Getting “Caught Up” in the Chaos

So, my students are now in full swing with their Major Digital Projects. A few of my students wanted to change their skills and I kept telling them it was too late in the semester.

Mistake.

One of my students asked me why they could not change their skill since the rubric was  about assessing and reflecting and not about mastering a skill.  Good point. I guess I kind of got caught up in the assignment for this class and how we couldn’t change our skill. You know what I always say in English class? I don’t care about your opinion unless you can back it up with evidence. OK, I don’t think I come across that harsh (I probably do).

The student brought up a good point and used my rubric as evidence. English teacher win? I certainly don’t want students to struggle with an assignment that they will do throughout the entire semester.  I hear a collective sigh of relief from people who were dreading “faking” their progress reports. I had a total of four students change their skill so they were able to assess on something they were passionate about.

The progress reports I am getting have improved since I decided they were able to change their skill. I did let them know that it would be cool to see progress on a skill, which requires them to do it for a longer period of time. So far, I haven’t had a student switch their skill again.  Amazing how treating young people like adults leads to better classroom management. I guess it’s hard to break the habit of valuing process as much as product. After all, I am a byproduct of how I was taught and I am struggling to resist the temptation of the end product.

  • Koskie Out!

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