I have had a lot of e-mails and Instagram messages recently regarding my post showing my bulletin board.
Most of you were inquiring about the emoji self assessment part of the board, so I will DEFINITELY discuss that. First, I am just going to give you links to all of the things you see, just in case that is all you want :)
1) Math Alphabet - above the board
2) Subject and headers - rectangle label cards
3) Emoji Self Assessment PDF
Blue color scheme = FREE!
The explanation of how it works:
This was not something I thought up completely on my own - we were asked to display this sort of data in rubric form on our boards by our district and their new Learning Goals and Scales initiative. At first, I was not a fan.... another thing to do, right!? However, I have seen it work in my classroom, so when you all asked me about it, I knew I had to share it! The best part is, I made it a FREEBIE! :) Yay!
So, let's take a look at the photo again. This time, just looking at the emoji posters on the left (1, 2, 3, and 4 cards) and then the emoji rubric grid on the main part of the board.
As you can see, the 1, 2, 3, 4 cards on the left are just the explanations of the rubric. Many of us already have these in our classrooms in different forms or wording. Our district has chosen not to use the level 0 at all, so we start at a 1 and end at a 4.
Under the "subject" column, I simply have the printable cards of each subject I teach (I teach all but Science).
Under the "Standards and Learning Goals" column, I have the goals/standards written out. My students know that on my scale, this would be our level 3 - our goal. If they feel that they have met our goal, then they are a level 3 and that is where they would move their little number card.
Under the first emoji you will see all of their number cards. I cut 1 inch by 1 inch cardstock cards and the kids simply colored their card with their number on it. I stuck mini sticky magnets I got from Amazon on there, and DONE! Easy as pie! (I did NOT laminate the cardstock because it would make it less likely that it would stick to the adhesive on the magnets - paper sticks better).
Before each lesson, we discuss yesterdays goal versus todays goal. For reading, the goal stays the same for days at a time sometimes; however, for math, it changes almost daily. We discuss how we will use these skills in real life and why they are important. We then begin the lesson. Throughout the lessons we do little "temperature checks" where I do some sort of quick assessment to see where my kids are in the lesson. This sometimes is simply visual (on their whiteboards), but it can also be a few multiple choice questions using a program like Plickers (if you don't know this program, you MUST go check it out!).
We move our numbers throughout the lesson sometimes, and sometimes we just wait until the end when we change to our next subject. The kids know they may never reach a 4 for a certain skill because I sometimes am not able to assign tasks that bring them to a level four. Sometimes they get level four tasks for homework. Making the idea that a level 3 is right where you want them is very important with this idea. Another important thing is that your classroom environment allows for students to feel comfortable placing themselves at the appropriate level (for example, not to be embarrassed to admit they are a level 1 or 2). This works great in my room, but sometimes it is a big shaky when we start using the scale at the beginning of the year before everyone is comfortable.
Let me know if you have any other questions! I hope you find this useful!! ;)