Reflection: Student Ownership Engineering Earthquake Structures: Day 2 - Section 2: Connecting to the Essential Question: What are you going to learn today?

 

The NGSS states that one of the cross cutting concepts is that students should be able to identify patterns in a set of data, graph or table.  Understanding how to create a graph to show these relationships is a skill that students need to know how to do.  In addition, one of the biggest factors for student growth is that students monitor their own learning.  When students monitor their growth, they can begin to take ownership of their own learning.  Thus, I like to get 'two birds with one stone' when I ask students "What are you supposed to be learning?  And, where are you in relation to this goal?"  Each unit students independently graph their growth on each of the learning targets included in the Unit Plan.  Looking at this data visually really allows students to see patterns more readily and identify areas that they need improvement in.  

This lesson represents one of the last in my Waves Unit.  Here is a student example graph.  Formative assessments do not "count" as a grade in my class and they are organized in my grade book by skill in the order with which we complete them.  Therefore, when you look at the graph, you will notice the formative assessments labeled "W.1" (the skill from the Unit Plan) and "a", "b", and "c" (a is the first formative assessment over that skill and c is the last formative assessment of that skill).  Moreover, I score formative assessments on a scale of 1 - 4 with 4 being mastery.

The student in this graph made growth in skills W.1, W.2, and W.5.

  

It is important to note that while the last formative assessment the student showed mastery on skill W.1, they have only shown this one time.  This is still an area the student may want to review and check for understanding.  They seem to have had a mastery level understanding of W.4 from the beginning.  And, they still have not attained mastery on skill W.2.  With this visual representation, students can create a plan for their own individual growth!

  Student Ownership: Graphing Formative Assessments: Monitoring Growth
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Engineering Earthquake Structures: Day 2

Unit 2: Waves and Engineering: Using Waves To Meet Societal Needs and Wants
Lesson 4 of 7

Objective: Students will be able to analyze multiple design choices to determine the most effective design for a prototype.

Big Idea: Students are introduced to real world engineering constraints and use criteria to select a prototype design.

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