These were the first presentations these students did now they have each done six more with the re-dos! Most of them by the end looked like seasoned presenters still nervous, but more articulate and at ease, better at showing themselves off. The adults, too, got better as they attended more presentations, knowing what questions to ask and what to look for. The outside committee members have all stayed for all six presentations, plus the re-dos. All of
them want to
continue as committee members next year. Our seventh graders presented for
history this spring and it seemed easier for them than for our "pioneers"
; they had more work ready or near ready and
needed less preparation. The staff members were also better prepared this year. We now have rubrics for all subjects, and have student work to look at as models. We also have a handbook for committee members and advisors. We have been through several presentations from special ed. students, and have made modifications according to the individual students ed. plan.
Another thought I have when looking at this is that the quality of work is improving. I now teach sixth grade and eighth grade, and can see that our sixth graders have developed better habits of mind and their skills will be at a higher level than this years eighth graders. This may in part be just who this group is as students, but I am sure that our newness as a school has also contributed to the changing standard. The sixth graders came into an already established culture, and the oldest students were a part of its creation, with all its ups and downs. A lot of time in our first couple of years was spent on finding and establishing a culture of high standards and good habits of mind.