Thank you for this series - I've found it very helpful! Thinking about your reflections at the end, and looking back at the Progress Tracker: It seems like the Tracker is asking students to engage in two different kinds of thinking, one primarily organizational (checking off completed items) and one more reflective. Both of these things seem super useful, but I wonder if students may be having trouble moving between them. Would it be helpful to give them each their own separate space?
I do think the checklist is a great idea in an ungraded class, in that it gives students a sense of orientation and progression without introducing grades.
Thank you! This is both true and helpful! I'll have to think more about how to separate them or to help students move between both tracks more fluidly...
Thank you for this series - I've found it very helpful! Thinking about your reflections at the end, and looking back at the Progress Tracker: It seems like the Tracker is asking students to engage in two different kinds of thinking, one primarily organizational (checking off completed items) and one more reflective. Both of these things seem super useful, but I wonder if students may be having trouble moving between them. Would it be helpful to give them each their own separate space?
I do think the checklist is a great idea in an ungraded class, in that it gives students a sense of orientation and progression without introducing grades.
Thank you! This is both true and helpful! I'll have to think more about how to separate them or to help students move between both tracks more fluidly...