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How To Boost Accountability in a Workshop Classroom April 29, By Laura Santos 14 Comments Establishing consistent accountability when using the workshop approach to teaching and learning may seem daunting at first.
After all, your students are producing, and consuming an immense amount of content during workshop on a daily basis…far more than you can and want to grade. One of these ways is routine student self-reflection. Creating Rubrics Together A foundational rubric will help you and your students create a common language that can make ongoing assessment more meaningful and fluid in your classroom.
Begin by pulling the rubric your district requires you to use, or the write a rubric that communicates your parameters for each level of understanding in your classroom.
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Rewrite this rubric in your own student-friendly language so you can share these parameters with your class. Making a slide or poster for each level on your rubric so it is easier for students to digest may be helpful. Set aside time in your schedule each day to create a one-week series of work sessions when you and your students can rewrite the rubric again as a class using language that is actually produced by your students.
You may opt to: Record student ideas as you writing a reflection on a workshop toward a common, and final definition for each level of understanding. At the end of these series of work sessions, you and your students will have a rubric that is unpacked by them, rewritten by them, and ready to be used by them.
Working together as a class to write a final rubric that will be adopted as the foundation makes conversations about assessments more meaningful and productive.
Using exemplars examples of each level of understanding from a particular subject area or activity can help students build a stronger definition for what work quality looks like.
As students build their ability to accurately assess themselves, you can also have them attach a short note of justification for their self-scoring.
This will provide insight about any misconceptions they may have about their work or the rubric levels your class has written. If you want to track the score students give themselves on an activity, provide a special pen or stamp that allows them to mark their score before placing it in the drawer.
In addition, you can have students submit work with the help of a partner. Once an activity is complete, a student can briefly confer with their assigned partner to get feedback, and make a decision about which drawer a piece should be submitted.
This provides an additional layer of motivation for students to reach higher, as they know a peer will be reviewing their work quality. Reflection Letters Another routine that can boost student growth through self-assessment is the writing of reflection letters on a routine basis.
Students thrive when they know they have an important role in their assessment process, and will be eager to read your response.
Begin by creating a prompt that asks students to reflect specifically on different areas of the assignment that will support their goal setting and goal progress. Also direct students to refer to their rubric to self-assess, and provide justification for their assessment as part of their reflection process.
This routine will remind students the importance of keeping the rubric in mind as they complete their work each week, which will foster stronger performance. Set aside time to read these reflection letters and write brief responses which may include your own score using the same rubric, and comments that support your scoring.
This written dialogue further emphasizes the value you place on student work and growth. If you find the need to differentiate this letter writing process to support the unique needs of students in your classroom.
Here are some differentiation ideas: Have students dictate as you record their reflection. Have students circle their score on a rubric and mark evidence with color-coding or sticky notes.
Provide sentence frames to scaffold independence. Here are a few editable tools that will help you get started. I look forward to hearing about the growth your students will make, and the freedom you feel from teaching in a workshop classroom where accountability and engagement are off the charts.Do you capture and archive your reflections in a different space?
Do you consistently reserve a bit of time for your own reflective work? Do you help the learners you serve do the same? Ten Reflective Questions to Ask at the End of Class.
1. Reflect on your thinking, learning, and work today. Five Ways to Hack Your Writing Workshop. activities for the writing center, writing mini-lessons, writer's workshop lessons, the writing center, engaging writing lessons. Assessment 2,Writing a Metacognitive Reflection.
Steps: 1 Be prepared to model, through guided writing,a reflective essay of your own. Be sure the narrative will be accessible to students and will offer the opportunity to include Writing Workshop 4 • Reflective Essay Writing Workshop, Part 3: A Reflection October 29, Dana Huff 6 Comments Four students in each of my English classes have had what Ron Berger describes as .
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