ABSTRACT
If the students are not used to getting up and moving during class, it might be necessary to demonstrate to them the first time or two how to determine where in the room to stand. To check for understanding at the end of the two-day lesson, Heidi has students repeat the Human Likert Scale. She listens to their discussions and reviews their short justifications, scoring each one quickly using the following rubric. She tries to pair students so that weaker students work with stronger students, and also so that students are working with someone within one point of themselves on either Sophistication of Argument or Content Knowledge so that the difference in readiness levels does not frustrate students. Those who need more content knowledge are put into a review group before the summative assessment specifically on this material, and during the next group of lessons, Heidi checks in more frequently with those who need work on argument sophistication.
