Feedback Systems

Teamwork Evaluation Rubric

At the end of any collaborative activity, each student makes a copy of this Teamwork Evaluation Rubric and fills out the boxes with his/her thoughts on the overall quality of their group's teamwork. The rubric includes multiple indicators of high-quality teamwork and encoruages discussion about how to improve future iterations. Indicators include noise level (framed as concern for other group's ability to work effectively), quality of work produced, overall teamwork, and level of grit. Students assess their own contributions to their collaborative assignment as well as their teammates' contributions. Students can insert glows and grows where they explicitly discuss their feelings regarding their own work and the work of their peers. I frame this activity as a team-building exercise. Evaluating collaborative assignments can be complicated. The Teamwork Evaluation Rubric allows me to collect a good deal of data about individual student's contributions from multiple perspectives, which is both a fair and thorough way to assess individuals and the team as a whole.

Strategy Resources (3)
Student Handout
 
 
By sharing this Teamwork Evaluation Google Sheets Rubric with my students, I open up a private communication avenue where my students can share their opinions with me about how they can improve their own contribution as well as that of their teammates in future lab activities. High school students are usually tentative about voicing concerns regarding other students' actions or efforts, but when they realize that this process is meant to help create a better team environment and make sure that all groups work well together, they become invested. Framing this process as a method to improve collaboration is important when establishing the goals of using this resource.
Poster
 
 
I have a Gritty poster that hangs up in my room to reinforce the grit component of my class. Having a constant visual reminder helps me point out things I want my students to work on that are unrelated to content standards. This "Nitty Gritty" poster was created by one of last year's students and hangs near the lab area of my classroom.
Student Handout
 
 
By sharing this Teamwork Evaluation Google Sheets Rubric with my students, I open up a private communication avenue where my students can share their opinions with me about how they can improve their own contribution as well as that of their teammates in future lab activities. High school students are usually tentative about voicing concerns regarding other students' actions or efforts, but when they realize that this process is meant to help create a better team environment and make sure that all groups work well together, they become invested. Framing this process as a method to improve collaboration is important when establishing the goals of using this resource.
Poster
 
 
I have a Gritty poster that hangs up in my room to reinforce the grit component of my class. Having a constant visual reminder helps me point out things I want my students to work on that are unrelated to content standards. This "Nitty Gritty" poster was created by one of last year's students and hangs near the lab area of my classroom.
Jeff Astor
Cindy and Bill Simon Technology Academy High School
Los Angeles, CA


 

About this strategy

Prep Time:
Moderate
Subject:
Science
Grade:
Tenth grade
Similar Strategies
Blended Learning Model Overviews
Flipped Mastery Model

I use a Flipped Mastery model of instruction. In this model, students watch videos of lessons that I have recorded and posted on the class website, answer a set of practice problems to hone their skills, and take a Mastery Quiz when they feel ready to show they have mastered the material. I provide 1:1 coaching and support throughout the process. If students pass a quiz, they move onto the next lesson. If they fail, they are required to do another practice assignment before re-trying the quiz.  There is no failing in my class.  Either you know something or you’re still learning how to do that thing, but there’s no in-between.

Number of Students: ~22-28 students

Number of Adults: two teachers (co-teaching model)

Length of Class Period/Learning Time: 110 minutes

Digital Content/Ed Tech Tools Used on a Regular Basis: IXL; SMART Notebook; Screencast-O-Matic; Weebly; PowerSchool; Kahoot!; Google Forms

Hardware Used on a Regular Basis: SMARTboard; Wacom Tablet; Amplify Teacher Tablet (for teacher); Mac PowerBook (for teacher)

Key Features: flipped-mastery; competency-based; student agency; co-teaching

 
Feedback Systems
Class Forum

The Class Forum is a 2-5 minute portion of the Class Meeting (please see the "Meet and Greet/Class Meeting" strategy video) at the beginning of each week in which my students propose solutions to learning barriers that they have experienced or may see arising in class. This strategy ensures that my students' voices will be heard and empowers them to be change agents in shaping the class environment. While it is important to offer other avenues for individualized contact between myself and my students, having a space for a public discussion emphasizes the collaborative atmosphere that I want my students to work in every day. As a blended learning teacher, my practice is evolving from day to day and week to week. The Class Forum creates a safe and regular channel for my students to give me feedback about their needs and experiences. My commitment and responsiveness to my students' suggestions motivates them to be more invested in their learning and to our classroom community, which is critical to their success in my self-paced blended learning model.

 
Feedback Systems
Student Feedback Surveys

Flipped Mastery is a new model for not only the students, but for me as well - so I went into the year knowing that there needed to be a process for feedback and refinement. I created a monthly survey for students to take, what was working for them and what needed to be improved. The surveys were created on Google Forms and were made accessible on the class website home page. Based on the survey results, I made adjustments to the class structure throughout the year. When students saw their suggestions impacted how the class was run, it made them feel their voices were valued, which helped with the individual buy-in of many students.


 
 
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