Rubrics, really?

Yes really.

We used to have rubrics on the reverse side of the instructions for special projects or research papers. One side explained in several paragraphs what you were supposed to do. The other side was a form which showed specifically what you had to do to earn a specific number of points. It broke it all down. These were great while they lasted.

I started last year doing what I called check-backs on instructions, where I underlined or highlighted the specifics buried in the instructions for assignments. This year I've starting just making my own rubric, going one step further.

For example, in AP Psych we were assigned to do either a PSA, book or case study explaining one kind of condition. The explanation was several paragraphs, and since I was working with two other people on a team (and I'd carried one of them before on projects teams like this) I decided to convert the long description to a form that we could use to divide up the work, like translating it into what we had to do.

That last part didn't quite work out, but I did actually have them come over to my house and used the form to make sure we had done everything we needed to do. It kept us on track, and when we were done it turned out that ours was the best one.

Plans are great when they work. But first you need a plan.

Trouble in project team land

Is it me, or does everyone have problems with projects where you have to work in teams?

I used to think it was the project, or the people on the team with me, or even the way the instructions were set up. Now I think it's just the way these things go.

Once or twice the work's been divided pretty much equally, or we've all worked together to get it done. But for most of them I've carried the team, either because I cared more about the grade or just because I started early enough to be able to pull it off when everyone else waited until the last minute.

I've written skits (with costumes, set and recording!), made posters, created illustrated books, constructed science models, printed up brochures, and completed countless PowerPoint presentations. And my name was the first of two, three or more who got equal credit.

I know that I could and should have done it differently, and I'm getting better. But maybe I'm a little more creative, or maybe willing to work a little harder, or just like to do projects more.

My grades are great for these things, but so are my teammates's grades. But I notice that when the teacher asks to keep the project to show as an example for future classes, the question is asked of me. Too bad there's not a bonus grade for that.