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https://www.canva.com/design/DAE8VJugREE/bQVApqkqQit8buKEc8g-tQ/view?utm_content=DAE8VJugREE&utm_campaign=designshare&utm_medium=link&utm_source=publishsharelink

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https://www.liberatingstructures.com/1-1-2-4-all/

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1-2-4-All

Engage Everyone Simultaneously in Generating Questions, Ideas, and Suggestions (12 min.)

What is made possible? You can immediately include everyone regardless of how large the group is. You can generate better ideas and more of them faster than ever before. You can tap the know-how and imagination that is distributed widely in places not known in advance. Open, generative conversation unfolds. Ideas and solutions are sifted in rapid fashion. Most importantly, participants own the ideas, so follow-up and implementation is simplified. No buy-in strategies needed! Simple and elegant!

Five Structural Elements - Min Specs

1. Structuring Invitation

Ask a question in response to the presentation of an issue, or about a problem to resolve or a proposal put forward (e.g., What opportunities do YOU see for making progress on this challenge? How would you handle this situation? What ideas or actions do you recommend?)

2. How Space Is Arranged and Materials Needed

Unlimited number of groups

Space for participants to work face-to-face in pairs and foursomes

Chairs and tables optional

Paper for participants to record observations and insights

3. How Participation Is Distributed

Everyone in the group is included (often not the facilitator)

Everyone has an equal opportunity to contribute

4. How Groups Are Configured

Start alone, then in pairs, then foursomes, and finally as a whole group

5. Sequence of Steps and Time Allocation

Silent self-reflection by individuals on a shared challenge, framed as a question (e.g., What opportunities do YOU see for making progress on this challenge? How would you handle this situation? What ideas or actions do you recommend?) 1 min.

Generate ideas in pairs, building on ideas from self-reflection. 2 min.

Share and develop ideas from your pair in foursomes (notice similarities and differences). 4 min.

Ask, "What is one idea that stood out in your conversation?" Each group shares one important idea with all (repeat cycle as needed). 5 min.

WHY? Purposes

Engage every individual in searching for answers

Avoid overhelping and the overcontrol-dependency vicious cycle

Create safe spaces for expression, diminish power differentials

Express "silent" conversations and expand diversity of inputs

Enrich quality of observations and insights before expression

Build naturally toward consensus or shared understanding

Tips and Traps

Firmly facilitate quiet self-reflection before paired conversations

Ask everyone to jot down their ideas during the silent reflection

Use bells for announcing transitions

Stick to precise timing, do another round if needed

In a large group during "All," limit the number of shared ideas to three or four

In a large group, use a facilitator or harvester to record output not shared

Invite each group to share one insight but not to repeat insights already shared

Separate and protect generation of ideas from the whole group discussion

Defer judgment; make ideas visual; go wild!

When you hit a plateau, jump to another form of expression (e.g., Improv, sketching, stories)

Maintain the rule of one conversation at a time in the whole group

Do a second round if you did not go deep enough!

Riffs and Variations

Graphically record insights as they emerge from groups

Use Post-it notes in Rounds 2 and 3

Link ideas that emerge to Design Storyboards, Improv Prototyping, Ecocycle Planning

Go from groups of 4 to groups of 8 with consensus in mind. Colleague Liz Rykert calls this Octopus!

Examples

Use after a speech or presentation, when it is important to get rich feedback (questions, comments, and ideas), instead of asking the audience, "Any questions?"

A group of managers used two rounds of 1-2-4-All to redesign their less-than-stimulating weekly meeting.

For a spontaneous conversation that starts after the topic of a meeting has been announced

For a group that has been convened to address a problem or an innovation opportunity

For unlocking a discussion that has become dysfunctional or stuck

In place of a leader "telling" people what to think and do (often unintentionally)

For a group that tends to be excessively influenced by its leader

Read Craig Yeatman's story in Part Three: Stories from the Field about using 1-2-4-All to help manage a merger decision, "Inclusive High-Stakes Decision Making Made Easy."

Attribution: Liberating Structure developed by Henri Lipmanowicz and Keith McCandless

Collateral Material

Above: 1-2-4-All generates lively engagement in Peru

Above: Multiple pairs "parallel processing" a shared challenge in Seattle

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liberating structures, social invention.net, microstructures, disruptive innovation, behavior change, collaboration, social invention, diffusion of innovation, strategy, transformation, heuristics, complexity science, emergence

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https://www.cultofpedagogy.com/single-point-rubric/

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The practice of using single point rubrics is slowly but surely catching on. The simplicity of these rubrics - with just a single column of criteria, rather than a full menu of performance levels - offers a whole host of benefits:

Teachers find them easier and faster to create, because they no longer have to spend precious time thinking up all the different ways students could fail to meet expectations.

Students find them easier to read when preparing an assignment. With only the target expectations to focus on, they are more likely to read those expectations.

They allow for higher-quality feedback, because teachers must specify key problem areas and notable areas of excellence for that particular student, rather than choosing from a list of generic descriptions.

Want to Learn More?

I first talked about this type of rubric in an earlier post ( Know Your Terms: Holistic, Analytic, and Single-Point Rubrics). If this is the first time you've encountered this type of rubric, reading this will give you some background knowledge on all the different types of rubrics and why the single-point deserves world domination.

To give credit where it's due, I did not come up with the name single point rubric. Although the idea for a simplified rubric with a single set of criteria came to me independently, when I went looking for academic support for its use, I found that the type of rubric I had in mind was given the name "Single Point Rubric" in 2000 during a conference presentation by someone named Mary Dietz. Attending that conference was a researcher named Jarene Fluckiger, who published a study on its effectiveness in 2010. (The reference to Dietz is in Fluckiger's paper, but no one named Dietz has published anything on the topic.)

Show Us Your Rubrics!

I urge you to take one of your most convoluted rubrics and make a single-point version of it. Then show it to the world, so other teachers can learn: Take a screenshot of it and post the picture on Twitter with the hashtag #singlepointrubric. If you aren't on Twitter or don't feel like doing this, just put a link to your rubric in the comments below. Help us start a movement to rid the world of ineffective rubrics!

Another Variation (Added in 2017)

After considering some of the limitations of this format, I played around with the rubric a bit more and came up with this variation:

The original version of the single point rubric allowed no space for actually pointing out when the student hit the standard, apart from maybe circling or highlighting the middle column. With this format, teachers can pinpoint where the student is on each descriptor, then offer feedback, either constructive, positive, or both.

To grab a copy of this for your own modification, click here.

Need Ready-Made Rubrics?

My Rubric Pack gives you four different designs in Microsoft Word and Google Docs formats. It also comes with video tutorials to show you how to customize them for any need, plus a Teacher's Manual to help you understand the pros and cons of each style. Check it out here:

Stick around.
Join my mailing list and never miss another post. You'll get weekly tips, tools, and inspiration - in quick, bite-sized packages - all geared toward making your teaching more effective and joyful. To thank you, I'll send you a free copy of my new e-booklet, 20 Ways to Cut Your Grading Time in Half. I look forward to getting to know you better!

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The practice of using single point rubrics is slowly but surely catching on. Try one for yourself and let us see it!

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WAB's Individuals & Societies Example Rubric

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WAB's Individuals & Societies Example Rubric

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https://hweehoonsporteventfacilityandoperations.wordpress.com/2016/11/01/the-impact-of-intrinsic-and-extrinsic-motivation-in-sport-event/

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https://compassu.wordpress.com/introduction/

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55 Grade 9 students responded to our survey on assessment and motivation.

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Day 9: Making Time For Student-Driven Learning

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Day 9: Making Time For Student-Driven Learning

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https://www.wab-edu.cn/connect/alumni/alumni-stories/~board/news/post/day-9-update-making-time-for-student-driven-learning

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Now in its third year, Day 9 has evolved into a favorite opportunity among students and teachers to engage in unique, personalized, and impactful learning experiences.

Every Day 9, students have the opportunity to sign up for a series of workshops throughout their school day, which cover a range of topics and activities including academics, community service, well-being, leadership, and more. They can also choose to create and lead workshops or projects.

"By providing choice, students are learning to take ownership of their own learning and advocate for themselves," Middle School Vice Principal Huiman Cheng said. "Mentor teachers support students with their Day 9 selections by having conversations with them about their workshops and guide students to balance their choices and select workshops that students need for their learning."

On Day 9s, students have the opportunity to challenge themselves to extend their learning in the academic subjects of their choosing. Other students are doing formal leadership training with Inspire Citizens. Many have worked on unique projects or taken trips off campus to engage with local cultures, volunteer at charity organizations, or explore science museums.

Grade 6 student Liam is using Day 9s to work with his science, humanities, math, and design teachers to create an interdisciplinary unit that will result in the development of a sustainable garden outside WAB's Middle School building.

In the High School, Grade 11 student Ava is using her interests in biology and art to lead a series of workshops teaching anatomic drawing.

Tune into this week's episode of The WAB Podcast to hear more from Liam, Ava, and Huiman.

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Day 9 Update: Making Time for Student-driven Learning

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Now in its third year, Day 9 has evolved into a favorite opportunity among students and teachers to engage in unique, personalized, and impactful learning experiences. Every Day 9, students have the opportunity to sign up for a series of workshops throughout their school day, which cover a range of topics and activities including academics, community service, well-being, leadership, and more.

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https://www.wab-edu.cn/flow21/blog/posts/~board/news/post/the-wab-podcast-did-grade-6-really-go-gradless

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The WAB Podcast: Did Grade 6 Really Go Gradeless?

On today's episode of The WAB Podcast, we discuss a topic that is getting a lot of attention at WAB: Grade 6 is replacing traditional numerical grades with qualitative reporting focused on descriptors.

WAB's Grade 6 Level Leader and our Middle School Principal join us for a conversation about the purpose of assessments as motivators for student learning, why descriptive reports are more valuable, and address questions they have been hearing among the parent community.

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The WAB Podcast: Did Grade 6 Really Go Gradeless?

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The WAB Podcast: Did Grade 6 Really Go Gradeless? On today's episode of The WAB Podcast, we discuss a topic that is getting a lot of attention at WAB: Grade 6 is replacing traditional numerical grades with qualitative reporting focused on descriptors.

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What motivates you to learn?

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What qualities in a teacher appeal to you?

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What would motivate you more as a learner?