"Each person must live their life as a model for others." -Rosa Parks
What we learned this week:
Another successful learning circle! We got Angela back and rotated our duties once more. I was able to do the recap of chapters 7 and 8, and we had a wonderful discussion afterward. I think this week also merits an "insightful." Although we didn't have as much to talk about from the chapters, we made lots of personal connections. Some of the things we discussed were:
Multiple scenarios with student involvement in assessment-making. There are math, science labs, research, read-aloud, clean-up.
Relate to outside the classroom, analyze samples, and make acronyms.
Will having students focus on the assessment criteria take away the focus on actually learning meaningfully?
Learners need to be accountable and involved.
They will practice organizational skills, improve the quality of communication, and show their parents.
Keep it simple, involve students, value evidence, and reconsider evidence collections.
Have storage systems. These can be different.
Let parents know you are always assessing and explain how.
Portfolios aren’t just for best work; they can file ones they want to improve on. Keep in mind who will see the portfolio.
Progress: snapshots of growth in learning.
Process: all the stages (pre-, post-).
Report: summative information (after students and teachers collected evidence). Mostly standards and outcomes are met.
Best work: picked high-quality evidence like a resume.
Learning goals: portfolio specifically showing evidence organized by goals.
“The person who is working the hardest is learning the most.” Disagree a little. It depends on what "working hard" looks like.
It takes time to involve students in co-constructing but it’s rewarding.
For my symbol this week, I chose "art" because it reminds me of our Two Stars, One Wish activity. It was the prompt. It also reminds me of my own portfolios from elementary school, and I liked including some of my artwork. |
| An environmental piece I made for my ESCI class two years ago. |
As a student...
I was having such a blast with the Leisure Love Performance Station activity. Actually, I remember doing something like it when I was in elementary school. I sometimes forget that I enjoy learning, and this experience made me want to share this activity with my future students. I was lost at first because of the instructions, but once it was clearer, I was having fun.
On the other hand, when it came to the Two Stars One Wish activity... I couldn't breathe. No one could see, but I was crossing my fingers to avoid being chosen. I am mostly a nervous speaker, and this blindsided me at first. While our staff member was speaking, I was wondering about what I would've said. Then I realized that I shouldn't have been scared. Like Chris said, we are expected to be comfortable speaking to each other. This is something that I want to improve on.
As a future teacher...
I see the value of using Two Stars, One Wish in the classroom. I think it's a great way to establish success criteria with the whole class and to assess the presenter and their peers simultaneously. I also like the structure of the performance station. I noticed that each question became more complex, but there can be students who prefer some questions over others.
Another thing we did this week was identify anecdotal comments. I actually work as a direct support worker, and we always push for proper documentation. While we are recording moods and behaviors, we take notes objectively. This is something that I'll carry forward from this job to my classroom.
Evidence of learning
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