As part of the Expeditionary Learning Network and philosophy, I have learned that everything we do, from our planning to student learning to student end products - needs to be meaningful and have a real world application. Chapter 9 resonated with me because this chapter aligns tightly with some of the EL Core Benchmark Practices.
On page 139, the author writes, "Active learning is a hallmark of good practices, and students benefit by being actively involved even in the assessment stage. In a well-designed project, students know why their are taking on a particular task and how it leads them toward important learning goals. They also know what "success" looks like, and they understand the various categories by which their performance will be measured." I couldn't agree more. Why should students be kept in the dark about what it is they need to demonstrate, and how the teacher will score them. Understanding what is expected of them upright provides the student with a better sense of where they are going and how they will get there.
I also completely agree with the section titled "Grades That Matter." Students, for generations, have been inaccurately assessed based on their habits of work, and not what they know about the content. As an EL school, we have learned about grade distortions, and taken them out of the students' academic performance. Students are assessed on the content and what they know and don't know about it. If a student turns something in late, or not at all, that is reflected in their Habits Of Work grades (that are not averaged into their final grade). Now more than ever, I know exactly where my students lie in meeting their targets.
No comments:
Post a Comment