How to integrate AR in Middle School

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How to integrate AR in Middle School

by Debbie Watkins

Aug 13, 2009

How can I integrate the AR program for my middle school students? How do I use it for a grade? What are some incentives? Does anyone have an implementation plan they are willing to share? How teachers incorporate AR into grading or rewards? Point goals correlated to grade levels? Anything to get us started.

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Wendy Peterson On 8/13/09, Debbie Watkins wrote: > How can I integrate the AR program for my middle school > students? How do I use it for a grade? What are some > incentives? Does anyone have an implementation plan they > are willing to share? How teachers incorporate AR into > grading or rewards? Point goals correlated to grade levels? > Anyth...See MoreOn 8/13/09, Debbie Watkins wrote: > How can I integrate the AR program for my middle school > students? How do I use it for a grade? What are some > incentives? Does anyone have an implementation plan they > are willing to share? How teachers incorporate AR into > grading or rewards? Point goals correlated to grade levels? > Anything to get us started.

For many years I used AR at the 8th grade level. I created a spread sheet that allowed students to be successful if they made an effort. Using Excel I entered data based on a 1-10 scale and considered the number of quizzes passed (not just taken), the average book level of the books read (difficulty based on vocabulary level), the average percent correct on quizzes, and the points earned (based on the length of the book). A student could get a 10 for the number of quizzes taken but get a 8 for the level of the books read. Or a student might get a 10 for the level, meaning the student read more difficult books, but take fewer tests to account for the fact that the books were longer. Fully 90% of my students got an A in AR because they knew how to "work the system," which was fine by me; I showed them how to "work the system." I just wanted them to read as much as they could manage and be rewarded for their efforts. I used the STAR test and shared results with students and parents so that students chose books that were neither too challenging nor too easy. I dictated to an extent the genres of books they were to read over the course of the year. For example, if I expected them to read 20 books for outside reading during the year, I might tell them that they had to choose one Historical Fiction, one Classic, one Newbery, and one Non- Fiction. The rest they could select themselves, and, of course, they didn't have to read all 20 books to do well in AR. They could make their own decisions (within limits) about the number, difficulty, and length of books they were going to read outside of the classroom over the course of the year. But because I determined some of the genre they were to read over the year, they were "forced" to explore a variety of genres. AR is not a perfect piece of software, but it does serve a purpose. The data generated by the program is very revealing and useful to a teacher who takes the time to study the results and confer with students. It should not be used instead of in-depth novel study, buy it does not presume to substitute for such study. If a teacher is open-minded about the benefits of this program, it can be a rewarding, challenging, and fun activity in the classroom.

Aug 19, 2009

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