CI is not optional.
For language acquisition, CI is necessary, and no one disputes it. For full inclusion of all students, no one can deny that tapping into what every human is hard-wired for (i.e. language acquisition) is the more universal practice and responsible choice as educators.
CI is not a method or strategy.
The messages students listen to or read are received as Input. When students understand those messages, they receive Comprehensible Input. Continue reading →
Over the years, I’ve heard from many teachers in different situations looking to move towards Proficiency-Based Grading (PBG), or possibly beyond. Elsewhere on this blog, I’ve written very long explanations about grading practices. Here are various grading scheme options presented in a straight-forward manner. If you’re in a situation that seems very different from those listed below, comment and we’ll think of something!
Latest Expectations-Based Grading Scheme
Expectations-Based Grading (EBG) **NEW, added 3.4.18**
100% – Input Expectations Rubric, includes Proficiency Levels
0% – Quick Quizzes, or anything else you want to report a score for
Use this scheme if you have complete control, want maximum freedom, and want to focus on students receiving input.
Zero-Autonomy Quick Fix **NEW, added 8.2.18**
Percentages vary based on wacky school requirements
In each grading category:
1) Create assignments that do NOT count towards the final grade (usually a check box)
2) Create ONLY ONE assignment that DOES count towards the final grade
3) Use a—ANY—holistic rubric to arrive at that grading category grade
Use this scheme if you have absolutely no control, and people are telling you what kinds f things to assign, and how much value to give them.
Continue reading →