We do need to know that. However, we place way too much emphasis on them. And if we started placing as much emphasis and that might be translated in terms of as—spend as much money on classroom assessment as we do on high stakes assessment, and if we publish and let people know how students are doing in terms of both, I think that they can co-exist a little bit better.
Why is this worth it? Some of them test—are tested and some of them are not. However, if you encourage students to use the rubric to assess themselves, if you involve them in designing the rubric, if you make it part of the instruction, it becomes much more powerful.
So teachers—I encourage teachers to use them and to stay open minded about it and to experience with them, but to take careful note of what happens when they use them. They are the source of the feedback. Peer assessment they are often right on. Under—everybody take your blue marker. Underline in your essay—your draft, where you use—where you describe the scene.
Their jaws drop, their pens hover over their papers, they look at me like this. They were completely unable to recognize the flaws in their own work. So what I had to do is the marker thing. A teacher in San Diego helped me figure out this whole process where they go through with different colored markers, they compare their work with the rubric one criterion at a time. Again, this can take as much as a whole class period but then you send them home to ask them to revise it and wow, the difference in their papers, as long as they understand the revision process.
The difference is phenomenal. The great thing about self-assessment with or without a rubric, they have to have something to use to guide their self-assessment. Um, but the great thing about self-assessment is that it helps students produce high quality work. Um, the power of modeling both physical, concrete models and symbolic models is well supported with research.
Students learn from models. Students of all ages learn from models. And so the think that I use models for is as models of quality so that students can analyze and dissect quality and then they have their own mental model based on those models.
I can say that the 3rd, 4th, and 5th grade at—at-risk students that we worked with found the models extremely valuable. Um, we found like—we found that they—they got it easier and we could show them past students work. I—my basic philosophy, I think, of education is that intelligence is learnable and there is a lot of research to support it.
You can even—if you try, you can even boost your IQ scores. You can teach even students with severe um developmental handicaps to think more intelligently. Ann Brown proved this years ago when she taught students to um think and reason better and to comprehend written text better. Intelligence is—is imminently learnable. And I think that um thinking about intelligence that way is incredibly empowering for teachers. Um, but if you know that every student in your classroom is different and every student has a different intellectual profile, but that you as a teacher can help each and every student increase that level of intelligence, um your teaching is transformed.
What you need, of course, is the tools, how to teach thinking. Um, there—you can teach students to think. You can make it count. Um, you can model it yourself. You can bring in other models of good thinkers.
You can do all those things and it just becomes part of your instruction, your assessment, and your evaluation and key also, of course, are your expectations. So you expect students to behave and think intelligently. You teach them to behave and think intelligently. You assess and give them feedback about it. You model it and your whole—your whole classroom becomes about learnable intelligence and no surprise, students begin to think and behave and be motivated to think and behave in more intelligent ways.
I think that the best ways for teachers to start using projects is to try one. They find—in my experience, teachers and students find projects really natural because we do projects all the time out of school. We plant gardens, we plan family feasts and celebrations, uh kids build forts. Um, the students are motivated by pro—by projects. And so when teachers decide that those sorts of things are worth it and they want to try it, um the place to start probably is to create a list of projects for students to choose from because you boost the motivation factor that way.
Students have a choice. They love that. We all love that. In the after school program where I worked and researched, we had that problem solving strategy that students could follow along. First, they had to come up with an idea, brainstorm the idea, critique the idea, implement it, get feedback. So they had uh—we had huge posters on the wall, we used um, verbal direction to use the same steps that were on the posters so students know how they were going to work their way through the project.
Of course, we had to be very flexible the whole way, but there was at least a skeleton of the process there. So they had a choice so they were motivated, they had some sort of framework or process to move through and then the teachers, including me, acted as uh—sort of a cognitive mentor, monitor, resource, feedback, and just watched the students do amazing work.
Amazing work. Cognitive apprenticeship is about making thinking visible. It reflects the fact that uh children use to be taught by apprenticeship in ancient times almost exclusively. They would be apprenticed to a more experienced person who would show them—who would model how to do whatever they were doing, cooking, building, whatever, um and then the students would gradually take on responsibilities for those tasks. A lot of what we want students to do happens in the mind.
What if teachers start thinking out loud in the discipline? What if they think as Alan Shonefield has done in his research? What if they think out a math problem out loud for their students? Imagine how much students learn from listening to somebody stumble through a math problem and figure out how—the thought processes that go along with it.
If st—if teachers think out loud for their students, they—students learn how to think in the disciplines and even across the disciplines. And so once you start thinking out loud for your students and modeling that, you have the beginning, at least, of a cognitive apprenticeship. I think good ongoing classroom assessment um requires on the part of teachers a—a cluster of skills but also a different philosophy or attitude about what assessment is. Teachers have been taught how to evaluate.
So the first thing is to start thinking about assessment a little bit differently. You may want to start with the best and worst levels of quality, and then fill in the middle levels based on your knowledge of common problems.
It may be helpful to sort examples of actual student work into three piles: the very best, the poorest and those in between. Try to articulate what makes the good assignments good and the poor assignments poor. P re K Education.
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