When I think of student self direction I think of check lists and peer editing. I think peer editing is a great tool for teachers. Peer editing saves the teacher time and allows the students to learn from each other and not just the teacher. Peer editing also is a great way for students to be held accountable and they are learning (editing) with a purpose. Check list are another great way for students to keep track of what they are working on. By using check list students know exactly what the teacher is expecting of them. Check list and rubrics can either be created by the teacher or the teacher can have the students help create them, so that the students decide what is important and should be accounted for. Assessment is not just for grades, but it is to see how the teacher and the students are doing with the content.
What I use for student self-directing is their agendas as a checklist. In their agendas I help them breakdown assignments so that they have a clear picture of what they need to do or learn over a period of time. A formative assessment that is often used is continuous feedback and encouragement that is essential for most of my ESE students in order for the students to progress on their own to complete a project sucessfully and on time. Projects then can be peer assessed by using a teacher or student rubric of what was to be learned. Even thought the process used to complete a project may have been different from their own they can then realize that they can learn different ways to reach the same end goal.
Students for the most part will only do what is expected. Using a check list helps students know what the teacher is expecting. I would use a graphic organizer with my students to begin a project and we together would put a plan in place as to how the project will move along. Students can get overwhelmed with all the tasks, but when a check list is used, it breaks down the project into bite-size work so that little by little the bigger job gets done. Assessments are for both teacher and student to a meeting of the minds on the subject matter. Having students working together, bouncing ideas off of one another, helping their peers saves time for everyone and learning how to move forward on a project. I view student self –direction as a wonderful way for students to learn. I as the teacher provide the necessary guidance and step back to allow the students to think and solve the work assignment on their own.
I believe that teachers should always share with their students the checklists or rubrics that they will be graded on. This helps the students to know exactly what is expected of them while they are working on their assignments. They can then direct their learning towards that goal. Another great assessment tool is simply observing children while they are working individually or in small groups. The teacher can then have conferences with the students to let them know in what area they need to direct more attention to. This helps guide the students in the right direction.
It is very important to use self-direction in the classroom. Learning to manage one’s time is a very important life skill for children to learn. Using assessment tools such as rubrics and checklists are great ways or children to manage time and track their progress. All too often, students arrive in middle school and high school not knowing what to do with themselves. They have 8 different teachers who all have different expectations, and it can be completely overwhelming. So, the use of such evaluation tools allows the children to know what is expected. Apart from that, teachers can use these tools for assessment.
I think it’s very important to tell your students what you expect of them before any homework assignment and/or project. A rubric and/or checklist can be provided outlining what is expected and the great thing about this is either teacher or students can create the rubric and checklist together. It’s also a great idea to get the students involved in it as much as possible…not just what you expect them to do for the assignment but allowing them to come up with ideas for what they expect out of themselves. Another great self-directed technique is peer editing…it’s a great way to hold students accountable for their work and like Mark said it’s learning editing but with a purpose.
Using self-directed aids in your classroom is great for everybody. You may have some students that need that constant reminder as to what is due and keeps them on task and they won’t fall behind.
I agree with Mark that assessment is not just tests and grading but to see from teacher and student point of view what worked and what didn’t.
First, I would give oral instructions so that the students may know what is expect of them, have class discussion and feedback to make sure that my students understand the assignment.Then I would give them a homework study guide to aid in their study throught the assigned lesson. This is a great tool to use for 3-6 grades. They know exactly what is expected and when it is due. I would also post it in the classroom that way they are constantly remind to check their study guide for assignments due. Also, with young student, as a teacher you have to constantly ask if there are any questions about the assignment. This will help student to be constantly brainstorming ideas about their assignmet that they could share with their classmates.
Student self-direction is important because it helps students of all levels of capabilities and pre-knowledge of subject matter to accomplish a goal successfully. Students, when given the guidelines via checklists, rubrics, etc., can figure out the methods that work best for them. They can decide what needs the most focus and what they will need to get extra help on.
Involving students in tweaking or creating those checklists will get them engaged in the process and more cooperative in the effort.
This year I started a program called "Recorder Karate" with 4th & 5th grade students. They practice and test for "belts" starting with white belt and making their way up to black belt. This has been a huge motivator for the students. It has generated so much excitement and each student is figuring out exactly what they need to do to pass each piece and earn their belt.
They tutor each other, get their parents to bring them in to school early to test or practice and ask me for help. In just 3 weeks time, the musicality of some of the lowest performers has shot up. They have a better sense of "I can do it".
Each piece has a checklist and I have given dates by which they must begin rehearsing for each level. I only spend 5 minutes of class time once a week reviewing some of the items on accomplishing these goals the rest is up to them. And they are doing it!
What I love is that each student plays for me individually so it is one on one guidance and a terrific assessment for me and them.
In my opinion, self directed learning is a wonderful tool for students. Giving the students a check list (or grading rubric for students in higher grades) gives them the responsibility of making sure that each part of the assignment is completed and that it meets the criteria of which you will be grading it on. As a student, I have found myself at the crucial point of turning a major assignment or paper and never being completely confident that I knew exactly what the teacher was looking for. I cannot tell you how many times I have anxiously anticipated receiving the grade for the assignment and thinking to myself, “I wish I would have known exactly what the teacher wanted from me.” In contradiction to this, I have also had teachers who have given me a rubric at the beginning of each major assignment that listed all of the major concepts he/she would be looking for while grading the assignment. When I turned in these assignments, I was confident in my work and knew what to expect when I received my grade. In my classroom, I will definitely give my students check lists and rubrics for assignments that have many steps or parts to them. This will allow them to take responsibility for their work and keep them organized and on top of their game.
In a classroom that I've observed, self direction was used to enhance students assessment measures by the teacher giving a daily agenda and the students being respnsible for copying that agenda and working (independently or in groups) to fulfill everything on that agenda by end of class. Students are thus working at their own pace, with a guide, knowing what is expected of them, when it is expected, and to what extent. Students can then collaborate with others using their journals to ensure that they are on the right track and to help them if they encounter any stumbling blocks.
As a teacher, I believe that it is important for assessment measures such as student self-direction to be used in the classroom. When using such measures, teachers promote the responsibility of their students and allow students to evaluate their work before they hand it in. In the case of peer editing, for example, students evaluate each other’s work in hopes of making corrections before it reaches the teacher’s desk. For another example, the use of checklists and rubrics allow students to see exactly what the teacher requires. Again, the use of student self-direction measures is a unique way for teachers to enhance assessment in the classroom. The idea is for teachers and students to have a wonderful classroom learning experience, where all requirements are met.
Having students work in group is a great way to promote self direction in the classroom. If you give each group of students a topic to discuss and certain guidelines for them to follow they will likely get together and form their own thoughts and opinions. If you walk around and listen to what they say you will be surprised by how much they really put into these types of activities. You can also create a syllabus for the students and from this tey can choose to work ahead is they choose wich can also facilitate self-direction.
I think one of the best ways to learn is to teach. I believe students being accountable to themselves, via rubrics and checklists, or others (through cooperative grouping or collaboration) enables accountability and self-improvement greater than any teacher-created assessment.
When I read Student Self-Direction it sounds like a student being self-reliant. In which case, I would assign homework like the blogger, or digital projects that allows the student to be connected and communicating if they NEED to be. But still allowing them independence from the crutch of other classmates. This would allow them to be themselves and do their own thing while if they need help, its there.
When i think of student self direction I think of students working in cooperative groups. Using this method allows students to work together and edit each others work. I also believe that the teacher should share the rubric that the student is being grading on so that that they student will have a better of idea of what the teacher is looking for. I think that self- direction is a great way for the students to learn and obtain teamwork skills. As a teacher I would provide the necessary background information and then let the student figure out the assignment on their on.
When I think of self-direction, I think of about a student being able to learn on their own without any boundries. I think that a rubric is a good tool to use for this so that their creative ideas can be held to the highest standards. Group projects are also a good idea for students so that their ideas can expand and be challenged by their fellow students. A student should not learn only from the teacher, but from themselves and their fellow students.
I think projects such as the graphic organizers and KWL charts are forms of student self-direction. These projects enhance student learning and guide them to assess themselves. Graphic organizers are a great tool for visual learners. They enable students to incorporate new knowledge with what they already know. The KWL chart works in the same way. This chart allows students to use what they already know in order to understand what the are currently learning. This chart also allows the teacher to assess each student’s individual progress. I believe teaching with these types of projects allows students to develop their strengths, assess their own progress, and express creativity.
I would just give them what they needed to know and let them be creative with it. A simple rubric or check list could do. The rubric would have to cover very general topics so it would leave them plenty of space to explore and be creative. There would have to be enough, however, so they don't slack off and turn in a half decent job. But projects like this are fun and they'll probably WANT to be creative with them.
Group projects would be another fun idea so when they present them, they're with a group rather than by themselves and if they don't know how to do something, most likely another student in their group will know. Or they all don't know together. No embarrassment.
Self-direction in the classroom can be useful when teachers have students peer edit. Also, it's a good idea prior to every assignment, that the teacher supplies the students with a checklist and a rubric outlining what they are expected to do in the assignment. Teachers should go over the rubrics and checklists with the students to get their input, and to make sure that everyone knows exactly what is expected. Students will be more likely to do their best on an assignment when they know exactly what is expected and how to do everything.
Self Direction is an opportunity for students to fully understand the criteria needed for any assignment. I know as a student I always wanted the exact assignment in black and white so I knew what I needed to do to get the best possible grade. I feel that it is important to tell students exactly what you expect of them. It also gives you room to add Creativity to the curriculum so students realize that how much they think outside the box is worth credit.
I think that my students can use most of the projects that we have done so far in instructional technology as a way to direct learning themselves. When they create a power point, they will have to follow a given rubric and a checklist as my own form assessment tool, but they will also have to be creative and come up with their specific content to create their PowerPoint. One of the requirements in my rubric will be that the kids think outside the box and incorporate what they have been taught as well as new ideas into their assignments. With the graphic organizers, I would follow the same format, providing a checklist and rubric, but allowing the kids to expand upon the ideas they have previously learned with new ideas. The rubric will make it fairly simple to assess the students’ level of progress in the class, but at the same time, the creative aspects of the projects will allow the students the opportunity to facilitate learning themselves.
I suppose the best way to expect my students to succeed with Self-Direction is to know what I've used that has worked.
From experience, I've found that rubrics and "checklists" of what the teacher expects to work more effectively. They not only equip the student with the knowledge of what the teacher expects on the basic level but they also allow the student to know how they can go beyond what is expected and make the project their own.
Agendas are excellent assets for students when used properly. The correct way to complete an agenda for a class is to jot down the gist of the schedule and not become too tightly drawn around a set time frame that could very well change.
I can use student self-direction to enhance assessment measures in the classroom by making sure students keep themselves accountable. I can do this with agendas, that way students will know that it's their own fault if they don't turn an assignment in on time. I could also use peer editing to one alleviate some of my work, and two to make sure students understand basic skills needed to complete the assignment from more than one angle.
Self-direction can be good for assessment because you can figure out which students need the most direct help. Also, when students are working by themselves you are able to tell which of the students have been listening and understand the content.
Providing students with a rubric for how you will assess an assignment before they begin working on it is a great way to use student self-direction. They will know exactly what you are looking for, what aspects of the assignment you will be grading, and how each section is broken down by point value. Using this method will give students a clear idea of what you are looking for and also give them the freedom to be creative with their assignments.
Blog #5 Student Self-Direction Rubrics and checklists are great for both teachers and students. By using rubrics, the teacher gives themselves guidelines for assessing students. They are able to accurately and fairly assess each student's work. Students also benefit from rubrics. As they are working on their assignment, they are able to refer to the rubric or checklist to make sure their work meets the assignment's criteria. Additionally, they know exactly how their work will be assessed. I would use rubrics in my band classroom as well. In band, students are often required to do pass-offs or playing tests. I would provide my students with a rubric to show what I am listening for in their performance like good tone, accurate rhythm, musical expression, and phrasing. Blog #5 Student Self-Direction Rubrics and checklists are great for both teachers and students. By using rubrics, the teacher gives themselves guidelines for assessing students. They are able to accurately and fairly assess each student's work. Students also benefit from rubrics. As they are working on their assignment, they are able to refer to the rubric or checklist to make sure their work meets the assignment's criteria. Additionally, they know exactly how their work will be assessed. I would use rubrics in my band classroom as well. In band, students are often required to do pass-offs or playing tests. I would provide my students with a rubric to show what I am listening for in their performance like good tone, accurate rhythm, musical expression, and phrasing.
26 comments:
When I think of student self direction I think of check lists and peer editing. I think peer editing is a great tool for teachers. Peer editing saves the teacher time and allows the students to learn from each other and not just the teacher. Peer editing also is a great way for students to be held accountable and they are learning (editing) with a purpose. Check list are another great way for students to keep track of what they are working on. By using check list students know exactly what the teacher is expecting of them. Check list and rubrics can either be created by the teacher or the teacher can have the students help create them, so that the students decide what is important and should be accounted for. Assessment is not just for grades, but it is to see how the teacher and the students are doing with the content.
What I use for student self-directing is their agendas as a checklist. In their agendas I help them breakdown assignments so that they have a clear picture of what they need to do or learn over a period of time. A formative assessment that is often used is continuous feedback and encouragement that is essential for most of my ESE students in order for the students to progress on their own to complete a project sucessfully and on time. Projects then can be peer assessed by using a teacher or student rubric of what was to be learned. Even thought the process used to complete a project may have been different from their own they can then realize that they can learn different ways to reach the same end goal.
Students for the most part will only do what is expected. Using a check list helps students know what the teacher is expecting. I would use a graphic organizer with my students to begin a project and we together would put a plan in place as to how the project will move along. Students can get overwhelmed with all the tasks, but when a check list is used, it breaks down the project into bite-size work so that little by little the bigger job gets done. Assessments are for both teacher and student to a meeting of the minds on the subject matter. Having students working together, bouncing ideas off of one another, helping their peers saves time for everyone and learning how to move forward on a project. I view student self –direction as a wonderful way for students to learn. I as the teacher provide the necessary guidance and step back to allow the students to think and solve the work assignment on their own.
I believe that teachers should always share with their students the checklists or rubrics that they will be graded on. This helps the students to know exactly what is expected of them while they are working on their assignments. They can then direct their learning towards that goal. Another great assessment tool is simply observing children while they are working individually or in small groups. The teacher can then have conferences with the students to let them know in what area they need to direct more attention to. This helps guide the students in the right direction.
It is very important to use self-direction in the classroom. Learning to manage one’s time is a very important life skill for children to learn. Using assessment tools such as rubrics and checklists are great ways or children to manage time and track their progress. All too often, students arrive in middle school and high school not knowing what to do with themselves. They have 8 different teachers who all have different expectations, and it can be completely overwhelming. So, the use of such evaluation tools allows the children to know what is expected. Apart from that, teachers can use these tools for assessment.
I think it’s very important to tell your students what you expect of them before any homework assignment and/or project. A rubric and/or checklist can be provided outlining what is expected and the great thing about this is either teacher or students can create the rubric and checklist together. It’s also a great idea to get the students involved in it as much as possible…not just what you expect them to do for the assignment but allowing them to come up with ideas for what they expect out of themselves. Another great self-directed technique is peer editing…it’s a great way to hold students accountable for their work and like Mark said it’s learning editing but with a purpose.
Using self-directed aids in your classroom is great for everybody. You may have some students that need that constant reminder as to what is due and keeps them on task and they won’t fall behind.
I agree with Mark that assessment is not just tests and grading but to see from teacher and student point of view what worked and what didn’t.
First, I would give oral instructions so that the students may know what is expect of them, have class discussion and feedback to make sure that my students understand the assignment.Then I would give them a homework study guide to aid in their study throught the assigned lesson. This is a great tool to use for 3-6 grades. They know exactly what is expected and when it is due. I would also post it in the classroom that way they are constantly remind to check their study guide for assignments due. Also, with young student, as a teacher you have to constantly ask if there are any questions about the assignment. This will help student to be constantly brainstorming ideas about their assignmet that they could share with their classmates.
Student self-direction is important because it helps students of all levels of capabilities and pre-knowledge of subject matter to accomplish a goal successfully. Students, when given the guidelines via checklists, rubrics, etc., can figure out the methods that work best for them. They can decide what needs the most focus and what they will need to get extra help on.
Involving students in tweaking or creating those checklists will get them engaged in the process and more cooperative in the effort.
This year I started a program called "Recorder Karate" with 4th & 5th grade students. They practice and test for "belts" starting with white belt and making their way up to black belt. This has been a huge motivator for the students. It has generated so much excitement and each student is figuring out exactly what they need to do to pass each piece and earn their belt.
They tutor each other, get their parents to bring them in to school early to test or practice and ask me for help. In just 3 weeks time, the musicality of some of the lowest performers has shot up. They have a better sense of "I can do it".
Each piece has a checklist and I have given dates by which they must begin rehearsing for each level. I only spend 5 minutes of class time once a week reviewing some of the items on accomplishing these goals the rest is up to them. And they are doing it!
What I love is that each student plays for me individually so it is one on one guidance and a terrific assessment for me and them.
In my opinion, self directed learning is a wonderful tool for students. Giving the students a check list (or grading rubric for students in higher grades) gives them the responsibility of making sure that each part of the assignment is completed and that it meets the criteria of which you will be grading it on. As a student, I have found myself at the crucial point of turning a major assignment or paper and never being completely confident that I knew exactly what the teacher was looking for. I cannot tell you how many times I have anxiously anticipated receiving the grade for the assignment and thinking to myself, “I wish I would have known exactly what the teacher wanted from me.” In contradiction to this, I have also had teachers who have given me a rubric at the beginning of each major assignment that listed all of the major concepts he/she would be looking for while grading the assignment. When I turned in these assignments, I was confident in my work and knew what to expect when I received my grade.
In my classroom, I will definitely give my students check lists and rubrics for assignments that have many steps or parts to them. This will allow them to take responsibility for their work and keep them organized and on top of their game.
In a classroom that I've observed, self direction was used to enhance students assessment measures by the teacher giving a daily agenda and the students being respnsible for copying that agenda and working (independently or in groups) to fulfill everything on that agenda by end of class. Students are thus working at their own pace, with a guide, knowing what is expected of them, when it is expected, and to what extent. Students can then collaborate with others using their journals to ensure that they are on the right track and to help them if they encounter any stumbling blocks.
As a teacher, I believe that it is important for assessment measures such as student self-direction to be used in the classroom. When using such measures, teachers promote the responsibility of their students and allow students to evaluate their work before they hand it in. In the case of peer editing, for example, students evaluate each other’s work in hopes of making corrections before it reaches the teacher’s desk. For another example, the use of checklists and rubrics allow students to see exactly what the teacher requires. Again, the use of student self-direction measures is a unique way for teachers to enhance assessment in the classroom. The idea is for teachers and students to have a wonderful classroom learning experience, where all requirements are met.
Having students work in group is a great way to promote self direction in the classroom. If you give each group of students a topic to discuss and certain guidelines for them to follow they will likely get together and form their own thoughts and opinions. If you walk around and listen to what they say you will be surprised by how much they really put into these types of activities. You can also create a syllabus for the students and from this tey can choose to work ahead is they choose wich can also facilitate self-direction.
I think one of the best ways to learn is to teach. I believe students being accountable to themselves, via rubrics and checklists, or others (through cooperative grouping or collaboration) enables accountability and self-improvement greater than any teacher-created assessment.
When I read Student Self-Direction it sounds like a student being self-reliant. In which case, I would assign homework like the blogger, or digital projects that allows the student to be connected and communicating if they NEED to be. But still allowing them independence from the crutch of other classmates. This would allow them to be themselves and do their own thing while if they need help, its there.
When i think of student self direction I think of students working in cooperative groups. Using this method allows students to work together and edit each others work. I also believe that the teacher should share the rubric that the student is being grading on so that that they student will have a better of idea of what the teacher is looking for. I think that self- direction is a great way for the students to learn and obtain teamwork skills. As a teacher I would provide the necessary background information and then let the student figure out the assignment on their on.
When I think of self-direction, I think of about a student being able to learn on their own without any boundries. I think that a rubric is a good tool to use for this so that their creative ideas can be held to the highest standards. Group projects are also a good idea for students so that their ideas can expand and be challenged by their fellow students. A student should not learn only from the teacher, but from themselves and their fellow students.
I think projects such as the graphic organizers and KWL charts are forms of student self-direction. These projects enhance student learning and guide them to assess themselves. Graphic organizers are a great tool for visual learners. They enable students to incorporate new knowledge with what they already know. The KWL chart works in the same way. This chart allows students to use what they already know in order to understand what the are currently learning. This chart also allows the teacher to assess each student’s individual progress. I believe teaching with these types of projects allows students to develop their strengths, assess their own progress, and express creativity.
I would just give them what they needed to know and let them be creative with it. A simple rubric or check list could do. The rubric would have to cover very general topics so it would leave them plenty of space to explore and be creative. There would have to be enough, however, so they don't slack off and turn in a half decent job. But projects like this are fun and they'll probably WANT to be creative with them.
Group projects would be another fun idea so when they present them, they're with a group rather than by themselves and if they don't know how to do something, most likely another student in their group will know. Or they all don't know together. No embarrassment.
Self-direction in the classroom can be useful when teachers have students peer edit. Also, it's a good idea prior to every assignment, that the teacher supplies the students with a checklist and a rubric outlining what they are expected to do in the assignment. Teachers should go over the rubrics and checklists with the students to get their input, and to make sure that everyone knows exactly what is expected. Students will be more likely to do their best on an assignment when they know exactly what is expected and how to do everything.
Self Direction is an opportunity for students to fully understand the criteria needed for any assignment. I know as a student I always wanted the exact assignment in black and white so I knew what I needed to do to get the best possible grade. I feel that it is important to tell students exactly what you expect of them. It also gives you room to add Creativity to the curriculum so students realize that how much they think outside the box is worth credit.
I think that my students can use most of the projects that we have done so far in instructional technology as a way to direct learning themselves. When they create a power point, they will have to follow a given rubric and a checklist as my own form assessment tool, but they will also have to be creative and come up with their specific content to create their PowerPoint. One of the requirements in my rubric will be that the kids think outside the box and incorporate what they have been taught as well as new ideas into their assignments. With the graphic organizers, I would follow the same format, providing a checklist and rubric, but allowing the kids to expand upon the ideas they have previously learned with new ideas. The rubric will make it fairly simple to assess the students’ level of progress in the class, but at the same time, the creative aspects of the projects will allow the students the opportunity to facilitate learning themselves.
I suppose the best way to expect my students to succeed with Self-Direction is to know what I've used that has worked.
From experience, I've found that rubrics and "checklists" of what the teacher expects to work more effectively. They not only equip the student with the knowledge of what the teacher expects on the basic level but they also allow the student to know how they can go beyond what is expected and make the project their own.
Agendas are excellent assets for students when used properly. The correct way to complete an agenda for a class is to jot down the gist of the schedule and not become too tightly drawn around a set time frame that could very well change.
I can use student self-direction to enhance assessment measures in the classroom by making sure students keep themselves accountable. I can do this with agendas, that way students will know that it's their own fault if they don't turn an assignment in on time. I could also use peer editing to one alleviate some of my work, and two to make sure students understand basic skills needed to complete the assignment from more than one angle.
Self-direction can be good for assessment because you can figure out which students need the most direct help. Also, when students are working by themselves you are able to tell which of the students have been listening and understand the content.
Providing students with a rubric for how you will assess an assignment before they begin working on it is a great way to use student self-direction. They will know exactly what you are looking for, what aspects of the assignment you will be grading, and how each section is broken down by point value. Using this method will give students a clear idea of what you are looking for and also give them the freedom to be creative with their assignments.
Blog #5 Student Self-Direction
Rubrics and checklists are great for both teachers and students. By using rubrics, the teacher gives themselves guidelines for assessing students. They are able to accurately and fairly assess each student's work. Students also benefit from rubrics. As they are working on their assignment, they are able to refer to the rubric or checklist to make sure their work meets the assignment's criteria. Additionally, they know exactly how their work will be assessed.
I would use rubrics in my band classroom as well. In band, students are often required to do pass-offs or playing tests. I would provide my students with a rubric to show what I am listening for in their performance like good tone, accurate rhythm, musical expression, and phrasing.
Blog #5 Student Self-Direction
Rubrics and checklists are great for both teachers and students. By using rubrics, the teacher gives themselves guidelines for assessing students. They are able to accurately and fairly assess each student's work. Students also benefit from rubrics. As they are working on their assignment, they are able to refer to the rubric or checklist to make sure their work meets the assignment's criteria. Additionally, they know exactly how their work will be assessed.
I would use rubrics in my band classroom as well. In band, students are often required to do pass-offs or playing tests. I would provide my students with a rubric to show what I am listening for in their performance like good tone, accurate rhythm, musical expression, and phrasing.
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