Practical Ideas for Co-constructing Criteria

Co-constructing Criteria: Intellectually Engaging Learners

Recently Sandra Herbst and I were working with a group of people online who had questions about co-constructing criteria with students. The ideas are extensions of ideas you can find in Setting and Using Criteria - a best selling book I wrote with Kathleen Gregory and Caren Cameron.

After the web conference Sandra and I discussed how helpful this information would be to teachers and others interested in learning about more ways to engage learners using assessment. So here it is! Access this entire 15 minute mini-seminar free when you sign in to our membership site. 

Sharing Evidence of Learning

Preparing for student-parent-teacher conferences can take place either at school, at home, or online. Preparation, especially with young children, can be challenging. In this video clip Alison Carveiro, a teacher of children in first grade (6 - 7 year old), works with students to select mathematics work samples that show their growth and progress. Watch this video with great appreciation for Alison and her students sharing their classroom with us. Consider how you help prepare your students to show their learning? Share your successful strategies with us in the comment window. Thanks!



PS You are asked to register and sign in – this is to provide a safe forum for the teachers and students who kindly share their learning with us. Sign in to view classroom video clip of this teacher engaging students in this process in first grade

Students Finding Evidence of Learning

Are your students using assessment in the service of their learning? When teachers thoughtfully engage students in assessment in the service of learning, students learn more. They are engaged in their learning in a way that leads to more learning.

One of the ways teachers do this is by:

1. Being clear about the learning destination, 

2. Engaging students in co-constructing criteria around any product, process or collection of evidence, and,

3. Asking students to self and peer assess in relation to the criteria. 

Then, once students have had time to learn, teachers ask them to select evidence of learning to show teachers. And, when it's time, to share with their home team.  Sign in to view classroom video clip of a teacher engaging students in this process in Mathematics

All my best,

Anne

PS You are asked to register and sign in – this is to provide a safe forum for the teachers and students who kindly share their learning with us.

John Hattie Interview - Worth Viewing!

John Hattie Interview - Worth Viewing!

I first worked with John Hattie when he was part of the New Zealand team to the International Conference on Assessment. He shared early versions of the Power of Feedback. He also agreed to be interviewed as part of one of our web conferences. I was thrilled to see Visible Learning and now, Visible Learning for Teachers. Recently a colleague sent me a link to an interview with John Hattie at OISE/UofT. It is a fascinating interview. I encourage you to take time to listen. 

Lighting the Flame

Lighting the Flame

By about this time, in the northern hemisphere, teachers are coming to understand the learning challenges their students have. It can seem overwhelming as we seek to teach all learners based on their learning needs, teach the curriculum and use assessment in the service of learning. It is hard to raise our sights to the horizon and know with certainty that every child brings gifts this world needs. 

It is our job as teachers and as adults to help them learn more about the kind of gifts they bring to this world and help them find a way to share them to make this world a better place. This quote, shared with me by a colleague, was found pinned to a professor's door in New Zealand and speaks to this so beautifully:

When you give away some of the light from a candle by lighting another person's flame, there isn't any less light because you've given some away - there is more. When everyone grows, there isn't less of anybody - there's more of and for - everybody.

Kaleel Jameson

 

Listening to Learners

Listening to Learners

I credit Stephen Covey with "See to understand before seeking to be understood" because I first read and appreciated that powerful guidance in his work.

Jen Spain did just that and shared what she learned by listening to students as school began this year. She writes, "Thanks so much for this - great advice. I used your questions in all my classes this past week and wrote this blog.

Wisdom shines in the words of her learners.  I encourage you to listen to your learners and then see what is similar and what is different. Please share. We would all love to hear.

Step 5: Plan to Have Students Working Harder Than You Are

Step 5: Plan to Have Students Working Harder Than You Are

Much of a successful new school year is dependent on the relationships you build with your students and the ways you engage them in the learning process. Assessment in the service of learning is one of the best vehicles for building relationships and engaging learners. What does this look like in the first days of school? Here are my TOP THREE suggestions:

1. Involve students in shaping the learning community of the classroom. For example, “What is important so this is a class where we can all learn and grow together?” List their ideas. Accept all ideas. It shows respect and that student’s opinions, no matter how different they are from yours, are valued. This is the first step to co-constructing criteria. I suggest you leave this as a list for the first week or two. Periodically ask students what else is important so this is a class where we can all learn and grow together. As Stephen Covey suggests, this is a powerful way to “Seek to understand before seeking to be understood.” It is so much more powerful than a teacher posting ‘Class Rules’ that some students translate as, ‘It’s my way or you’re out.’ Now students can be involved as they self-monitor their contributions to the classroom community.

2. Invite students to show you HOW they are smart. Building on Howard Gardner’s work, have students identify their expertise – in or out of school. This is a unique kind of baseline data that helps students help you to better understand how they might show proof of learning in your class. Some teachers have students post mini “Expert Sheets”. Students brainstorm different kinds of expertise like: Mathematics, long boarders, video gaming, running, and so on… it can be about in or out of school. Each kind of expertise becomes a title on a letter-sized piece of paper. Once all the ‘expert sheets’ are completed have students post them around the room. Then, ask students to sign up for all the kind of expertise they currently have. Then, these sheets can act as a “go to” place when people need help. Now students can be involved as they find ways to prove to you that they are learning.

3. Ask students to describe the best class and the best teacher they have ever had (no names please). This can be done individually in a journal or email to you. Or, it can be a brainstormed list that will be posted in the classroom. This helps you understand what students’ value and appreciate. It will also help when you model self-assessment. You can go to the lists and explain to the students what you think two of your strengths are and what evidence you have. Then you can talk about one thing you are working on to become a better teacher. Do this periodically so students understand that you also do what you are asking them to do. Now you have begun to set students up to communicate to you their ongoing learning strengths and challenges. This can save you time while having students more engaged and learning.

Over the coming weeks I will share more ways you can have students working harder than you are by using assessment in the service of learning.