April 11, 2017
April 11, 2017
- Good morning.
- Seder Meal tomorrow.
- Poetry Reading today at 11:00am.
- PTG tonight at 7:00 and please check the list for who’s turn is it to attend. Thank you.
- Here’s Part II to a great piece on personalizing and gradually releasing responsibility entitled “Orchestrating the Move to Student-Driven Learning” by Bena Kallick and Allison Zmuda in Educational Leadership, March 2017. Here are the rest of the levers in the personalizing sound board, sliding from (a) teacher-generated to (b) co-created to (c) student-generated: • Task and audience – In an 8th-grade unit on argumentation: (a) the teacher has students design a print advertisement for a fundraiser; (b) the teacher offers a variety of possible tasks and presentation formats; and (c) the teacher outlines the parameters and criteria and has students apply what they’ve learned to advocate for a position they’ve chosen. • Evaluation – In a mathematics unit on using data: (a) the teacher decides on the final criteria; (b) teacher and students develop performance criteria together; and (c) students consult with the teacher on scoring the task, considering growth from previous performances. • Feedback – In a unit on renewable energy: (a) the teacher offers suggestions on the thesis statement of a student’s research paper; (b) the teacher orchestrates opportunities for students to network with each other or outside experts for feedback; and (c) students are responsible for independently seeking and using feedback. • Instructional plan – In a 10th-grade ELA unit on coming-of-age literary fiction: (a) the teacher guides students through reading and discussing The Catcher in the Rye, culminating in a final paper; (b) students choose from three novels, form book groups, discuss central questions, and decide how to share ideas with the whole class; and (c) each student chooses a text from an extensive list and develops a plan to gain a deep understanding of the book. • Cumulative demonstration of learning – (a) Students follow the teacher’s directions and collect pieces of work documenting their learning according to the teacher’s criteria; (b) students identify artifacts to demonstrate their learning; and (c) students are the stewards of their work portfolios or exhibitions, recognizing strengths and weaknesses and reflecting on whether the work meets standards and is something they’re proud of.
- Have a great day and God Bless you.