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The Teacher’s Playbook is designed to give teachers strategies and plays that take teaching and learning to new levels. We have digital resources and professional development available online that focuses on what is best for learners. 

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Self-Reported Grades High on Hattie's List
Written by Josh Satterfield on June 8th 2019
Self-reported grades have a large effect on student outcome. John Hattie’s research has provided us an updated list of factors related to student achievement putting self-reported grades in second place with a 1.33 effect size. This puts you well into the zone of desired results when considering getting the biggest bang for your buck when it comes to achievement.
 
We use to do this in college. “Well, I haven’t worked too hard, and passing would be a C. So, I am aiming for that.” Students are incredibly accurate when determining what they expect out of themselves. Our job is not to help them achieve their expectations, but to provide them instructional opportunities that would assist them in exceeding their own goals.
Imagine you have just started a new math unit on adding and subtracting fractions with unlike denominators. How would you normally start the unit? Would you jump right into the first lesson? Or would you show the long term unit goals? I would encourage the latter approach. Beginning with the end in mind is important for teachers and students. Be clear and show the standards being assessed over the course of the unit. Students should know where they’re going and how they’re going to get there after you’ve launched the unit. This process does take a half-day of instruction time, but I truly believe that you must go slow in order to go fast. Lay down the foundation and be sure that your students understand the learning outcomes and criteria for success. Once this happens, students are able to ask deep questions and make connections throughout your lessons to the unit goals.
Once the unit is introduced, have students set personal expectations. Below, is a Self-Assessment Tool I use in my fifth-grade class. It allows students to evaluate their progress throughout the unit. It’s simple! I don’t want to make it a long syllabus that gets lost in translation. This tool is brought out multiple times throughout the unit to check for progress and understanding.

Whether students are predicting how they’re going to perform, setting goals before learning, or assessing as they learn, the key is that they are taking ownership of their learning. They aren’t just passive receivers of information.
Whether you are managing a classroom or school community, we all can encourage student academic growth when initially having dialogue about we expect to learn.

Learn how to implement self-assessment within your Math Workshop instruction by join our online learning community. Click here to begin today!

About Author: Josh Satterfield

Josh Satterfield is the founder of the Teacher's Playbook. In addition to being your Math Workshop coach, Josh is currently a 5th-grade teacher and high school boys’ basketball coach in Southeastern Michigan. Josh was born into an entrepreneurial family, and quickly gained a love for continual growth and success. His family always pushed me to dream big and work towards my goals, so that’s what I’ve tried to do throughout my life.
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