Gardner Writes » Blog Archive » APGAR for Class Meetings - The Diigo Meta page

• 07 Jul 17
  
• 01 Jul 16
  

  Michele Day

  "A recent article in the New Yorker tells the story of Virginia Apgar, the physician who gave her name to the quick, simple assessment of babies’ condition at one and five minutes after birth. Apgar understood that doctors and nurses needed such an assessment to guide their approach to early intervention and treatment. She also understood that without such an assessment, current practice was unlikely to change, as there was no baseline from which to work."

  teaching-ideas student-participation

• 28 Jul 15
  

  Michael Weller

  CLMOOC

• 11 Jul 15
  

  Gardner Campbell pedagogy

  • The article got me to wondering: what if we could generate an “Apgar” for each class meeting? Here’s my idea. At the beginning of the class, students would assign themselves a score based on questions like these:
  • 1. Did you read the material for today’s class meeting carefully? No=0, Yes, once=1, Yes, more than once=2
     2. Did you come to class today with questions or with items you’re eager to discuss? No=0, Yes, one=1, Yes, more than one=2
     3. Since we last met, did you talk at length to a classmate or classmates about either the last class meeting or today’s meeting? No=0, Yes, one person=1, Yes, more than one person=2
     4. Since our last meeting, did you read any unassigned material related to this course of study? No=0, Yes, one item=1, Yes, more than one item=2
     5. Since our last class meeting, how much time have you spent reflecting on this course of study and recent class meetings? None to 29 minutes=0, 30 minutes to an hour=1, over an hour=2
  • Ideally, students would transmit their scores electronically, and the teacher would be able to do a quick class average at the beginning of the meeting. The teacher should also assign him or herself a score, with “colleague” substituting for “classmate,” for example, or perhaps with a different set of questions altogether. The teacher’s score shouldn’t be averaged in with the students’, but it should be shared with them somehow.
  • It would be interesting to chart the class’s scores over a semester, and to compare one section’s scores with another’s. It would also be interesting to see if the class began to compete with itself to try to keep those “Apgar”s high. There’s also a merciful aspect here for the teacher, who could see pretty quickly that a particular day didn’t go well for reasons beyond his or her own failings. It would also allow the teacher to move quickly to a plan “b” if the score indicated either that students were not ready for a challenging, self-motivated day … or if they were, beyond the teacher’s expectations. (It does happen.)

  2 more annotations...

• 08 Feb 15
  

  Tania Sheko

  apgar teaching pedagogy learning assessment evaluation gardner campbell gardner campbell

• 31 Jan 15
  

  Alan Levine

  "The article got me to wondering: what if we could generate an “Apgar” for each class meeting? Here’s my idea. At the beginning of the class, students would assign themselves a score based on questions "

  teaching pedagogy learning assessment

• 30 Jan 15
  

  grading

• 15 Jul 14
  

  Tom Fullerton

  apgar teaching learning

• 11 Feb 14
  

  k virginiaa
• 21 Oct 13
  

  gardner_campbell teaching learning assessment evaluation

• 28 Oct 12
  

  Mariah Trentacosti

  Quick Assessments using the idea of APGAR. Rating on a 0-2 scale.

• 26 Jul 12
  

  Carole Calenso-Fair

  Like this formative assessment model > APGAR for Class Meetings http://t.co/4ymtom0U and this example from @injenuity http://t.co/POL0YQt5

• 25 Jul 12
  

  Gardner Campbell

  APGAR for Class Meetings (by @GardnerCampbell) http://t.co/K3c33qct via @clintlalonde #FDI12

  fdi12 from twitter

• 

  Clint Lalonde

  Good model for formative assessment. Educational APGAR test from Gardner Campbell

  assesment formativeevalutation

• 20 Jun 12
  

  Michael Roy
• 14 Feb 12
  

  Heidi Olson

  Ask students to apply an APGAR-type score to questions about how much time they spent on reading, talking, reflecting on the topic of the week.

  apgar teaching pedagogy rurbric reflection *outside class*

• 09 Feb 12
  

  jenn stevens

  itgwwr

• 28 Jul 11
  

  Kathryn

  apgar teaching pedagogy presence

• 03 Oct 10
  

  Jan Marston

  The article got me to wondering: what if we could generate an “Apgar” for each class meeting? Here’s my idea. At the beginning of the class, students would assign themselves a score based on questions like these:
  
  1. Did you read the material for today’s

  pedagogy teaching gardner tools

• 20 Sep 10
  

  John2 Kepler

  APGAR evaluation assessment gardnercampbell

• 14 Sep 10
  

  steveehrmann

  Classroom_Assessment_Techniques CATs

• 08 Jan 10
  

  Rebecca Davis

  gardner pedagogy teaching nitle_digital_teaching

• 

  Barbara Lindsey

  Suggests using an apgar-type score to help students measure their personal and group readiness for class work.

  students learning apgar score pre_post

• 12 Jun 08
  

  Chris Duke

  The article got me to wondering: what if we could generate an “Apgar” for each class meeting? Here’s my idea. At the beginning of the class, students would assign themselves a score based on questions like these:

  LX pedagogy teaching

• 27 Aug 07
  

  Nathan Rein

  check_this_out del.icio.us_import

• 27 Jul 07
  

  Jeffrey McClurken

  FSEM

• 24 Jul 07
  

  Terry Elliott

  apgar education metaphor

  • what if we could generate an “Apgar” for each class meeting? Here’s my idea. At the beginning of the class, students would assign themselves a score based on questions like these:

     

    1. Did you read the material for today’s class meeting carefully? No=0, Yes, once=1, Yes, more than once=2
     2. Did you come to class today with questions or with items you’re eager to discuss? No=0, Yes, one=1, Yes, more than one=2
     3. Since we last met, did you talk at length to a classmate or classmates about either the last class meeting or today’s meeting? No=0, Yes, one person=1, Yes, more than one person=2
     4. Since our last meeting, did you read any unassigned material related to this course of study? No=0, Yes, one item=1, Yes, more than one item=2
     5. Since our last class meeting, how much time have you spent reflecting on this course of study and recent class meetings? None to 29 minutes=0, 30 minutes to an hour=1, over an hour=2

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