Reflection: Shared Expectations Character Types Presentation Conclusion - Section 1: Guided Practice/Independent Practice


I was once of the mindset that I was creating little mini-mes if I gave the students the grading rubric too early on. What I have come to understand is that, this does not have to be the case, as long as the language in the rubric is not too leading in terms of thinking, creative aspects, or other such details that allow for more individualized expression. I have also seen a great improvement in the overall quality of the projects my students have been turning in since I began providing them with the rubric during the formative stages of a project. They are more accurately able to reflect on their efforts throughout and analyze their work continuously, rather than playing a sort of guessing game to "try to please the teacher." I do not ever want my students to simply regurgitate my thinking or my ideas, I want them to meet the expectations and standards while remaining free to think, learn, and express themselves appropriately. 

  Starting With the Rubric - Formative Rather Than Summative
  Shared Expectations: Starting With the Rubric - Formative Rather Than Summative
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Character Types Presentation Conclusion

Unit 4: Elements of Literature
Lesson 7 of 9

Objective: Student pairs will complete their powerpoint presentation designed to teach their peers about one of the character type labels we are studying.

Big Idea: Get 'Er Done! Show Some Character!

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