On my path towards simplifying everything I possibly can about teaching, this next grading idea is quite promising. Don’t get me wrong, my expectations-based grading rubric has worked wonders in terms of flexibility, equity, and efficiency. This new idea just complements the rubric by aligning more of what is expected during class with arriving at the course grade. It also adds more varied gradebook evidence.
In this most-unusual of teaching years, one problem we ran into was how to get evidence of learning, especially when students weren’t in class. The best solution I used was called My Time, the form students filled out to get equal credit by reading on their own and showing their understanding. Otherwise, the typical evidence I collected was fairly simple: upload/share a picture of the day’s “work” done in the notebook. At some point, though, I noticed that students weren’t reading daily from the digital class library—a major course expectation—so I replaced that weekly notebook pic with checking the digital library (Google Doc) and reporting how many days students accessed it. To my disappointment, though not to my surprise, very few students were spending any time at all in the Google Doc. Admittedly, there’s no way to know if the students who did WERE reading, and we gotta take that on faith, but the majority weren’t even accessing the document! So, effective immediately, I’m removing all expectations of students reading at home. This is BIG! However, I’m still maintaining the expectation of reading something old and something new, every day which means the adjustment is to build this into class time for about 5-10 minutes. This is different from FVR (Free Voluntary Reading), which lasts 15-20 on one to two days a week. I like “Free Reading Fridays” and then “Read Whatever Wednesdays” when it really gets rolling. Also, it doesn’t matter if a kid goes home to a peaceful room and naps, then spends hours reading for school, if they go directly to a part-time job, or if they take care of family members. This update is more equitable, and maintains a focus on reading. A simple Google Form follow-up (“What Did You Read?”) is evidence for the gradebook.
This activity was shared quite some time ago. I didn’t look into it at the time, and just sent myself an email for whenever I had the chance. That chance was last week.
This game rules.
In short, it promotes reading, and highlights titles from your Free Voluntary Reading (FVR) library at the same time. Plus, even students who “don’t want to do the work” have a role that ends up bringing them into the fold (see below, *in bold*). This was my process for our team game after 10 minutes of independent reading (Free Reading Friday), also included in the Slides presentation you’ll find at the bottom of this post:
Students hold onto their books, forming teams (3+).
A prompt is revealed (e.g. “something you yell when you stub your toe”), then everyone has a minute or so to look for a word/phrase/quote from their book silently/independently.
Each student shares with their team. *Students who didn’t choose anything open to a random page and read a random sentence.*
After a count-off, teams vote for their favorite quote by pointing to whomever read it. Most votes wins.
Winner from each team shares their quote with the whole class.
A judge chooses best overall quote. That team gets a point, and becomes the next judge. Teacher chooses first judge to get things rolling.
Laugh and continue.
The process I listed above is a simple team-based version of the game I adapted from Jessie Oelke, with the presentation entirely in English. I figured that I’d end up spending more time trying to establish meaning of the prompts in Latin than we’d actually get to playing the game (i.e. students processing some input from their books). Otherwise, there’s this page from Senora Chase along with some Slides in various languages, as well as a longer story-based form of the game. You could always just collect a bunch of prompts that students create (much like Discipulus Illustris questions).
Last week, we started Free Voluntary Reading (FVR) in what I’m calling Free Reading Fridays, which is 10 minutes of independent reading at the start of class just before we do some kind of team game. It’s a great way to end the week. I wrote about how first year Latin students have had 143 minutes of FVR so far, but that’s been in segments of 3-5 minutes in the middle of class, with students choosing class texts from their folder. Last Friday was the first day they were able to sit in the back and choose anything from our library…