Outline

1. Show you the tool2. Have you use it 3. Have a student and instructor discuss one

way of using it4. Have you practice giving feedback using the

tool

1. Show you the tool

Rubric by Jon Bender and adapted by Dimitri Dounas-Frazer, Geoff Iwata, John Haberstroh, and Joel Corbo for The Compass Project, University of California, Berkeley

2. Have you use it

You can find the STEM Skills Rubric in PDF format in the following locations:• Coursera, or• Here: http://www.berkeleycompassproject.org/ wordpress/wp-content/uploads/2012/12/Phys98_SelfEvalRubrics1.pdf

Rubric Journaling Activity(Pause here until finished)

Step 1: Consider a course you are taking or a research project that you’re working on.

Step 2: Read over the rubric and pick one skill that you want to improve with respect to this research project or course (e.g. “persistence,” “communication,” “collaboration,” etc.)

Step 3: Journal for 5 minutes and • Identify whether you are beginning, developing, or

succeeding at your chosen skill• Write a few sentences about how you are doing with the skill

this week• Describe one or two concrete ideas for how you might

improve.

3. Have a student and instructor discuss one way of using it

• Students pick one or two skills on the rubric• Students journal weekly with respect to an

introductory physics or math course they are taking

• Graduate Student Instructors provide feedback on weekly journal entries

The Problem

• In high school you don't always do a lot of concrete strategizing to improve your learning

Journals

CC-PD-Mark Files by User:Gflores from en.wikipedia

Providing Feedback with the Rubric

Reflect for a Moment:

• What is one thing that you took away from this case study?

• What is one question that you have?

College Student Journal Entry Excerpt: Procrastination

“It seems I have three types of procrastination: Productive, where I do something else I find more important or interesting than the assigned task; Distracting, where I fill the time with pointless activities like internet surfing; and Paralyzing, where some part of me is so set against doing the task at hand that I instead do absolutely nothing (but fidget and think) for hours. This week I’ve experienced all three.

Productive Procrastination is justifiable, Distracting Procrastination is excusable on occasion. Paralyzing Procrastination is just annoying and depressing. It’s the paralysis that I want to put an end to. Unfortunately, it’s a problem I’ve had since elementary school, and I still don’t know what to do about it.

Paralysis occurs when I’ve set aside time for the homework in question and am ‘ready’ to get started…So while I’m not sure what the solution is, I can say pretty confidently from experience what it isn’t: organization, lists, time management, or a distraction-free environment.”

Consider: How Would You (1) Normalize (2) Provide Concrete Advice?

“It seems I have three types of procrastination: Productive, where I do something else I find more important or interesting than the assigned task; Distracting, where I fill the time with pointless activities like internet surfing; and Paralyzing, where some part of me is so set against doing the task at hand that I instead do absolutely nothing (but fidget and think) for hours. This week I’ve experienced all three.

Productive Procrastination is justifiable, Distracting Procrastination is excusable on occasion. Paralyzing Procrastination is just annoying and depressing. It’s the paralysis that I want to put an end to. Unfortunately, it’s a problem I’ve had since elementary school, and I still don’t know what to do about it.

Paralysis occurs when I’ve set aside time for the homework in question and am ‘ready’ to get started…So while I’m not sure what the solution is, I can say pretty confidently from experience what it isn’t: organization, lists, time management, or a distraction-free environment.”