It’s been years since I’ve given a quiz. I know that seems crazy coming from a teacher, but there are just so many other ways to get evidence of learning, like The Monitor Assessment, that I haven’t had to bother with quizzes much at all. When I did give them, they were sneaky ways of reading and rereading. In other words, all my quizzes were input-based. This meant that the learning experience (i.e., of receiving input) took place during the assessment. In the literature, this is known as an UNOBTRUSIVE assessment, whereas an obtrusive one would be when there’s an abrupt stop to input and interaction so testing can occur. This is bad. It literally takes away time from learning, an no one wants (or needs) that. A couple examples of obtrusive assessments would be like pulling kids into the hall for some speaking test while who-knows-what is going in the classroom, or holding a “unit test day” that’s really just 20min of testing, then free time or busywork for those who finish. With unobtrusive input-based assessments, however, the learning (i.e., receiving of input) continues, and it’s not a complete waste of time.
I continue to claim that teachers have the most positive impact on learning when there’s ample time to reflect and prepare. It sounds basic, but this isn’t reality for most. Ideally, for every class hour taught, there should be at least 30min prep time, and bonus if it’s 1:1 (e.g. teach four classes, have four hours to plan, every day). This probably sounds insane, but only because most teachers have been working insane schedules. It’s unhealthy. Most teachers put up with the madness of something like one guaranteed prep period a day, etc., which leaves them kind of screwed if they teach more than one course, which is almost everyone, especially teachers of less-commonly taught languages (LCTL) who prep all levels as a department of one. No wonder there hasn’t been much innovation in education, there’s no time for it! The solution? First of all, teachers should streamline their practices so they don’t waste that precious time doing something like grading, or giving the same feedback over and over that students won’t read, or pretending their code system will make any difference. Beyond that, it takes adequate funding to hire more teachers. That should be a reasonable ask, and is just one of the many reasons why I’m supporting John Bracey as NEA Director in the runoff, who’s vying for fully-funded public schools in Massachusetts among other crucial fights. It’s ridiculous this even has to be part of any campaign at all, right? Fully-funded public education should be the unquestionable foundation of society, period. Vote Bracey. He’ll get that job done.
Anyway, I’ve finally made it to a point in my career where in these last weeks I get everything ready for the fall. I’ve been close to accomplishing that in the past, but there’s always been this August calendar event I set up that goes something like “read this, review that, create this, think about that,” yet there’s usually no time, even for someone like me hyperaware of prep time. Guess what? I already did all that stuff, and consolidated the ideas into this one post so the work is truly done to start 2021-22.
Posters I sat in the middle of the room, looked around as if I were a student, and updated every poster that was hard to read. Really, what’s the point of having them if kids can’t see them?! Most are now on 11×17 at 120-pt font, with 80-pt English given below the Latin. Clarity is key, and so is comprehension. I’ll be pointing to these posters a LOT to establish meaning, and then even more when cuing it. I’ve also took down posters I couldn’t remember using. Some posters are nice in concept, but I’m just not gonna refer to fractions in Latin, etc. Also, I’ve redesigned my numbers, and put up my “who needs a boost” and “what would you like?” The latter are actually my first new practices I’ll have to be mindful of, which deserves a number, and bold color to draw attention when I check back in here come August. 1) Use Boosts & Quid velīs?
quālitātēs Since the cognate list has grown to over 700 words, I updated quālitātēsto have *only* cognates, and dropped the English. There are 19 pages with about 160 words organized by positive, neutral, and negative adjectives. My plan is to show students how much Latin they probably already understand, while at the same time introduce English words not in their vocabulary. For example, diabolicum is just too good of a word to avoid using (any fans of The Boys out there?). I’m also going to use these lists more deliberately, like when we describe characters during storytelling. This is another new practice. 2) Use quālitātēs.
PasswordNow “Weekly Word(s)“ This one’s simple. I used to stop students at the door requiring a rotating class password (but really for a quick check-in), and I wouldn’t let them in if they forgot the password. It was kinda fun except for when it wasn’t. The update is a reframing. No passwords, just weekly words now, but I’ll use the same words/phrases that went over well in the past. The very first one has always been “salvē!” which makes sense. However, I’m adding “…sum [___]” to the end so I get to hear how students pronounce their own name for a week. Can’t believe I hadn’t thought of this sooner!
DEA (Daily Engagement Agreements)Now “Look, Listen, Ask“ The update to collecting gradebook evidence that now has a weekly focus on Look, Listen, and Ask means I won’t need to refer to these the way I used to. I’m not even gonna mention the word “rule.” Also, it’s a good thing I wrote about this, because I hadn’t made that Google Form yet. Check! 3) Use new form to collect gradebook evidence on focus areas.
TPR Wall I’ve never really had much success with Total Physical Response, and haven’t been around students who like to act during collaborative storytelling either (i.e. so no TPRS for me). I’ve just removed all expectations (hopes?) for these things. It’s not the culture here. I’m not gonna force it. Therefore, I cleared up a whole wall that had TPR words, and moved the Look, Listen, and Ask posters over there.
Digital Fluency Write/Timed Write Form I’ve been having students type Latin into a Google Form, then count up their words (responses from each class section all link to the same spreadsheet). It turns out there’s a formula =IF(C2=””,””,COUNTA(SPLIT(C2,” “))) that takes care of the counting. Drop it into a column in the spreadsheet, and you’re all set. Check out how close it comes to students counting one-by-one! I still review the student’s writing and adjust for only Latin words & names in that last column, but the formula skips the step of students counting—and miscounting—after writing.
Eval I’ve been using timed writes for years to show growth. However, I haven’t been totally happy with the measurements used in the teacher evaluation goal setting. For example, if it’s by percentage, some students have increased their word count 1250%, while others by just 5%. If it’s by total word count, some students are writing 89 words, while others are still writing 10. If it’s by word increase, some students have written 74 more words than their first, and others just one or two. Regardless of the measurement, some students start writing a LOT right away, and don’t make much progress because most are just in that plateau of hanging out at Novice High or something. Therefore, I need a more variable goal that takes into account all these situations based on an average of the first three writing samples:
Under 10 will double. 10-30 will increase by 50%. Over 30 will increase by 25%.
Also, I’ll have to get writing samples early on within a few weeks (not months) so I have a more accurate baseline. I’m also adding two new practices to help increase comprehension when reading, lead to acquisition, and result in higher output. These are alternating between 4) Code-switched Readings and Facing English in addition to full glossaries. Every text will include at least one of these three supports.
Activities **Update: In particular, I’m gonna be sure to start with Card Talk Stories. This could be 4.5.** Due to remote teaching, I haven’t had much experience with a lot of things on my lists of input-based strategies & activities, and how to get texts. Therefore, I’m not ready to ditch any of them. Also, we’ll have more classes in what should be a more typical year, so I might need to draw from those lists to keep things novel. In particular, I’m thinking of varying reading activities considerably more. So, I’ll be sure to consult the lists when planning. 5) Check lists, weekly.
Syllabus/Learning Plan For the first time ever in my teaching career, I had the opportunity to review the entire year’s class agendas! I thought I’d end up with a long list of activities and a rough sequence for the year, but no. First of all, I don’t plan more than a day or two in advance, and certainly not more than a week out. Second of all, it turns out I already did some of that work when creating my core practices! However, until I’m familiar with the whole teaching thing next fall—because I DO forget how to teach, every single year—I’ll make it a point to review all those practices: 6) Check out core practices, weekly. Still, looking back at the entire year’s class agendas was helpful. Hands down, I’m keeping “hodiē,” the one doc I open each day and work from, for organization (although I’ll be created a new Google Classroom assignment each week to better help students keep track). Here are some other routines and ideas I found from reviewing the agendas that I want to make sure I include next year:
A basic Talk & Read format to each class
Start class with date + something else to copy into notebook (statement, story, excerpt, etc.)
Use digital class libraries (only print for certain activities)
Summary So, here I am. There’s a LOT of stuff in this one post to review come August. After all, I plan to take a full summer break. No PD. No posts?! Maybe. Who knows, but having all my work done in order to set up next year’s success feels real good, and maybe the consolidated resources will help you, too.
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.
Even a teacher who’s been in the classroom for 6 years has only started the school year a maximum of 6 times, and there’s a good chance that none of those years began the same way. That’s not a lot of practice!
As annual amnesia sets in, I do a LOT more scripting, thinking, planning, confusing, etc. all at the start of the year. If Kids lose knowledge after 3 months; teachers lose flow. In fact, I just posted a video to the Latin Best Practices Facebook group sharing how I ended up stuck one day during some Total Physical Response (TPR) I’ve been using as brain breaks. Naturally, I’m more aware of my teaching since there hasn’t been enough time for anything to stack up, so I’ve been thinking about the start to this year… Continue reading →