I work and learn with several teams using rubrics to promote learning and growth. We have been working to translate our 4-point rubric scores to the 100-point scale required by our school. It is that time of year. We want to report our learners’ progress to their parents, Grade Chairs, and other important members of … Continue reading Translating Rubric Scores When You Have To…
We have found a formative assessment plan for our Algebra I learners that is working for us. We have always struggled with the idea of the generic 4-point rubric, because it didn’t give our learners enough feedback. If you want to see some examples, you can search on formative assessment in the blog and find … Continue reading Rubrics, Feedback, and Learning
Our team has been immersed in creating formative assessments, assessments for learning. We have been developing these assessments based on the work of Tom Guskey, Rick Stiggins, Jan Chappius, Doug Reeves, Bob Marzano and many more. We have tried to convert Level 1: beginning, Level 2: progressing, Level 3: proficient or Level 4: exceptional to … Continue reading Enrichment…Intervention…Benefits of the 4-Point Rubric
Revealing Reader’s Thinking: Doodling, Digitalizing, and Deepening Learning KSU Conference on Literature for Children and Young Adults March 20 and March 21 Amanda Thomas, Trinity School Jill Gough, Trinity School We invite you to listen and learn while we share ways to enhance the Reader’s Notebook. We will demonstrate ways to reveal student thinking through … Continue reading Revealing Reader’s Thinking: Doodling, Digitalizing, and Deepening Learning
Thinking about feedback and marking papers… How should we mark our learners’ work? Do we offer the opportunity to learn through mistakes and corrections? And, I wonder if we are unintentionally incorrectly using ratios and proportional reasoning when we then put a score on the paper. Consider the following student’s work from a recent assessment. … Continue reading Grading and feedback: what we do matters
I hadn’t thought about it this way: So, if you want to be a boring, bad writer: Never ever learn new words. Be afraid to say interesting things. Read as little as possible. Always play on your laptops. Never touch a dictionary. Copyright. Never make [the reader] see the action. Never revise your writing. Definitely … Continue reading How to be a boring, bad writer…and other ideas (TBT Remix)
Continuing to consider how we assess the quality of the assessments we use with our learners, I wonder what might happen if we take the time to learn more about and from the instruments and products of our work. In Beyond the Common Core: A Handbook for Mathematics in a PLC at Work written by Juli K. Dixon, Thomasenia … Continue reading Assessment of Assessment part 2 #LL2LU
A new definition of strength: Can we learn together? What if we collaborate, ask for feedback, and lean in to leverage expertise and perspective of others? If we truly believe in communication, collaboration, and the other C’s, how are we – as lead learners – modeling and taking action? <Note the timestamps in the following … Continue reading #LL2LU Fractions – we are smarter than me & modeling C’s – #MPVschool & #TrinityLearns
I submitted a goal on April 8 which I updated on September 3, 2013. Another month has gone by. Have I made progress on my goal through the action steps? If I take the time to check in and self-assess, will I be able to determine if I’m on a good path? Will I be able … Continue reading Goals and Self-Assessment – Reflecting on My Learning as of October 3, 2013
Yesterday, Shelley (@lottascales) and I facilitated a day-long learning session for Woodward Academy’s English Connection on Leading Learners to Level Up. While we did accomplish everything on our lesson plan, we used the questions of these 20 learners to chart a path that was slightly different from our intended path. I love when this happens. I … Continue reading The English Connection – #LL2LU with #WALearns & @lottascales – Feedback
