Reimagining Feedback

Getting Started in Standards-Based Grading: Creating Course Standards

  English teacher Denise Earles from Madison Public Schools, CT is part of an innovation project to experiment with standards based
Read More
Getting Started in Standards-Based Grading: Creating Course Standards

My Journey to Standards Based Grading

When I began teaching 12 years ago, after two other careers, I did not have the typical mindset of a
Read More
My Journey to Standards Based Grading

How Standards-Based Grading Helps Me Do My Best Work

Junior honors students have recently been provided with the opportunity to experience the standards-based grading system at Daniel Hand High
Read More
How Standards-Based Grading Helps Me Do My Best Work

Standards-Based Grading: It’s The Right Thing To Do

This post  first appeared on PowerSchool and is reprinted with permission. Ken O’Connor, The Grade Doctor, expands on the question:
Read More
Standards-Based Grading: It’s The Right Thing To Do

What Does It Mean to Reimagine Feedback?

Feedback is incredibly important in a personalized learning environment.

Students grow their capacities by engaging in individual ideas, drafts, or experiences. By asking questions about the feedback they receive, students can focus the conversation on what would be most helpful to them.

The examples featured in this category reveal:

  • Key qualities of effective feedback
  • How students can use feedback to become more sophisticated and skillful
  • How students can use feedback to learn more about themselves
  • How students can become more mindful of how to frame concerns or questions in a “thought-full” way and become better feedback givers themselves.

Getting Started in Standards-Based Grading: Creating Course Standards

  English teacher Denise Earles from Madison Public Schools, CT is part of an innovation project to experiment with standards based grading in a traditional school system. Kevin Siedlecki is in his 8th year as an English teacher at Daniel Hand High School. He also coaches freshman boys football and varsity girls lacrosse. For the student, being graded on every little thing is overwhelming. Students respond either by becoming grade-grubbing balls of stress, constantly concerned...

My Journey to Standards Based Grading

When I began teaching 12 years ago, after two other careers, I did not have the typical mindset of a "new" teacher. First, because I had spent three years in a middle school special education classroom, and second, because I was the parent to five children, so for me high school teenagers did not evoke fear. I was as green as any other newbie as far as teaching strategies and managing curriculum though. I tried...

How Standards-Based Grading Helps Me Do My Best Work

Junior honors students have recently been provided with the opportunity to experience the standards-based grading system at Daniel Hand High School. Standards-based grading eliminates the fear of failure associated with grades. If a student unsuccessfully takes a risk, he or she is not penalized by a grade. The absence of apprehension stimulates a constructive learning environment. Four standards were emphasized during the first trimester: discourse sentence-level writing critical thinking continuous learning Due to the high...

Standards-Based Grading: It’s The Right Thing To Do

This post  first appeared on PowerSchool and is reprinted with permission. Ken O’Connor, The Grade Doctor, expands on the question: What is standards-based grading? Let’s go back to basics and revisit what standards-based grading (SBG) is and how it delivers on the core elements needed for high-quality grades. First, I need to define standards-based grading. For me, SBG is grading that accurately portrays student proficiency/mastery. In SBG grades are based on: Standards, not assessment methods;...

A Standards-Based Approach in a Traditional School Setting

English teacher Denise Earles from Madison Public Schools, CT is part of an innovation project to experiment with standards based grading in a traditional school system. Kevin Siedlecki is in his 8th year as an English teacher at Daniel Hand High School. He also coaches freshman boys football and varsity girls lacrosse. For six weeks, the environment in our American Literature Honors course was simply amazing. Students were enthusiastic every day. They came to class...

How to Grow Teacher Practice Using Habits of Mind

by Art Costa, Bena Kallick, and Allison Zmuda There are predictable policies and practices in the opening month of school that center around setting goals as a classroom teacher, grade level, department, or school. Well-intentioned to be sure, but perhaps out of alignment with the teacher evaluation system. Surely you don’t think that merely putting him or her on a scale from one to four will tell you whether the teacher is practicing both the...

Out of the Blue: How One Blog Post Can Inspire Others on Their Personalized Learning Journey

One morning about midway through the school year I arrived to work and sat down to read the myriad of emails I had received since leaving the previous day. One email caught my eye. The subject line read, "Your piece on personalized learning." At first I thought it was SPAM and almost deleted it, but out of curiosity I decided to open the email and this is what it said: "I read about your work...

Dropping the Rubric & Setting The Bar

One question that I often receive about inquiry when sharing my passion for personalized learning is around assessment. When adopting an inquiry model colleagues want to know more about assessing Free Inquiry. Free Inquiry is when learners select an inquiry focus, construct an essential question, plan their entire inquiry unit, and design and construct an artifact of learning. This is where educators have some hesitancies. How can I assess so many unique performance tasks? How...

Creating a Classroom Environment Molded by Students: Peer Feedback/Assessment

peer feedback

Peer feedback/assessment is underutilized in the current day and age of school. Giving students the responsibility to give each other feedback and constructive criticism builds a strong bond in the classroom and empowers students to make each other better with the knowledge of each individual. Too often students are worried that the work they created is either right or wrong. Peer feedback enables students to use and trust the learning process without only focusing on...

How to Make Personalized Learning Come Alive at a Systems Level

I have the privilege to work as a consultant with Vista Unified over the next several years to support their personalized learning transformation. Bena Kallick and I had an opportunity to present to 100 teachers for three hours as a way to engage them in the four attributes of personalized learning and the related Habits of Mind. We were blown away with their energy, passion, and thoughtfulness as they considered how to grow voice, co-creation,...