How Partnership with EL has Improved the Quality of Student Work Across the School
Each classroom at Anser nurtures a culture of reflection, revision and quality. This journey toward continuous improvement expects that teaching will support students to achieve high quality work products. Through this process of instruction, work and revision students learn that they are capable of amazing things when they set a goal, work collaboratively with their peers and take pride in the work they produce.
High Quality Student Work
Butterfly Book - Jennifer Trople's EC Crew
This work was accepted to the EL Center for Student Work
This work was accepted to the EL Center for Student Work
Bird Note Cards - Anne Moore's Kindergarten Crew
This work was accepted to the EL Center for Student Work
This work was accepted to the EL Center for Student Work
Boise River Animals - Created with Haiku Deck, presentation software that inspires
Boise River Animal Illustrations - Michelle Dunstan's MC Crew
Refuge Poetry - Diane Williams JH Humanities
This work was accepted to the EL Center for Student Work
This work was accepted to the EL Center for Student Work
How the Revision Process Takes Students to High-Quality Work
Below are two Anser Junior High student African Masks. This is a several week process where students use their learning about individual African countries to inspire masks embodying their country. Students use symbols to represent the country with a balance of negative and positive aspects from their independent studies. This project has several revisions and self assessment over the course of the work. Revision is required of every student, with the support of their crew leader and their peers to get every student to a high-quality product.
High Quality Work Protocol
The Learning Target for the HQW Protocol was “As an Anser Crew Leader, I can provoke a deeper conversation about high quality work in order to formulate a shared understanding of quality for Anser Charter School." Anser Crew leaders facilitated this protocol engaging teachers in a conversation about the attributes of quality (see below) as it pertains to the products provided for that grade level. Each grade level provided a different product and was able to complete the protocol. After working through the protocol, the conversation led us to a shared understanding of what quality means at Anser. It also revealed to us an area for improvement. In order to take students to another level of quality, Anser needs to elevate deeper learning with authenticity within our projects.
High Quality Work Protocol Summary Sheet
Anser Crew Leaders in the midst of the the High Quality Work Protocol
Quotable HQW Protocol moments:
"It was good to have time to think-process-talk-question" - Dani Zepplin, Spanish
"One of my favorite parts was when the people critiquing our work could find all the different targets we were hitting without us telling them. It also helped being able to identify areas of improvement." - Kelly Selvage, Early Childhood
"The feedback on the kindergarten product was so valuable. It gave validation of the work and direction of the product. It also gave specific ideas of how to move it forward to better the work we are already doing." - Sarah Wilcox, Kindergarten
" I initially did not feel I had anything productive to share with them. The EC crew leaders were so open and receptive to feedback and used that as a springboard to other ideas." - Kelly McLeod, Junior High Mathematics
"I felt very encouraged about this process as a facilitator and how it revealed the attributes though the product without seeing the process of instruction or the scoring tools." - Heather Banuelos, Middle Childhood
"High quality work encompasses more than the product itself." - Suzanne Gregg, Education Director
"I particularly liked the discussion around 'complexity.' This word offers multiple perspectives and it was great to deeply think about the meaning and implications of this word as it relates to work and tasks demanded of students." - David DenHartog, EL School Designer
"One of my favorite parts was when the people critiquing our work could find all the different targets we were hitting without us telling them. It also helped being able to identify areas of improvement." - Kelly Selvage, Early Childhood
"The feedback on the kindergarten product was so valuable. It gave validation of the work and direction of the product. It also gave specific ideas of how to move it forward to better the work we are already doing." - Sarah Wilcox, Kindergarten
" I initially did not feel I had anything productive to share with them. The EC crew leaders were so open and receptive to feedback and used that as a springboard to other ideas." - Kelly McLeod, Junior High Mathematics
"I felt very encouraged about this process as a facilitator and how it revealed the attributes though the product without seeing the process of instruction or the scoring tools." - Heather Banuelos, Middle Childhood
"High quality work encompasses more than the product itself." - Suzanne Gregg, Education Director
"I particularly liked the discussion around 'complexity.' This word offers multiple perspectives and it was great to deeply think about the meaning and implications of this word as it relates to work and tasks demanded of students." - David DenHartog, EL School Designer
Additional Documentation Supporting High Quality Work
HQW Protocol Summary Sheet and Notecatchers | |
File Size: | 5812 kb |
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