Margin Notes

Conversations About Artifacts of Learning: Student Self-Assessment

Jun
12

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…)

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The Talking-Writing Connection

Apr
18

A few weeks ago we hosted a supper meeting for a group of teachers who had been provided with a copy of Teaching Literacy in the Visible Learning Classroom. The premise of the book is that, “Every student deserves a great teacher, not by chance, but by design” and that we (teachers) need to know the effect of what we are doing in our classrooms in regards to student achievement. For example, the effect size for class size is 0.21 and the effect size for metacognitive strategies is 0.69. Hattie states that teachers should consider classroom work with an effect size of 0.40 and above when designing learning for students. Teaching is hard work. And if the hard work isn’t leading to an increase in student achievement, then we need to ask ourselves why we are doing it.

During our meeting, one point of discussion was the link between talk and writing. As explained by Hattie et al, as students improve their ability to have effective academic talk with their peers, their writing becomes more sophisticated. The researchers write, “After all, if students don’t get to verbally explain, pose questions, and narrate routinely, it’s going to be much more difficult for them to do so in writing.” The effect size of (more…)

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Conversations about Artifacts of Learning- Padlet Curation

Apr
12

This is a summary of our second 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.

Once again, we followed a protocol based on the Project Zero “See-Think-Wonder” thinking routine to structure our conversations and capture our thinking and reflections.  We recorded the conversation and below are summaries of our observations, wonderings, and reflections. (more…)

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Conversations about Artifacts of Learning- Write Like a Filmmaker

Mar
15

This is a summary of our first 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

In making our own learning visible, we decided to follow a protocol based on the Project Zero See-Think-Wonder thinking routine to structure our conversations and capture our thinking and reflections.  We recorded the conversation and I summarized our observations, wonderings, and reflections.

 Description of Artifact

 Inspired by the opening credits of “Dexter” and the way the scene is set through a combination of long, medium, and short shots, Michelle created an assignment that invited students to “write like filmmakers.” (more…)

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