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Students enjoyment of the activity is a long-term motivator. Erin

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Students enjoyment of the activity is a long-term motivator. Erin

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I like how in the example they had students check papers on Grammarly. I know we have the extension at LHS but I think students are unsure how to use it on google docs. I need to ask Sarah about that. That would be such a good teaching tool. 

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I like how in the example they had students check papers on Grammarly. I know we have the extension at LHS but I think students are unsure how to use it on google docs. I need to ask Sarah about that. That would be such a good teaching tool. 

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I think this lends well to writing workshop and peer editing. I Love the questions they use and will be sharing this with Eng. Dept

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I think this lends well to writing workshop and peer editing. I Love the questions they use and will be sharing this with Eng. Dept

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I believe there needs to be several different motivators over the course of a unit to keep students involved. Seeing successes (and failures) in participation for both graded and nongraded assignments shows that holding to one motivational technique will not lead to success for everyone. That being said, I think what becomes important is students taking ownership of goals to help them stay on task, and identifying motivators, whether that be grades or other factors, should be prioritized within the classroom.

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"Taking time to reflect on the experience helps students develop their metacognitive muscles."

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Philosophically, I try to grade everything the kids do. Mostly because I think it's frustrating as a student to do the work and not get any feedback. However, I am not sure students won't do the work if I wasn't grading it. I think it's all about the lesson, the energy, and the use of the feedback. 

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Philosophically, I try to grade everything the kids do. Mostly because I think it's frustrating as a student to do the work and not get any feedback. However, I am not sure students won't do the work if I wasn't grading it. I think it's all about the lesson, the energy, and the use of the feedback. 

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What would be the involvement of the teacher in a student-led assessment or feedback session? It seems like it would take significant trust in student abilities in a situation like peer-revising an essay, so would teacher feedback and workflow still be necessary to ensure success?

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I wonder what Tucker would suggest for reading using the student-led workflows format 

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I wonder what Tucker would suggest for reading using the student-led workflows format 

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How often could/should this be used?  Similarly, would this apply to all formative and summative work?

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How often could/should this be used?  Similarly, would this apply to all formative and summative work?

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As long as the work has a clear connection to where we're going in the unit, I've never gotten push back from kids asking if it's graded. Each assignment is shown how it fits, and we make sure to always use what they've done somewhere else in the unit.  I think it's that relevancy connection that has worked for me. 

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As long as the work has a clear connection to where we're going in the unit, I've never gotten push back from kids asking if it's graded. Each assignment is shown how it fits, and we make sure to always use what they've done somewhere else in the unit.  I think it's that relevancy connection that has worked for me. 

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No, I do not believe that "If I don't grade it, the students won't do it." I try my best to only assign activities that are meaningful for students' growth (i.e. nothing that students view as busywork). I also try to make sure every student understands how each activity is a stepping stone towards the summative. Unfortunately, it usually takes the whole first unit for students to realize this.

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What additional support do they need to continue developing? I think this is always a cornerstone of teaching project-based learning.

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"Taking time to reflect on the experience helps students develop their metacognitive muscles."

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I have just started piloting a student grade-tracker where students need to track their scores on the rubric over the school year and the fill out a self-relection form using the info. I am hoping this will get them to understand what each student individually needs to do to improve.

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I find that grading even for completion points gives them a reason to turn the assignment in an timely manner.

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Is there anything they found particularly challenging or confusing? This helps me shape the next lesson plan to meet their questions.

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Collecting responses on google forms and then harvesting the data is helpful for both myself and to show the students their feedback live.

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I disagree. Grades are a really strong motivator, but there are many ways to get students engaged with the work. Getting them to do it outside of class can be difficult though.

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"These “carrots” might work for a short period of time, but they are unlikely to be powerful long-term motivators."

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"If teachers grade the accuracy of review and practice, it creates a climate where mistakes are penalized instead of treated as opportunities to learn and grow."

Grading for accuracy does not have to lead to that climate.

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Can this be done will with summative work?

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I want my AP students to collaboratively examine their free response questions against a rubric from past exams.

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I felt better about some of the decisions I've made in my class after reading this.

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I felt better about some of the decisions I've made in my class after reading this.

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How can we get there brains to grow even further?

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Students request for additional support as needed for learning.

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No, you can give feedback for improvement and certain skills require a building block process.

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Students can revisit their CER and discuss their responses with their group member to learn from each other.