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Learning is not incremental.
Learning is too complex to hang numbers on to. And so I find myself angered at what I constantly read, see and hear when it comes to number chasing and classifying learning into neat, singular arbitrary levels. Each group has created their driving question; by answering the question successfully they will learn the content of the topic.
Ultimately they are planning their own Scheme of Learning. Although each group are working on successfully answering their own questions, they will all have the opportunity to fully understand the content of the topic that we are looking at but at different depths of understanding. I know my students well, I know which students need more help than others and which students need the freedom to soar. So one of my jobs was to coach two groups in encouraging them to tweak and improve their questions in order for them to have the full possibility of reaching an answer that will allow them to learn and understand the topic.
So on our Learning walls, constantly on display in the rooms, we have: We are using this for whole class assessment and progress — or as we like to call it, learning. We have group assessment and progress, or affectionately known by the Punk Learners as learning, via the chart below.
Away from the Numbers Lyrics: Things are getting just too cozy for me / And I see people as they see me / Gonna break away and gain control. AWAY FROM THE NUMBERS - Paul Weller Things are getting just a bit too cosy for me; I see people how they see me. Gonna break away and gain control.
I have created a Punk Learning rubric that focuses on attributes that my students are working towards: This simple rubric allows the students to self assess what they are doing well and what their next steps are to improve. We have the power to control the whole land. So I asked my students to look at my first draft and critique it for improvements — I must have taught them well; they changed it considerably! Including the colour coding and date idea, the safety pins, the font and the space for targets. This is now an assessment framework designed and agreed on by my students.
So there you have it — assessment, without a number in sight…just a few safety pins! Actually, assessing what kids know is ongoing throughout a project. January 23, at 1: I think the straight line trajectory is more akin to what the powers that be want success to look like because it would make it all so much easier , rather than what they think it looks like.
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