Group+1

The members of Group 1 are:
Bob Wright Kajsa Averill Ellen Martin Whitt Ledford Margie Swanger Allie Faust

**How do I ensure that students meet standards in open-ended activities and projects?**
Before the unit is introduced, I would identify those specific skills that are necessary for each student to demonstrate. These skills should relate specifically to the mandated standards. By post assessment of these skills, I can insure that my students have mastered what they need to demonstrate.

Through formative and summative assessments

Using one-on-one interaction and questioning could also be very helpful if time allows. Checking for understanding as a class, can be done easily by gettting collective answers from a variety of students. It is often easy to see who has the concept and how is still struggling.

Shift from measuring how well or poorly a student performs to assessing how much and what kind of help a student needs to be successful.

Within the project have the standards addressed and score using a rubric to show the level of understanding. If students are not able to apply knowledge to the project, have another way of assessing the student or have the student continue to modify the material until the outcome is satisfactory.

OK, I think we are to comment here. I really like the idea of shifting from how poorly a student performs. Identifying the skills that are necessary to demonstrate before is something I did not think of in terms of skills rather than essential content or knowledge. I am seeing the use of outlines and rubrics for units as something I will do next year as I venture back into the regular classroom from SPED. WR I am a big supporter of rubrics for assessment. I write my rubrics to incorporate the standard(s) that I am wanting the students to meet. I also include the rubric with the assignment directions. This allows the students to self-check during the assignment.

Careful design of learning activities by the teacher will lead the students in the intended direction.

By setting benchmarks that can be clearly and completely verified.

You could check for understanding of the basics and do some pre-teaching if you need to. If you want students to learn a particular concept, instead of having them learn that through the project, you could have them apply the concept to another task that may be interesting to them to reinforce the learning.

Depending on how long the lessn or unit was, have group or indepent meeting/s to assess where they are on the timeline of learning. A journal or log could also be implemented to have students summarize the main work or findings of the day.

I like the idea of independent meetings - isn't that something from the "Whole Language" era? Journals and logs can be a great way for keeping up with kids work, but you have to read them and provide feedback. WR

By guiding the learning process and having checks along the way.

The obvious answer it to guide the learning process and alot time for mentoring and quidance.

How do I ensure accountability when students are working in groups?
By having the groups prepare ongoing journals or logs as well as setting timeline project goals that the instructor can easily access and evaluate.

Group members could be in charge of a specific part of the project so it will be easy to determine if it getting accomplished or not. Group members (often) are up for critiquing each others work. You could use this as part of your accountability.

Also, observation is always KEY! Sometimes, it is easy to think a project will take care of itself and our students will not need us to help them (maybe we can get caught up on those never ending piles). However, I think projects are the exact opposite and often require more of our interaction with our students. If they know you are watching, they will typically be working.

I think it depends on the type of project, but a timeline with a checklist of the groups outcomes and indivifdual members outcomes would show accountability. Also, with younger students they'll let you know who isn't workin.

As I read your responses, I also thought about having students do peer assessments for accountability. I agree with observation and checklists and timelines to meet. Another idea is the use of a unit organizer before the unit to keep teachers and students on the timeline. WR

This one is still very tough for me. Your suggestions are very helpful.

There are always differences in personalities, interests and abilities, checklists and personal reflections on contributions are helpful.