I have to admit that this has been the most difficult part of the process for me. I have been trying to find the best ways to keep track of student progress, communicate student progress, and promote self-regulated learning.
Here is my current system of tracking:
This is a pretty simple method for me to keep track of student progress. I print roster sheets with checkboxes for each of the required tasks. Every day I travel around the room working and talking with the students and as they finish one of the tasks I check it off the list. I try to color code it so I have an idea of when it happens, but I feel like it is something I need to add so that I can keep track of time progress through the material.
This is what I give the students. I really like how it is a way for the students to see exactly what is expected of them in a particular unit. The front page always has the learning goals and success criteria on it. When a student begins a new unit we review the expectations and go through the checklist. The next section of the checklist is the list of tasks. It is basically a table with the list of tasks and where they can find the materials. There is also a column for me to sign off on when they have completed the task and I have checked it. What I am not happy with right now, is that I don’t really have a way to connect learning with progression. I feel like students are getting that, but I would like to be able to show it.
Self-Regulated Learning Rubric
This I just recently created because I felt like something was missing. I wanted to have a way for students to receive feedback on well they were moving through material and how well they were using class time. I was thinking about what I wanted to achieve from this teaching method and one of the big things I want is for students to become better self-regulated learners. I gave each student a copy of the rubric and I use the score to determine what I call the class work grade. It a grade based on how well students work during class time. My rubric includes 4 sections on a scale of 0-3. Self-Start, Self-Monitor, Goal-Setting, and Self-Assess. Basically can they get themselves started, keep themselves focused, set work goals and stick to them, and recognize when they need help and ask for it.
My goals for next year:
Look for more details on our tracking system on our teachers pay teachers page. Look for “Setting up Your Self-Paced Classroom” this June!