Several things in chaper two caught my attention. First, does the comment made about looking at the verbs we use to distinguish between content goals and process goals sound like the 12 powerful words idea? On page 68 under "try this" what do you guys think about using the rubric to evaluate your assessment and to help students see exactly where they are in relationship to where they need to be? Also, the "try this" idea on page 73: having students chart their own progress toward mastery of learning goals. Would having them do a graph give them a better bird's eye view of the progress they are or are not making? Then, what do you all think about number 5 on making the goal the floor rather than the ceing and "differentiate" up from the goal. A brainstorming session on how to do the differentiating might really be helpful. I'm game to be a part of a session like that.
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Several things in chaper two caught my attention. First, does the comment made about looking at the verbs we use to distinguish between content goals and process goals sound like the 12 powerful words idea? On page 68 under "try this" what do you guys think about using the rubric to evaluate your assessment and to help students see exactly where they are in relationship to where they need to be?
ReplyDeleteAlso, the "try this" idea on page 73: having students chart their own progress toward mastery of learning goals. Would having them do a graph give them a better bird's eye view of the progress they are or are not making?
Then, what do you all think about number 5 on making the goal the floor rather than the ceing and "differentiate" up from the goal. A brainstorming session on how to do the differentiating might really be helpful. I'm game to be a part of a session like that.
Carol C.
I really think a graph would help. I'd like to implement in the coming year.
ReplyDeleteChristie