{"id":967,"date":"2016-04-17T14:04:15","date_gmt":"2016-04-17T18:04:15","guid":{"rendered":"https:\/\/wordpress.clarku.edu\/mat16-nporcella\/?page_id=967"},"modified":"2016-05-04T22:28:10","modified_gmt":"2016-05-05T02:28:10","slug":"student-work-samples","status":"publish","type":"page","link":"https:\/\/wordpress.clarku.edu\/mat16-nporcella\/student-work-samples\/","title":{"rendered":"Student Work Samples"},"content":{"rendered":"

For this unit, there were five\u00a0means that students could use to demonstrate learning: bluebook journals, SAT writing, structured in-class conversations, weekly performances, and the final unit essay.<\/p>\n

(1) Bluebook Samples<\/h1>\n

Students were tasked with keeping bluebook journals that contained answers to in-class questions as well as character charts. They had 3-4 assignments per week in the journals, which were collected on a random day each week an assessed for a reading comprehension\/quiz grade. See some samples below:<\/p>\n

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From an L1 ELL<\/p><\/div>\n

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Insightful Work Became the Norm for Several Students<\/p><\/div>\n

(2) SAT Writing<\/h1>\n

For a couple student samples, see the Evidence<\/a>\u00a0portion\u00a0of the Growth in Student Learning Section, all the way at the bottom.<\/p>\n

(3) Structured In-Class Conversations<\/h1>\n

One formative assessment strategy involved putting students into heterogeneous groups of 3-4, giving them a key passage to close-read, allowing them time to brainstorm\/write down ideas, and then having them share out. I call this process “First Responder,” since all the other groups could be called on to offer a first response to the commentary of the starting group. We then proceed to other groups. See a clip of this below:<\/p>\n