Progress Projects
Understanding how difficult it is to assess a students TRUE performance down to a specific percentage point in the class led me to develop something I call the "Progress Project OPPORTUNITY".  Let me tell you a little bit about what this is and why I offer it to all my students.  

What is a Progress Project Opportunity?   Simply put it's a project or presentation that a self directed learner undertakes that goes above and beyond the regular graded opportunities in a marking period.  Extra work is significantly different than the old "extra credit" grade for students. 

Why do I offer Progress Project opportunities?  I have a hunch that many students know what it's like to earn a marking period grade that falls just short of what was expected based on a great deal of hard work.  What happens when a student works extremely hard studying for a test or preparing for a project or presentation and due to a study weakness, developing skill or other unfortunate dilemma he/she earns an assessment that falls short of what they really deserve?  The answer has always been a lower Marking period grade that may not reflect the level of commitment to improvement that student undertook.  With this in mind, I offer the opportunity for students to earn extra work credit when they are proactive and seek to undertake the work on their own. 

Over my years of teaching I've always pondered how to help a student who is a hard worker or has a true understanding for the content and concepts of the course, but fails to show this on quiz, test or presentation day.   When I first started teaching I offered students "extra credit" which I generally occured at the end of a marking period to deserving students to help boost a marking period grade.  But I found this practice taught an unintentionally poor long range lesson.   Is there any profitable business or successful boss who would provide a worker or performer with more compensation simply for doing too little too late?  I think the operative words are successful and profitable here.  Performance matters in the "real" world and given the developing challenges our students face in the emerging 21st century world, WW-P students deserve a better structured lesson. When I developed the extra work opportunity I sought to avoid this pitfall while upholding the idea that every student should be able to define themselves above and beyond the confines of my assessments.   


1. Apply to me via e-mail for the right to complete a progress project opportunity before the half way mark in a marking period - unless I provide an opportunity myself after the 1/2 point of the quarter.  This half way mark will be posted on each of my courses calenders if students of parents wonder when the firm deadline is. The application form for a progress project can be found under the helpful documents link for this class. 

2. All progress project opportunities must be agreed upon between the student and myself so that there is a firm understanding of what is expected in terms of presentation day, etc.  Included in this agreement will be the value of the opportunity and the type of grade category (prep work, reflection, minor opportunity)  it will be placed in. 

3. All progress project opportunities will be self assessed and teacher assessed using either a general class rubric or a special student designed rubric that specifically addresses the essential elements of the project or presentation.  (Note: a student assessed rubric and a blank rubric for my use must be handed to me on the day the extra work opportunity is presented). 

4.  Once a student is informed of how they performed on their opportunity, they can either accept the grade and have it formally entered into the grade book, or they can decide not to have the grade entered.  In other words - performance matters on an progress project opportunity, just as it does on a regularly assigned opportunity.


1. Study habit/skill work where a student enters into an agreement to refine a study habit (Class Notes, Outlines, presentation skills,
study skills, etc) and meets regularly with me to show development and improvement over time. 

2. A student shares pictures, movies, personal stories, or experiences associated with a topic that has been addressed in class. 

3. A student shares understandings gathered after reading a book or watching a mini-series or historical documentary relating to a topic that has been addressed in class.

4. A student writes a paper or presents an informative presentation on a topic not specifically addressed in class, but which fits within the larger period or era being studied. 

5. A student prepares an interactive study tool (video, flipbook, prezi, show me, online quiz, etc) that can be posted on line for students to use for review of important information to be assessed.

6. A student develops or refines a online presentation for a topic that has been addressed or for a topic that might not be addressed but that the student feels is important and  posts it on Mr. Bonds website to help other students learn important information or concepts. 

8. A student identifies a new type of progress project opportunity that fits the spirit of the extra work concept and outlines it for Mr. Bond using all the rules outlined above for the extra work opportunity.