Reflection: Student Ownership Data and Plots on the Number Line - Section 3: Generate More Data: Linear Practice #2


I employ a still-evolving system of Standards-Based Grading in my classroom.  One teaching challenge I enjoy every year is explaining this system to students.  The sooner kids understand it, the sooner they can use it to their advantage as they identify their strengths and their needs for improvement.

Being graded on a set of learning targets rather than on some combination of test, quiz, homework, and classwork averages is a change from routine for many students.  Although they don't realize it at first - many of my students push back a little and ask why I don't just grade "the normal way" - the purpose of this grading system is actually to make grades more accessible to students.  Once they understand it, standards-based grading makes even more sense than what they've known previously: this is what you have to learn in this class, and your grade indicates whether or not you've learned it

These three Linear Practice trials provide a concrete example of what it means to improve on a skill.  Students quickly embrace their task: no matter how many equations they solved correctly on Linear Practice #1, their goal now is to improve upon that score.  It's easy to measure improvement when we're just counting the number of equations a student can solve in 10 minutes.  

It's more abstract to talk about the Mathematical Practices - but this activity lays foundations for students being able to self-assess and to understand what I'm looking for when we think about getting better at "making sense of problems and persevering in solving them."

Part-and-parcel with standards-based grading, I think, is a growth mindset.  I often say, "I want all of you to know more in June that you did in September.  Then I'll know we all did our job here."  After running these Linear Practice trials, it's so important to debrief on what that growth looks like: you can do this, you can get better at it, and these are the steps you took to get better!  For all the learning targets that we'll hit this year, the Linear Practice trials - and our statistical analysis that follows - provide a basis for what it means to learn.

  Linear Practice Trials Will Help to Illustrate Standards-Based Grading
  Student Ownership: Linear Practice Trials Will Help to Illustrate Standards-Based Grading
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Data and Plots on the Number Line

Unit 5: Statistics
Lesson 4 of 20

Objective: SWBAT consider the relative strengths of dot plots and box plots, while translating between these two data representations.

Big Idea: We continue to make use of real data - which is everywhere - in our study of statistics.

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u2 l4 box plot on dot plot
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