Creating rubrics with students

In 2012, representatives from the International Baccalaureate evaluated our Primary Years Program. Among the 52 recommendations that came from that report was the following:

"The school provides further opportunities for students to participate in the assessment of their work, help develop assessment tools, and reflect on the assessment of their work. The school continues to support students in documenting peer/self-assessment activities to enable them to reflect on these over a period of time."

When our school’s staff had a chance to reflect on the recommendations contained in the report, one staff member commented: “I know we can create a rubric with the students, but I struggle with the ‘how’.”

Assessment in the classroom will include, among other things, developing clear rubrics, (Making the PYP Happen, p. 45). In that document, a rubric is defined as, "an established set of criteria for rating students in all areas. The descriptors tell the assessor what characteristics or signs to look for in students' work and then how to rate that work on a predetermined scale. Rubrics can be developed by students as well as by teachers," (p. 49). 

Developing a rubric with students is important because they deserve to know the criteria on which their behavior, creations, performance, and thinking will be judged. When students have a hand in creating rubrics together with their teacher, they have a better understanding of what is expected of them and they also feel included.

One third grade teacher recently created a rubric with her students, outlining the expectations that they have for each other during "work time".

To begin, the teacher asked students to give her examples of "work time" that they had already experienced in third grade. Responses given included:

• Morning work
• Personal histories (unit of inquiry)
• Grit reading (independent work time)
• Portfolios

Next, the teacher set the purpose and explained what a rubric was with the following slides: 

To help guide their rubric creation, the teacher gave the students the criteria (focus & commitment, independent work/reading, small/guided reading group) and the predetermined scale (zones 1, 3, & 5). 

To create the descriptors for each zone, the teacher first asked students to identify exemplar behaviors for each category (Zone 5). Students were instructed to turn and talk with a neighbor to discuss ideas before sharing with the whole class.

Once students had collectively identified the behaviors that were favorable, students worked together to fill in descriptors for Zone 1, the behaviors to avoid. Again, students were invited to talk with a neighbor before a whole-class discussion ensued.

Finally students collaboratively thought about the kinds of behavior that one would exhibit to be in Zone 3.

Next, the teacher showed pictures of the students that she had previously taken during work time and asked the kids to place the students in the pictures in a particular zone, according to the criteria that they had just discussed. This practice allowed the teacher to formatively assess the students' understanding of the descriptors they had just created and would eventually be judged against.

Rubrics are important assessment tools and involving students in the creation of rubrics helps them better understand what is expected of them. After reading about how one third grade teacher created a rubric with her students, how could you or have you created a rubric with your students in your classroom?

Circle of Viewpoints

During the first several weeks of school, students and teachers must "spell out expectations, articulate rules, and establish predictable structures," say the authors of The First Six Weeks of School. Denton and Kriete go on to explain that students are able to participate, focus, ask thoughtful questions, cooperate and collaborate when they know what is expected of them.

Arguably one of the most important expectations to lay out during the first few weeks of school is how students in your classroom will be expected to THINK. They'll be expected to participate, to engage, and to dig deeply into life's big ideas, called key and related concepts in the Primary Years Program (PYP).

Therefore, during the first six weeks, in addition to knowing how to care for materials, to fill out their agendas, and to walk in line, students should also be introduced to the thinking routines that they'll use throughout the year.

One sixth grade teacher has been using various thinking routines since day one as a way to not only introduce her students to the expectations and routines of sixth grade, but also to introduce the particular thinking routines they'll use during the year. In this post, I'll explain how she used the visible thinking routine Circle of Viewpoints (from Making Thinking Visible by Ritchhart, Church, and Morrison) to help her students investigate not only how to walk in line in the hallway, but also why they should walk that way.

First, to introduce the concept of perspective, the teacher invited her students to sit in a circle and take note of what they were able to see. Then, she had the students sit in a different spot and take note of how their viewpoint had changed. As a class, they discussed that when you have a different vantage point, you see things differently and your perspective changes.

Then, as a class, the students identified the different perspectives that could be present in or affected by them walking down the hall in line.

Their original list included:

• 6th graders
• teachers
• kindergartners
• friends
• Mr. Riley/Mr. Bretoi (the building principals)
• other classes
• lunch ladies
• specialist teachers

Then, students choose one of those perspectives to explore further, using the following prompt as a starting place:

"I think ... [describe the topic from your viewpoint. Be an actor - take on the character of your viewpoint]. Because ... [explain your reasoning]"

To begin, the teacher modeled taking on the perspective of a kindergartner seeing a group of sixth graders walking in line. Then, students worked in small groups to investigate the other viewpoints present. Students took turns sharing their newly adopted perspectives with the rest of the class.

Some groups decided to tackle the prompt: "A question/concern I have from this viewpoint is ...," but not all groups did.

The next day, students wanted to further investigate the perspectives of:

• substitutes
• WIN teachers
• parents
• visitors
• janitors
• secretaries
• nurses
• cameras

Here are some students' thoughts that they shared:

“We’re looking at line basics from the viewpoint of the cameras and we think it is going to be Miss Linda watching the cameras. There are cameras everywhere so even if you think you’re hidden and not being in line, you’re still being watched and you could still get in trouble.”

“We’re looking at line basics from the viewpoint of other sixth graders and I think that if the sixth graders are watching the other sixth graders and the line is straight and no one is talking, they can do the same thing.”

“We’re looking at line basics from the viewpoint of friends. If I see one of my friend talking in the hallway, I would want to talk to them, because they’re my friend and I would want to talk to them. The question I have is, ‘Will I get in trouble for talking to them?’”

“We’re looking at line basics from the viewpoint of the custodians. One concern I have is that if kids aren’t in a straight line, they could end up bumping over our cleaning supplies.”

The teacher plans to continually remind her students of the understandings constructed during this thinking routine. Since this lesson that spanned two days, the teacher noted that the students have added the perspective of "art on the wall" to their list.

After reading about how this sixth grade teacher used Circle of Viewpoints within the first few days of school, how could you use visible thinking routines to expose your students to the kinds of THINKING they'll be expected to do throughout the year?

The Explanation Game

During the first few weeks of school, it is important to spell out essential expectations, rules, and predictable structures with students so that they are able to fully participate and engage in learning (The First Six Weeks of School by Denton and Kriete).

To help her students inquire into how to safely use two different kinds of stability balls in her Special Education Setting III classroom, one teacher used the visible thinking routine The Explanation Game (from Making Thinking Visible by Ritchhart, Church, and Morrison). 

Note: Special Education Setting III includes students who spend more than 60% of their day outside of the general classroom. This teacher works with students in kindergarten through third grade who have emotional and behavioral disorders (EBD).

 

During The Explanation Game thinking routine, students were asked to take a close look at the two types of stability balls (pictured above) that they were trying to understand and then:

1. Name it. Name a feature or aspect of the object that you notice.
2. Explain it. What could it be? What role or function might it serve? Why might it be there?
3. Give reasons. What makes you say that? Or why do you think it happened that way?
4. Generate alternatives. What else could it be? And what makes you say that?

The teacher said that the routine worked "SO WELL!" She went on to explain that the ideas the students generated were much higher-level than they have done in the past. Their ideas included "using it for floating in a lake because I can’t swim" and "squeezing it when I’m really upset."

The teacher decided to allow her students to verbally respond instead of having them write anything down, which allowed students to freely share ideas throughout the activity. Then, on their own, the students decided to reach an essential agreement about the stability balls after they had gone through the thinking routine because they had decided the stability balls could be dangerous to themselves or others if used incorrectly.

The teacher also led the students through a similar process to introduce the squeeze machine (pictured below).

Although the teacher already had a rule sheet printed up (pictured below), she gave students the opportunity to independently come up with the rules before she showed it to them.

Allowing students to create the rules themselves gives them a sense of ownership, which may increase the likelihood that they'll follow them in the future.

After reading about how this teacher used the visible thinking routine The Explanation Game with her students in Special Education Setting III, how could you use this thinking routine with your students to look closely at materials they'll be using throughout the year?

Got Grit? Writing a conceptual statement with 4th graders

In her TED Talk, Angela Lee Duckworth describes grit as:

• passion and perseverance for very long-term goals.
• having stamina.
• sticking with your future, day in, day out not just for the week, not just for the month, but for years and working really hard to make that future a reality.
• and living life like its a marathon, not a sprint.

As I was planning a learning engagement where students would be able to construct a conceptual understanding of grit, I originally had thought of reading them a picture book in which the main character perseveres in the face of adversity and eventually achieves a formidable goal.

But instead, I planned for students to play a counting game* so relatively difficult that it would be impossible for them to succeed. I imagined that this experience would allow students to demonstrate the necessary soft skills to succeed at any challenging task; in other words, I wanted students to show grit.

To add another dimension to the learning activity, I split the kids into two groups and led the game in completely different ways. With the second group of kids out in the hallway, I quickly introduced the game to the first group of kids, did not let them ask questions about the instructions, and showed great impatience whenever anyone made a mistake. As we played the game, students grew agitated and nervous and their performance reflected that. After five minutes, they hadn't been able to count past 17. Visibly frustrated, I told them we would have to give up because it was time for the second group to go.

When the second group returned to the classroom, I completely changed the way I acted and spoke. Adopting a growth mindset perspective (Carol Dweck), I clearly explained the instructions, asked them if there were any questions before starting, and showed great patience when the students made mistakes. I continually reminded them that the game was difficult and we might not reach our goal today, but we must work hard, remain focused and work together to see how far we could get. Every time a student messed up, we'd analyze what happened and make sure everyone understood the error so we could learn from the mistake. Within minutes, the kids exceeded the first group, reaching 22 before we had to stop.

To continue our investigation of grit, I had the class answer three questions using the visible thinking routine Chalk Talk (from Making Thinking Visible by Ritchhart, Church, and Morrison).

After students had the opportunity to discuss on paper, we synthesized their responses together by examining what everyone had written.

To provide students with one more concrete example of grit, I read Shel Silverstein's The Little Blue Engine (Where the Sidewalk Ends, p. 158), a poem that teaches the idea that when taking on a challenging goal, one must do more than just THINK you can.

Finally, I asked the students to consider the game, the responses to the Chalk Talk questions, and the poem as they came up with a single statement summarizing what they should do when they face a challenging goal. 

Each color represents an additional idea students wanted to add to the statement, which started with "Keep on trying". After students were done collectively editing and revising their statement, we tested to see if it was Timeless, Abstract, Universal, and Transferrable.

After reading about how students in fourth grade wrote a conceptual statement, synthesizing what they had learned about persistence, resilience, and grit, how could you lead your students through an investigation that would allow them to construct understanding of this complex concept?

*For those who are curious, the seemingly impossible game we played was Buzz. To play Buzz, students take turns counting in sequence out loud. Each player says one number. Every time a particular number comes up (see which numbers below), the student says "buzz" instead of the number and the order reverses direction. For the version we played, students needed to "buzz" on the following numbers:

• numbers with a 7 (7, 17, 27, 37, 47)
• numbers divisible by 7 (7, 14, 21, 28, 35, 42, 49)
• numbers with a repeating digit (11, 22, 33, 44)

The game is "won" when the group reaches 50. Every time someone makes an error, the group must start over at 0.

Using Generate-Sort-Connect-Elaborate to create Essential Agreements

During the second week of school, the authors of The First Six Weeks of School (Paula Denton and Roxann Kriete) suggest working together with students to formulate and agree upon a set of classroom rules. In the Primary Years Program, this set of rules is referred to as the Essential Agreement.

The collaborative creation of this important classroom document should be preceded by naming and sharing hopes and dreams for the school year. Although this post's focus is creating the Essential Agreement with a Visible Thinking Routine, it is important to note here that the Essential Agreement should only be created once teachers and students have shared what they hope to achieve during the school year.

One first grade teacher led her students through the Visible Thinking Routine Generate-Sort-Connect-Elaborate (from Making Thinking Visible by Ritchhart, Church, and Morrison) to create their classroom's essential agreement.

After discussing with the students what their hopes and dreams were for the summer session, this teacher had each student generate rules on small squares of paper that would help them achieve those hopes and dreams.

Next, the class sorted the rules into meaningful groups, which they labeled in positive terms: be safe, try your best, be respectful.

The teacher emphasized the fact that these three expectations were all connected by drawing thick lines between them.

Then, students elaborated on the groups, adding three new behaviors: do what you're told, help friends, take turns when we want to talk.

Finally, the students all signed the Essential Agreement, agreeing to be safe, to be respectful, and to try their best.

After reading about how this first grade teacher created her classroom's Essential Agreement with her students using the Visible Thinking Routine Generate-Sort-Connect-Elaborate with her students, how have you or could you use this or other Visible Thinking Routines to create this important classroom document with your students?

It's about what you do within the walls, not what you put on them

Every August, two friends from college and I go on our annual back-to-school shopping trip to get needed supplies for the upcoming school year. We visit the local bookstore with free-roaming cats, the office supply store with folders for one cent each, the big-box retailer with their markers marked way down, and of course, the teacher supply store.

When we first started this tradition 10 years ago, we spent considerable time (and money) in that teacher supply store, buying name plates, borders, posters, decorations, and more to make our classrooms look the best they could for when the students arrived on the first day of school. Over the years though, the money that we've spent on these classroom decorations has considerably gone down. And for good reason.

In The First Six Weeks of School, authors Paula Denton and Roxann Kriete suggest that one of the goals for the first week of school is to display children's art, writing, and personal artifacts around the room. They go on to explain that involving students in creating the posters and labels that hang on the walls allows students to grow familiar with and begin to assume ownership of the room.

That would mean though that the walls of our classrooms are empty when students first walk through the door, which doesn't seem to be a very welcoming environment. In her article Consider the Walls, Patricia Tarr points out that teachers feel pressure to not leave their classroom walls bare. However she warns that when classrooms are decorated with commercially produced borders, posters, and informational materials, the important texts and images on them fade from students' consciousness and worse yet, distract from the children's concentration and focus.

As the video below points out though, Primary Years Program (PYP) educators must display numerous important aspects of the program in their classrooms: the essential agreement, the IB learner profile, the classroom schedule, classroom labels in the language of instruction and in the school's language B, the key concepts, the PYP attitudes, the transdisciplinary skills, the action cycle, all six units of inquiry, and the central idea and lines of inquiry currently being studied.

Note that this video is not an official IB publication.

However, it has proved to be helpful to many an IB educator.

In line with what Denton and Kriete opine, the video's narrator states, "As the teachers and students become more comfortable with these terms, they should work towards these displays being student-generated, instead of teacher manufactured."

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Want tips for creating IB learner profile attribute posters with your students?

Click one of the links below.

Making posters with very young children new to the program

Making posters with young children who have a couple of years experience in the program.

Making posters with older students with several years of experience in the program.

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As we create posters with students and decorate our classroom walls with them, we must also heed Parr's warning and acknowledge that even when wall displays are student-created, the important ideas on them are quickly forgotten as students are unable to interact with them. Therefore, in addition to displaying the IB learner profile and the essential elements of the PYP on the walls of our classroom, it is suggested that each student receive a personal copy of the Essential Elements, like the one pictured below. When each student has a copy of the Essential Elements at their fingertips, along with age-appropriate explanations of these complex ideas, they will more readily reference them as they investigate important concepts and reflect on their learning.

Click here for a PDF version of this Essential Elements Mat
(that includes the Transdisciplinary Skills on side 2)

Ultimately, it is our goal as PYP educators to focus on what goes on within the walls of our classroom, not what goes on them. Student-generated classroom wall displays and Essential Elements mats are simply tools that help us reach our ultimate goal: for students to be genuinely and independently using the vocabulary of the PYP in meaningful contexts in such a way that reflects their true and deep understanding of these abstract ideas.

Creating IB learner profile attribute posters with young children, who have a couple of years experience in the program.

Young children who have been in the Primary Years Program for a couple of years probably are familiar with the attributes of the IB learner profile. However, as teachers of these students create attribute posters with them, it is important to take the opportunity to help the children develop a deeper understanding of these important 10 attributes of an internationally minded person.

One first grade teacher set up a learning opportunity that allowed her students to construct a more robust interpretation of the attributes of the learner profile.

First, the teacher told the students that they were going to be looking at the IB learner profile attributes through the conceptual lens of FORM as they asked themselves, "What does it look like?"

Small groups of two to three students received a book or two and a piece of paper with one learner profile attribute written on it. (For a list of picture books that support different learner profile attributes and attitudes in PYP curriculum, check out the PYPLIBRARY wiki space.)

Students were tasked with having to look through their books and use their background knowledge to develop a working definition of the learner profile attribute that they were assigned.

The teacher checked in with groups to check for understanding, to write down the students' definition, and then to prompt them to draw pictures of their work.

Finally, students shared their working definitions and pictures with their classmates.

These students, who created the poster for Reflective shared:

"Student 1: Being reflecting looks like thinking about the past or thinking about your acts.

Student 2: Being reflecting has three different ways to be reflecting. You can be reflecting about how you help others. And when you’re thinking, you’re being reflecting. Like when Alton was sitting there, he was being reflecting because he was like, “hmmm let me think.” And he was being reflecting.

Student 3: I do that a lot, but I didn’t even know that."

By creating the IB Learner Profile attribute posters in this way, the teacher guaranteed the students were developing an understanding of each attribute as they collaboratively worked.

Have you successfully made PYP posters with young children who have a couple of years experience in the program in a different way than the teacher in this story? Please, share your idea with others by commenting on this post.