1. Outline 1.Show you the tool 2.Have you use it 3.Have a student and instructor discuss one way of using it 4.Have you practice giving feedback using the tool

2. 1. Show you the tool

3. Rubric by Jon Bender and adapted by Dimitri Dounas-Frazer, Geoff Iwata, John Haberstroh, and Joel Corbo for The Compass Project, University of California, Berkeley

10. 2. Have you use it You can find the STEM Skills Rubric in PDF format in the following locations: Coursera, or Here: http://www.berkeleycompassproject.org/ wordpress/wp- content/uploads/2012/12/Phys98_SelfEvalRubri cs1.pdf

11. Rubric Journaling Activity (Pause here until finished) Step 1: Consider a course you are taking or a research project that you’re working on. Step 2: Read over the rubric and pick one skill that you want to improve with respect to this research project or course (e.g. “persistence,” “communication,” “collaboration,” etc.) Step 3: Journal for 5 minutes and Identify whether you are beginning, developing, or succeeding at your chosen skill Write a few sentences about how you are doing with the skill this week Describe one or two concrete ideas for how you might improve.

12. 3. Have a student and instructor discuss one way of using it Students pick one or two skills on the rubric Students journal weekly with respect to an introductory physics or math course they are taking Graduate Student Instructors provide feedback on weekly journal entries

13. The Problem In high school you don't always do a lot of concrete strategizing to improve your learning

14. Journals CC-PD-Mark Files by User:Gflores from en.wikipedia

15. Providing Feedback with the Rubric

16. Reflect for a Moment: What is one thing that you took away from this case study? What is one question that you have?

17. College Student Journal Entry Excerpt: Procrastination “It seems I have three types of procrastination: Productive, where I do something else I find more important or interesting than the assigned task; Distracting, where I fill the time with pointless activities like internet surfing; and Paralyzing, where some part of me is so set against doing the task at hand that I instead do absolutely nothing (but fidget and think) for hours. This week I’ve experienced all three. Productive Procrastination is justifiable, Distracting Procrastination is excusable on occasion. Paralyzing Procrastination is just annoying and depressing. It’s the paralysis that I want to put an end to. Unfortunately, it’s a problem I’ve had since elementary school, and I still don’t know what to do about it. Paralysis occurs when I’ve set aside time for the homework in question and am ‘ready’ to get started…So while I’m not sure what the solution is, I can say pretty confidently from experience what it isn’t: organization, lists, time management, or a distraction- free environment.”

18. Consider: How Would You (1) Normalize (2) Provide Concrete Advice? “It seems I have three types of procrastination: Productive, where I do something else I find more important or interesting than the assigned task; Distracting, where I fill the time with pointless activities like internet surfing; and Paralyzing, where some part of me is so set against doing the task at hand that I instead do absolutely nothing (but fidget and think) for hours. This week I’ve experienced all three. Productive Procrastination is justifiable, Distracting Procrastination is excusable on occasion. Paralyzing Procrastination is just annoying and depressing. It’s the paralysis that I want to put an end to. Unfortunately, it’s a problem I’ve had since elementary school, and I still don’t know what to do about it. Paralysis occurs when I’ve set aside time for the homework in question and am ‘ready’ to get started…So while I’m not sure what the solution is, I can say pretty confidently from experience what it isn’t: organization, lists, time management, or a distraction-free environment.”