Were there any teaching methods that resonated with you in these chapters or in the video? Any that seemed unreasonable? The idea of projects creating memories and that a teacher's highest calling is to make memories resonated with me. Over time I have had prior students share with me their fondest memories. Each time they described a project that they had completed in my class. Projects are inspiring.
Have you tried any of the suggestions to change teaching practice? What were the results? At the end of the school year, students participated in the Cardboard Challenge. I noticed students were engaged and motivated. Students would stop me in the hallway wanting to discuss their design ideas, to ask questions, and to drop off additional materials that they wanted to use in the project.
The Next Generation Science Standards make explicit calls for meaningful assessment, interdisciplinary knowledge, inquiry, and engineering. Will this happen in your school? My school has adopted a new textbook series based on the updated Next Generation Science Standards. From my observations, teachers are embracing the new standards and the textbooks to support the standards.
Do you agree or disagree with the list of reasons in Chapter 5 that rubrics may be counterproductive? Previously I taught art. Rubrics were one way to make sure students knew the expectations of the project. When I read about rubrics being counterproductive, I had to put on a different lens. In some regards, rubrics can be; however, I believe that not having any defined areas can lead to confusion. Students and adults like some parameters, and can thrive if there is a balance between open-ended tasks and some must-have items.
Does “making” mean making anything? Are there some experiences or materials that are more valuable than others? Making is informed by intent. Any experiences and materials in which participants have ahas and hmms are valuable.