In -20 degree temperature, I coaxed my first found goose down the creek bed to reunite the pair of old friends. It wasn’t easy. The goose I had first discovered was scared and didn’t want to move upstream. The goose I had just found was weak, so weak, he limped and lumbered; he didn’t want to move, but somehow, he had survived while his friends were savagely killed and eaten. Some left for dead, their bodies mangled but not consumed. I literally crawled beneath the overgrown brambles, coaxing the birds to move and meet. My work was rewarded. They came together and happily so!
 
I have been worried, sure the coyotes would return. But nearly two weeks have passed and still the White China Geese float on the creek, now enjoying the corn we have placed along the banks to save them from venturing out for food.

New Year–New Approach for Assessment

Many educators feel under pressure to provide daily grades for students, but is that kind of pressure conducive to evaluation? I don’t think so…not for teachers and not for students. I don’t want to be measured or evaluated everyday, and neither do students; moreover, daily grades are, by the nature of their chronology, scores acquired prior to the achievement of learning. Too often, daily grades are formative assessments misused to inform final grades rather than inform ongoing instruction.

So what’s the answer? One very practical approach that I used was “Notebook Scoring Day.” Students keep all of their graphic organizers, quizzes, notes and journals in a well-organized learning source (notebook).  Each two weeks or ten days, we would score the learning source (notebook)as a peer activity led by me, the teacher. I provide overheads exemplifying graphic organizer completion; I provide guidance as to the evauluation of journal entries; I point out essential aspects of adequate note-taking and students evaluate one another’s learning source based on quick read scoring. Some of the pieces included in learning source evaluation have already been scored by me, the teacher, but students are offered a “second chance” by making suggested corrections or edits noted in their feedback. This sort of scoring validate revision and correction while reinforcingthe learning process as recursive rather than linear in nature. On the chart below, notebook scoring would be placed just before portfolio–it is a compilation of self-assessment, informal feedback and rubric scoring.  Moreover, the nature of the assessment validates every learner with responsibility while allowing them views into how others complete like assignments and demonstrate proficiency. 

 In edtech literature, the process is assisted with technonogy and labelled assessment management. Although the process is reminiscnet of the portfolio, assessment management is more about formative assessment of learning than expressions of self. Through this less threatening and scaffolded assessment process, confidence is built and learning is made more effective.

Formative assessment enables students to improve on their levels of achievement prior to summative evaluation or grading.

 

Assessment management is a combination of self-assessment and teacher facilitation. The process focuses on student identificatoin of strengths and learning needs. As units progress, artifacts of practice and assessments are kept ”on file” in the student’s source book as a baseline measure of individual achievement which illustrates intellectual and skill growth.

The point is…instead of putting a score in a grade book everyday as work is completed, credit for work comes later as that work evolves from information into knowledge through feedback and intellectual / emotional change. Assessment management, somewhat like portfolios, values the process of learning by retaining pieces illustrating that learning; however, unlike portfolios, assessment management assesses artifacts primarily selected by teachers based on unit and learning objectives as the element of value.

An initial list of differences between portfolios and assessment systems:
	Portfolio	Assessment Management System
Purpose	Multiple purposes: Learning, Assessment, Employment	Single purpose: Formative and Summative Assessment
Audience	Potential for employers, future classrooms and teachers, etc.	Current classroom peers and teacher
Type of Data	Primary type of data: qualitative	Primary type of data: qualitative and quantitative
Locus of control	Student-centered	Institution-centered
Selection of Contents	Artifacts selected by portfolio developer	Artifacts prescribed by institution
Skills required	More advanced skills required, including varietal examples of content mastery	State and district standards measured; skills demonstrating all levels of accomplishment
Competency demonstrated	Medium to high, depending on tools used to create portfolio	Minimal skills rewarded; aims at sophistication