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?
Chapter 12 caused me to pause and think a great deal. I found the tips about using a rubric to encourage students to evaluate their work as a group especially helpful. My second-grade team chose to focus on the Future Ready skill of being a Collaborative Teammate (through a math lens) for our first PLC cycle. We made anchor charts about what being a collaborative teammate in math looks like and sounds like. I'm planning to introduce a student friendly rubric like the one on page 216 to take this work with my students a step further.
ReplyDeleteChapter 14 shed a lot of light on grading based on data, not points. I taught the first five years of my career in Kent. On math assessments, we graded based on standards. The tests we received from the district had each math standard printed in very small font next to each question. Each test had an overall score, but the grading was standards based since the four core math standards are what was listed on the report card. It sounded like Liljedahl supports a system like this and I'm really happy to be heading back in this direction in my own practice!
There was a lot that made me stop and think throughout this section. One of my huge goals for this year is to increase collaborative teamwork between my students, but I never even thought to evaluate this through a rubric. At the beginning of the year, we worked together to compile a list of what makes a good teammate & what makes a bad teammate, but I haven't done much with this list since then. I love the idea that I can take the list that we created, revisit it with my class and create a rubric that the kids can use to self-evaluate as reminders for what we're aiming for throughout the year. I'm excited to create a perseverance rubric with them as well!
ReplyDeleteI 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. Having students use the rubric to self-evaluate as well as the teacher is so important.
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