My updated process monitoring time-on-task.
For many years I struggled with how to capture “participation” in an authentic way and help student accountability. The advent of cell phones made this an even bigger challenge. What has worked for me for the last 10 years has needed an update as technology has advanced, becoming so distracting, its essentially crippling student participation. I think this may be the advancements in A.I. coupled with algorithms that are designed to keep young people engaged on their platforms, turning passive entertainment into a destructive addiction.
There has been a move away from grading "participation" as it's hard to quantify and judge fairly. We, however, know participation is key in art education. My creative work-a-round was to instead grade "Studio Habits," like set-up, clean-up, safe tool use, and record off-task behavior.
There has been a move away from grading "participation" as it's hard to quantify and judge fairly. We, however, know participation is key in art education. My creative work-a-round was to instead grade "Studio Habits," like set-up, clean-up, safe tool use, and record off-task behavior.
laminated seating chart or plastic cover sheet with dry erase marker.
I keep this seating chart with me at all time. If I see an issue, I'll add a minus on top of their name with a dry marker, perhaps noting the reason. PH=Phone. OT=Off Task. Etc. Then when it's convenient for me to enter the deductions at my desk, I do so and erase them.
My point deduction codes used in comments
In Practice: Every project gets two grades. An unweighted studio habits grade (Updated daily, taking less than 1 minute per period) and a project grade. Everyone starts with a 100% on the studio habits portion of the project grade. Every time I need to re-direct them to work or get off their phone, clean up, set-up, using tools unsafely, I deduct 2 points from the score, and add a 2-letter comment.
At the end of the project, I transfer that "Studio Habits" score to their rubric under “Time Management” when the project is graded. If I have never had to redirect them to focus, or they were never on their cellphone, then their “Time Management” score will remain at 100%. If I have to address them even one time, they can only earn a "meets expectations" or 90% for the Time Management component on the grading rubric. If I have to address them 3x during a project this will drop even more. I still note off-task behavior on my seating chart and enter deductions at the end of the period as they clean up. This new method does seem to be having a positive impact and is holding them accountable.
I also have an area in my room for students to store and charge their cell phones away from their desks. That too seems to work well with other teachers.
Follow up: I got a good question from T.H. on Facebook: " Where does the studio habits grade fit into the percentages you list at the end?"
Answer: In my grade book program, PowerSchool, I have "Project 1 S.H." (S.H. = Studio Habits) where everyone gets 100% on the first day of the project. (This can be weighted or unweighted, I go with unweighted) Next in my grade book I have "Project 1 Assessment." This is the grade for the whole project with my rubric, and I use the "Project 1 S.H." grade to help me fill out the Time Management component of my rubric.
If "Studio Habits" is weighted, then the project is getting 2 grades essentially for the on-task or off-task behavior. This is where having an unweighted Studio Habits grade might be a good idea.
For more about how I grade, and my universal rubric, visit THIS POST. For more about what I am trying this year to get my students to focus on their work, there's THIS POST.
The following poster is one I made that may be helpful to explain levels of participation for yourself and for your more self-aware students. I based this off of Philip Schlecty's levels of engagement but re-worked it for an art environment. Where it says "artist" think "student." You can see a video about Schlecty's work HERE. Clicking on the poster will take you to Zazzle where you can purchase a nice poster, but I always suggest waiting until Zazzle offers 30-50% off. They have frequent sales and their product quality is high. You can read it and use the information here for free though. ;-)
At the end of the project, I transfer that "Studio Habits" score to their rubric under “Time Management” when the project is graded. If I have never had to redirect them to focus, or they were never on their cellphone, then their “Time Management” score will remain at 100%. If I have to address them even one time, they can only earn a "meets expectations" or 90% for the Time Management component on the grading rubric. If I have to address them 3x during a project this will drop even more. I still note off-task behavior on my seating chart and enter deductions at the end of the period as they clean up. This new method does seem to be having a positive impact and is holding them accountable.
I also have an area in my room for students to store and charge their cell phones away from their desks. That too seems to work well with other teachers.
Follow up: I got a good question from T.H. on Facebook: " Where does the studio habits grade fit into the percentages you list at the end?"
Answer: In my grade book program, PowerSchool, I have "Project 1 S.H." (S.H. = Studio Habits) where everyone gets 100% on the first day of the project. (This can be weighted or unweighted, I go with unweighted) Next in my grade book I have "Project 1 Assessment." This is the grade for the whole project with my rubric, and I use the "Project 1 S.H." grade to help me fill out the Time Management component of my rubric.
If "Studio Habits" is weighted, then the project is getting 2 grades essentially for the on-task or off-task behavior. This is where having an unweighted Studio Habits grade might be a good idea.
For more about how I grade, and my universal rubric, visit THIS POST. For more about what I am trying this year to get my students to focus on their work, there's THIS POST.
The following poster is one I made that may be helpful to explain levels of participation for yourself and for your more self-aware students. I based this off of Philip Schlecty's levels of engagement but re-worked it for an art environment. Where it says "artist" think "student." You can see a video about Schlecty's work HERE. Clicking on the poster will take you to Zazzle where you can purchase a nice poster, but I always suggest waiting until Zazzle offers 30-50% off. They have frequent sales and their product quality is high. You can read it and use the information here for free though. ;-)
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