Creating New Curriculum Part 4: How will you know they “get” it?

Student performance, beliefs, and interactions reflect who we are and what we do as educators.  At GCE, we constantly strive to see our own reflection in our students’ behavior and performance and to use the data available to improve our curriculum, instruction, and social emotional support. Ultimately, it is only through consistent and direct attention to our students that we can learn what THEY truly need in order to grow as students and citizens.

How will you know if/when your students get it?  What are you looking for, listening to, sensing?

3 Responses to Creating New Curriculum Part 4: How will you know they “get” it?

  1. Eric says:

    We will see students practice the tools of the course — new knowledge, skills, values, and actions. We will see them “try” it on.
    We will see and hear the students in their work — independent and group; formal and informal.
    We’ll know they get it because they show up ready to learn — with questions and ideas — with work completed.
    We’ll know they get it if they hold themselves and each other accountable to the concepts of the course.
    We’ll know that students get it when they carry themselves with increased confidence — eye contact, volume, body language, and when they listen openly to other people’s ideas.

  2. Kenny Bae says:

    How will you know if/when your students get it? What are you looking for, listening to, sensing?

    o Blog assignments
    o Milestones: Projects which stimulate both sides of the brain (logic/artistic side)
    o Pair/Group/Individual projects
    o Evaluate Rubrics
    o In-class discussions
    o Tests/quizzes/presentations
    o Daily attitude/accountability
    o Self evaluation-“What could I have done better”
    o Comments on other peers/discussion of others in class

  3. We will know that the students get the Endurance course by a three-sided effort:

    1. one one side,
    by creating a range of assignments diverse enough to maximize the opportunities to demonstrate mastery (this means the assignments in this course will be varied enough to allow for multiple intelligences to come into play and to accomodate/appeal to different learning styles);

    2. on the second side,
    when students connect their own lives to an assignment through creativity and re-teaching what they learned, we are aiming high in the Bloom’s taxonomy and, therefore, we can be sure that students not only got it, but “owned” it, occupying & molding the assignment structured space with their own lives.

    3. on the third side of this triangle,
    I would like to put into place a series of systems to allow me to evaluate how much do students actually get and, at the same time, to coach students into executive functioning skills that, if not cultivated, oftentimes blur the assessment of how much they get it; among those systems, I see of extreme importance to the Endurance course:

    3a: a lesson plan template that challenges me to balance, on a daily basis, diverse opportunities of instruction in multiple media (lo & hi-tech; right & left sides of the brain; visual, textual, kinetic and auditory learning) & reinforces Executive Functioning skills every day (even among Senior students) => check the lesson plan template at [you can see the site as a gce teacher/student];

    3b: a rubric system that is at the same time absolutely clear & encompassing: I intend to develop the 4-growth system I put into practice last term, by assessing abilities to connect, diversify, care & focus both in Process & in Product categories. [more to come on the Endurance site]

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