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|Posted By: Carol Hutton on April 8, 2003|
|Sometimes the problems that we perceive are opportunities for true learning. Perhaps you could write aloud on the overhead. Share several of your rubics with your students and discuss the strengths and weakness of each. Allow the class to select the rubic that will be utilized for your writing (overhead). Let them grade your paper and defend their position. |
During the next lesson, write in another voice. Ask the class to determine which of the rubics is best for this
particular writing. This time they must make a new rubric.
Young children learn to write by observing others model writing. We do too--we read and learn what is written. We read brand names. milk cartons, low fat anything. . .Those guys in advertising change the culture with their commercials. "WHAsup" What kind of rubric should we use?
If you ask the students to bring something to class (with sufficient writing on it) for discussion and writing, they can plan their own writing lesson for the class.
Students then write their own rubric for the style of writing that they chose. There are so many variations in rubrics. Do we want nothing but standardize rubrics in every class?
I understand what you are saying--we need vertical articlation and more communication among the profession.
I agree. We also need students engaged and learning in authentic assignments instead of always going with the norm. Students usually become stressed when asked to think outside of the box--that's why it is so good for them to have to really think. Writing is something that we pull from within us. Good writers internalize. Good writers are good thinkers--behaviors is not part of this discussion.
I work in a school system that has standardized grades and rubics. However, I could make my weakest sudent an A or B student simply by changing the format of the test and selecing simple problems. The purpose of standardized grading is simple--applying it is the catch.
| grading by peter conti on March 29, 2003|