Learning Time Capsules – shifting the focus from achievement to progress

Here is an example of how one of our Grade 4 teachers is shifting his students’ focus from achievement to progress through the use of a math “time capsule”.

Diagnostic: This teacher looked at all the big concepts the Common Core outlined for fractions in Grade 4 and created open-ended questions to allow students to show what they already knew or thought they knew about each big idea. Students were encouraged to be risk-takers and try every question!

The teacher then tracked students’ prior knowledge on an excel sheet. This allowed him to plan full group, small group, guided and individual math inquiries based on needs.

Formative: After a few weeks of inquiring into these fraction concepts, the teacher gave back the same task and highlighted questions that students were required to try (based on the concepts that had been learned over the past few weeks in class). Green meant they showed competent understanding the first time they tried the question (during the diagnostic), but could still show extended understanding if they added to it. Pink meant they had not previously attempted it or showed a developing understanding and would need to add or change their answer. Students were encouraged again to be risk-takers and try the questions that were not highlighted, as their new knowledge and understanding might help them figure out concepts that had not yet been explored as a class.

The teacher then added this formative data to the excel sheet to show the progress each student had made in each area, who was ready for a challenge and who needed more support.

Students were also given the chance to reflect their own understanding of the concepts learned in class so far and indicate which areas they were feeling confident in and which they wish to work on more. The teacher also filled in the same feedback sheet which highlighted his perspective on what the student did well and what they could still practice. This feedback was shared with parents along with recommendations for support at home.

Summative: At the end of the Unit, the teacher gave the same task back and the students were instructed try every question in order to show their final knowledge and understanding. Again the questions were colour coded so students knew which of their answers showed a competent understanding and which answers needed to be added to, changed or attempted. Prior to handing out the time capsule, the class came up with a student generated rubric for each question, indicating what would show a competent or extended answer. Students had access to both an electronic and paper copy of the rubric to help them understand how to be successful at each question

After completing the time capsule, students completed the Visible Thinking Routine “I used to think… Now I think” to reflect on how their thinking about fractions changed from the beginning of the unit to the end of the unit. The time capsule, self-assessment rubric and meta-cognitive reflection were all sent home so students could share their progress with their parents.

When the focus is on achievement, students have no choice but to compare their achievement to the achievement of others. But when you place the importance on progress, students focus on how their knowledge and understanding grows and changes over time. Each time the students added to or changed their time capsule it was a visual representation of how their knowledge and understanding had grown and changed. Each student felt successful in his or her own way because they could see the progress they made over the course of the unit.

How do you help your students focus on progress and growth?