How Do We Create Opportunities for Students to Self-Assess in Meaningful Ways?
This is a summary of our fourth conversation about artifacts of student learning as part of our Visible Learning project with our colleagues Michelle Wuest and Shelley Hanson and their grade 11 students at Leo Hayes High School. You can read a description of the project here: Making Learning Visible
At the beginning of the quarter, Shelley Hanson had her students write specific goals in each of the ELA strands: Speaking and Listening, Reading and Viewing, and Writing and Representing. The experience shared below focuses on how Shelley created classroom conditions that invited students to reflect on their progress toward their individual goals for the Speaking and Listening strand.
After engaging in different types and formats of conversations since September, students were ready to transition from participants to facilitators. As a whole class, students brainstormed topics of interest, which ranged from the minimum age for legal marijuana usage to the ethics of keeping animals in zoos. They were then able to choose the topic that most interested them and this is how small groups were formed – by a common interest in a topic. (more…)