“I alone cannot change the world, but I can cast a stone across the waters to create many ripples.”
― Mother Teresa A whole lot has been happening this week! On Monday, students took their first formal assessment of the year. Using our Knowing and Understanding and Thinking Critically rubrics, students were expected to demonstrate their knowledge of terminology and concepts through fill-in-the blank, multiple choice, and written responses. There was also a map portion where students were asked to identify locations labeled on a map of the world. Because this was the first assessment of the year, and the average written response scores were lower than anticipated, I will be individually conferencing with students starting next week. I will be using this opportunity to explain student scores, and to go over expectations for improvement. I've also decided to use these conferences to allow students an opportunity to improve their scores through verbal explanations and examples. Overall, the most consistent issues that I found in the written responses were failure to address the original question. Many students either lost track of what was actually asked, or never fully understood the question from the beginning. The second most common problem was a failure to use specific terminology or examples from the unit. Remember, students were not only asked to demonstrate their understanding of the content, but to also think critically and to connect ideas to form an argument. I just want to remind both parents and students, in a Standard's Based Grading system, it isn't were you start, but where you are "currently" and most "consistently" working. Therefore, this assessment is only the beginning. Students can improve their scores at any time by proving to me they can work at a higher standard, consistently. If they are able to do that, it will be as if this original score never existed. Credit is given where credit has been earned:) Students are not punished for where they start, but are instead encouraged to keep improving, and are rewarded with scores that mirror their improved work. Shifting gears! We have officially introduced the two, year-long projects that students will be working on in class. Above, I've provided some informational videos for your viewing pleasure! For the remainder of the year, students will be following an unconventional schedule. On Mondays and Wednesdays, students will be working on the National History Day Project (see above for more information), and on Tuesdays and Thursdays, students will continue to focus on traditional 7th grade curriculum, focused on Ancient History and Geography of the Eastern Hemisphere. Fridays have been dubbed "We Day Fridays," and students will be working on both local and global activism projects. The whole goal of introducing these "student driven," and "independent learning" projects is to allow students to dig deeper into content and social issues, all while learning and practicing the vital skills that they are assessed on throughout the year. Knowledge of their historical topics or social issues, critical thinking and creativity, investigation and research, as well as an ability to effectively communicate their goals and what they've learned, are fundamentally a part of this style of learning. These projects are not only engaging, but also provide students with a sense of empowerment, in that THEY are the architects of their own learning, THEY choose the topics they choose to research. THEY choose the type of final product they create. THEY directly feel the effects of their actions. I'm so very excited to be able to provide them this opportunity! Until next week...
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Mrs. VeilletteDanelle Veillette teaches 7th grade Individuals and Societies on team 7A. She has been a teacher at BHMS for 11 years, and has taught in both the 7th and 8th grades. ArchivesCategories |