Meg and I recently went back to our teaching jobs after a semester writing sabbatical. I took over two sections of a junior-level inclusion course and three sections of an honors sophomore course. After spending months pouring over former students’ work, I am seeing a key difference between those who worked with the ILP and my current students.The abilities to articulate learning, accurately assess work, and set realistic and challenging goals for improvement are hallmarks of student experiences when they use the ILP as a tool to guide their learning. Unfortunately, I am not yet seeing these qualities in my current students.
Because the ILP system is grounded by the close-reading of standards and unit/course objectives, students gain intimate familiarity with the requirements of the unit/course, and they have a hand in developing ways to express mastery of those requirements. They consistently compare their work to the requirements and articulate how and why their work matches, falls short of, or exceeds the standards. This often happens in teacher conferences, but the ILP also builds in points to reflect on progress after each round of practice with a skill. That means students are not only comparing their work to professional models or exemplary work but they’re also comparing their second attempts to their own first attempts and pinpointing elements that have improved and why. They are also recognizing aspects that remain stagnant and setting new goals for further growth.
Here are a couple of examples from my current students when they were asked to consider how they made progress toward goals they set at the beginning of the school year.
While there are elements of specificity, most vaguely reference some improvement without articulating what aspects of the broader skills needed improvement and, more importantly, what they see that’s different from their initial attempts.
In prior years, students were asked to reflect on their progress after each attempt at a skill. The example below from one of last year’s sophomores not only shows a deeper understanding of the skills’ elements, but it also shows how his second attempts were better than previous tries. And, this student clearly articulates where he can still improve.
Standard reflection from previous student after two rounds of skill practice
Continual self-assessment leads to a strong self-awareness that other students might not have. As a result, providing students with tools to help them assess and opportunities for deliberate practice has gained increasing importance in my classroom. I’m getting more and more excited to jump into that aspect of teaching. I took the first step in the process last week with my new groups of sophomores. They used their initial reflections to set goals for themselves going forward. Then, we put those goals to use immediately.
In small groups, students examined the standards for our next unit, and they selected those that echoed the goals they established. They will be their focus standards for the unit–the ones that they target with specific activities, receive the most feedback on, and reflect on throughout the course of the unit. Next, they performed close reads of the standards, using the model that Meg designed last year*. Already, they began to see intricacies of the skills that they identified as areas for growth, and they are fine-tuning the goals that they established.
Close-read of CCSS.ELA-LITERACY.L.9-10.5 by sophomore students
I’m excited to see what practice with reflection and self-assessment will yield, and I’m even more excited to help the students through the process. If these classes are anything like those that previously used the ILP and its accompanying tools, these students will walk away with the ability to thoughtfully and accurately assess their work and to hold themselves accountable for the goals they set.
“AASL 4.1.3 Standard Close-Read Activity Model” created by Meg Donhauser and previously published in School Library Monthly (Volume 31, No. 4, pages 8-11).