- We decided that it would be best to pass on "hard" copies of the autobiographies.
- The idea of passing on other grade level work (in hanging file folders) was suggested.We discussed the idea that students could choose 1 piece from each subject that represents student learning for the year. In a true portfolio, reflections are made on each included piece. Therefore, the work becomes meaningful, and the goals become measurable. It was also suggested that when students reach 8th grade, he/she could create an individual binder of his/her work from all grade levels, and connect work to our SLEs. (WASC has encouraged us to create a measurement tool for our SLEs.) Passing on portfolios would also be helpful for teachers to have evidence of prior student learning.
- We talked about working in grade level teams (k-2, 3-5, 6-8) to create the assignment directions and rubrics for the autobiography project. One idea is to create a common rubric for each grade level team.
- Kay McGarry will incorporate self-portraits (using a variety of medium and styles) for each grade.
- Jessica will assign the 7th grade autobiography as part of religion class.
Julie
2 comments:
Julie,
I think these ideas are great and easy to implement as many teachers already have the students make choices of their work for portfolios. I am interested to see how the individual autobiography assignments will evolve from grade to grade. Our WASC committee will appreciate this assessment of student work. Thanks for getting this organized.
Jan
The seventh grade will begin their autobiography project after Thanksgiving Break. Their objective will be to create an autobiographical powerpoint presentation. The presentation will require them to create 26 slides, one for each letter of the alphabet. They will be required to include a visual on each slide, and five animation figures within the presentation. Students will be encouraged to include video clips if they have access to them.
Students will present their powerpoints to the class. The slides will detail parts of their life, including their experiences of the Catholic sacraments, childhood memories, family details, and future goals. Students will be given three class periods to work on their presentations, and the unit will last for three weeks (Presentations will take place the week before Christmas break). Students will be assessed using a rubric, and copies of their presentation will be passed along in their autobiography portfolios.
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