Past+Cohort+Answers

Day THREE Assessment Basics (15 Prompts) AUTUMN 2012 1. Students who care will be naturally motivated - Grades equal graduation - grades as a feedback to students 2. Shows the students current status - grades as motivators - subtractive or additive 3. There is no differences between weighted grading or total points - total points give you the flexibility to add assignments 4. It is an ideal - as in transformative learning - drama as an example - becomes individualistic 5. Something that involves performance - spot checks - discussions/class participation 6. poop 7. Check mark [did it or did not] - used to encourage additional activity/motivation 8. Can use "choose your assignments/choose your grade 9. It allows the student into the educational process 10. The concept of equity, life is not fair, teaching as an art 11. Could be lightly tracked, varies depending on the lenth of the assignment, use red pen and green pen 12. Do you grade behavior? Giving additional assignments because of behavior? Don't we already grade behavior? 13. "Get out of jail free card" student still needs to be accountable for the missed material 14. Using 50% as a minimum grade, so there is not a "hole to crawl out of" 15. N/A (new item as of 10/13/2014)

<span style="font-family: Georgia,serif;">Day THREE <span style="font-family: Georgia,serif;">Socratic Seminar <span style="font-family: Georgia,serif;">AUTUMN 2010 (Observations) Good

-no pressure

-inclusive

-makes everyone part of the conversation

-no right or wrong answer

-advances the discussion

-allows students to "own" the discussion and decide where and how it goes

-avoids the teacher talking only to the very discuss-y students

Bad

-learning to wait turn

-may purposefully be excluded if you have an unpopular opinion/ or just simply are not liked

-risk of getting off subject

Variations

-name tags could be something else (sunglasses, speaking sticks, conch)

-initially call on all students first who have not participated yet (one round of everyone needs to speak once before all get a second turn

-fishbowl (sorry Erin Lunenfeld)

-could be used regularly (e.g. before each test/opening of unit, weekly wrap up...every Friday)

SUMMER 2014 (THREADS)...includes Scribe on the side

Personal Examples. Family members / some students.

Is there a difference between getting a grade (the "A") vs. learning? Where is the line between driven student (obtaining the grade) and learning. How does a teacher facilitate this?

Concept of "regurgitation" of material.

KEITH: Jealousy over stickers on the name cards (Elizabeth). / Jealousy over font of Mike's card. Another comment on pathetic nature of Mike's card.

Teaching it is ok to miss the mark, while wtill striving for a high standard.

Coping Skills? / "Coaching Self" / Talking your way through the stress

Teaching about "Life"

Is Perfectionism related to proving worthiness?

How can a teacher promote high self worth while allowing for mistakes.

Autism's relationship with Perfectionism. Autism is an extreme version of perfectionism.

Adoption's connection.

High Achievement as a Debiliating Force?

Trust - Entitlement

Control - Get out of my way

Failure is not an option -

Biology vs. Environmental factors.

Cycle of "Not being able to let go" / "Allowing to let go"

"Feelings are not fact"

"Writer's Block"

Unreal stress.

Parental drive for success. How do teachers balance out / refute what parents are saying. Do teachers teach parents?

"A-" might mean overachievers are "in trouble" at home.

Parental pressure might not exist. It may be self imposed.

Example: Violent/broken home, no parent involvement. Still VERY driven.

What about the stranger (students we don't know very well....how do we spot them).

What about the attitude of the "rest of the class"?

Could be the target / raising of level of overall class.

Could create division in the class.

Implications of all of the above from a teacher point of view.

Techniques?

Could you give more formative assessment / open ended or ungraded assignments.

Menu / essentially "choice assignments tied in with grades

Not pointing out / designing lessons "just for the perfectionist" / or "just for the ...... student"

Customized lessons.

Reward based strategy that moves outside of the gradebook.

Student centered learning and perfectionism..... a problematic area?

Self designed lessons (how do you manage the perfectionist / grade a self designed item / grade the unknown)