What is a WORKing Rubric? What is the Process in Making ... Rubrics Presentation2.pdfUsing student...
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What is a WORKing Rubric? What is the Process in Making one? What are the Components? What Academic Areas can we use a WORKing Rubric? What Information will a WORKing Rubric give? DEANNA BAUERS [email protected] WORKing Rubrics AGENDA Empower Students Improve Academics Increase Engagement Creating and Using Student Created Rubrics
Transcript of What is a WORKing Rubric? What is the Process in Making ... Rubrics Presentation2.pdfUsing student...
What is a WORKing Rubric?
What is the Process in Making one? What are the Components?
What Academic Areas can we use a WORKing Rubric?
What Information will a WORKing Rubric give?
DEANNA [email protected]
WORKing
Rubrics
AGENDA
Empower Students Improve Academics
Increase EngagementCreating and Using
Student Created Rubrics
~ grades ~ ~ documentation ~
~ data ~
As an evaluation tool.
Who uses this?
What is its purpose?
Let’s think
about Rubrics!
~ educators ~
Student self-assessment and monitoring of progress
Danielson Evaluation
Let’s think about Rubrics!
Self-monitoring
With Kids? Sure.
What does Danielson really know?!In
tern
et Se
arch
esTeachers
are the best!
We
teach kids
everything anyways!
Friends don’t hit!That really was running!
This is how you blow your nose!
Use kind words.
Maybe there is a
conference somewhere?
Okay! I will try!
The next day…
Mor
e In
tern
et s
earc
hes
in the teacher’s lounge
in the office
After lunch…
So eventua
lly…
TPT
Maybe there is a
conference somewhere?
Assessment of student learning plays an important new role in teaching: no longer signaling the end of instruction, it is now recognized to be an integral part of instruction. Danielson Framework, Domain 3 D Using Assessment in Instruction, p.75 2013
My thoughts about Rubrics driving instruction…
HANDOUT
Let’s to Process our
Thoughts
Pause
What do children need to understand about their work?
What is a subject area you can explore?
• REFLECT• DISCUSS
writing
math
reading
speaking and listening
What are the objectives you have?
This is what THEY need to know.
Danielson, Rubrics, Assessment in Instruction….Hmm…
What are your thoughts?
• QUESTION?
WORKing Rubric?
What is a
SCRs are tailored to the specific skills that students that they are learning.
A self-monitoring Student Created Rubric.
What makes an SCR unique is it guides students to understand where their strengths and weakness are in a given skill.
As a class unit, ~through teacher guidance~ select the skills to be evaluated.
SCR
understand
STUDENTS
PROCESSChoose the Standard.
Using student writing samples, highlight skills.
Choose Skills Expectations to deepen understanding.
Using student’s voice/terminology, list Skills Expectations.
Model self-monitoring using a writing sample and SCR.
Let the SCR drive instruction: Model, Reteach, Practice.
Students practice self-monitoring.
Using a familiar rating system, create the SCR
SCRthe
HANDOUT
Students write!
CCSS.ELA-LITERACY.L.1.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA-LITERACY.W.1.2Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
1st Grade ELA
Standards
Writer’s Workshop
PROCESSStarting the
Writing SamplesPROCESS
CapitalsWe write using
upper and lower case
letters
SpacesWe space between words
and letters
DetailsWords and Illustrations!
What is well done?
How could you use this sample?Sample Selection
What is done really well?
What makes this a good samples?
HANDOUT
How could you use these samples?Sample Selection
What is done really well? What makes this a good samples?
I start playing soccer . I kick
the ball high up in the
air . it went. to. my friend .
Other than highlighting Skills Expectations - Why else might we share a sample?
HANDOUT
Let’s to Process our
Thoughts
Pause
What student samples might you use?
How could you use these samples…
• REFLECT • DISCUSS
What is done really well?
Other than highlighting Skills Expectations -
Why else do we share a sample?
Sample SelectionHmm…
Look at the samples.
What makes them good samples?
• QUESTION?
As a Class… We practice evaluating
what is WELL DONE in our writing.
Spaces Penmanship End Marks
Details
PROCESS
Penmanship
SKILL EXPECTATIONS
Spaces Penmanship End Marks
Details
SKILL EXPECTATIONS
Design the Rubric
SCRStart with what the children understand!
Children understand the Skill Expectations
Use their terminology!
Guide children through a familiar Rating System!
FIVE STARS
COMPONENTSSKILL EXPECTATIONS
RATING SYSTEM
Reflection
Use your writing!
SCRTeach them how to rate
INFORMATIONMath Skills
Reading Skills
Speaking and Listening Skills
Individual Learning Strengthsand Weaknesses
Objectives for Mini Lessons
ACADEMIC Standards
YEAH!
2nd Grade SL Standard
PROCESSBegin the
the Standard.
Choose Skills Expectations
CCSS.ELA-LITERACY.SL.2.1.BBuild on others' talk in conversations by linking their comments to the remarks of others.
CCSS.ELA-LITERACY.SL.2.1.CAsk for clarification and further explanation as needed about the topics and texts under discussion.
• Ask for clarification • Build on conversations
Using student samples, highlight skills.
How would you use “samples”?
through instruction
Now…Build SCR
Using student’s voice/terminology, list Skills Expectations.
Model self-monitoring using a writing sample and SCR.
Let the SCR drive instruction: Model, Reteach, Practice.
Students practice self-monitoring.
Using a familiar rating system, create the SCR
4th Grade Operations &
Algebraic Thinking
PROCESSBegin the
the Standard.
Choose Skills Expectations
CCSS.MATH.CONTENT.4.OA.A.3Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
• Solve Problem• Represent
Using student samples, highlight skills.
Now…Build SCR
Using student’s voice/terminology, list Skills Expectations.
Model self-monitoring using a writing sample and SCR.
Let the SCR drive instruction: Model, Reteach, Practice.
Students practice self-monitoring.
Using a familiar rating system, create the SCR
• Assess Reasonableness
Mathematical Practice #1
PROCESSBegin the
the Standard.
Choose Skills Expectations
Make Sense of Problems and Persevere in
Solving ThemUnderstand the problem, find a way to attack it, and work until it
is done.
• Show Understanding of Problem• Show Strategies for Solving
Using student samples, highlight skills.
Now…Build SCR
Using student’s voice/terminology, list Skills Expectations.
Model self-monitoring using a writing sample and SCR.
Let the SCR drive instruction: Model, Reteach, Practice.
Students practice self-monitoring.
Using a familiar rating system, create the SCR
• Prove Solution
List the Skill Expectations
Name the Rubric
Add the rating system
COMPONENTSHANDOUT
Let’s to Process our
Thoughts
Pause
What might your SCR look like?
What would my components be?
• REFLECT• DISCUSS
Skills we are WORKing on?
SCR ComponentsHmm… How could I use an SCR?
What Rating system is familiar to my students?
• QUESTION?
Next step…
Students share their work.
Discuss and reflect using SCR.
Empower Students Improve Academics
Increase Engagement
The
Students practice evaluating their work.
Self-Monitor
AfterwardsThe
CONFERENCE
Whole Group
Model Reteach
Practice
Learning a skill!
WAIT
It’s about
Yep! This might happen!
I made mine a pattern!
Wow! This might happen, too!
Let’s to Process our
Thoughts
Pause
• REFLECT• DISCUSS
Why or why not?
Hmm…
Can this work for you?
What is your take away?
Notes
• QUESTION?Please fill out my evaluation.
