1) After reading this chapter I feel I would not do anything different in the classroom, or even in our school. As a school we have been in- serviced on creating rubrics. We have a blank on one on our school template, so it can be changed for any assignment. There is a binder in the IMC in case you would like to look at other teachers and in sixth grade we share all rubrics with each other. Many of them include a student’s check list as well as the teachers. Rubrics are used in scoring common assessments and presented at department meeting, so that we can make sure the department goal is being meet. I like rubrics to show student what the expectations are, but sometimes I feel they are can be manipulated, to get a certain result.
2&3) In Science class one concept we all use is the Line of Learning. After a lab and discussion, students draw a line and write down what they learned based the results. This can be a summary statement or corrections if there was a mistake made. I do like the team member survey and I would hand this out before the group work, so students know what they need to do. I also need to create more choices that address all eight intelligences in my lesson.
1) Our school had an in-service about goal setting at the beginning of the school year. A few of my colleagues and I laughed that we had to go "learn: how to write goals, since that is all we seem to do in our department. All of my goals have to be measurable, specific and aligned with the IL state standards for education. Whew, that is a challenge! Our school district has recently required all teachers to align their lesson plans with the state standards. I have heard a lot of complaining about that in the lunch room, but not being a teacher and having to do lesson plans I am not sure if it is all warranted ranting. I think people are just opposed to change. I personally think rubrics rock! I so wish I had them in the classes I have taken over the years. The first time I saw one was when I was taking a class in the education department for my masters program. I loved the specifics and I knew exactly what I needed to do to get the grade I desired…brilliant.
2&3) My IEP goals are very similar to the integrated curriculum sample rubric in this chapter. I have various assessment areas that I work on with each child and they are evaluated with pretty similar gradients every quarter. Our IEP program basically has a three point gradient with space below for our own comments. My students are not assigned long term projects so my experience with rubrics is very minimal and would not be something I would use in my classroom. My step daughters have come home with rubrics for projects and I find that I am surprised that even when given all the necessary information required for them to receive the highest amount of points in a certain area, they still choose to do their own thing.
2 comments:
1) After reading this chapter I feel I would not do anything different in the classroom, or even in our school. As a school we have been in- serviced on creating rubrics. We have a blank on one on our school template, so it can be changed for any assignment. There is a binder in the IMC in case you would like to look at other teachers and in sixth grade we share all rubrics with each other. Many of them include a student’s check list as well as the teachers. Rubrics are used in scoring common assessments and presented at department meeting, so that we can make sure the department goal is being meet. I like rubrics to show student what the expectations are, but sometimes I feel they are can be manipulated, to get a certain result.
2&3) In Science class one concept we all use is the Line of Learning. After a lab and discussion, students draw a line and write down what they learned based the results. This can be a summary statement or corrections if there was a mistake made. I do like the team member survey and I would hand this out before the group work, so students know what they need to do. I also need to create more choices that address all eight intelligences in my lesson.
1) Our school had an in-service about goal setting at the beginning of the school year. A few of my colleagues and I laughed that we had to go "learn: how to write goals, since that is all we seem to do in our department. All of my goals have to be measurable, specific and aligned with the IL state standards for education. Whew, that is a challenge! Our school district has recently required all teachers to align their lesson plans with the state standards. I have heard a lot of complaining about that in the lunch room, but not being a teacher and having to do lesson plans I am not sure if it is all warranted ranting. I think people are just opposed to change. I personally think rubrics rock! I so wish I had them in the classes I have taken over the years. The first time I saw one was when I was taking a class in the education department for my masters program. I loved the specifics and I knew exactly what I needed to do to get the grade I desired…brilliant.
2&3) My IEP goals are very similar to the integrated curriculum sample rubric in this chapter. I have various assessment areas that I work on with each child and they are evaluated with pretty similar gradients every quarter. Our IEP program basically has a three point gradient with space below for our own comments. My students are not assigned long term projects so my experience with rubrics is very minimal and would not be something I would use in my classroom. My step daughters have come home with rubrics for projects and I find that I am surprised that even when given all the necessary information required for them to receive the highest amount of points in a certain area, they still choose to do their own thing.
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