10th post

Growing up, I was in what was called a "multiaged" school, which means it was a school where students have teachers for two years. The classes were divided in to K-1, 2-3, and 4-5. The first grading that appeared in my elementary school was in the 4-5 classes, but individual letter grades were not given; instead, all the teachers used rubrics. The articles for this reading reminded me that these rubrics were used not just to measure achievement, but also the accumulated knowledge and thought process that went along with it.

However, what the articles mention that I never experienced was the suggestion that teachers should ask their students what the objectives of the lesson should be. That way, both teacher and students have an understanding of what is supposed to be gotten out of the lesson. I think this would have been especially helpful in my science lessons, because I often found that I was given a large mass of knowledge and couldn't always pick out what was the purpose of it all. Obviously, this can be applied to all subjects of a child's learning, not just art and science.