Generate new ideas and make them tangible!
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In grade 2, we use co-created rubrics to self-assess drafts of our writing and develop student agency.
Students input their scores from practice exercises into a google sheet, helping both teacher and student monitor progress.
Students decide what to do and when to do it to accomplish their goals.
Promote personalized learning by defining mastery through scaffolded standard levels articulated through microcredentials.
Students and the teacher come together to share feedback and ideas related to what's happening in the classroom.
Peer editing is a tool I used constantly as a 6th grade writing teacher. It helped every student have a voice in the editing process.
1:1 mentorship from a teacher gives students someone who will push them to take those risks and drive their own learning.
Students are provided adequate, differentiated learning opportunities within a lesson to show mastery at their own pace.
“Teams” is a cooperative learning tool that promotes and develops positive teamwork practices for groups.
Students collaborate in teams to research change movements in the United States, using Secondary and primary sources both online and IRL
Co-teaching 3rd/4th grade in a blended model includes opportunities for personalized learning plans to meet the needs of each individual.
Lindsay High School uses a performance-based approach, allowing students to demonstrate mastery at their own pace.
Use Flipgrid as a forum for students to respond to and build off other students' ideas and work.
African American male middle school students will explore & expand their identity through researching genealogy and family history records.
Partnering with students, incorporating both student voice and mastery data to co-create a rigorous and personalized learning plan.
Re-think the teacher-student relationship
Students make their curriculum at the beginning of the class which would not be evaluated by mastery but by growth.
Students make their way through a training process towards a final goal using a checklist
Students leave the classroom to create a self directed lesson based on need or question about the community.
Assessments often ask students to tell us what they've learned, which reveals a shallow mastery of subject, ask them to show us instead!
Allowing students to see each other’s scores to better enable student support and growth.
