Craft Category: Artifacts

Setting Goals for Work at Home

A student in LPS Richmond’s Navigate Math class talks through how she thinks about setting her goals for the week.

Transcript:

Student: My goal is to complete at least 12 assessments.
Interviewer: Is that a lot or a little?
Student: We only have this class for three days. So, that means I have to do homework too.
Interviewer: How did you pick that goal for the week?
Student: I want to challenge myself so that means I only do three in class. So, that means I have to do six for homework.

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August 9, 2016

Student Choice of Homework at LPS

Overview of how students choose homework.

LPS initially built and tested their Academic Numeracy course in Google Sheets, and many of those practices have been captured as Blended and Personalized Learning Strategies. LPS has worked with Gooru to create Navigate Math, a free tool any school can use. These screencasts cover strategies that can be applied through both Google Sheets and Navigate Math, though the latter is used in screencasts for demonstration purposes.

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August 9, 2016

Creating Student Groups at LPS Richmond

Sophia Thomas, teacher, explains her strategy for creating learning groups.

Sophia-Thomas.jpg#asset:1081

Transcript: Sophia Thomas: When I do the group, I’m looking at a couple of things. I’m looking at the data on my teacher dashboard. I’m looking at the planner. I’m also checking out what kids are doing for homework. I generally try to pull kids that are in the general same area. You’ll find out they’re from several different groups. It’s like creating little experts that go back to their team and spill that knowledge.

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August 9, 2016

Student Perspective on Peer Grading at LPS Richmond

A student shares how peer grading through “team checks” works to help her get better grades.

Transcript:

Student: There are team checks. Team checks are when a partner needs to grade you. A partner needs to grade you in order for Miss Thomas to grade you. Does that make sense?
Interviewer: Yep.
Student: So, you have to go through the partner process first. And then Miss Thomas passes you. She helps me a lot by grading my writing tasks. In order for Miss Thomas to grade me on the writing task, a partner needs to grade you. So, you have the best possible grades.

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August 9, 2016

Peer Grading at LPS Richmond

Sophia Thomas, teacher, explains how peer grading is used as a strategy to deepen learning. Students use a rubric to grade their own and others’ work.

Sophia-Thomas.jpg#asset:1081

Transcript:

Interviewer: Can you talk about grading? I noticed that students can grade their own, then peer grade, then you.
Teacher (Sophia Thomas): Yeah. That’s for the note taking and the writing task. As I did with how to set your weekly goals, when we started out, we modeled that. First, there was a whole lesson on the different categories in the rubric and what it meant. There was another lesson where we looked at two exemplars for a writing task. I went through and graded the writing task under the dot cam. Then I made comments manually. Then there was a screencast video that showed them how to do that online. It showed how to make a copy of the document, how to comment, how to share it with each other. Watch the _____, and if you’re commenting, how you should use the language of the rubric to comment on your peer’s product. Also, how to use the language after rubric to determine what score do they actually deserve. I wouldn’t say they’re perfect at it but sometimes it’s really cool to see the kind of comment that they’re leaving on each other’s document. The other thing about that is it forces at least another person to see your product and engage with you about that. They may have questions. What do you mean by this? It makes you be a little bit more reflective about the kind of product that you’re producing.

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August 9, 2016
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