Calculate, Reflect, Inquire, Goal Set
This week marked the end of the second quarter: time for students to calculate their averages, reflect on their accomplishments, and correspond with the instructor.
It is vital for students to see exactly how their grades are derived. I believe in a completely transparent method of determining what will go on their report cards.
My methods are so transparent, in fact, that I have the pupils tell me their grades!
It is vital for students to see exactly how their grades are derived. I believe in a completely transparent method of determining what will go on their report cards.
My methods are so transparent, in fact, that I have the pupils tell me their grades!
I have been ending marking periods this way for almost my entire 20-year career.
This term, students first had to write in their assessment scores to figure out their numerical averages. It was a golden opportunity for them to see where they succeeded and where they need to improve.
Next, they had to list all of their creative accomplishments from the quarter. To get an "A" this term, students needed a 90+ average and they had to earn a "final" on 3 pages of memoir, 3 poems, 3 graphic arts pieces, and 1 calligram.
I am always setting goals and deadlines, then asking for reflections.
These techniques will motivate students through introspection, self-reflection, and writing!
This term, students first had to write in their assessment scores to figure out their numerical averages. It was a golden opportunity for them to see where they succeeded and where they need to improve.
Next, they had to list all of their creative accomplishments from the quarter. To get an "A" this term, students needed a 90+ average and they had to earn a "final" on 3 pages of memoir, 3 poems, 3 graphic arts pieces, and 1 calligram.
I am always setting goals and deadlines, then asking for reflections.
These techniques will motivate students through introspection, self-reflection, and writing!
Reading Comp Practices: I began the quarter by discussing the reading comprehension passages they have to read during the AP exam. I told them they would have several in-class reading-comp quizzes that would count for grades. "The best way to prepare," I taught them. "Is to meet up with at least one other person to practice reading comps." Then we set a goal to have a few study sessions by the end of the quarter. "Collaborate on these so you can discuss the questions and figure out the answers together." I love to teach collaboration -- I even have a mini-lesson on it that ends with Jay Z and Eminem doing "Renegade" on Letterman.
This goal would never be "assessed" in a traditional way and it wasn't homework, per se. I taught them how to improve at this skill -- while applying the moderate pressure of knowing that in two months I would ask them about these meetings. There would be no bonus for having reading comp sessions and no detraction for not meeting up with anybody. It was simply a goal of the class.
It is REMARKABLE what students will do even when there is no formal grade on the line.
This goal would never be "assessed" in a traditional way and it wasn't homework, per se. I taught them how to improve at this skill -- while applying the moderate pressure of knowing that in two months I would ask them about these meetings. There would be no bonus for having reading comp sessions and no detraction for not meeting up with anybody. It was simply a goal of the class.
It is REMARKABLE what students will do even when there is no formal grade on the line.
Ouside Reading: On the back is another example of goal-setting and writing reflections. I encourage outside reading without threatening assessment. I recently blogged about my outside reading philosophies. Again - no penalty if you don't read and no bonus if you do. "Don't forget, in two weeks I'm going to ask you about your outside reading," is my typical announcement.
Creative Reflection: The quarterly self-analysis ends with a longer reflection on either reading or writing. This time I asked about a creative piece that made them proud. I might ask about the theme of a book they read, a writing lesson they've learned, or any number of other related items.
The quarterly self-analysis is a critical summary of what each student achieved during the marking period, and I cannot fill out their report cards without them.
I encourage you to try some of the same methods!
Click here to download the handout I used.
Creative Reflection: The quarterly self-analysis ends with a longer reflection on either reading or writing. This time I asked about a creative piece that made them proud. I might ask about the theme of a book they read, a writing lesson they've learned, or any number of other related items.
The quarterly self-analysis is a critical summary of what each student achieved during the marking period, and I cannot fill out their report cards without them.
I encourage you to try some of the same methods!
Click here to download the handout I used.
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