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7/28/2019 Findings Scholarly Pathways June 3
http://slidepdf.com/reader/full/findings-scholarly-pathways-june-3 1/11
Kathleen BloughFINDINGS: HOW CAN I INCORPORATE STUDENT-LED ASSESSMENT TO DEVELOP SELF-DIRECTED LEARNERS?
65
Findings
Part5:Self-ReflectionandScholarlyPathwayCheck-InsasStudent-Led Assessment
Incorporatingdialoguejournalsandcriticalfriendworkhelpedwithstudent-led
assessment.Studentsnotonlyreceivedfeedbackfromtheteacher,theyreceived
feedbackfromtheirpeers.Theseexchangeshelpedstudentsunderstand
expectations,actonfeedbackfromtheirCFs,andsetlearninggoalsforthemselves.Givingstudentstimetoreflectontheirownworkhelpedthemtothinkaboutwhat
theylearnedandassesstheirowneffortandsuccess.Reflections,Self-Evaluations,andScholarlyPathwayswereexamplesofstudent-ledassessmentthatIusedfrom
thebeginningoftheyear.Thesetoolsfosteredcriticalthinking.Studentslearned
howtoevaluateandassesstheirownlearningandIcouldseethroughthestudent’sreflectionswhetherornottheytrulyunderstoodaconcept,notonlybywhatthey
hadwritten,butalsobythegoalsornextstepstheysetforthemselves.Whenastudentcouldcriticallyanalyzetheirownworkandsetgoalsforthemselvesfornext
time,Iinferredthatstudentsweredevelopingthestrategiesforcontinuouslife-long
learning.Studentslearnednotjustthecontent,butalsoacquiredtransferrableskills;thecapabilitiesandattributesofaself-directedlearnersuchasself-
monitoring,self-managing,andself-modifyingasCostaandKallickstated(2000).
TheScholar’sPathway
StudentsatPhoenixfollowthetraitsofascholardevelopedbyDr.SandraKaplan
(2007).Inmyexperience,teachinganddevelopingthesetraitshelpedstudents
focusonbehaviorsassociatedwithdisciplinariansinanyfield.StudentswereintroducedtothesetraitsearlyonintheiryearsatPhoenixandeachgradelevel
addressedthemdifferently.Intheuppergrades,studentsspenttimelookingat
biographiesofwell-known,famouspeoplesuchasSteveJobs,AbrahamLincoln,andMotherTeresa.Studentsidentifiedevidence/examplestosupporthowtheirfamous
personexhibitedthetraitsofascholar.Studentsmadeconnectionsandsawreallifeexamplesofthesebehaviors.Thesetraitsgavestudentstheexpectationsand
criteriatheyneededinordertodevelopintolifelonglearners(AppendixB).
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Kathleen BloughFINDINGS: HOW CAN I INCORPORATE STUDENT-LED ASSESSMENT TO DEVELOP SELF-DIRECTED LEARNERS?
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Inthebeginningoftheyear,the6thand
8thgradestudentsstartedtheirpathwaysbyfirstcompletingaself-
evaluationforIntellectualTraits(AppendixN).Init,studentswereasked
tothinkaboutthedetailsinthedescriptionsofintellectualresponsibilities,andthencirclethe
numberthatbestmatchedhowthey
ratedthemselvesineachcategory.After
circlingtheirrating,studentswere
askedtowritethegoalsandactionplan
thatshowedhowtheywouldwork
towarddemonstratingthetraits
regularly.Belowisalistofthetraitsand
theirdescriptors:
IntellectualLeadership
• Leadbybeingarole
modelforothers
• Taketheinitiative
• Beprepared
• Helpotherswithlearning
IntellectualCourage
• Takerisks
• Respectfullychallengeothers
• Activelyparticipate
• Think“outsidethebox”
IntellectualHumility
• Practicescholarlybehaviorswithoutshowingoff
• Donotstealothers’opportunitiestolearnorthink
IntellectualAggressiveness
• Useevidencetosupportyourideas
• Defendyourthoughts
• Usemultipleresources
Ofthe22sixthgraderswhofilledouttheself-evaluation,underIntellectual
Leadershiponlyfouroutof22felttheydemonstratedleadershipalways.Tensaid
thatsometimestheyfelttheydemonstratedintellectualleadership.Ifoundthisnot
toosurprising,asthewholepointofmystudywastofocusontakinginitiative,
beingprepared,andhelpingothers.Thesetraitsseemedtoalignwithself-
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Kathleen BloughFINDINGS: HOW CAN I INCORPORATE STUDENT-LED ASSESSMENT TO DEVELOP SELF-DIRECTED LEARNERS?
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modifying,self-managing,andself-monitoringbehaviorsthatCostaandKallick
foundinself-directedlearners.
Afterstudentscompletedtheself-evaluation,IintroducedthemtotheScholar’sPathway.Iintroducedthepathwaythroughalesson.Ishowedscholarsaninterstate
highwaymapofCaliforniaasshownbelow.
Iaskedstudentstodefinearouteorpathway.ThenIexplainedtostudentsthateveryonecouldtakedifferentroutestogettotheirdestinations.Howonereaches
one’sdestinations,dependsonthedriver.IproceededtoshowthestudentsmyHTH
ScholarlyPathway.
ItoldstudentsthatIhada
destination,agoalformyself
asalearnerandIhadto
identifymyorigin,whereI
wasstartinginmy
educationaljourney.ThenI
proceededtoaskeach
studenttothinkabouthisor
hergoals/theirdestinationandjotthemdownintheir
DiscoveryJournals.ThenIaskedthemtolistthesegoals
onanothersheetofpaperandonestudentsaid,“Canwelistthemcreatively?”I
said,“Ofcourse,thisisyourdestinationandthestarttoyourjourney!”Itoldthestudentsthattheyweregoingtokeepanongoingcheckinwiththeirpathway
MY SCHOLARLY PATHWAY
Destination – AR question,
In progress
Origin
to become a better educator
and teacher leader
–
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Kathleen BloughFINDINGS: HOW CAN I INCORPORATE STUDENT-LED ASSESSMENT TO DEVELOP SELF-DIRECTED LEARNERS?
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throughouttheschoolyear.AsIlookedoverthestudentgoals,
theyseemedprettyvagueanddefinitelyinneedofin-depththinking.
ScholarlyPathwayCheck-Ins
Iwantedmystudentstoreflectontheirlearningjourneythroughtheyear,soIdecidedtohaveScholarlyPathwayCheck-
inseachmonth.Ihadthescholarsthinkabouthowtheirpaths
lookedatthatmomentinOctoberintermsoftheirlearningand
thegoalstheyhadsetforthemselvesatthebeginningofthe
schoolyear.Oneofmy6thgradestudentsgotsuperexcitedaboutreflectingonher
journeyanddrawingwhatherpathlookedlikeatthatmomentinOctober.Sheeven
suggestedtotheclassthateachcheck-inshouldbeabouttwoinchesinlength
becauseifwewantedaboutafootlongpathwaybytheendoftheschoolyear,we’d
havetobecarefulonhowlongthepathwaywasforeachmonth.Thissamestudent
suggestedwedoscholarlycheck-insonourweeklyScholarlyReflections(wherestudentsreflecteachweekonwhattheydid,learned,connection,bigideas,etc.).Hereisacoupleofscholarlypathwaycheck-insfor10/9/12:
Thisscholar
recognizedhewasn’t
turninginwork
consistentlywith
quality,whichwasdemonstrated,inhisstair-like
representation.Ashis
pathwayprogressed,hebegantoaddgoals
forhimself.
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Kathleen BloughFINDINGS: HOW CAN I INCORPORATE STUDENT-LED ASSESSMENT TO DEVELOP SELF-DIRECTED LEARNERS?
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“I’llbeDoingGood,thenBad.Good,Bad,GoodBad”
AsIlookedovereachscholarlypathwaycheckininOctoberand
November,studentshadageneral
ideaonhowtheywereprogressing
academicallytowardtheirendof
theyeargoals.However,whatthey
werewritingintheirreflection
wasveryvagueandgeneral,as
evidencedinthischeckinexamplefrom11/15/12byJulie:
“I’mreallystrugglinginmath,soeverythingfeelslikeitisspinning
andmakingmefeelsick.Inothersubjects,I’llbedoinggood,then
bad.Good,bad,good,bad.It’s
frustrating!..Andalittle
embarrassing.”
Thisscholarchoseto
createthreedifferent
pathwaysforthreedifferentsubjectareas.
Theswirlsrepresented
howhewaspondering
aboutintegersinMath,butthenstartedtoget
it.
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Kathleen BloughFINDINGS: HOW CAN I INCORPORATE STUDENT-LED ASSESSMENT TO DEVELOP SELF-DIRECTED LEARNERS?
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Eventhoughthiscommentseemedvagueintermsofactualevidencetosupport
howshewasdoing,itgavemesomepowerfulinformationabouthowtohelpJuliefeelsupportedandhowIhadtocreatelessonsandopportunitiesforlearningand
successforher.Theactualitywasthatsheknewshewasstrugglingandcouldidentifyhowshewasdoing,butshedidn’tclearlyidentifyspecificworkexamplesor
setproactivegoalsforherselforshedidn’tidentifywhatsheneededtodotoovercometheseshortcomingsforherself.Iwantedhertospecificallyidentifyanareainmathshewasstrugglingwithonherpathway,sothatshecouldfocusher
attentiononwhatsheneededtoworkonacademically.
Iwasonamissiontodomoreworkinthedialoguejournalsbetweenthe8thgrade
and6thgradeCFs.Ineededmodelsformy6thgradersintermsofhowtospecifically
addressstudent-ledassessment.Students
neededmorepracticeinusingfeedbackand
seeingconstructivefeedback.
Havingthescholarscheckinwasavaluabletoolforme,astheteacher,butalsoforthestudents.ThiswasvaluableformebecauseI
wasabletoobtainsomefeedbackfromstudentsabouthowtheywerefeelingabout
theirlearningatthatmoment.Icouldadjust
mylessonsordiscussionsbasedontheirfeedback.ForJulie,sinceIdidn’tteachmath,I
suggestedthatshemightwanttoattendtheafterschooltutoringsessionthatsomeofour6th-8thgradestudentschosefortheir
communityactionprojectatPLC.NextthingIknewwasJuliesigneduptogetsome
extrasupportformath.ThiswasexcitingnewsandIwaspleasedthatsheteamedupwithan8thgradestudentwhowasstronginmath.
Givingstudentstimetoreflecton
themselveshelpedthemseewherethey
wereasalearnerandwheretheyneededto
goorwheretheywouldliketogo.Itstarted
tobecomeclearerformethataself-directed
learnerwassomeonewho: Usedthefeedbackofothers(multiple
perspectives)
Soughtchallengesormetchallengesheadon(persevere)
Valuedcontinuouslearning(curious)
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UsingScholarlyPathwayCheck-Inwasa
valuabletoolthatgavestudentstimetoreflectontheirlearning,andthesymbolic
representationofthepathhelpedthemvisualizetheirjourney.Studentswere
beginningtoarticulatehowtheywerefeeling,howtheyweredoingacademically,andwhattheyneededtodotosteertheirpathtoward
thedestination/goalstheysetforthinthe
beginningoftheyear.Onestudentstatedon
hispathway,“IhitalittledipwhereIcouldnotfocus.Andgotabadscoreonamath
test.”Herecognizedsomethingheneededtoworkonandunderstoodtheresultof
hisactions.Intheotherpathwaythestudentstated,“Iamreallyhappywithmy
progressrightnow.Withmy
AncientEgyptI.S,Igota140/140!
Iputsomucheffortintothat
project.Ican’twaittostudymoreaboutJudaism.”Althoughthestudentfocusedonthegrade,she
waseagertomoveontoanothertopicofinteresttoherandshe
washappythathereffortmatched
hergrade.Bothoftheseexamplessupportedthatthestudents
valuedcontinuouslearningandwerethinkingabouthowthey
wouldmeetchallengesheadon!
Self-ReflectionsandSelf-Evaluations
Anotherimportantelementofstudent-ledassessmentwasaddingself-reflections
andself-evaluationsafterprojectsstudentscreated.Thiskeypiecethatshowedthe
studentsthattheirvoicereallymatteredinhowtheylearned.Aftereveryproject
studentswereaskedtoevaluatetheirworkbasedonthecriterialistedforthat
project.Thiskindofself-evaluationwasextremelyimportanttome,aswellasthestudent.Firstofall,thestudentshadtounderstandtheexpectationsofthe
assignmentandhadtoclearlyconveywhattheylearnedaboutthecontent,aswell
asthinkcriticallyaboutit.Studentshadtodeterminewhetherornottheyhadevidencetosupportthescoretheygavethemselves.Notonlycouldstudentsassess
theirknowledgeandeffort,theywouldsetgoalsforthemselves,identifyingareasforimprovement.Allofthesewereexamplesofself-directionorself-regulated
learningbehaviors.Theotherbenefitofhavingstudentsself-assessandreflectwas
theteacherhadevidenceofwhethertheyunderstoodtheconceptornotthrough
theirreflections.
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Kathleen BloughFINDINGS: HOW CAN I INCORPORATE STUDENT-LED ASSESSMENT TO DEVELOP SELF-DIRECTED LEARNERS?
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Afterstudentscompletedprojects,theywouldcompleteeitheraself-evaluationor
self-reflectionabouttheproduct.Ontheexitslipforself-reflection,Iaskedstudentsfourdirectquestionstohelpthemreflectontheirwork:Whereinyourworkreflects
yourdeepestunderstanding?Explain.Whatstrategiesdidyouusetocompleteyourworkwithquality?Didyouhitanyroadblocksandwhatdidyoudotoovercomethe
issue(s)?Howdoyoufeelaboutyourendproduct? BelowwereexamplesofstudentreflectionsonaTuckEverlastingdifferentiated
bookjacketproject:
Whereinyourworkreflectsyourdeepestunderstanding?Explain
Andrew:
“ProbablymyresponsebecauseIworkedalongtimeonitandtalksalot
aboutthebook.”
Heather:
“Myresponsetoliteratureshowsmybestunderstandingbymystrongpiecesofevidence,andmyconnectionsandmystrongmessage:Livingforevercanbeacurse.”
Julie:
“MyunansweredquestionsbecauseItookmoretimetothinkaboutit,plusI
addedpagenumbers.”
Paul:“IreflectontheinsideofmytuckbookjacketIspentalotoftime.”
Whatstrategiesdidyouusetocompleteyourworkwithquality?Didyouhitanyroadblocksandwhatdidyoudotoovercometheissue(s)?
Andrew:
“IhitaroadblockwhenIrealizedIhadleftmyresponseatschoolsoIhadto
finishthatthroughouttheweekitwasdue.”
Heather:
“Imademyjackethighqualitybyaddingacolorskeem,andlotsofwriting.”
Julie:
“Icompletedmyworkwithsomequality.AroadblockIhitwasthecover,andIsolveitjustbyaddingshading.”
Paul:
“Ihitmanyroadblockssuchasmydog,tv,yawning,andvideogames.Iover
camethatbythinkinghowgoodIllfeelwhenthehomeworkisdone.”
Howdoyoufeelaboutyourendproduct?
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Kathleen BloughFINDINGS: HOW CAN I INCORPORATE STUDENT-LED ASSESSMENT TO DEVELOP SELF-DIRECTED LEARNERS?
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Andrew:“IthinkIdidokonmyfinalproduct,butIgotitinlate.”
Heather:
“Ifeelokaboutthisproject.IwishIcouldtypeallofmypiecesinstead.Icouldhavesupportedmybigideawithevidencefromthetext.”
Julie:
“Ifeelokayabouttheendproduct.Notmybest,andIcouldaddmore.Ijust
neededtotakemytimeonitandnotrush.”
Paul:
“Ifeelgreat.IfeellikemyworkisimprovingalotandIknowI’llgetagood
grade.”
Theselittlereflectionsgavethestudentstheopportunitytosharewhatwasreallyimportanttothemintheirwork,aswellthinkabouttheirworkandwhattheycoulddonexttime.Mostofthe6thgradescholarswerebeginningtoidentifyspecific
examplesofwhattheylikedabouttheirwork,aswellashowtheyhandledissuesintheirproject.Iwonderedifthespecificfeedbackgivenbytheircross-agecritical
friendsaidedtheminthedevelopmentofself-directedlearningcapabilities.Iused
theseexit-typeslipsformostprojectsandIalwayslearnedsomethingimportantaboutthestudentsthathelpeddrivemyinstruction.
Afteralmostall
largerprojects,Ihad
studentscompleteaself-evaluation
(Appendix0)for
projectsasshownto
theright:
Name:
Date:
Eva luat i on fo r Anc ient Egypt Pro ject
Teacher Comments Self Evaluation/CommentsProduct Includes:
• a deep understanding of your chosen topic.
• all elements stated onproduct description sheet
(50 points)Your presentat ion of informat ion
shows your deeper understandingof the top ic studied.
Big Idea is proven and explained
(20 points)
Illustrations/graphics/visualrepresentations(10 points)Bibliography3 resources used(10 points) Research Notes(50 points)
Overall Presentation
Did you shoot for the
stars and do professionalwork? Total points: (140 points)
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Kathleen BloughFINDINGS: HOW CAN I INCORPORATE STUDENT-LED ASSESSMENT TO DEVELOP SELF-DIRECTED LEARNERS?
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Theself-evaluationsprovidedanopportunityforstudentstoreflectontheirwork
basedoncriteria.Studentslookedovertheirworkandanalyzeditforcontentandprocess.Studentslearnedhowtogivespecificexamplestosupportwhattheydid
andwhattheylearned.Theyalsowereencouragedtoincludeareasforimprovement.Bydoingtheseself-evaluations,studentsgottobeapartofthe
processofgradingandevaluating.One8thgraderstatedonanexitslip,“Ithinkevaluating/reflectingonyourworkisimportantbecausebyreviewingyourworkyouareabletoconcludehowwellyoudidontheassignment.”Thisstatement
showedmethatthestudentwasdevelopingskillsofaself-directedlearner.A6th
graderstated,“Ithinkthatreflectingonworkhasavaluebecausethenyouseewhat
youdidandhowyoudid.Youcanalsoseewhatyouneedtoimproveon.”These
statementswerevaluabletomebecauseitmeantthattheywererecognizingthe
importanceofstudent-ledassessment.Thismeantstudentsweredevelopingasself-
directedlearnerswhocouldmodify,manage,andmonitorwhattheyweredoing.
EndoftheGradingPeriodReflections
Attheendofthegradingperiod,IaskedthestudentstotakesometimetoreflectontheiryearsofarinHistoryandLanguageArts,thetwosubjectareasIteach.Ihad
themreadthroughthestandardswehadaddressedsofarandthinkabouttheresearchtheyhaddone,thereading,theprojects,thewriting,andthelessons.Here
wasthecoversheetforscholars:
EndoftheReportingPeriodReflection
Directions:TakethistimetoreflectonyouryearsofarinHistoryand
LanguageArts.Readthroughthestandardsaddressedsofarandthinkabout
theresearchyou’vedone,thereading,theprojects,thewritingandthelessons.Attachanothersheetofpapertothisdocumenttowriteyour
reflection.ORmaybeyouwanttodemonstrateyourunderstandinginamorecreativeway,justletmeknowwhatyourpresentationofknowledgewillbe
beforeyoustart.Makesureyourparentsreadyourreflectionandsignit
beforeturningitin.
SummarizeandreflectonwhatyouhavelearnedsofarthisyearinHistoryandLanguageArts.Includeexamplesthatdemonstrateyour
understandingandlearning.Includewhatideasor“things”struckyou.
Includeanyproblemsorroadblocksyouencountered.Includeoverall,
howyoufeelaboutwhatyou’velearnedandhowyouparticipatedinyourlearning.
Lastly,Drawyourscholarlypathwaysofarthisyear.
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AsurprisingresultofthisreflectioncamefromAndrew,myreflectionroad-blocker.
Hewroteatwo-pagereflectionabouthimself!Thiswasshockingtomebecauseatthebeginningoftheyear,Andrewleftquestionsblankabouthislearningandhow
hefeltabouthimselfasalearnerontheinitialsurvey.Herewashisessay:
“So far this year I have done lots of projects. I have chosen 4projects from Language Arts and history to reflect on.My firstexampleismyhistoryaccordionbook.Ihad4-5factsabouteach
hominidgroup,and agoodagoodunderstanding ofearlyman.
One cool fact I learned was that homo habilis used fire, while
homoerectuslearnedtomakeit.Thenotestookalongtime,andI
feel I deserve a proficient. My second piece of evidence is my
responsetoliterature.Wehadtodescribehowaquoterelatesto
thestoryandabigidea.Inoticedthe1quoteinfluencestheentire
story,andisakeyquote.Iwasa littlebehindonmyroughdraft
and when we were working on the final, I was not in the
classroom.IfeelthatIcouldhavedoneabetterjobandIrushedalot.Myfinalpieceofevidenceismysciencecurrentevent.WhendoingtheseIlearnalotofscientificfactsandnewideas.Iusually
focusonastronomy,becausethereisalotofresearchinthatfield.Itcanbedifficultwhenthearticledoesn’thavealotoffacts,and
thereareoftenlongtitlesandwebsiteaddresses.Itcanbeeasyat
timesandhardatothertimes,andarticlescanbeinterestingandboring.Overall,IfeelIcoulddobetteratmanagingtimewelland
finishingworkbutIamstilldoingqualitywork.”~Andrew
Firstofall,Andrewhadlearnedhowtoreflectonhislearningbyevaluatinghimself
andsettinggoalsforhimself.“Thenotestookalongtime,andIfeelIdeserveaproficient,”andyethestatedinanotherproject,“IcouldhavedoneabetterjobandI
rushedalot.”TheseexamplesshowedhowAndrewcriticallyanalyzedhisown
learning.Heevenshowedhowhesoughtachallengebystating,“Icoulddobetterat
managingtimewellandfinishingwork.”Allofthesestatementsshowedhisability
toselfassessandhowhehadanunderstandingofthosecapabilitiesthatleadhimto
self-direction,life-longlearning.
I’mnotsureifthedialoguejournalsorthecontinualuseofreflectioninclasshadcontributedtothisdevelopmentwithAndrew.Isensethatitwasacombinationof
allelementsasIstatedinthebeginningofmyactionresearch-clearexpectations,
timeforreflection,timeforpeerfeedbackallmakeupandcreatewhatIcallstudent-ledassessment.Allofthesetogetherledtoself-directedlearning.