Attentiveness and Participation Assessed! Sort of.

In an attempt to reframe effort in the classroom I’m trying to sift through the more traditional elements of effort (attentiveness, participation, compliance, focus, organization) and save the learning kernels after the chaff has drifted away. In my SBL and TTOG classroom I’m finding the learning outcomes that help students see the reason we tried to value effort by awarding points.

My less-than-effective way to encourage and grade classroom conversation: Track how often students participated in class activities. Award points to frequent talkers, hand-raisers, and question-askers. Remind infrequent participators that class participation is part of their grade.

My less-than-effective way to assess attentiveness: Observe the body language of 20+ students while I lecture. See who can answer the occasional pop question. Prod the inattentive or slumbering with a walk down the aisle and/or a reminder of the importance of attentiveness to their participation grade.

Even though it has been a long time since I practiced those methods, it’s pretty embarrassing to see them in print. What specifically did I think I was teaching those students? And while I stopped using such methods (which were far more about filling up a grade book than about learning) I didn’t find alternative ways to help teach the skills that I was ineffectively trying to value with my participation grade, skills such as speaking and listening.

Speaking and Listening are two of the language arts that appear in my curriculum, and they are a big part of what I was trying to encourage when I stressed the value of participation. They are valuable tools for learning and everyday skills that can improve quality of life in and out of school.

Here is my more effective way to teach and develop attentiveness and participation in class:

The beginning of the year includes mini lessons on speaking and listening. For example, I try to simplify speaking to the intentional use of face, body, and voice in order to enhance meaning. A good speaker will use a gesture to emphasize an important point or feeling; they will use a pause or change in volume to draw attention to a key idea. Other teachers use other methods (PVLEGS for example), but once the basic instruction for speaking and listening is in place, the classroom is ready for some practice.

Next I will ask the students to listen for moments of quality speaking in class. Perhaps, Jason shrugged emphatically when he replied, “I’m not entirely sure,” to a question. Maybe Sherise paused effectively when challenging Greg’s line of reasoning. I will also point out a few quality moments as a model.

Once a few examples have clarified the type of observations that I’m after, I will more formally assign a minimum number of positive observations to be made in a set time period; something like five observations in the month. I’ll have students post their observations using Google Keep notes. If you haven’t used Google Keep, it is basically a Sticky note app with variety of helpful functions like tags, sharing, and colour-coding. I will have students tag their observation notes with tags signifying standards/skills (eg. speaking, voice) and then share the note with me and the observed student speaker. When it is time for me to track or assess progress, I can search and filter my Keep notes by standard or by student.

There are many benefits to this assignment:

  • It creates artifacts of learning that can be tracked over time for both individuals and the entire class.
  • It creates teachable moments for speaking and listening.
  • It offers insight into further instruction based on which standards/skills are underrepresented or observed without adequate sophistication.
  • It values attentive listening and quality speaking in everyday classroom conversation.
  • It builds community and reflection through the encouraging, positive observations of peers.

That’s my rough draft idea, one way to reconcile “effort” and standards-based assessment. Already I can see the potential to teach responsible social media use by having the observations shared class-wide, but at this moment I haven’t imagined how to make the tech happen (a Padlet wall? A class social media account? Any ideas out there?). I’m excited to try it out in class, and I will report on field testing during the semester.