John sends us a student comment template with pre-fab options to be cut and pasted into the student comment. James take note as we may want to add this into our templates hard link:
Ben,
I was hoping that the members of the PLC could take a look at a comment template I’ve created. A few times a year at my school, teachers are required to write short comments for each student. In the past, my comments have been more personal paragraphs and have come off as too much about conduct/behavior, because often when I had negative things to say about the student, it was with regard to their violation of jGR criteria. This has created some confusion, especially with colleagues who, as advisors to these students, are sometimes in a position where they have to explain this to parents. My admin has suggested that I root my comments in the standards, so there is no misunderstanding in the future. My goal is to have a short explanation of the 3 modalities, and then 1 or 2 sentences describing how the student is doing in each. If I can develop a standard template, then I can easily cut and paste the information, and be as clear and concise as possible. I just want to make sure that this model makes sense, to parents and to those who know CI. Any comments or suggestions would be appreciated. Note: I may not always include the presentational category in every students’ comment. Also, it should go without saying that if any of you on the PLC finds this useful, please feel free to use and/or adapt it.
LATIN
National standards now frame language learning in terms of three communication modalities. They are as follows, along with the associated skills and means of assessment:
Interpretive
*comprehension
*traditional tests, quizzes, gestures in class
Interpersonal
*negotiating meaning in Latin with teacher and classmates during class
*contributing to classroom culture that promotes language learning.
*Interpersonal Communication Rubric, informal assessment of student interactions when using the language.
Presentational
*spontaneous production of complex language, spoken or written.
*not required during first years of study, but acknowledged in the Advanced category of Interpersonal rubric when applicable.
Billy Smith: Grade B+
- Interpretive: meeting expectations based on quiz and test scores and demonstrations of comprehension in class
- Interpersonal: Questions and comments in class are generally helpful. Tendency to blurt out in English disrupts the Latin discussion occasionally.
- Presentational: recent contributions of 3-4 word sentences to class discussion shows progress in this advanced area.
Individual responses, 3 levels for the main two, and one for presentational, if applicable (only a few students in each class will even have this).
Interpretive: Exceeding expectations as demonstrated by high quiz/test scores, accelerated progress in reading and spoken comprehension.
Interpretive: Meeting expectations based on quiz and test scores and in-class demonstrations of comprehension.
Interpretive: Below expectations based on test/quiz scores and in-class demonstrations of comprehension.
Interpersonal: Exceeding expectations. Interactions with classmates and with Mr. Piazza are always supportive and helpful for the learning of Latin and linguistic/cultural information.
Interpersonal: Meeting expectations. Interactions with classmates are positive and supportive. Rarely interrupts classroom discussion. Questions and comments are generally helpful for the learning of Latin and linguistic/cultural information.
Interpersonal: Below expectations. Tendency to speak out of turn and in English disrupts the language learning process. Communication with classmates is often unproductive and unhelpful.
Presentational: Exceeding expectations. Recent contributions of 3-4 word sentences to class discussion shows progress in this advanced area. Able to initiate spoken and written communication in correct and comprehensible Latin. Able to respond to spoken and written Latin messages using correct forms.