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Power Point on Interpersonal Communication Skills Rubric – ICSR (formerly jGR)
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9 thoughts on “Power Point on Interpersonal Communication Skills Rubric – ICSR (formerly jGR)”
Ben,
Did I overlook the place where members made comments on your pp? I am dying to see how it is turning out! I had a great experience in my classes today when I gave them an exit slip that had them grade themselves on the jGR rubric. We first discussed each of the points and I explained, again, how I would be assessing this on a weekly basis. I gave them the exit slip at the beginning of class and in my most advanced class the hands were going up all over the place to add “interesting/cute/funny/fun” details to the PQA! The participation was amazing! No more sitting like zombies in that class!
I think an analogy at the beginning of the pp like the “simmering soup” one is a good way to set up why “behaviors” are better to use for assessment than “outcomes” while students are still acquiring and all acquire at different paces. – Louisa
Is there a copy of an exit slip anywhere? Which exit slip did you use? Also, I have printed out the interpersonal skills rubric from Ben’s original post, but I was wondering if there is a typed-up one anywhere with a grid? I’m having two very big classes of French 1 this year (which I haven’t had for a few years) and want to switch over to doing participation this way. Thanks for directing me to the right place. The posters on the resource page are a little different, I think, than this rubric.
…“behaviors” are better to use for assessment than “outcomes” while students are still acquiring and all acquire at different paces….
Yes. If outcomes require thousands of hours to show up, as in real life when kids don’t gain command of the language until well after five years, and those are 24/7 exposure years to the language, then the language teacher of the future will respect this fact and ask for “outcomes” less and less, and only when the time is ripe (end of level 2 at the very very earliest). The language classrooms of the 21st century will look at behaviors for the multiple reasons we have already established here in connection with our jGR rubric. If the reader is new to this most important topic, go click on the jGR category and read around in there a bit. Louisa your experience with those kids who suddenly perked up with cute answers when their grade became connected to it is a perfect example to illustrate the direction in which this is all moving.
I’ve been using the acronym ICSR: Interpersonal Communication Skills Rubric. Isn’t that what Grant Boulanger and others call it?
Maybe to consider: I’m finding it very informative when a student gives themselves a different score on the jGR than what I would give them. When this happens, the student and I have a wonderfully insightful conversation about what we both observe happening with their interpersonal communication skills in the class. I have students who are so reactive to their peers, in a disruptive way, and they don’t realize it or they deny it. In these one-on-one conversations I can help the student reflect upon strategies they can use in class to improve their interpersonal skills; just like how a reading teacher helps struggling students with personalized strategies to read better, or a math teacher helps struggling students with personalized strategies to computate better.
And I think this is partly why my administration loves jGR and my basing 60% of students’ grades on it… because it is a strong scaffolding (if I may use that term for the sake of admin-talk) system to help students better participate (‘participate’ is often my handicap term to use when I don’t feel the need to go in-depth about what ‘interpersonal communication skills’ means… perhaps not a good thing). In my school environment, admin loves to see a whole class of students quietly listening to the speaker (West Side of Chicago).
I just drafted a parent letter about Ben and Tina’s latest Communication Rubric which I will be using this year:
https://docs.google.com/document/d/1Bq1CRoacwPfMM79D6zjaWEqGBnIbzwJY-49WG7uF4oo/edit?usp=sharing
Please let me know what you think. I plan to send it home in the next few days.
I like your take, Greg, on how assessing a students interpersonal communication skills is married with how a student is helping to arrange the conditions in class to promote L2 use. The term “arranging conditions” is one I remember was used a lot in my Master in Education program 15 years ago to capture what a teacher does to promote learning.
Feel free to steal if you like something in there.
Upon consulation with a colleague am going to probably revise a good part of this letter. Althougth it’s all true, telling parents that grades in language classrooms are basically arbitrary can open up a whole can of worms and grade grubbing later on.
Your point is important. Let us know when you have it revised.