What is the Models by Design blog?
It initially started to highlight the progress of the project I’m working on, Models by Design, which describes how I’m experimenting with models to “cause learning.” The blog has since evolved to become my musings on all things education. Hope you enjoy it.
Alexis S. Wiggins has taught English, Spanish, and humanities in the U.S., Hong Kong, Spain, and Qatar. She currently teaches IB and high-school English at the American International School in Riyadh, Saudi Arabia. Her education writing has appeared in ASCD Express, Education Week, Independent School Magazine, and Kappan Magazine, and she has presented at the 2013 IB Asia-Pacific Regional Conference, the 2012 UbD by the Seine conference at the American School in Paris, and the 2012 EARCOS teachers’ conference. In addition to teaching, she does consulting work through Authentic Education, helping schools with curriculum development, Understanding by Design, and SPIDER Web Discussion. You can follow her on Twitter at the handle alexiswiggins or email her at alexiswiggins [ at ] spiderwebdiscussion [ dot ] com
Models by Design Project/Book
Models by Design is a method of using models of student work that I devised based on my work as a middle and high school English teacher.
It all started from a conversation I had with my dad, an old hand in education. I was describing to him a perennial problem I had: I provided my students with detailed rubrics, explained the task as clearly as possible, and showed them models of work to help them understand what I wanted them to do, and still there was a core group of students who just didn’t seem to get it. “What am I doing wrong?” I asked my dad.
“I’m willing to bet that you’re only showing them models of excellence.”
And that was when a lightbulb when off. I began a quest then and there to begin archiving varied models of student work so that I might use them more effectively in my classes.
The basic premise is this: I save three different categories of student work samples (or models, as I call them) for all major assessments: above average, average, and below average. That means if my grade 8 students are writing paragraphs, I’ll save a copy of one stellar paragraph, one perfectly OK one, and one weak one. I’ll do the same for my grade 11 persuasion essays, and for my grade 9 visual metaphors. I will even do it for my grade 12 presentations — filming them and keeping a digital archive of one excellent, one average, and one not-so-good presentation. I do it for all major assessments in a given year.
Why am I archiving these models of work? Three reasons:
1. For use in teaching. Per my dad’s suggestion, I started using models of varied achievement levels when introducing an assessment (such as a cultural identity project) or reinforcing a skill (such as paragraph writing). I’ve been amazed at how much understanding and transfer have increased simply by showing students the variety of models — they seem to grasp immediately what separates the wheat from the chaff when showed varied examples.
2. For use in professional growth. Shared grading exercises, in which a group of English teachers and I spend a half hour group-grading the same essays to see how well we align in our assessment criteria, has been a fantastic (and free!) PD experience. In addition, new faculty can benefit from this archived work to see for themselves what their new colleagues consider “excellent” and “average.”
3. For use in the parent community. I think teachers can often be a little cavalier about parents’ lack of understanding about what their children are being asked to do in our courses and how they are evaluated on that work. By having varied models of student work to show them in parent conferences, they can see for themselves just how clearly their children’s work compares to above average, average, and blow average work for the same assignment, which helps them have a better understanding of why a certain grade gets assigned.