I followed the same format of polling a large Facebook group of 12,600 language teachers on things-inequitable and grading. Of 144 participants, the overwhelming majority grade some kind of reading comprehension without a focus on individual vocab terms. Quizzing vocab (full-out or vocab section of another assessment) isn’t something I recommend doing, especially not grading it. This holds true across all content areas, not just languages. Why? That kind of focus is on the micro level isn’t necessary, and it might just be measuring a student’s short term memory. We don’t need to document any of that, nor is it particularly helpful to know. In Wormeli’s 2018 update to Fair Isn’t Always Equal, one of his principled responses is “avoid test questions that ask only for basic recall of information” (p.14). That makes sense. We can skip insignificant acts of recall and go straight to whatever the vocab is used for—the greater purpose—presumably to read or interact in the target language. That word knowledge is embedded in the greater, more-purposeful task. Why bother with both?!Continue reading
A Solution To Asking Wrong Questions (e.g. “How Do You Teach X?”): Focus & Flip
Ask 10 teachers how they teach X, and you’ll probably get 10 different responses. However, if you flip it, and instead ask “how do students learn X?” you might get what in many cases is the only answer. Furthermore, it helps to focus the question first because most “how do you teach X?” questions are way too broad. Teachers can’t possibly teach everything about X, so there’s gotta be a more specific outcome to the question. What is the point of X? Or, what are students expected to do, or know about X? For example…
- Take a question teachers always ask:
- How do you teach the subjunctive?
- Focus it:
- How do you teach students to identify subjunctive verb forms?
- Flip It:
- How do students learn to identify subjunctive verb forms?
In this case, the answer is quite simple: students must memorize verb forms. There’s no way around that one. Humans won’t spontaneously infer which verbs are subjunctive. To identify them, students will have to be shown what they are, commit them to memory, and then recall from memory. So, the teacher who expects students to identify subjunctive verb forms needs to provide them, and hope their students have good memories (oh right, that last part is out of their control). Not a very reliable thing to expect, it turns out.
Consider back to the alternative, too. Just think of all the different answers you could get to “how do you teach the subjunctive?” They’ll probably all be from the teacher’s perspective, like descriptions of activities, and have nothing to do with the actual learning that must go on, too. This is probably why so many teachers reinvent the wheel year after year. The teaching isn’t actually addressing what students need to learn. Of course, that grammar question is a bit silly since the focus doesn’t have much use. Let’s look at a related question with a more useful purpose…
- Q: How do you get students using the subjunctive?
- Focus: How do you get students to speak using accurate subjunctive verb forms?
- Flip: How do students learn to accurately speak using subjunctive verb forms?
This answer is also simple: time & exposure. Accuracy, especially in speaking, isn’t expected for the first years (3-4+), with or without any “error” correction, either. For any language to come out (output), students need lots of examples coming in (input). So, the teacher who expects accurate use of subjunctive, then, needs to ensure that there are tons of examples of subjunctive verb forms in what students listen to and read. Oh, and they also need to have patience. Any teacher who expects—and gets—beginner students speaking accurate subjunctive verb forms either doesn’t know the research, measures that in isolation and moves on, or is seeing short term memory results. Yet also probably holds “review” sessions each year!
So, give Focus & Flip a try!
**This is a follow-up to CI, Equity, User-Error & Inequitable Practices**
Equity in the classroom is the work of removing obstacles. Some obstacles are structural ones that have been in place for a long time, beyond the scope of what any single teacher can do on their own. Other obstacles are in the teacher’s control on the classroom level. This post looks into removing those obstacles…Continue reading