Last Wednesday, the Lindbergh Learning Team met to plan for a strong feedback loop of curriculum, instruction, and assessment. This team's role will be to develop a path to ensure that Lindbergh's grading practices match its curriculum. It's a thorny task, one that begins with philosophical discussions about the purpose of grading....
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Swap Talk: Share a grading scenario with your partner and get their input on solving the problem.
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Swap Talk: Switch scenarios and find a new partner for a new perspective.
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And, continues with creative problem solving.
The Problem: Cell Phone Distractions During Meetings
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| Working Collaboratively to Solve the Problem |
The Solutions:
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| Place your phone inside the provided doors, and when appropriate, the "garage doors" open to provide access to your device. |
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| Jam the access with this lovely pet. |
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| Use your device at the wrong time, and an explosion of hot coffee, whipped cream, or confetti may send a reminder to everyone that to stay off their phones. |
The Presentations:
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| Sell your idea to the audience...which will be the best? |
Like the above problem-solving activity, the Lindbergh Learning Team knows that grading practices are not a "one-solution" task. It's up to us to determine what Lindbergh needs and how to support it. As the year progresses, we'll continue our study of
Charting a Course to Standards-Based Grading and work in small groups to further our knowledge:
- Professional Development - What does this team need and how does it further the learning at the building level?
- Research - What does the research say about these practices? Nationally and locally, where has it worked well and where has it failed? How do we learn from the work of others?
- Stakeholders - What's the input from parents and students? How do we coordinate with student information systems to ensure success?
- Current Grading Practices - Where are we currently as a district and what do teachers need to be supported in any changes that may arise?
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