Friday Morning Activity 1: Rubric Design Thought Question & Prompt: “If you had to evaluate a student’s performance and you could not use content knowledge or other traditional assessments (tests, essays, quizzes) as a basis for grades, what areas would you concentrate on instead?”
When you create your new rubrics for your own classroom, you may consider using rubistar. However, my belief is that you let the kids create the rubrics first, using models of existing versions of the work, then take their constructions and use those for the rubistar parameters. Here's an example my students came up with for speech and for writing.
Finally, I encouraged them to provide peer critiques and self-assessments based on those rubrics for all their work prior to successive drafts. They are not done until they reach proficiency on all rubric target areas.
We won't necessarily have time to talk about self-reflection and self-assessment, but I wanted to provide you with some examples of how we incorporated peer- and self-assessment into our program:
Activity 2: Continuing Design Continue developing your project ideas. Consider using the following bullets which describe the basic elements of lesson design and development.
Timeline/Milestones (what duration, what checkpoints or intermediate products)
Strategies for meeting needs of diverse learners, including EL and special needs
Presentation (how will students present/exhibit their work)
If you would like a quick and dirty guide to PBL, see this page for both examples and a rubric for PBL design (taken from Lisa Mireles' presentation.)
There are a variety of templates and forms project designers use to layout a project. The better road map you have, the more likely you can plan effectively (keep the adage in mind "if you don't know where you are going, any road will do!).
Consider using one of these forms to plan out your project ideas:
Click here for a project planning guide (pdf format)
Create an account and create a draft of an online project at BIE'sproject planner
Friday Afternoon Protocols
A short video on the value of peer feedback, and how to set norms for peer feedback sessions
For a version of the butterfly critique you can run with your own students, click here for a ppoint version (and here for a PDF version). For an excerpt of Berger's Book on modeling and critique, click here, or here for a story about his 2nd grade water project
Friday Afternoon: Fine Tuning Protocol
1. Intro to Group Norms & Protocol overview. [5 minutes]
Hard on Content, Soft on People, Work on the presenters dilemma, Donʼt dominate the conversation, Avoid back patting, Adhere to the Structure, Time to think is ok, Eliminate outside distractions
2. Overview of the Dilemma [20 minutes] A. The teacher presenting shares problem [5 minutes]
B. Clarifying questions [5 minutes]: Clarifying questions are for the benefit of the asker and are questions that elicit a short, factual response. Some examples of clarifying questions:
How much time does the project take?
How were the students grouped?
What resources did the students have available for this project?
C. Probing questions. [10 minutes]: The purpose of probing questions is to help the presenter think about his/her question in a new way (not to give advice about how YOU'd do it, such as, "Have you considered..."). Examples of probing questions include:
What is your hunch about...?
Why is this a dilemma for you?
How did you decide/determine/conclude...?
What's another way you might...?
3. Group conversation regarding the dilemma. [15 minutes]: The purpose of group conversation is the participants talking amongst themselves about the presenterʼs question. The presenter steps out of the circle and listens and takes notes only. The conversation is not directed to the presenter. It is directed to the group and focuses on the presenter's dilemma.
Begin with warm feedback. What are the strengths in this situation?
Then, constructive feedback, such as...What are the gaps? What isn't the presenter considering? What recommendations does anyone have?
4. Response from the presenter. [5-10 minutes]: The presenter has the opportunity to respond to the discussion. It is not necessary to respond point by point to what others said. The presenter may share what struck him or her and what next steps might be taken as a result of the ideas generated by the discussion.
5. Debrief. [5 minutes]: The debrief is not a time to continue discussing the dilemma. Instead focus on questions like…
Did we have a good question?
Did we stick to the question?
Did our probing questions push the presenter’s thinking?
Was there a moment where we got off track?
How did we do with following norms?
Was there a moment where the conversation made a turn for the better?
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