In my previous school district, I was the only teacher teaching a physics course with set, district-wide learning outcomes. These same outcomes were also taught in physics classrooms at the other high school in our district. But at our school, I was one of the 2 physics teachers. The other teacher taught the AP-level physics courses. So, in many ways, I had opportunities to incorporate strategies I believed were best for learners and that I found worked best for them without being seen as out of alignment with anyone in our building. My amazing friend and one of my teaching philosophy goddesses, Katie Novak, stated the following misconception about alignment: All teachers must deliver instruction in the exact same way. True alignment, she says, is about shared goals, rigor, and outcomes. Thank you, Katie! Katie has taught me to truly believe that learner variability is the rule, not the exception. I encourage you to take 10 minutes to listen to Katie Novak explain it in the ...
As teachers, we tend to be told to introduce the rubric on day one of an assignment. This allows students to know exactly how they will be graded. But today was the day that we shared the product rubric with the students. The rubric can be seen below:
I built this rubric using pieces from rubrics at bie.org.
In my opinion, it doesn't seem logical to hand something like this the first week of the term before students have decided what their area of focus will be. This seems like a specific document that will make more sense to students as they synthesize their data pieces to present.
This rubric is the group rubric and that how the final project is graded. Remember there have been individual summative pieces as the units have been completed to determine individual mastery of content. The data from these pieces will provide the evidence for the final product.
Today we had a bit of an issue during our class period. The access the to the internet got sketchy and it was down for a short while. It was impressive, though, to see the students respond. They have a realistic sense of the time frame and realize that time wasted today would result in not getting the work done. It was nice to see the students transition to writing out scripts on paper and then put together a list of shots they needed to collect.
Not all was fine and dandy, though. Some students were not self motivators and were still trying to figure out which topics they needed to cover. So again as a teacher, I need to bounce around and find a balance between answering questions while prodding those who don't seem to be making progress. But on days like this, I am much more likely to give my attention to students who ask for it rather than those who are not putting forth the effort. It's like Newton's 3rd Law; I'm going to react to those students who are taking action.
We are considering reorganizing this process next year. Perhaps students will actually work on building their text after each unit of instruction. I think this is perhaps what we initially envisioned so there would be more review and revision, but never having managed a project like this before the timing was difficult. I imagine this will be a part of the reflection process as a teacher to see what our vision was and how well we met it. I look forward to doing that next week.
Students in our class are using iMovie on iPads to put these videos together. Tomorrow, I'll focus a bit more on the tech aspect of the process.
I built this rubric using pieces from rubrics at bie.org.
In my opinion, it doesn't seem logical to hand something like this the first week of the term before students have decided what their area of focus will be. This seems like a specific document that will make more sense to students as they synthesize their data pieces to present.
This rubric is the group rubric and that how the final project is graded. Remember there have been individual summative pieces as the units have been completed to determine individual mastery of content. The data from these pieces will provide the evidence for the final product.
Today we had a bit of an issue during our class period. The access the to the internet got sketchy and it was down for a short while. It was impressive, though, to see the students respond. They have a realistic sense of the time frame and realize that time wasted today would result in not getting the work done. It was nice to see the students transition to writing out scripts on paper and then put together a list of shots they needed to collect.
Not all was fine and dandy, though. Some students were not self motivators and were still trying to figure out which topics they needed to cover. So again as a teacher, I need to bounce around and find a balance between answering questions while prodding those who don't seem to be making progress. But on days like this, I am much more likely to give my attention to students who ask for it rather than those who are not putting forth the effort. It's like Newton's 3rd Law; I'm going to react to those students who are taking action.
We are considering reorganizing this process next year. Perhaps students will actually work on building their text after each unit of instruction. I think this is perhaps what we initially envisioned so there would be more review and revision, but never having managed a project like this before the timing was difficult. I imagine this will be a part of the reflection process as a teacher to see what our vision was and how well we met it. I look forward to doing that next week.
Students in our class are using iMovie on iPads to put these videos together. Tomorrow, I'll focus a bit more on the tech aspect of the process.
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