Student choice grading? What?

Hey guys,

I've been thinking lots lately about student choices in regards to how they are assessed in a classroom. I understand that core subjects like math or chemistry it is not as likely to involve students in how they are assessed, but maybe not. I've been thinking about it in regards to a physical education setting to give students more meaningful assessment, but what if we used it in other classes like socials. What if students had a choice of what types of assignments and projects they did and how they were weighted. Things like tests maybe necessary (especially in a class with a provincial exam), but maybe homework assignments like papers could be switched up to posters, plays, diaramas, collages with a summary etc. Set it up so students have to select one or the other for a certain percent. OR they could choose to select how much a poster is worth and how much a paper is worth (for example they have to choose that the paper is worth either 20% or 30% and the paper is worth either 20% or 30% and they must total up to 50%) so that the students feel they have slightly more control over how they are graded.

Thoughts?

WWI POSTER PROJECT Gr 11

WWI POSTER PROJECT

Name: _______________________ Due Date: _____________

Group Members: __________________________________________________

Introduction
Over the next few days you will be working on a poster project which encompasses the topics we’ve covered so far in World War One. In groups of three or four you will complete a project that’s major components will be put onto poster paper provided by Mr. Van.

Goal of the Project
The goal of the project is two fold:
1. You will learn how to research and analyze data and put it onto a poster.
2. You will gain an appreciation for the human sacrifice that was WWI.

What’s to be Included
How you want to utilize the space on your poster is up to you, but there are some very important requirements that must be followed in order to be able to do well on the assignment. The poster should be divided (as you see fit) into 3 sections.

1. A section that looks at 5 important WWI battles.
a. At least 3 of which must have Canadian involvement.
2. A section that considers the effects of war at home.
a. Politically, with relation to women, propaganda, etc.
3. A section which focuses on the development of a Canadian identity.
a. You are encouraged to include memoirs, letters home, symbols of our changing Canadian identity, etc.

Also to be Included
Visuals which enhance your poster (complete with captions).
A reference section which points to at least 5 sources (2 of which must be books).


**A note on plagiarism: Don’t try it. I know how to check it. It’s a zero if I see it.

Marking Participation

A classmate told me that in high school we are not allowed to mark for participation and I want to encourage us all to think purposely and thoughtfully about how we plan to assess students' participation in our classes. In one of the unit plans that we went over on Friday the authors constantly wrote that participation was not going to be marked but still noted. I really don't like that because it suggests that somehow a students' participation will be taken into account in an informal way. As a student I remember having such comments said to me and I would immediately become suspicious of what they meant. Was the teacher going to mark my assignments harder if I didn't participate or hold it against me as a personal flaw? Probably not, but it still made me worry. All I am trying to say is that we need assess thoughtfully and clearly so that students know what is expected of them.

united nations environment program 2009

i have referenced the united nations many times through out university. a good reference for environmental governace that is always current is a booklet that the united nations puts out yearly. every year a booklet is available to download on line, or to buy. the book was called the geo year book( for earlier copies) or resent copies--google UNEP Yearbook or check out this link
http://www.unep.org/publications/contents/title_search.asp?search=year+book

Lesson plans

Hey people, just thought I would share this website, it has some interesting lesson plans on it. I know we are being bombarded by them right now but they do have some decent ideas in.

http://www.teach-nology.com/teachers/lesson_plans/health/

Keeping Students Engaged When Watching Movies in Class

This is used by my sponsor teacher.

When watching history movies in class my sponsor teacher makes sure to hand out worksheets to fill out during the movie. There will be about 20 questions per movie. All the questions are in sequential order. And the worksheet is for marks. This keeps the students engaged in the movie.

With the Grade 10's he finds that multiple choice works better than fill in the blank. Otherwise the grade 10's get lost fairly easily.
With the Grade 11's he steps it up a notch.


i.e. Social Studies 10 - The Great Enterprise Part 1

1. As the 1860's dawned in North America, a sense of __________ wakefulness disturbed the British colonies of North America.
A. Frightful B. Fearful C. Dreadful D. Mournful

2. President ________ was furious that Britain seemed to be siding with the southern states during the Civil War.
A. Abraham Lincoln B. Andrew Jackson C. Ulysses S. Grant D. James Polk


i.e. Grade 11 - Rural Urban Migration

1. The shift from rural areas to urban areas is called ______ ______ migration.
2. People move from rural areas to urban areas because it will ______ their quality of life.
6. In which two areas of the world are experiencing the greatest change?
10. Indicate 3 push factors discussed in the video.

Want Current Events in Your Classroom? Check this out.

My sponsor teacher uses this for his Grade 10's for every month.

What in the World? / Le Monde en Marche (Level 2) is a photocopiable current events resource, published in English and French, for Canadian students in grades 8 through 10. Designed to enhance students' understanding of and interest in current Canadian and international events and issues, this publication addresses numerous curriculum outcomes while saving teachers time.

Published nine times a year from September to June (except January), each issue focuses on the previous month's top news stories and includes:

• Four news articles, written at a level students can understand;
• Relevant background information to enhance understanding of each event or issue;
• A content-area vocabulary assignment;
• On-the-line, between-the-line, and beyond-the-line questions;
• Analyzing a political cartoon assignment;
• Examining a news photo assignment;
• Crossword and wordsearch;
• Community Connections article and assignment;
• Quizzes;
• Map assignment;
• Answer key.

Subscribers receive one copy of each issue which they may photocopy for use by all teachers and students within one school. Subscriptions are delivered by first class mail, or via Internet download. Electronic subscribers receive a password each month enabling them to access the publication on our website as soon as it has been posted.

Cost - $126 for the year.