COMMUNICATE
I want to communicate tasks clearly to students. I want to communicate feedback clearly to students.
The clear communication of tasks comes from a clear communication of expectations; expectations about what needs to be done an how it might be expressed. The clear communication of feedback stems from doing the former well, as it allows for specific and meaningful feedback. I understand that the purpose of the KUD and Scales is to inform the expectations for the tasks, as well as to facilitate feedback.
In the past, I have been reluctant to pen KUD and Scales, I suppose on many levels, but perhaps most honestly, because I find them incredibly difficult to create. I struggle with "wordsmithing" exactly what I want to achieve and I often feel that students surprise me in their approaches to solving problems, or generate ideas that I didn't anticipate, and to that end, I find writing the KUD and Scales more work than necessary. I have always had a firm idea of the types of tasks I want to present to students - and truly enjoy creating them - and felt that served the purpose of the KUD and Scales, presuming I could build the expectation for what the "standard of response" would be...After working with Kari this summer, I look forward to jumping in and giving this approach a concerted effort.
I want to communicate tasks clearly to students. I want to communicate feedback clearly to students.
The clear communication of tasks comes from a clear communication of expectations; expectations about what needs to be done an how it might be expressed. The clear communication of feedback stems from doing the former well, as it allows for specific and meaningful feedback. I understand that the purpose of the KUD and Scales is to inform the expectations for the tasks, as well as to facilitate feedback.
In the past, I have been reluctant to pen KUD and Scales, I suppose on many levels, but perhaps most honestly, because I find them incredibly difficult to create. I struggle with "wordsmithing" exactly what I want to achieve and I often feel that students surprise me in their approaches to solving problems, or generate ideas that I didn't anticipate, and to that end, I find writing the KUD and Scales more work than necessary. I have always had a firm idea of the types of tasks I want to present to students - and truly enjoy creating them - and felt that served the purpose of the KUD and Scales, presuming I could build the expectation for what the "standard of response" would be...After working with Kari this summer, I look forward to jumping in and giving this approach a concerted effort.