Differentiating Through Learning Contracts...Monitoring

So you've taken the plunge and are implementing learning contracts in order to differentiate instruction and engage your students!  Now, how in the world are you supposed to monitor these contracts?!

This is what our learning contract looks like:

Learning Contract

1.  Class Names in ABC Order *See Direction Sheet __________	2.  Sorting Activity *See Direction Sheet __________
3.  Venn Diagram *See Direction Sheet __________	4.  Graphing Activity What’s Your Favorite Season? *See Direction Sheet __________
5.  Place Value Riddles *See Direction Sheet __________	6.  Mystery Numbers *See Direction Sheet __________

                     Name:  ________________________________________________

                    Date:  _________________                  Due Date:  ________________

                    Student Signature:  ________________________________________

This is the main cover sheet that each student has in order to keep track of what activities are on the contract, as well as which ones they have completed.  When a student completes an activity, the teacher's initials goes on the line in the box.  An activity is not considered complete until we put our initials in the box!  

We also have a table on our large dry erase board in our classroom.  It is formatted like this:

 

Math Contracts:	Content Contracts:
6	6
5	5
4	4
3	3
2	2
1	1
0	0

(I'll try to remember to take a picture of the actual board and post it!)  All the students have small magnets with their names on them.  I make the magnets by getting a role of magnet with the sticky backside.  I attach construction paper to the sticky part of the magnet, write the students' names on the construction paper (They're written small going down the magnet strip), and then put a layer of clear tape over the construction paper.  I then cut the students' names apart!

All the students start at 0 on the board.  When they get a contract box signed off by the teacher, they move their magnet up to 1.   When two boxes are signed off, they move up to 2.  This continues until they complete all six boxes!  This structure gives us a quick way to have an idea of where the students are in terms of getting their contract activities complete; however, more importantly, it lets the students see where they are in comparison to their peers!   This can help motivate students who struggle with staying on task and managing their time.  

Occasionally, we also will do a Status of the Class, where we call the students' names, and they tell us how many activities they have completed.  That lets us know that the magnet board is accurate and, again, let's the students who may not have paid any attention to the magnet board know where they are in relation to the work their peers have completed.  

We have a colleague who monitors contracts a little differently by actually making two copies of the learning contract cover.  She gives the student one and keeps one with the student's name on it in a binder.  As she checks off an activity on a student's contract cover, she then marks it off on her copy as well.   She can then go through her binder to see how many activities the students have completed.  

Typically, if there are students still stuck on zero when the majority of the class has moved on, we will require those students work with us or with another adult during contract time.   These are often the students who just need that support staying focused and on task!

We started the practice learning contract last week and just started our content (science) contract today, and the students LOVE them!  When it's time to clean up, there is a murmur of "Noooooooo..." around the room.  

What teacher doesn't love it when her students want to keep working when it's time to stop a learning activity?!  That is a sure sign of engagement!  :-)