Originally posted HERE
Part 3 In part 2 of this series, I wrote about Flipped Learning being the meta-strategy that enhances the implementation of Standards Based Grading. To take the conversation from theoretical to practical, let’s explore a few simple steps that will help you to transition from traditional grading to standards based grading. Have A Conversation In a flipped environment, the group space is an active learning environment. Teachers are able to move throughout the classroom having meaningful conversations with students about the content. These conversations lead to a deeper understanding of the content. Teachers are able to identify where a student is struggling and clear up any misconceptions. Because the conversations are focused on moving a student forward in their understanding, students do not have to fear failure on a given task. The focus is on learning. When compared to a traditional classroom, the assignments take on a whole new meaning. Traditional homework is completed outside of the guidance of the teacher. Flipped classrooms have students complete those assignments with the teacher. The attention moves away from completion of the assignment to completion of understanding. Stop Grading Homework and Activities Homework is the practice. When we grade the practice, and we allow that to have a direct impact on the overall score of the final evaluation of mastery, we have negated the whole purpose of the practice. Practice is where it is okay to fail. It is where we learn what we are doing incorrectly so that we can advance in our understanding. If a student struggles to understand a concept at the beginning of instruction and gets 65% of the information correct, but by the end of the unit, a student is demonstrating complete mastery, why oh why would the student not be marked as having complete mastery of a state learning standard? The learning process is not where the grade should be placed. Standards Based Grading has a focus on where the student is at the end of a unit, not at the beginning or during the middle. Include Your Students In The Evaluation Students need to be included in the evaluation process. A very simple way to involve students in the evaluation process is to ask them to rate their own understanding of the content. I used a student rubric that looks at the essential question, as well as topics found throughout the unit of study. The students use the scale covered in part 2 of this series (scale of 1-4). By asking students to evaluate their own knowledge, it allows teachers to have a clear perspective of growth. Exit tickets are commonly used by teachers to see what students learned during a class session, but in a flipped classroom, self-evaluations have the potential to play a larger role in a students ability to recognize that they are growing in their mastery of content. Summary Flipped Learning is the meta-strategy to give grades a whole new meaning. Flipped learning supports the role that learning serves in an active classroom, and SBG is the assessment that evaluates what students learn. Due to the amount of time that flipped learning provides teachers to work with their students, SBG becomes a natural transition in taking grading to the next level. Let me know if you plan on using SBG in your flipped classroom, as well as how you have seen flipped learning impact your grading.
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Mr. Dan JonesMaster Flip Educator with 13 years experience in the classroom. FLGI Faculty Trainer who trains based on the Gold Standard of Flipped Learning 3.0. Expertise in project based learning. Archives
October 2018
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