Biggest Learning

Standard 3 Element B:

Teachers use formal and informal methods to assess student learning, provide feedback, and use results to inform planning and instruction.

One of the key lessons I’ve learned in student teaching is how to manage my workload effectively. The one-pager system is particularly beneficial because it allows me to assess students understanding without having to grade every detail of their notes. Since students complete their notes during the lecture with my guidance, I don’t need to grade them as thoroughly as I would for a more formal assignment. This collaboration ensures that they’re on the right track.

The motivating factor for students is that they can use their completed one-pagers during the end-of-week quiz, which encourages them to ensure their notes are accurate and comprehensive. Because of this built-in motivation, I can grade the one-pagers based on completion—ensuring they’ve filled out the key sections and included the illustration—without needing to check every detail. This makes the grading process more efficient and “fail-proof,” as it encourages student participation without placing an excessive burden on grading.

By focusing on completion rather than fine details, I’m able to manage my workload more effectively. This lighter grading allows me to dedicate more time to grading larger assignments and projects, where I can provide more detailed feedback. The balance between informal assessment through the one-pager and formal assessments in larger assignments helps ensure that I maintain quality feedback while managing my workload in a sustainable way.

The one-pager serves as both a formative and informal assessment tool. As students fill it out during the lecture, I can gauge their understanding of the key concepts in real-time. The completion of the illustration provides further insight into their grasp of the material. This approach allows me to provide immediate feedback on their learning and adjust my teaching if necessary.

Additionally, the one-pagers are used during the end-of-week quiz, giving me formal feedback on students understanding of the material. By reviewing the one-pagers, I can identify patterns in areas where students may be struggling or excelling. This allows me to adjust future lessons and ensure I’m meeting their learning needs effectively.

Artifact Explanation:

I create a one-pagers on theme with the at content that I use during lectures to guide students in taking focused and accurate notes. This one-pager includes specific sections for students to fill out as I lecture, ensuring that they engage with key concepts as they learn. The purpose of the one-pager is not just to ensure that students capture the information but also to help them engage actively with the material as they take notes.

At the end of the lecture, students are required to draw an illustration that complements the material they’ve just learned. This visualization reinforces their learning by encouraging them to process and express the content in a creative way. This method encourages active learning and helps students understand the material more deeply. The ultimate goal of this approach is to teach students how to learn and retain information, so they can take initiative in future learning experiences.

Why It Works:

The primary focus of this approach is on the process of learning, rather than simply memorizing content. By using the one-pager, students are not only practicing the skills of good note-taking but also engaging in deeper cognitive processing. The accuracy of the notes is important because it indicates whether students can identify and capture the key points of the lesson. The illustration serves as a creative tool to reinforce their understanding and help solidify the material in their minds.

This approach fosters critical thinking and self-directed learning, skills that will serve students well beyond this particular course. It’s not just about learning history; it’s about learning how to learn—an essential skill for lifelong learning.