## Reflection: Checks for Understanding Progress Reports and Closing Out - Section 3: Progress Reports, Shout Outs and Planning

It is challenging to implement a system of standards-based grading in any classroom.  Part of what makes it so is that it requires a shift in mindset from many students.  In addition to all of the math, algebra, and problem solving learning objectives I'll try to hit this year, one major objective is to get students to understand this SBG system, and to able to talk about their school experience in terms of what they have learned, rather than what grade they got on one assignment or another.

Today's "SLT Improvement Sheet" is a formative assessment toward that end.  When I see that students are able to identify learning targets and talk about how they're going to improve on what they know so far, then I know that they understand what I want them to get.  It's still early in the year, however, and today, many students wrote the names of assignments - rather than identifying learning targets - in their reflections.

Initially, I wasn't prepared for this, and it took some effort to set them in the right direction.  But then I realized that this is precisely the sort of learning experience that kids will need toward my end goal, and I now know that over the course of the year, that change in mindset does happen.

To summarize: what I have here is a formative assessment about student understanding of the assessment system in this class.  It takes just as conscious effort to teach this as it does to teach any algebraic topic, and the upside is definitely worth it.  After a quick look at what each student gives me, I'll be able to target students to make sure they understand how they'll be assessed, how they can see their current status on a progress report, and most importantly, how to advocate for themselves moving forward.

Do Kids Understand SBG? SLT's vs. Assessments
Checks for Understanding: Do Kids Understand SBG? SLT's vs. Assessments

# Progress Reports and Closing Out

Unit 4: Creating Linear Equations
Lesson 4 of 8

## Big Idea: This is where a lot of our course structures finally begin to make sense to kids, and it's fabulous.

Print Lesson
Standards:
Subject(s):
Math, Algebra, Growth Mindset, review, mastery
43 minutes

### James Dunseith

##### Similar Lessons

###### What is Algebra?
Algebra II » Modeling with Algebra
Big Idea: Algebra is built on axioms and definitions and relies on proofs just as much as geometry.
Favorites(38)
Resources(19)
Fort Collins, CO
Environment: Suburban

###### Inequalities: The Next Generation
12th Grade Math » Polynomial and Rational Functions
Big Idea: Does the zero product property work for inequalities?
Favorites(2)
Resources(19)
Troy, MI
Environment: Suburban

###### Graphing Systems of Linear Inequalities (Day 1 of 2)
Algebra I » Linear Inequalities
Big Idea: Students will combine their knowledge of systems of equations and linear inequalities to represent the solution in a simultaneous equation scenario.
Favorites(13)
Resources(16)
Washington, DC
Environment: Urban