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Report from the Field – Karen Olson
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5 thoughts on “Report from the Field – Karen Olson”
I suggest that you make it clear to the D and F jGR kids that the minute that they change, the old grades evaporate and the new grade is the only grade.
But, Ben, that change has to be demonstrated on a consistent basis, right? You don’t give an A on jGR to a kid that only demonstrated A-like interpersonal communication skills on the last week before grades are due, right, while the other weeks they were demonstrating, F, D, or C skills?
I only made the transition to CI/TPRS halfway through this year, so I did not adopt jGR (as well as several other big pieces) since I didn’t want to completely pull the rug out from under my kids with such a drastic change of course. I did plenty of stories, Movie Talk, lots of Look and Discuss, and most recently vPQA (which has been a HUGE success!). I will definitely be looking for sustained demonstrations of A-like interpersonal communication when I start out of the gate with jGR next year. Once a student has sustained the new communication habits, I would replace their grade for the year with the most recent grade.
Good point, Sean. I think your test question reveals the exception. My thought is that in that extreme case I would be glad to reward the change by somewhat improving the overall jGR. I would also tend to reward what I perceive to be a sincere and genuine conversion much more than a sicky sweet attempt at point grabbing.
Earlier in the year, if a student moves from F-grade skills to A-grade skills for a week and then reverts to F-grade skills the following week that the grade change follows him. I.e., the student is back to an F. I am not speaking from experience here…just thinking out loud with you and looking forward to comments of others.
I’ve tried numerous times to implement jGR in various forms (teacher or student assessed and with different types of rubrics). Every time I fail, because I can’t honestly keep track of every students’ behavior on 5 different categories. It feels subjective. And there are students that are acquiring at fast rates and that are not disruptive, but wouldn’t do well on jGR for various reasons (e.g. shy, high affective filters). When it’s student-assessed, then I often forget to leave the class time to fill it out or I don’t like the time it takes to pass out the rubrics and pencils and fill them out.
At the same time, it’s very true that a few kids that don’t follow jGR can poison the CI and community for everyone. I like what Laurie had said a short while back, that jGR may be so powerful, not because we’re grading them, but because the expectations are so clear and constant. When we’ve made the interpersonal communication expectations clear and a few students don’t meet the expectations, then maybe some private meetings and individualized solutions with those students are all it takes.