My PIP was on Project Based Learning and Assessment. I created a variety of
projects for my classes: roughly 40 for Humanities, 25 for Foods, and 1 summative project for Dance Choreography. The projects I crated are online shared with my colleagues in a google drive, and are also posted online on Google Classroom. I also created hardcopy booklets that contain all projects and rubrics. Assessment Tool Reflection: Rubrics: There were separate rubrics for each category (Reading & Writing, Listening & Speaking, Viewing & Representing) as well as for Novel Study Social Studies, and Renaissance Social Studies. The rubrics were helpful to mark because they assessed a variety of outcomes for both ELA and SS, and also gave the students a clear visual with where they were at. I would change all of the rubrics in the future to better align them with what I see as I mark. I would omit two categories from the R&W ELA rubric and instead include a category for outcome 4.2 attend to conventions that would be weighted twice as much to better assess the students writing skills and use of proper grammar and spelling. Anecdotal notes (and conferencing): I created a chart with each students name in it that I would use every Wednesday for our weekly conference. In this assessment I would check for how their project is going, what they have completed/have left to do, any concerns, and I would usually leave a * if I need to conference with them again the next day for any reason (i.e. lack of work, behind, confusion, etc). These also proved very successful when informing parents of their childs behaviour and progress in class. Google Classroom also allowed me to view student work in real time whenever necessary to check for ongoing work and formative assessment. Google Classroom Doc Comments: I highlighted every assignment on Google Doc for spelling mistakes, grammar errors (if assessing for R&W), as well as for general comments and questions, or to prompt for deeper thinking. I would leave a paragraph comment in purple at the bottom of every Google assignment to provide students with a comprehensive comment on their assignment, suggestions to edit or fix, and I would always leave at least 1 positive comment about their project or assignment. Student Project Reflection: I handed out a reflection questionnaire on project for students to fill out to provide me with information about how they liked PBL and what their overall thoughts were. I asked students to reflect on the different categories and where they felt their strengths were, on how working with groups was versus working independently, whether they looked at my teacher comments and resubmitted or not, what project they were proudest of and why, overall thoughts on using Google Classroom, as well as to set 1 goal moving forward for the rest of the year. These reflections provided me with feedback on how students interacted with Google Classroom, as well as
with PBL. If I were to continue teaching, I would change my next unit by
every student self assess their first project and to make a checklist of their goals for a project. I would also ensure that every student work in a group (I tried to with this class but 2 students worked alone on every project, which was a good choice for them at the beginning of the year). If I were to teach these units again with PBL, I would NOT mark the first project and would instead use it to workshop PBL and have students observe their classmates in a gallery walk and leave two stars and a wish. I would also have student self assess their own project on a rubric so they can understand both their learning process and the summative assessment tool at the beginning of the year and with the first project so they had a solid understanding of what was required before doing more projects. I presented my PIP at the PSIII Symposium and talked greatly about the main observations I observed: high motivation and engagement with the students, the benefits of student choice in relation to motivation and engagement, how projects worked well for my students with ISPs and the life skills students learned and gained experience with (problem solving, collaboration, decision making, time management, etc).