FIAE+B2+Chapter+13

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Charli Sayward
Chapter 13: Gradebook Formats for the Differentiated Classroom Some ways to organize grades may be by objective, by weight, or just by date. As a logical thinker, I am very particular about organizing. I believe I am going to try many formats before finding the right one. There were many ways to go about organizing the gradebook, but I do believe organizing by objectives is a good start, and then maybe incorporating a date system as well. It would be interesting to see how other teachers format their gradebooks, especially my own teachers. I could definitely learn a lot more by seeing what works for other teachers. I will make sure to ask my mentor teacher how she does it. I have to say I am a bit overwhelmed as to how I will format a gradebook that meets the needs of my students.

Jenn Baum
Chapter 13: Gradebook Formats for the Differentiated Classroom This chapter discussed the importance of figuring out how teachers set up their gradebooks in an organized way in order to determine how students progress throughout a grading period. There are several different methods in order to capture mastery and progress with none being better or worse than another. One suggested way to organize a gradebook that I liked in particular arranged assignments by date. Within this, you would be able to color code each assignment by category and/or standards in order to keep track of how you are assessing the students. I think that this would be a manageable way to organize assessments as well as be able to track progress for each individual student as well as the entire class. In order to be fully prepared to explain the progress and level of mastery of students, this would allow me to not only separate assessments by category, but also by time and standards.

Linda McLaughlin
//Chapter Thirteen: Gradebook Formats for the Differentiated Classroom// This chapter gave examples of several ways for teachers to set up their gradebooks. A lot of these ways I’ve never seen before. It is important that the gradebooks be organized and clear and properly reflect a student’s mastery and progress. Some of the examples provided seemed really complex, but it all depends on what a teacher prefers and is comfortable with. There is no right or wrong way. I’m going to have to play around with these different ideas before I come to one that I feel really comfortable with. However, this chapter will impact my classroom because I think I’m going to start with listing assignments by dates. I think that will be the easiest way for me to start and still be organized. I think eventually, I’ll come up with my own format for my gradebook. That’s the goal, at least.

Bri Douglass
In this chapter it gives many different grade book formats for a differentiated classroom. One type may not work for all students so teachers should try one that they like and change if need be. In the book gives 5 different options. The ones that I personally liked were the grouping by weight and by date. I think it would be easy to calculate grades when they are organized by the weight of the assignments. But then again organized by date would make it easy to add assignments without messing up the categories like when grouping by weight. I could see myself using both of these in my classroom. I think it would be helpful and more organized to start out with listing assignments by date because being a first time teacher I may not be exactly sure if I may want to add things in the grade book. But after I have made my curriculum solid I could switch to categorizing assignments by weight.

Justin Stewart
Grades are one of the most important things for students other than their peer image of course. Chapter thirteen talked about the different ways that teachers setup their grade books including the one method that will hopefully keep everything straight for me, dates. By labeling each assessment and grade in my book by the date that they were collected, I will be able to separate each assessment. By color-coding each assessment based on what unit and what type of assessment each grade is, I hope to keep track of what assessments have already been used. This will help my students because it will allow me to see what has already been used and worked well. Based on these two ideas, I can change which assessments I use in the future with that class. By using both the color-coding and the date method together, I hope that I can keep everything I do organized.

Ryan Pelletier
This chapter covered many different ways to have an organized grade book. There are many different formats, and if you are applying them to a differentiated classroom than there is no right and wrong. Some of the methods I liked as organizing your assignments my dates and by weight. This will be a very helpful way to reflect on if your student is growing as a student and determine if they are mastering the material. I also think that color-coding will help me with organization. I am not sure what method I will use yet personally, and I am not sure what type of students I will be grading. I may have to make modifications for both.

Taylor Kemp
This chapter talks about various ways in which a grade book could be set up. The ones talked about were grouping by standards, by weights, by date, or topic based. Each one had good aspects to it that could appeal to different teachers and different types of classrooms. I favored two out of these in particular. One that seemed pretty basic and straight forward was the one that was group by date. It had everything listed in order that it was done, making it very easy to understand. The only downfall to this is that the assignments are not put together by category. This is why I like the one that is topic based. This puts grades together by topics and gives an end score for each section. The only thing that might be frustrating with this is that each assignment would have to get multiple grades. This will impact my classroom by allowing me to realize that there are multiple ways in which a gradebook can be set up, and I can learn which one will be right for me.

Darcie Doodle
Obviously when we have grading in the classroom, we’re going to need a place to put those grades. This is where a teacher gradebook comes in. This chapter discussed four particular ways to organize your gradebook. They are: by standard, objective, or benchmark, by weight or category, by date, or by topic. Since I’m a particularly organized person with a slight case of OCD, I will most likely sort my gradebook by date in which the assignments were assigned, the date that the tests were given, and the date that the projects were assigned. I feel like I will most likely have multiple sources in which I use to remind myself of the assignments that are out without grades, and then just use the gradebook for the final result of my students.

Erin
Chapter thirteen of Fair Isn't Always Equal discusses different formats for grade books. It is clearly stated in the introduction that there is not perfect grade book that works for every teacher. First, the idea of grouping assignments by different things such as objective or benchmark was a really good idea. This helps you look at your grade book and identify an area that needs to have focus on. The main of goal of grades is that they are clear and accurately reflect where the student is. This impacted me because I have to be organized in order to feel good. This would impact my classroom because if I am organized, then my students will be organized and I can get my students what they need faster.

Lyzz Stevenson
Chapter 13: Having and efficient and effective grade book is important as a teacher. In this chapter multiple options of organizations are suggested. I liked the idea of color coding in my grade book. It would help me be visually organized and to create a better grading system to use in my classroom. The chapter also mentions the grade book in a differentiated classroom. Obviously every teacher will have their own system and create their own form of organization. There is no right way to have a grade book as long as it works for you. = =

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Kaitlyn Haase
In chapter 13, I was exposed to several different gradebook formats. For each format, the author displayed a visual example as well as an explanation of inputting the information as well as the pros and cons of using the format. In my classroom I would anticipate using a format that groups assignments by standards or by weight or category. Inputting assignments in a gradebook by date is beneficial to track longitudinal growth, but many electronic grade books that have a chronologic function that can track that automatically.

Kelly Steinhagen
A gradebook needs to be easy to read and able to tell the teacher something about each student. If a gradebook is set up in the right way, teachers will be able to tell if the student knows certain material well and what else needs to be worked on. The gradebook should also be organized in a way that is clear and concise so that you do not have to figure out what you meant by some grade or not, etc. This chapter made me realize that I need to keep my gradebook clear and formatted in a way that actually documents student growth or problems. This will help me ensure that I give every student the help that they need.

Megan Wallace
This chapter emphasized the importance of keeping an organized grade book. If as teachers we can’t keep our grade books organized, how can we expect to give timely feedback to our students? The chapter gave suggestions on how to organize the grade book. By date, weight, or object were a few of the examples. I personally like plan to keep mine by date. This would help me look back if I needed to. The most important thing isn’t how the book is organized, just that it is.

Matt Towle
 This chapter discussed several methods of grade that each have their own benefits and shortcomings. I think that I will feel more comfortable using the method that groups assignments by their weight or category. I think this is useful mainly because it allows a teacher to make different, more strenuous, tasks worth more points than the easier ones. This could also be used in tandem with the method that lists assignments by date. All you would need to do is make sure you have a way of distinguishing between assignments that are weighted x1, x2 and x3.  This will impact my classroom because the way in which a teacher grades greatly affects the way a student will perform in their class. From a student's perspective, you want the grades to be easy to follow if you plan to keep up with your performance in the class. Aside from that, if your method of grading looks sloppy it is going to look like you are not grading fairly.

Alyssa Wadsworth
This chapter had many suggestions for setting up and organizing grade books so that an appropriate record of student progress can be kept in an organized fashion. I have never seen //a lot// of the suggested ways of keeping a grade book. After reading this chapter, I have so many ways to keep a record of the progress of my students and this affects how I keep track of my own success and how we evolve as students and teacher.

Olivia Norris
In chapter 13 of Fair Isn't Always Equal, the idea of organizing a grade book was discussed. There were many formats that could be used for a differentiated classroom, and I think the best one for me would be the method that puts assignments together by category. By having all the projects in one area, and assignments in another, I find that staying organized will be less difficult for me. This will affect me because it will help me to stay organized in the classroom. Students will know that I will be fair and ahead of my work. They will not question whether I have lost their assignment because I will have such a strong organization method.

Kassaundra
Chapter 13: Gradebook Formats for the Differentiated Classroom As a teacher, I will need to decide what type of gradebook/grading is right for me but to stay on the track of differentiation it will be helpful to consult the questions this book presents for picking out a gradebook style. My mentor teacher at Mount Blue grades using the standard approach and at first this was a hard concept to wrap my head around because I had never seen it before. As I saw it in action though, it made a lot more sense to me and now it seems like a very good strategy. It takes the guesswork out of deciding whether a student has met the standard or not. Personally, I think I will stay away from weighting formats of grading because I feel like there can be so many exceptions and it will be hard to keep the grades accurate. The truth is teacher shouldn’t just pick one gradebook style and stick with it the rest of their career. They need to be willing to assess its usefulness and change if necessary.