ДАлинка, можно там нашим закосить под носителя, что скажешь?

:a_plain
какая умничка
очень здорово
Поздравляю
удачного выступления и завтрака
классно если фотки поставите

Нютик, какая ты умничка, гордость распирает за наших девочек! Удачи на выступлении и на завтраке! Я пропустила, ты поменяла работу (я помню про ту, что была в качестве интерншипа где босс тебя любила) или все в той же компании?

обязателно поищу завтра и постараюс поставит

We are four weeks into our new school year, and I am teaching three sections of what we call Math 3. I've implemented a competency based grading system - an entirely new approach for this teacher in his 21st year.

My students receive a list of learning targets for each new unit we begin. It comes in the form of "I can" statements, along with examples of the types of questions they should be able to answer if they have reached mastery.

They were very surprised to hear a couple of things:
1. Very little homework - none of it graded with numbers - all of it commented on significantly.
2. No quiz or test grades - I've abandoned the notion that getting an 82 on a test or quiz means anything of use to either them or me.
3. Frequent opportunities (every 2-3 days) to provide evidence of their knowledge on learning targets. Questions tied directly to the learning targets, all graded on a 0-4 scale, which they then record in a grading spreadsheet of their own.
4. Since our grading software is incapable of being used for a standards based grading approach, we have created a conversion chart for 0-4 grades to a 50-100 point grade, which the grading program likes better.
5. 70% of their grade is based on their accomplishment of these learning targets. Hopefully in the future I can make this larger, but I'm already 10% above our county system's recommendation.
6. Lots of UN-homework opportunities - activities that plunge them in to either current content, on-going projects, etc., that is entirely optional, does not receive a number grade, but gets them tons of written feedback from me.
7. Any student, at any time, can request or propose another opportunity to show their mastery on a particular learning target. Since their overall level of mastery on a learning target is heavily weighted towards their most recent piece of evidence, this can significantly impact their overall grade.

All but a couple students have grades (I realize this is a dirty word here, but this is a process for me!) in the high B and A range, something some of them are quite surprised by.

The best part though...

I know exactly what mathematical content each student knows well, almost knows, and is still in development on. And so do they. And so do their parents. I am already having students come to me and ask either for extra help on a learning target or for another opportunity to provide evidence of their knowledge. These things are wonderful to me.

По опросам учеников Sudbury school, школы которая следует только интересам ребёнка, а не set curriculum, дети, которые переходят из обычных школ в такую, долго не могут понять что им нравится. В среднем, таким детям занимает около 2 лет!, чтобы выяснить для себя что же они любят и какая у них passion.

Кому интересно, читаю учителя математики, который решил отказаться от оценок в гос школе.