I have already written during the first week of school about my excitement as I embarked on a paradigm shift in how I, and my students, think about, and record work (grades, activities, reading reflections, etc.).
Three weeks later my excitement has turned into obsession!
I am SO happy this with new process, that, for a lack of a better, less "buzzy" phrase, it feels as if I am leveraging a Google Sheet template as a "Metacognitive Portfolio". A process that, after years of tinkering, really, actually, forces "thinking about thinking" and curates work effectively.
Not something I read on a blog (like this one) or something I was told to do at a workshop or faculty PD session.
What I mean is this: Rather than recording grades in our grade book, students keep track of their own progress on standards, while I keep track of progress on a paper sheet, and update quarterly.
BUT in addition to standards tracking, students are tracking ALL of their work in a Google Sheet using sub tabs.
One tab is for tracking standards performance (autogenerated colors help students reflect reassessment needs). One tab is for links to their activity slides (click here for a previous post about this process). Finally, one tab is for students to track, in a structured way, reflections on class readings.
Thus, the three things I grade: standards, activities, and readings, are now curated easily, in one place, for students to not only reflect on performance, but also catalog work.
One place for students to gain awareness of performance, build pride around their body of work, and develop appreciation for their readings curated over the course of the year.
Simple. No website. Easy. Effective. So far...
Plus, I don't have students coming and asking "what is my grade?". I rather have students asking, "have you graded that yet so I can update to my sheet."
It keeps us both honest in the best possible way.
MOST IMPORTANTLY, whenever I need to access student work, I go to ONE PLACE to access it ALL! Grades, activities, readings, etc. I love it!
Less tech. Better tech.
Click here for the template I pushed out on the first day of class for them to track. They shared it with me, I made a folder of their sheets, and thats it.
I have ALL their work. No folder, just a sheet. I love it! (Can you tell I'm excited??)
See images of the system below, along with an embedded video of me reflecting, in an overly excited way after a day of teaching, on the process. (Note: this might not be life changing to any of you, but I have to share it. Simpler=Better IMO. I have tried so many things and this...this my friends...is something I'm truly pumped about!."
It's like REFLECTIVE PRACTICE CHRISTMAS or something. :)
I have written in the past about using Google Slides as a lab reporting tool in my courses. Since writing about this process last year I have COMPLETELY embraced this method.
As a I wrote before, images, video, diagrams, etc., can all be captured easily, live conclusion presentations are seamless, hyperlinks to other resources to enhance conclusions can be added, and students can easily alter the template fonts and design to match their own vision for the report (so much more can be said).
This school year I have decided to streamline the process, adding instructions, embedded video, and rubrics to the slide template students will work in. Click here and here for a few template examples and here and here for associate student products.
A short post, but given the efficacy of this subtle instructional strategy, I felt it was worth sharing again!
Ever since I read amazing physics instructor Frank Noschese's writngs on Standards Based Grading (SBG), I have been obsessed with figuring out a system that works for me.
This 2011 blog outlines my initial attempt.
This 2018 blog outlines one of many subsequent revisions.
Today, day 1 of the 2019-2020 school year, and my 19th year in the classroom, I find myself reinventing the SBG wheel once again. I am committed to the process, or some eventual variation of the process for three primary reasons:
Each iteration is catalyzed by some aspect of the above three rules falling short.
Either I have, as my first attempt in 2011 demonstrates, overcomplicated the grading process (4.7/5) trying to place a 5 pt scale on a 10 pt scale, or as my 2018 post demonstrates, overcomplicated the student communication piece, forcing students to record their performance on a ridiculously complex spreadsheet.
Good intentions...bad result.
I think I'm on to something this year! At least that little pedagogical voice in my gut senses I'm on to something. Here's the plan:
I am hopeful that the combination of simplified, more overarching standards, a more simple and structured way for students to track performance with color codes, and limited recording of public grades with maximum student individual recording of standard performance, will be a system that works for me this year!
The joys of reflective practice.
Philosophically, I appreciate the debate over grading in schools. I even agree with parts of Alphie Kohn's case against grading. All that being said, in a few weeks I go back to school. To my classroom. To a vocation I LOVE. To a career that provides for my family. And grades are a reality. They are required. They aren't going away.
Keeping this in mind, it does me no good as an educator to engage in debates around the efficacy of grading. I simply want to serve my students the best I can. And, in some ways, I don't think grades should be terminated. Perhaps it is up to us, as educators, to develop new, and thoughtful "hacks" to our current system.
To maximize the A-F system in our favor. In a way that serves our students. Builds metacognition. Limits apathy. Motivates. etc., etc., etc. I believe this is possible. And, here's the clincher: IT IS MORE POSSIBLE THAN WAKING UP TOMORROW AND GRADES BEING ELIMINATED. SO, IT'S ON ME TO BE BETTER FOR MY STUDENTS.
So...in the spirit of sharing super tangible, grassroots techniques, below is what I'm going to try next semester. Disclaimer: It involves some "old school" moves, such as transitioning to a teacher paper and pen gradebook, but please know, it is all in the spirit of pedagogy. In the spirit of my Ed Tech Mission statement if you will.
This revised system will provide students with the ability to constantly know their "grade" in our class, while simultaneously developing enhanced student awareness of their own performance and build student agency over the grading process.
I have written in the past (click here and here) about my transition from formal lab reporting to the use of Google Slides as a student form of reporting lab work.
Today I sat down to begin the arduous process of finalizing all fall semester grades for my sophomore chemistry class and the benefit of using Google Slides their lab reporting format was clearly evident!
My final "stack of papers" to grade was a shared folder full with our final lab practical reports: a group experiment where students determined the optimal H2-O2 ratio to fill a 2L bottle fo for maximum product upon ignition.
Not only was I able to grade each project directly from my phone, but embedded video of procedures, screenshots of calculations, and clear images of laboratory procedures made for a meaningful assessment process.
MORE IMPORTANTLY, the process of student creation and curation of their work using a Google Slide template (click here for the one used in this activity), was fluid, easy, and put the learning, rather than the reporting, at the forefront.
Below is an embed of one group's "report".