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dGR
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14 thoughts on “dGR”
I am using Mike’s version (thank you, Mike!), but I changed the headings from “Pay Attention” to “Listening” and “Contribute” to “Responding”, mostly because in Oregon we are not supposed to grade on what looks like behavior, but rather on skills (Maybe it is even illegal, not sure!). I have never had a problem with the other wording in that I have never been called out on it as being a behavioral assessment. But I feel these two headings make it concrete and skills-based to a parent or administrator who might be looking at it in my course guidelines.
Susan. I was told by my department chair that he was called on having to grade on behavior — mainly negative. It was a parent who cited an ED CODE. So my dept chair just changed his grade. My dept grades with negative points according to a lack of participation. However, I grade according to what I see — positive. These are skills that facilitate communication. I’m glad you brought this up.
I am currently using an adapted version of Katharin’s. I teach Middle School. So kids need to see what exactly that means. So far, So GOOD!
I did something similar this year with my syllabus this year. There are two things I need to see from the kids: looking and listening (in order to understand). They either understand or do not. If they understand I am looking for a response. If not, I am looking for a request (for clarification).
So it’s “Look and Listen. Respond or Request.”
L and L are the necessary channels for input.
R or R are the necessary means of maintaining the interactive mode and keeping it comprehensible.
R or R, following in the TPRS tradition are verbal or nonverbal, according to the ability of the student and the need of the moment.
I like the L and L plus R and R. Something I may try and tweak for later.
The reason I put R or R is that the student does either one or the other
thanks for clarifying
Yeah technically after the house bill it’s illegal but these rubrics are very strongly aligned to the interpersonal standard for novice learners.
“these rubrics are very strongly aligned to the interpersonal standard for novice learners.”
I very much agree.
Also Nathaniel your justification and wording is perfect (in my opinion).
I like the way this format (dGR/mGR) lays things out in a sequential way according to what is determined to be necessary for intake of CI.
In both versions the key is to engage the eye and ear channels (Look and Listen) and eliminate distractions and communicative “noise.” Listing the types of distraction/noise (e.g., no side-talking) in the rubric like this is helpful to me as well as the students.
I really like this but I would like some further explanation about converting it into a score.
1. Does a person get a point for each of the first 6 (first column)?
2. A person can only get a point for 7 if 1-6 are are also earned. Is this true?
3. Are 7, 8, and 9 interchangeable for earning a 7th point, or must they be earned in that order as 7th, 8th, and 9th?
4. As you can see I am partly remembering an explanation in another article and partly guessing and asking.
Thank you.
This from the post jGR Twist:
a. Students earn 7 points for consistently exhibiting all the communication-supporting behaviors in the first column (“Pay Attention”).
b. Students earn a 8 for exhibiting all the first-column behaviors plus #1-3 in the second column (“Contribute”).
c. Student earn an A (9 or 10) for exhibiting all the behaviors in both columns.
What does the student earn if not “consistently exhibiting all the communication-supporting behaviors in the first column “? I.e, if consistently exhibiting 4 of them, or 6?
Hi Nathaniel,
Did you answer your own questions with the post on jGR twist? Honestly, we have so many acronyms flying around here I get a bit confused when trying to implement all these awesome ideas into the classroom.
Thanks for all the help.
Jeff
Hey Jeff I’ll just jump in here with my own two cents. Tina very recently wrote a new version of jGR that I find quite useful and elegant in its simplicity (but it won’t be available for a few months at least). So now there will be yet another one. And there’s Mike’s which rocks. I do hope that Nathaniel got his answer on that as well. I agree, too many acronyms over so many years. But without them I think the strategy might possibly have been forgotten.
Except for this:
What does the student earn if not “consistently exhibiting all the communication-supporting behaviors in the first column “? I.e, if consistently exhibiting 4 of them, or 6?
Thank you.