GT Independent Studies: An ELA Elective by Deborah Morgan

GT Independent Studies: An ELA Elective 

Guest post by Deborah Morgan

Gifted and Talented Independent Study (GTIS) is an language arts enhancement class available for any qualified GT student to take. The purpose of this course is to provide a constructive, challenging environment in which to maximize the potential of high-achieving youth to learn as much and as fast as they can among peers of similar abilities on topics that interest them—engaging with a broad spectrum of resources locally and electronically. Think of it as a “My First Dissertation” or an MFA, Jr., intended to mirror at an age-appropriate level the rigorous self-directed coursework of graduate studies. The teacher is a facilitator; the students direct and drive their own learning with guidance from their educator and their peers. Students design a self-determined project or product with the goals of developing a knowledge base that is both broad and deep and cultivating skills that are socially and emotionally rewarding, but also have real-word global applications.

One component of the class is blogging about their progress on a biweekly basis or more if they desire.  These are just a few examples of the type of projects and work we see on a daily basis in the four GTIS classes we offer.

http://jaddrh.blogspot.com/2015/10/my-progress-this-week-august-in-august.html

http://myblogneedleandthread.blogspot.com/2015/10/i-just-started-doing-embroidery-about.html

http://spacechung.blogspot.com/2015/10/year-in-gtis-i-have-been-researching.html

http://hgcowdogs.blogspot.com/

Grading for Mastery

What’s the purpose of grades?

Take a minute and think about what is a grade supposed to be?

Should a grade measure learning or effort? Should a grade be partially based on student behavior, or should it be a pure reflection on student progress towards a goal?  Should grades be used as punishment and reward? 

What do you think? 

This year at CMS, a group of teachers are addressing these questions and challenging convention by implementing small but powerful changes.  They are Grading for Mastery.  

What is Grading for Mastery? 

Grading for Mastery is a grading philosophy that believes grades are a form of feedback on student progress and as such, should be primarily, if not solely, based on student’s progress towards subject mastery of district objectives.  

Grading for Mastery recognizes that not all students learn in the same way or at the same pace. 

​Expectations

Teachers who choose to implement this grading policy must agree to the following.

• Grades are first, and foremost, a feedback tool for students and their parents. They should not be used as a means of reward or punishment. ​
• All grades will be directly tied to grade-level standards.
• Students will have the ability to reassess on all major grades to demonstrate mastery. Before reassessing, students will need to talk to their teacher to show they are ready to reassess. Reassessments do not have to be in the same format as original grade.
• Students will be held responsible for work through professionalism grades and/or 5 Phase system.  Points will not be deducted from individual assignments turned in late.
• Missing work may receive a zero, but it should be communicated as a lack of evidence of learning, not as a punishment.  
• Understanding that formative assessments are benchmarks on the way to mastery, homework should have a significantly less impact, if any, than summative assignments, such as tests and projects, on students' overall grade. 

So what does all this mean? 

It means that we are striving to provide you and your student with honest feedback based on their knowledge and skills.  It means that students that take longer to learn, have grades that still reflect that learning.  It means we hold students accountable for being self-regulated learners but don’t let behavior being the main driver of their grades.  It means that even if a student doesn't get something the first time, we expect them to keep trying and their grade will reflect that success (if it's on the second try).  

Ultimately, it means...Grading for Mastery places value on the learning instead of the grade.