I have found that completed rubrics or long checklists can be overwhelming when presented to students to use as a guide or an assessment for learning. Also it removes much of the learner agency opportunity. I would rather support voice, choice and ownership to construct understanding by using their surface learning to co-create success criteria. To ensure we started with the learner, I thought I would use their familiar terminology by posing two consecutive questions:
We began with remembering the first feature and asking, 'What does a good procedural text title look like?' Students quickly recalled that it needed to begin with How To... Then we asked, 'What would make a How To title better?' We thought for while and decided on punctuation which drew in their prior knowledge from other texts. We ruled up a table in our learning journals to copy our agreed success criteria down and then moved through each feature repeating this process. Each time students build on the ideas of their classmates and continued to draw on their prior knowledge such as types of sentences, parts of speech and so on.
To continue deep learning we then used our completed Good-Better Checklist to assess our earlier written procedure from surface learning. We gave each Good-Better success criteria a point or score. We used the columns like a continuum to indicate our level of achievement. We circled the criteria we missed to indicate our targets for growth.
Students were now ready to transfer their learning by applying what they had learned and by using their co-created Good-Better Checklist to write procedures during our unit of inquiry.
Hi, I am Natasha Hutchins an international teacher collaborating, exploring and sharing ideas with others, like myself from around the world, for our collective professional development and enjoyment of learning and teaching.