Well I read Chapter 9 and Chapter 10. I wasn't as amazed as the other chapters I've read, however, there were things that I took from them. On Chapter 9 the Assessment section was what I liked the most. It made me think about how scientific we have to be: "but we are in the school zone now, where one seemingly inescapable function is to rank, rate, judge, and label kids' work." So this whole time I thought to myself everything must be proven like in science. It bothers me a little because what if there's a day that a student brings wonderful ideas and surprises you? How are you to show that by simply scoring the student with a 10? I mean there will be times that a student does excellent work and saying okay that's a 10 and moving on it just doesn't do it for me. I would create a system where students that blow my mind can get extra points. I believe it is only fair to reward students if they exceed expectations.
What stuck out to me the most out of the Assessment part was the Book Club Portfolio. I think it is a great idea to have the students be accountable for what they are doing. I kept thinking about my literature circle in MLED 330. By the time we are done we have to present the book which is a nice way to know what each student got from the experience but I think I would score them individually or have both a group score and an individual score and average them both.
I didn't get too much out of Chapter 10. The Inquiry Unit just seems really hard to pull off. I do know that I have to come up with a large, multi-faceted, open-ended question like it says in the book. But my problem is I wouldn't know how to guide them from there.
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