Homework Policy Physics with Technology Mr.

Basso February 2014

At Pine view High school our Mission Statement is Learning is what matters most. To improve learning, students and teachers need to be able to identify when students need attention in learning. This memo serves as a reminder and advertisement about the policies regarding learning activities in this class. I have categorized what we do in class into 3 categories: Formative, Summative, Projects, and will explain what these mean as well as how they impact your learning, and in turn, the grade you students earn. Formative Formative assessments are learning tools that serve to assist students learn. They are the repetition, exercise, and coding of knowledge into a students memory. As these are activities that assist learning, they are assessed for accuracy, but not included in the final grade. This often looks like an introductory worksheet like Conceptual Development from our textbook. Some may ask, Then why do I have to do it? These are learning activities, the time where your brain internalizes knowledge. An analogy is to compare formative to an athlete putting in the time necessary at practice to perform at a desired level. Summative Summative assessments are measuring tools that serve to determine if students have learned knowledge after a definite learning period. Im concerned with if you have, in fact learned whats intended. This can take place in the form of a quiz, test, worksheet, verbal assessment or other methods. Back to the athlete analogy, this is like game night-where you show off if you have done the practice and now know how to execute a play-can you demonstrate your knowledge. Just as we keep score on game night but not during practice, Summative assessments will be included in students final grades, and have a due date, and deadline. The deadline for summative assessments is one week before the quarter ends. Projects Students will be engaged in projects throughout the year to serve as experiential learning, inquiry-based learning, and a type of summative assessment. Examples of these are the Paper Rocket, Pneumatic Race Car and others to come. Theyre often a capstone to a chunk of curriculum and these count towards the students final grade. As these take setup and extra work on my part, I cannot take the time to test a project every time an individual wants to submit the project, so projects will have a hard deadline attached. After this time projects will not be graded. The only exception is that projects will have 1 makeup day-most likely taking place during Science RTI-where students that missed the project deadline can submit the project. (Sports, activities, illness, and other absences) If you know youll be absent during the project deadline, the best thing is to be proactive about the makeup date and plan to be present for it.

Another concern I hear a lot is that my grading is hard because there are so little points being averaged into the final grade. My response is that an average is an average. Whether you score 3.5/4 or 350/400 both give the same average of .875 or 87.5% I believe the real concern is that the change in assessment practices actually uncovers the real rate and measure of student learning. It takes a lot or hard work and effort to really learn. A shouldnt expect to show up and earn a good grade. My methodology in adjusting the point scale allows me to more quickly determine when a student needs additional attention, and target them for an RTI session. So how can I get an A? Simply do all you can. Dont just try to slide by. Take notes in class. Dont just be a warm body in a seat Review your notes. Youll likely need to put in efforts outside of class to learn the material Take full advantage. Dont just do the formative assessments. Anybody can take a conceptual development worksheet and regurgitate answers from a lecture or by copying them from a textbook. Read the book with intent to learn. Complete formative activities with the purpose of internalizing knowledge. Then revisit the formative activities to study. Use your tools. Understanding the symbols, formulas, units of measure and knowing when to apply the Physics Reference Sheet is the key to acing the class. Think first. Before asking for help, think about your question first: is there anything Ive done or that I could compare this to, that would help me answer my own question? Want it! A young man wanting knowledge approached Socrates and said, "Socrates, I want knowledge." Without even looking at the young man, Socrates responded, "Follow me." The two men walked down to the seashore and into the water. Socrates asked, "OK, now what did you want?" "I want knowledge," the young man said. Socrates then plunged the man into the water and held him there for 30 seconds. After pulling the young man out, he asked again, "What is it that you want?" The young man sputtered and then said, "I want knowledge." Socrates again dunked the young man - this time holding him under the water for 45 seconds. After pulling him up, he asked, "Tell me, what do you want?" "Knowledge! I want knowledge!" The young man was surprised and becoming frustrated when Socrates pushed him under the water yet again. This time, he held him there for over a minute. The young man began to struggle and fight and finally emerged gasping and coughing, barely able to stand. Socrates asked: "What do you want?" Without pause, the young man screamed, "AIR! I WANT AIR! Please, just let me have air!" Socrates looked at the young man, smiled and said, "When you long for knowledge the way that you were just desperate for air, then and only then will you find it."

If you have any needs please contact me by email at mike.basso@washk12.org

Please detach, sign and return this portion below for extra credit points ---------------------------------------------------------------------------------------------------------------------------I have read and understood these policies. , (student)
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(parent/guardian)