Notes: September 12, 2002

East San Jose

We went over the rubric and made slight changes in wording to be more consistent.

We agreed to read and discuss for next week:

• the Montgomery article on “Classroom rubrics: Systematizing what teachers do naturally” which I will get posted to the UNM electronic reserves web site by Friday afternoon AND
• the rubrics handout I passed out last week in class.

Also, we agreed to have everyone look at the articles on reserve by next class meeting to chose the articles that we will read over the rest of the course. Shelley will make sure that there are 10 computers in the lab that can open up pdf files (and print them). She will indicate those computers with a sticky or other kind of note.

We went to the computer lab and spent most of the time figuring out how to work with the technology, in the context of our class. We all went to the course web site and saw how to access the class notes, in case I forget to include the attachment like I did last week (oops!). We also went to the UNM electronic reserves web site and learned how to find the articles. We did some trouble shooting so that we will be able to download and open the articles that are on reserve.

We also then worked out the last kinks of the behavior rubric (below). Some of the things that we discussed included our perceptions of what the numbers meant to us and to our students -- is that top level of the rubric something that we expect students to be able to reach consistently or somewhere that we want them to be able to go in the future? Also, what do our qualifiers “most of the time” and “many times” mean? Some of the ideas raised through the discussion included that this will differ per grade level and throughout the year and also that this is very important to discuss with the students themselves -- they need to come up with a group understanding of what this means. Additionally, we talked about how this fits in with classroom rule setting and how often this should be done. One thing there that we discussed it that while it would be important to remind students and talk about it often, that it might end up losing its meaning to the students if they were rated too often (i.e. once or twice a day).

Related to this discussion, we talked about the difference between “formative” and “summative” assessment; with formative meaning the kind of assessment that teaches students what is expected. In contrast, summative evaluation provides a final sort of judgment - you are here now. It is also possible that some kinds of assessment provide both kind of information. Also, we talked about the difference between norm-referenced (comparing a student’s performance to a peer group’s performance) and criterion-referenced (comparing a student’s performance against a set standard). Performance-based assessment (assessing students as they engage in real classroom activities) is usually criterion-referenced and this gives students information about where you want them to go (formative).

Next week we will discuss various means of  graphing the results of our behavior rubric and begin talking about Concepts about Print & DRA (Kristin).

Off-campus group

We talked individually and worked on the computers for the rest of the class. Joyce is making progress with the student who’s behavior she is targeting. Next week Kristin will bring in standards and themes to discuss in our group.
 
Class Behavior Rubric

We did it! (4 points):
We chose to actively participate in classroom activities.
Decidimos participar activamente en las actividades de la clase.
We chose to follow classroom and school rules.
Decidimos seguir las reglas de la clase y de la escuela.
We chose to treat each other with respect and kindness.
Decidimos tratarnos uno al otro con respeto y cariño.

Getting Closer (3 points):
We chose to actively participate in classroom most of the time.
Decidimos participar activamente en las actividades de la clase la mayoría del tiempo.
We chose to follow classroom and school rules most of the time.
Decidimos seguir las reglas de la clase y de la escuela la mayoría del tiempo.
We chose to treat each other with respect and kindness most of the time.
Decidimos tratarnos uno al otro con respeto y cariño la mayoría del tiempo.

Moving Up (2 points):
We chose to participate in classroom activities only when we were reminded many times.
Decidimos participar activamente en las actividades de la clase solamente cuando se nos recordaron muchas veces.
We chose to follow classroom and school rules only when we were reminded many times.
Decidimos seguir las reglas de la clase y de la escuela solamente cuando se nos recordaron muchas veces.
We chose to treat each other with respect and kindness only when we were reminded many times.
Decidimos tratarnos uno al otro con respeto y cariño solamente cuando se nos recordaron muchas veces.

Try again! (1 point):
We chose not to participate in classroom activities, even when we were reminded many times.
Decidimos no participar activamente en las actividades de la clase aun cuando se nos recordaron muchas veces.
We chose not to follow classroom and school rules, even when we were reminded many times.
Decidimos no seguir las reglas de la clase y de la escuela aun cuando se nos recordaron muchas veces.
We chose not to treat each other with respect and kindness, even when we were reminded many times.
Decidimos no tratarnos uno al otro con respeto y cariño aun cuando se nos recordaron muchas veces.
 
 
 

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