Reflect after reading Chapters 12-14:
How do we check for understanding in a thinking classroom? What might formative assessment look like?
Consider the following questions:
- What is resonating with you from the reading?
- What caused you to pause and think during this section?
In these chapters I liked reading about the rubrics for student success in a classroom. I would like to use these with the students to make student centered rubrics that also focus on the Future Ready Skills that we are focusing on in class. I see mathematicians that need to work on being collaborative teammates, effective communicators, and risk takers. I have used the I Can statements that our Future Ready Teacher sends out each month to help my students focus on these skills, but making rubrics on a continuum with the students seems like they will get greater buy in from the students. I like the idea of using these throughout the day with reading and writing as well.
ReplyDeleteIn chapter13, self-assessment I would love to make a navigating rubric that had the Quick Quizzes on it for the next chapter and that students then kept it throughout the chapter to see their progress.
In chapter 12 what made me think was how we evaluate students and HOW we choose to evaluate what WE VALUE and how it is just as important as what we CHOOSE to evaluate. It is a bit of a tongue twister. I feel in the program I am in; we are really focused on evaluating what we value. I hope to put more thought into how I evaluate student work and their thinking. In chapter 13, I like the idea of helping students self-assess how they are doing. I can see how it helps students see where they are and where they are going as well as what they still need to achieve. I agree this could lead to more investment from the students and their success.
ReplyDeleteChapter 14 the note taking caught my attention, I keep notes in my daily attendance sheet on what math focus we are doing and how the student did/does. This guides my teaching and if we need to keep revisiting and differentiating the math content we worked on. I also liked how he said to grade based on the data and not points. It reminds me to look more at the work or the process of the work rather than just the finished product.
In Chapter 12, I liked Liljedahl’s focus on how to evaluate student thinking/values through competencies selected together with the students. I think any time we can co-create rules, rubrics, or guidelines with students, it allows students to have more ownership over their learning and a better understanding of what is expected of them. Liljedahl’s observations of the three repetitive competencies for success (perseverance, willingness to take risks, and ability to collaborate) and the process of creating numerous rubrics with varying teachers really resonated with me as well.
ReplyDeleteThe fact that he also speaks about keeping language to a minimum, not having more than 5 indicators, and only having two or three column rubrics made me happy. I am currently really struggling with the district’s writing rubric for students. They are lengthy and not written or displayed in a “kid-friendly” way. Liljedahl’s research confirmed my thinking and concerns, despite the fact that it was math centered.
I found the ideas in chapter 12 around evaluating what we value really interesting! This idea of evaluating the competencies that are vital for students in a thinking classroom reinforces to students that these skills are important. I liked the idea of co-creating the rubric and keeping it simple, without all the headings and different stages in between. Additionally, having students use the rubric to self-evaluate as well as the teacher is important. By devoting some class time to creating the rubric and using the rubric keeps those competencies in the forefront.
ReplyDeleteCH12-
ReplyDelete"Evaluate what you value." Wow, so simple yet profound! I LOVE this 3 column continuum rubric. It is so defined and yet gives a lot of flexibility. I know buy in of anything coconstructed will be higher than me presenting something. It also seems important to do just one competency at a time, but I know I would want to do more and put them all together.
Ch 13-
I have found rubrics to be a challenge to create and grade from! I have seen other 3 column rubrics where only the middle column has the standards and then you mark below (left column), meeting (middle) or exceeding (right).
But this progression from basic to intermediate to advanced is helpful. I think is easier for younger kids in particular. My question: Is Basic the standard? Or is Advanced the standard, but there are steps leading to it? Or is this depth of knowledge?
I can see how teachers are able to "see" and group content together and how lessons build on themselves and that students don't.
It seems like this could be paired well with the note taking chapter.
Ch 14-
My old district had standards-based grading that included evidence from a variety of sources- quizzes, observations, tests. And it ranked more recent items heavier than early learning. This seems very similar to the data gathering sheet suggested here. I would love our district to look at grading more this way! I think it would really help students to know what they have mastered and what to still work on.