Reflection: Rigor Step 1: Creating a Student Centered Assessment - Section 2: Let the Planning Begin!


Allowing students the time to really think  about what they have learned, review materials, and discuss questions, was essential to help start the creative and summative brain process needed to grasp the task ahead. I admit, at this point I was worried that I had perhaps decided to do something they weren't ready for. This is big! They are designing their assessment. 

I could feel that "Oh no, I think I may have made a mistake," feeling coming on! But, at this point, I needed to move forward. I talked myself down, reminding myself that this level of rigor is what we need. They were excited and engaged. 

I know that allowing necessary class time to plan was the most important allowance I could give them. Everyone could feel successful with the proper amount of time and guidance in their planning. The trick for me now would be limiting my guidance to the right level so that their personal understanding would be revealed. Sometimes it meant me saying, "You have to think about how we will plan that. I won't tell you," as I reviewed the standard with them. That's really hard!

Regardless, the minute they have the opportunity to use their iPads to plan, they are immediately ready to work. That app has been a fantastic way for them to focus immediately on planning. As they reviewed their work, I could see the holes in certain student's concepts. When we discussed water, come could still not connect the flow of water as the source of erosion for rock, even after looking again at their evidence in their soap lab. I attribute this to the change in the way science is being taught. 

I have always been a guided inquiry investigation teacher, but this is something above just being that! This about taking that inquiry and letting them sort it all out rather than taking a multiple choice test with a one size fits all answer key. This felt a bit uncomfortable, but as I saw the allowance of time to plan gel, I felt more at ease.

  Time to Review and Plan
  Rigor: Time to Review and Plan
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Step 1: Creating a Student Centered Assessment

Unit 4: Weathering
Lesson 14 of 15

Objective: Students create the criteria for a unit assessment through gathering and organizing data, notes and understanding the importance of planning to show evidence.

Big Idea: Students are guided to review their unit to determine what they think is the most important information to know for a student designed assessment. They begin the thought process through planning on a mind map app and learning to gather their materials to

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Science, weathering, student created assessments, rubric, glaciers, engineering, soil
  55 minutes
discussing what is
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