March 14th SBLAG Update to Staff:
Ken Robinson: Leading expert on creativity
For Sir Robinson's TED Talks click here. Myron Dueck
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Articles:
Grading Smarter Not Harder Webinar: Click Here.
Webinar Handouts:
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Week 1:
Introduction and Linoit: 1. What are you most hoping to learn from this book? Click here to post your sticky. 2. To what extent do your assessment practices promote learning? Click here to post your sticky. 3. How could our assessment practices exacerbate the challenges that students in poverty already face? Click here to post. 4. What changes could be implemented to correct this issue? Click here. |
Key Points from Chapter 1 on Grading
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Week 2: Chapter 1 Grading January 14
Questions to consider as you read Chapter 1 entitled Grading:
1. Consider the four accounts of students in this chapter who were unable to show evidence of learning. Do you consider any of the accounts to serve as a measure of learning?
2. Can you identify times when you use punitive grading to manipulate behavior? What are some alternative approaches you can take to establish or maintain grading accuracy?
3. Do students in our school district receive grading penalties for factors that lie outside of their control?
4. Which is more prevalent in your teaching environment, the 4-point scale or the 100-point scale? Would you reconsider the use of zeros in a 100-point system?
5. Consider the four CARE conditions for punitive action. Which one do you think is most powerful and what steps might you take to make sure that you comply with the four conditions in your classroom?
6. Do the zeros that you hand out represent both missing assignments and assignments in which students fail to demonstrate understanding? if so, how do you tell the difference between the two?
7. Note the number of interventions listed in Figure 1.3. To what extent do we inform struggling learners of the supports and interventions that are available to them?
Week 2 Discussion Sheet:
Questions to consider as you read Chapter 1 entitled Grading:
1. Consider the four accounts of students in this chapter who were unable to show evidence of learning. Do you consider any of the accounts to serve as a measure of learning?
2. Can you identify times when you use punitive grading to manipulate behavior? What are some alternative approaches you can take to establish or maintain grading accuracy?
3. Do students in our school district receive grading penalties for factors that lie outside of their control?
4. Which is more prevalent in your teaching environment, the 4-point scale or the 100-point scale? Would you reconsider the use of zeros in a 100-point system?
5. Consider the four CARE conditions for punitive action. Which one do you think is most powerful and what steps might you take to make sure that you comply with the four conditions in your classroom?
6. Do the zeros that you hand out represent both missing assignments and assignments in which students fail to demonstrate understanding? if so, how do you tell the difference between the two?
7. Note the number of interventions listed in Figure 1.3. To what extent do we inform struggling learners of the supports and interventions that are available to them?
Week 2 Discussion Sheet:
week_2_discussion_sheet.docx | |
File Size: | 126 kb |
File Type: | docx |
Week 3 - January 21
Read Chapter 2: Homework Discussion Sheet: |
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week_3_discussion_sheet.docx | |
File Size: | 160 kb |
File Type: | docx |
Key Points from Chapter 2 on Homework:
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Articles to consider from Ken O'Connor:
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