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.
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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!
KATHERINE KOSKIE 