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?
I see value in co-creating a 3 column rubric for behaviors and will try that for collaboration next week. I totally agree about most rubrics having way too much language on it that really isn't all that specific. I also see value in using formative assessments but then having discussions with each child so that they have an understanding of where they are and where they are going in their learning. Time would keep you, probably, from doing that with each formative assessment. The note taking system in chapter 14 is valuable to me. I try to keep notes and then... When I go back to look at them, I often can't decipher them. Now to make the form to use them on. I'll take a look through our resources.
ReplyDeleteI found the ideas in chapter 12 around evaluating what we value really interesting and aligning with my thinking. This idea of evaluating the competencies that are vital for students in a thinking classroom signals 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.
ReplyDeleteI agree as well with creating a simple rubric Patty. If there are too many components/numbers it can be hard to differentiate between each column and truly decide where a student stands.
DeleteChapter 13 helped me to refine how I think about assessments and how I share that information with my students. When my students ask why we are taking an assessment I have historically answered "so I know what you know and what I still need to teach you." I liked how this was framed as students need to know where they are and where they are going. This helps to give the power of learning and thinking to the students.
ReplyDeleteI found chapter 14 very interesting. The whole assessment/grading system and the consistencies, or rather lack of, sometimes boggles me. I love the idea of having a simple instrument where is allows us to record all of our data in one place. At first it looked danting and VERY time consuming but in the end I think it really would allow solid information not only for us as the teacher as it can "structure" our comments when it came to giving feedback. I also appreciated reading about those kids that are producing basic levels and only giving them that part of the test. I think that really celebrates what they are learning, not what they don't know.
ReplyDeleteSomething that resonated with me from chapter 12 was "we need to evaluate what we value" and the collaboration rubric is something that I would like to use in my classroom. With student conferences coming up, I think it would be helpful for students to share with families how they would assess themselves in collaborating during math. I also like the idea of a more simple rubric, as mentioned on page 215 and it reminded me of a first grade friendly writing rubric with visuals that we use with a simple "Yes" check or "Not yet". I like the idea on page 219 of students constructing their success criteria and taking ownership. This gives them a voice and makes self assessing more meaningful. Creating a T chart is such a great visual to review prior to partnerships in math. I thought it was interesting that numbers and letters should not go on a rubric-this is something I've never thought of but can see how it can sway students' honest evaluation of themselves. When reading about testing on page 271, I can see how group testing could relieve anxiety and value collaborative work. I like the idea of student portfolios to show their learning, rather than it be based on one final unit test. I can see many positives to Thinking Classroom grading, which is different in many ways to traditionally how students are assessed. I see so many parallels between this book and a recent STEM book study that stressed the importance of learning how to work collaboratively with others at a young age. Such a critical skill!
ReplyDeleteIn this section, Chapter Twelve, was extremely timely! I am working with a teacher who is implementing Illustrative Math this year and we were talking about the behaviors students are struggling with when it comes to the group work and what a change that is from their past experience with math. It made us both think about the idea of evaluating what we value and having students be involved in creating the rubric for what that looks like. After break, we will be trying it out with her class! I am excited to see the results and to support a teaching in putting into action moves from the book. I am anticipating the conversation to build the rubric and using it during group work will have an impact on student interactions and collaboration.
ReplyDeleteI love this Emily! Please keep me posted on how it goes...would love to see the rubric, too. :)
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