https://padlet.com/hrolling1/CURIOUSWINS1234 Reflections en-us 2019-03-14 12:36:58 UTC 2023-03-29 05:07:50 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Doubleheart.png https://padlet.com/hrolling1/CURIOUSWINS1234/wish/796096442 2020-10-01 19:13:27 UTC https://padlet.com/hrolling1/CURIOUSWINS1234/wish/796096442 ggossett https://padlet.com/hrolling1/CURIOUSWINS1234/wish/802802252 2020-10-05 12:53:28 UTC https://padlet.com/hrolling1/CURIOUSWINS1234/wish/802802252 https://padlet.com/hrolling1/CURIOUSWINS1234/wish/814067940 1. Most of the time grades are not an accurate reflection of students' skills and abilities. soo true...

2. On page 4 says: Grades can Kill motivation and I agree. Unfortunately there are cases when grades can be a trigger to the students, so they can start working on their assignments.

3. on page 7 encouraged to provide feedback to students. when we do that they have the chance to revisit and improve their work. I like it. I always try to write comments on students paper and asked them to re submit work.

4. I think that small classes like we have now give us the chance to have conversations with each students about their growth. it is hard to do it when you have large ones.

5. unfortunately sometimes teachers are powerless in a system were grades rules.]]> 2020-10-08 14:54:54 UTC https://padlet.com/hrolling1/CURIOUSWINS1234/wish/814067940 https://padlet.com/hrolling1/CURIOUSWINS1234/wish/817229348 Students are our customers in education so we need their feedback and be willing to make changes to reach their needs.

]]> 2020-10-09 16:10:12 UTC https://padlet.com/hrolling1/CURIOUSWINS1234/wish/817229348 https://padlet.com/hrolling1/CURIOUSWINS1234/wish/819549260 I felt that everything in Chapter 1 resonated with me. But I think the key to it all is item #7: Traditional grades happen to students.

If we are not working with students to focus on the process of learning over just completing a list of tasks, then we are grading students on compliance. Is that really what we as educators want to do?

I also thought it was interesting that as I was reading this chapter, the school started talking about progress reports and I was receiving comments from others wondering why I had nothing in my grade book yet (“Not even a participation grade or something?”). The fact of the matter was, my students are in the middle of their learning process and I could not honestly assess them on their knowledge of Forces and Motion just yet. I did end up putting a compliance based grade in there (and I don’t like it’s presence in my grade book.), which just reinforces how hard it is to be innovative within our current reality.

I am left with a genuine question after reading chapter 1 of this book. If our school is promoting books like this one, does that mean that we as teachers are being encouraged to buck the system and try new things that might not fit “inside the box” that our educational system was designed for? ]]> 2020-10-11 11:09:26 UTC https://padlet.com/hrolling1/CURIOUSWINS1234/wish/819549260 jmhanke https://padlet.com/hrolling1/CURIOUSWINS1234/wish/822069390 I think that for me an essential point is that "Traditional Grades Do Not Reflect Mastery of Grade-Level Skills" because it only shows what the student did but not his/her skill set. Additionally, we often focus on the product and not on the progress and we don't require students to think about their learning. And thinking about one's own learning (metacognition) is essential for students to grow and to become independent learners and inquirers.  ]]> 2020-10-12 16:03:05 UTC https://padlet.com/hrolling1/CURIOUSWINS1234/wish/822069390 https://padlet.com/hrolling1/CURIOUSWINS1234/wish/822420046 1.Going back to middle school and beyond, I have always had the theory that a letter grade or number does not determine ones intellect. For example, some individuals don't do well on tests, but they have an understanding of the content during a class discussion. In my short tenure as a teacher I have quickly learned that grades/grading SHOULD NOT be the focal point of our students education. As number 3 suggests, spending 90% of the time supporting the process and the other 10% of assessing their finished products is far more rewarding.]]> 2020-10-12 17:47:27 UTC https://padlet.com/hrolling1/CURIOUSWINS1234/wish/822420046 cmoralesmanso https://padlet.com/hrolling1/CURIOUSWINS1234/wish/822421263 As the author wrote and I´m in agreement with her, The problems associated with traditional grading practices discussed in this chapter can be alleviated if teachers use blended models instead of traditional ones.Mr Morales.]]> 2020-10-12 17:47:50 UTC https://padlet.com/hrolling1/CURIOUSWINS1234/wish/822421263 slee332 https://padlet.com/hrolling1/CURIOUSWINS1234/wish/822463243 I agree with Ms. Manning on #3...the product is important, but truly learning the process will "stay" with students longer...case in point, when students tell me they created a project at home, I know they retained the process...there are many steps before reaching the end product. I have always believed Related Arts classes should not be graded and focus more on students reaching success on their own abilities.]]> 2020-10-12 18:00:27 UTC https://padlet.com/hrolling1/CURIOUSWINS1234/wish/822463243 https://padlet.com/hrolling1/CURIOUSWINS1234/wish/822468840 I often watch Rita Pierson's Ted Talk on "Every Kid Needs a Champion" because her enthusiasm and passion for education can get even the most stubborn individual hyped up and ready to learn. Human connection is a powerful tool, especially in our professions working with young people. When our students know that we care about them and value them as people first, the sky is the limit to their performance in the classroom. I told my students from day one - regardless of their age, nobody wants to be disrespected. Even with them being 11-13 year old kids, I address them as "no sir - yes sir and no ma'am - yes ma'am." In return, I receive that respect from them without even asking. Relationships are everything!]]> 2020-10-12 18:02:17 UTC https://padlet.com/hrolling1/CURIOUSWINS1234/wish/822468840 slee332 https://padlet.com/hrolling1/CURIOUSWINS1234/wish/822503936 The quote..."understanding where the learner is coming from in his/her learning process, and where the learner still needs to go.  I believe wholeheartedly in building relationships with students; one, students quickly learn teachers care about them, and two, through conversations I can better improve their class experience.  
 ]]> 2020-10-12 18:13:29 UTC https://padlet.com/hrolling1/CURIOUSWINS1234/wish/822503936 jmhanke https://padlet.com/hrolling1/CURIOUSWINS1234/wish/828243457 I love the quote "... they must be partners of the students in their relationships with them" in the beginning of the chapter. I think this quote is essential because it points out how essential relationships and relationship building is. Additionally, all the "Partnership Principles for Teachers and Students" are important to have in order to foster a good relationship and communication between students and teachers. ]]> 2020-10-14 11:48:11 UTC https://padlet.com/hrolling1/CURIOUSWINS1234/wish/828243457 https://padlet.com/hrolling1/CURIOUSWINS1234/wish/828343170 When our PLC met, we agreed that assessment based on the IB Rubric does exactly what Chapter 1 describes. Cool to know we already assess kids in many ways other than a final content grade.]]> 2020-10-14 12:33:58 UTC https://padlet.com/hrolling1/CURIOUSWINS1234/wish/828343170 https://padlet.com/hrolling1/CURIOUSWINS1234/wish/836455123 Assessing students using the IB Rubrics falls right in line with the information on grading outlined in Chapter 1. We discussed in our PLC that assessing where students fall in line with mastery of content instead of a 'right' or 'wrong' mentality allows them to view themselves on the continuum of the big picture of learning versus smaller "right now" status. ]]> 2020-10-16 17:40:46 UTC https://padlet.com/hrolling1/CURIOUSWINS1234/wish/836455123 jobregon4 https://padlet.com/hrolling1/CURIOUSWINS1234/wish/836839396 Chapter 1: Something that stuck with me during this chapter was how "anything that isn't graded feels unimportant". While I know this isn't true I do sometimes find my students feeling like this. I see value in things that are turned in and still not graded because it is beneficial for the students to have practice and receive feedback on them but it can be difficult for the students to see that value. 

Chapter 2: Something that really hit me in this chapter was the discussion about not being afraid to fail in front of your students and making them a part of your learning process. Sometimes this can be difficult for me I don't like the vulnerability or seemingly like I don't have control but I can try to make them a bigger part of my learning process because I know they could provide insight or feedback that I might not have thought of. ]]> 2020-10-16 19:43:16 UTC https://padlet.com/hrolling1/CURIOUSWINS1234/wish/836839396 https://padlet.com/hrolling1/CURIOUSWINS1234/wish/842066079 Chapter 1
I love the idea of not having grades. Grading do take up so much time and sometimes I wonder what they really do for students. Putting the learning in the students control seems like a wonderful concept!! I'm looking forward to learning more about what this looks like in the ELA classroom
Chapter 2-
It does seem like the more I read about Blended Learning, the more approachable and doable it seems. I like the idea of having students have a conversation about grades and what they think they should get. I can see this being really effective. In ELA, we can use a portfolio all year long and assess at each quarter with the student.]]> 2020-10-19 17:28:21 UTC https://padlet.com/hrolling1/CURIOUSWINS1234/wish/842066079 https://padlet.com/hrolling1/CURIOUSWINS1234/wish/842994788 When I read Chapter 2, I agreed with everything that Tucker said about having the learning be a partnership between the teacher and students. What I want to improve upon in my classroom is student led conferences. While I do talk one on one with students, I think that having intentional and scheduled conferences would be a better approach. That way no one can slip through the cracks. I’m looking forward to learning more strategies to incorporate this into my practice.]]> 2020-10-19 22:46:12 UTC https://padlet.com/hrolling1/CURIOUSWINS1234/wish/842994788 https://padlet.com/hrolling1/CURIOUSWINS1234/wish/844597115 Students need to take ownership of their learning process and reflect on it.

use data to plan lessons that meet students' needs.

I like the end of the week exit ticket. I usually use it at the end of the class, but I use just the first question so I will use this one. it helps students to think and reflect 
on their learning.

]]> 2020-10-20 12:59:19 UTC https://padlet.com/hrolling1/CURIOUSWINS1234/wish/844597115 kle49 https://padlet.com/hrolling1/CURIOUSWINS1234/wish/845587601 We discussed in our PLC that music/ensemble classes do not really conform to traditional grading...we are CONSTANTLY giving feedback as students work (collaboratively, not in isolation), and revise and re-do immediately on a daily basis. This type of feedback is natural to our classes and the way we operate. On page 9, when discussing how grades negatively impact learning, I made a note about students "not learning because they are passionate about a topic" - that is (ideally) why they are in our classes, and as teachers, we often run into problems with the 4th point about things without grades being viewed as unimportant. Our classes as a whole feel this way, since our grades "don't count" toward promotion, and students feel that our work may be "optional" since they can fail our classes without any real consequence.]]> 2020-10-20 16:23:47 UTC https://padlet.com/hrolling1/CURIOUSWINS1234/wish/845587601 https://padlet.com/hrolling1/CURIOUSWINS1234/wish/845709482 When I sat in on the first session for this book on October 1st (which is a Thursday, a day I’m normally not at Sullivan), it was said that the older teachers definitely had their run-in with traditional grading practices, but some of the younger teachers might have not had to experience it. Well, reading the first chapter of the book, I was able to specifically recall my school experience and how it was for me in comparison to my younger sister. I am not kidding when I say that between my sister and I, a traditional teacher would think that I knew everything because I got good grades, whereas they probably would have assumed that my sister was not learning because she didn’t turn in work all the time. In reality, learning was just not exciting with the pressure of a grade on it, so she lost her desire to turn in assignments. I wish learning was more collaborative going through school, because while I really liked receiving feedback and improving on my skills, there were also the people who weren’t really getting that out of their learning. In Chapter 2, Tucker talks about the different components needed in blended learning, the most important one being relationships with students. You can’t propose this novel idea of conferencing and collaborating on grading without having some sort of relationship with the students. Otherwise, they’ll think you are crazy since they probably haven’t had their run-in with blended learning either. I really liked Tucker’s First Day of School stations (Figure 2) because they give students choice on what they want to do first and this also allows for them to already demonstrate technology skills and any other skills they already possess (we can then acknowledge these as some potential strengths).]]> 2020-10-20 16:48:36 UTC https://padlet.com/hrolling1/CURIOUSWINS1234/wish/845709482 kgaskin2 https://padlet.com/hrolling1/CURIOUSWINS1234/wish/850947534 Ch. 1-  When I reflected on this chapter, I thought of how I transitioned from teaching ELA to reading intervention.  Even though the subjects are related, the mindsets are totally different.  I went from grading everything to providing intentional feedback.  The results of my students' growth shocked me.  I started to realize that grades are oftentimes more for the instructor than the student.
Ch. 2- The quote that resonated with me states, "When teachers form a partnership with their students and invite students to take an active role shaping their learning experiences, that partnership positively impacts student engagement." This quote resonated with me because student engagement is a huge obstacle to overcome, but this statement addresses the "how".]]> 2020-10-22 01:59:52 UTC https://padlet.com/hrolling1/CURIOUSWINS1234/wish/850947534 jstovall4 https://padlet.com/hrolling1/CURIOUSWINS1234/wish/852058876 2020-10-22 12:05:08 UTC https://padlet.com/hrolling1/CURIOUSWINS1234/wish/852058876 cdansby https://padlet.com/hrolling1/CURIOUSWINS1234/wish/852174374 Chapter 1:
The piece of this chapter that resonated with me the most was problem #2: "traditional grades are used like carrots to get students to complete work". This is definitely the case with my kids. While I don't necessarily grade everything they do, I do grade most things, and if I don't explicitly state that something is graded, I will inevitably hear someone yell out "Is this graded??" This is something i've struggled with a lot in my career. I don't feel the need to grade everything; however, it is the only way I really know of to combat student apathy & the fact that, if it isn't graded, it doesn't get done.

Chapter 2
In this chapter, I most related to the concept that open communication is a necessity for student success. This is a definite given - if you don't talk with your students, you'll never get to know them. I can see how it may get easy to talk at them instead, for the sake of time; however, the things you lose in exchange for those extra 15 minutes are massive. In my class, we do a weekly mental health check-in where my kids let me know how they are doing socially, mentally, and emotionally. They have the ability to request a conference with me either in person or over canvas messages. They do tend to take advantage of this, and i think the check-in is the piece of my classroom i am most proud of. After reading this chapter, I am inclined to add a section on the check in where they can provide input on their academics, as well. ]]> 2020-10-22 12:45:42 UTC https://padlet.com/hrolling1/CURIOUSWINS1234/wish/852174374 hrolling1 https://padlet.com/hrolling1/CURIOUSWINS1234/wish/852181546 2020-10-22 12:47:46 UTC https://padlet.com/hrolling1/CURIOUSWINS1234/wish/852181546 https://padlet.com/hrolling1/CURIOUSWINS1234/wish/852959336 Traditional grading focuses on product rather than process.  Using rubrics to grade can help look deeper in to the process.  Especially with math, a student could have done 4 of the 5 steps correctly, but the one mistake results in a traditional grade of zero points, but a rubric shows that he had 80% of the process correct even though the product was incorrect.  
I do believe there still needs to be some traditional grading for skill based assessment as well.  Blended teaching practices.

]]> 2020-10-22 15:35:08 UTC https://padlet.com/hrolling1/CURIOUSWINS1234/wish/852959336 https://padlet.com/hrolling1/CURIOUSWINS1234/wish/853384984 I really connected with the idea of grading parts of an assignment as opposed to the end product.  The students I serve can sometimes only compete parts of an assignment due to their proficiency levels.  If they can receive feedback and grades based on that work, their confidence improves and they are willing to put in the effort.  If they are only judged on an end product, they may not be able to reach that goal.

I was also reminded of the importance of feedback.  Many times a number on an assignment does not tell a student what they did well and what areas need improvement.  Students need meaningful feedback to grow.]]> 2020-10-22 17:03:27 UTC https://padlet.com/hrolling1/CURIOUSWINS1234/wish/853384984 hrolling1 https://padlet.com/hrolling1/CURIOUSWINS1234/wish/853503354 Thank you for sharing, Ms. Unruh - this is the survey they had students complete prior to designing choice boards. ]]> 2020-10-22 17:28:36 UTC https://padlet.com/hrolling1/CURIOUSWINS1234/wish/853503354 hrolling1 https://padlet.com/hrolling1/CURIOUSWINS1234/wish/853523871 2020-10-22 17:32:56 UTC https://padlet.com/hrolling1/CURIOUSWINS1234/wish/853523871 https://padlet.com/hrolling1/CURIOUSWINS1234/wish/853625417 2020-10-22 17:54:03 UTC https://padlet.com/hrolling1/CURIOUSWINS1234/wish/853625417 hrolling1 https://padlet.com/hrolling1/CURIOUSWINS1234/wish/853634522 2020-10-22 17:55:41 UTC https://padlet.com/hrolling1/CURIOUSWINS1234/wish/853634522 hrolling1 https://padlet.com/hrolling1/CURIOUSWINS1234/wish/853710099 2020-10-22 18:12:02 UTC https://padlet.com/hrolling1/CURIOUSWINS1234/wish/853710099 hrolling1 https://padlet.com/hrolling1/CURIOUSWINS1234/wish/853819585 WOW!!!!!!!]]> 2020-10-22 18:37:36 UTC https://padlet.com/hrolling1/CURIOUSWINS1234/wish/853819585 https://padlet.com/hrolling1/CURIOUSWINS1234/wish/853836256 2020-10-22 18:41:38 UTC https://padlet.com/hrolling1/CURIOUSWINS1234/wish/853836256 hrolling1 https://padlet.com/hrolling1/CURIOUSWINS1234/wish/853944873 2020-10-22 19:10:58 UTC https://padlet.com/hrolling1/CURIOUSWINS1234/wish/853944873 punruh https://padlet.com/hrolling1/CURIOUSWINS1234/wish/855398413 In our PLC, we created a reflection piece that is used as part of the project grade.  There was also a planning piece that had to be submitted prior to student presentations.  They were assessed more on their ability to plan and revise the plan through trial and error.

]]> 2020-10-23 11:07:05 UTC https://padlet.com/hrolling1/CURIOUSWINS1234/wish/855398413 https://padlet.com/hrolling1/CURIOUSWINS1234/wish/880436808 I really appreciated the quote at the start of this chapter "don't steal the struggle." As a new teacher I do find joy in setting things up for students and doing a lot of the work. I am excited about the blended learning essay assignment. I look forward to putting it into action this week Nov 1st-6th.]]> 2020-11-01 20:18:28 UTC https://padlet.com/hrolling1/CURIOUSWINS1234/wish/880436808 https://padlet.com/hrolling1/CURIOUSWINS1234/wish/880515581 I really appreciated all the tools to help students to think more  meta cognitively. Especially the think-aloud strategy and station rotation lesson design for students.]]> 2020-11-01 21:28:39 UTC https://padlet.com/hrolling1/CURIOUSWINS1234/wish/880515581 jmhanke https://padlet.com/hrolling1/CURIOUSWINS1234/wish/902201029 As Ms. Unruh stated, our PLC had students plan their project and then reflect on it. I think that it worked very well and that it helped students to think about their goals and their learning. I also believe that students will put more thought into their goals and into their work, if we create more opportunities for them to plan and to reflect.]]> 2020-11-08 21:31:24 UTC https://padlet.com/hrolling1/CURIOUSWINS1234/wish/902201029 hstuart2 https://padlet.com/hrolling1/CURIOUSWINS1234/wish/926584608 I am a big fan of creating opportunitites for students to use metacognition strategies to improve thier learning. (And it fits in perfectly with the IB AtLs!) This year I have been trying to get my students to think about their thinking, reflect on how they have studied in the past, and make a plan for what they are going to do on their days at home. This year's circumstances make it more challenging (on both the teachers and the students) because rather than getting a scaffolded approach on how to learn independently, our students were thrown off the deep end and were expected to just start being independent learners from the get go. I think we have seen from the results of Q1, that this was not an effective strategy. My hope is that during Q2, teachers and students can continue to become partners in learning and more of the student led approaches (like The Grid Method!!!) will become common-place so that students can achieve their academic goals.]]> 2020-11-16 10:41:08 UTC https://padlet.com/hrolling1/CURIOUSWINS1234/wish/926584608 rreynold2 https://padlet.com/hrolling1/CURIOUSWINS1234/wish/988370712 The list of "who is doing the work" really hits home. Working with ESOL students, it is often hard to find ways to have them take on more of the responsibility. I realize I need to engage them in monitoring their own learning and in creating ways to learn - even outside the classroom. They already bring an excitement to learn English and they are so eager to learn new things. By tapping into that excitement, I can help them become life-long learners. I need to explore ways for them to check their own progress and not always rely on teacher feedback.]]> 2020-12-04 17:14:09 UTC https://padlet.com/hrolling1/CURIOUSWINS1234/wish/988370712 https://padlet.com/hrolling1/CURIOUSWINS1234/wish/1031947575 Chapter 3: "Who is doing the work in your classroom?" - The arts are such an easy fit for the Blended Learning model because of this. Their work is self-created. Their ability to self-assess and reflect are constant (in a normal year when we can actually sing more regularly and easily). In Chapter 4, there is an on-going self-assessment document that would be great to modify for content. ]]> 2020-12-18 17:14:36 UTC https://padlet.com/hrolling1/CURIOUSWINS1234/wish/1031947575 hrolling1 https://padlet.com/hrolling1/CURIOUSWINS1234/wish/1265241902 2021-03-03 18:09:15 UTC https://padlet.com/hrolling1/CURIOUSWINS1234/wish/1265241902