Okay - this is my last post, and I will be caught up! One thing that I have gotten out of the RAISSE class if that the use of rubrics is more important than I ever thought. I felt like it took too much time, that it didn't give me enough leeway in grading projects, that it was just another piece of paperwork for me to do. But I am now a believer. Hard headed as I can be, I now see that it only makes life easier. And giving the rubric out at the beginning when you assign the project is the most necessary thing about it. It helps us be "accountable," it covers us when the students say, "I didn't know you wanted that!" And more important - it makes the students "ACCOUNTABLE." Why my brain wouldn't accept this all along - I don't know. We teachers sometimes get into our routines and watch that pendulum swing back and forth with "new" strategies that come and go, and come back. Many of these strategies that we have talked about were in CHRISS training about 10 or so years ago that we did in groups at LHS. There was also a "Summer Institute" one year that introduced such strategies as "Think, Pair, Share" and KWL and egg timers and other graphic organizers galore. The Janet Allen institutes are full of these same things with the addition of Read Alouds and a focus on literacy. What I have really liked about the format of RAISSE, is the study groups. I think that this have forced (encouraged is a better word) us to meet with teachers across the curriculum with whom we wouldn't normally have pedagogical conversations. Ideas that work in science class might have never occurred to me to try in my English class, but I have gotten great ideas from the math, science, special ed, computer technoloy, and broadcast journalism teachers in my study group. This has been a wonderful and enlightening experience. Thanks to everyone.
Vicky J
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Hi. This post is from Wade Cooke. I am using Lisa's username/password because I was having password problems.
I also enjoyed the study group portion of the class. I enjoyed hearing ideas shared by teachers from other areas and thinking about how I could adapt some of these to my classroom situations.
Hi. This post is from Wade Cooke. I am using Lisa's username/password because I was having password problems.
I also enjoyed the study group portion of the class. I enjoyed hearing ideas shared by teachers from other areas and thinking about how I could adapt some of these to my classroom situations.
Hi. This post is from Wade Cooke. I am using Lisa's username/password because I was having password problems.
I also enjoyed the study group portion of the class. I enjoyed hearing ideas shared by teachers from other areas and thinking about how I could adapt some of these to my classroom situations.
Well said. I know exactly what you mean about the routine thing. I too have also struggled with grading without using a rubric. I think that I resisted developing rubrics because I couldn't define exactly what I was grading. There are so many elements in a multimedia project that it was "hard to define." Since Raisse I have broken down these projects into smaller projects that build on each other and culminate in the completion of a "Final Project."
I use rubrics for just about all my projects in drama and broadcasting. Each rubric in broadcasting can focus on a particular skill on which I want a student to focus and then I have a new one for something different. It also allows a teacher to provide very specific criteria and take the ambiguity and subjectivity out of assignments.
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