Humanities Progress Video Reflection Directions and Tips
Task: Create a 4-5 minute video reflection documenting your performance in class up until this point in the year.
Purpose: To reinforce authentic, intrinsically motivated learning through self-assessment and reflective evaluation. This process is designed to help you grow as a student in this course and as a life-long learner. It is also meant to provide you with an opportunity to honestly engage in the process that happens as you are learning.
4-5 minute video—you can save this on a flash drive, upload it to YouTube, or email me the file. If you have another option for submitting your reflection, please let me know.
Evidence of your grade—you will be talking me through how you think you are doing so far in the class.
Honest reflection of your progress and performance in the class so far. Please see scoring guide descriptors below.
Questions to consider before reflecting:
How confident do you feel with the material in the class? Do you understand what it means to annotate and analyze a passage? Do you feel comfortable using correct grammar and conventions in your writing and speaking about material in the class? Do your responses and assignments/projects from Social Studies reflect not only an understanding of the material, but also an understanding of their greater impact on identity?
How well are you executing the tasks asked of you? Are you reading and writing with the appropriate amount of attention? Do you make time to do your work in this class with the purpose of understanding it and being prepared for discussion or activities each day?
Are you engaged during class? Do you make every effort to pay attention to what your peers are sharing? Do you make every effort to share your own thoughts for the sake of further engaging in the material? Do you ask clarifying questions when you don’t understand?
How much effort do you put into class? Do you fully engage in the text when completing assigned readings? Do you annotate the text to the best of your ability in order to better understand the purpose and function of the language in the piece? Do you reread pieces you are struggling with? Do you have a desire to get better at reading literature and nonfiction and writing about it? Are you able to absorb the material given to you and integrate it into our assignments and discussions BEYOND the topic in question?
Tips for making your video:
Create a list of your strengths in the class and a list of your areas of improvement.
Collect and prepare your evidence. What concrete evidence can you offer to support your claim? This can be a combination of actual assignments and reflection of your participation in class.
Set some goals for yourself. What would you like to accomplish before the next progress video reflection?
Remember that school should be about learning, and not the grade. Focus on what you’ve learned this term, and what you have yet to learn.
Prepare what you want to say and take notes before you record.
Find a quiet place with few distractions to record. Be open and honest with yourself.
**Your video does not need to be done in one continuous take. For example, if you mess up at three minutes, you don’t need to start your video over. Just stop and start recording again wherever you messed up.**
BRIEF synopsis of grades: (For the a more extensive Humanities Rubric as used by Mr. Avramenko, please check at the bottom of this page)
4: This denotes that you are a student performing exceedingly well and significantly above what is expected of a grade 8 student on a consistent basis. It implies that you make every effort to fully comprehend material, going above and beyond assigned tasks to better your understanding of content material. Students earning a 4 grade are resourceful when seeking answers to their questions and advocate for themselves.
3: This denotes that you are a student performing very well and demonstrating the expectations of a grade 8 student. It implies that you put forth strong effort to comprehend the material, rereading and asking questions when you are struggling with content. Students earning a 3 grade look up unfamiliar words, phrases, and concepts, but may not take the time to fully understand the intricacies or make connections beyond what is given to them.
2: This denotes that you are a student meeting grade expectation, but often with assistance and rarely in a consistent fashion. It MAY imply that you put forth a less-than-satisfactory amount of effort. You complete assigned tasks and may or may not understand the content, but you struggle to go above and beyond the material, either through a lack of sustained effort, or through struggles with comprehension, which you ARE seeking assistance for. Students earning a 2 grade are struggling, but not to the detriment of their future selves. They are improving.
1: This denotes that you are a student performing below grade level. It implies that you are putting forth little effort in completing assigned tasks and do not make an effort to engage in the material. You may be struggling to understand content, but do little to help better your understanding.
Tips for making your video a little shorter and effective:
Don’t repeat yourself.
Don’t show me every single thing you’ve annotated and analyzed. If you are using annotations as an example, just choose a few pieces to show me or hold them all up together. It’s not about HOW MUCH you annotate, but the quality of your annotations and, more importantly, that you can articulate WHY annotating is making you a better student.
Be up-front about what grade you think you deserve. This is essentially your claim. This should be clear and confident. The rest of your video should support your claim.
Offer comparisons between the 3 and 2 assignments/projects or 4 and 3 assignments/projects to help you support your claim. For example, “Based on the description for a 2 in this class, I do put forth a 'less-than-satisfactory amount of effort,' but based on the description for a 3 in this class, I am ‘performing very well and demonstrating the expectations of a grade 8 student.’ Therefore, I think I deserve a 3 at this point in my Knowledge and Skills, but perhaps a 2 in Work Habits.”
Really think about your performance as well as your effort. If you have not gotten any better since our first few weeks and you are not making any more effort, do you really deserve a 3, or a 4?
After all is submitted (on time):
If you assign yourself a grade that is not compatible with my assessment of your performance and quality of work, I reserve the right to assign an alternate grade. You are always more than welcome to dispute; this process requires you to schedule an appointment to defend your work using your portfolio as evidence.