I haven’t given midterms in years. Back when I did, though, it was a self-assessed analysis of fluency writes (I no longer do any sort of timed write, either, but that’s another story). Now, aside from the infuriating last-minute “all courses must have a midterm” decision we got hit with coming back from holiday break, I had a major discovery when giving the [ungraded] midterm this year.
Continue readingprocess
Quizzing For Learning vs. Quizzing To Get A Grade
I was talking to a colleague about an assessment idea I had. The scenario began “if I were a math teacher…,” but really, this idea applies to anyone who gives quizzes. Many teachers I observe who assess like this usually hang out at their desk while students take the quiz. Sometimes it’s timed. Sometimes there are “after the quiz…” instructions on the board. In the literature, this is called an obtrusive assessment, with class on pause, sometimes the entire time.
So, if I were to ever assess like that, instead of hanging out at my desk, I’d start circulating the room, stopping at each student to point out a quiz item they should review (e.g., “Ja’den, spend more time on #3”). And I’d do this the entire time, just walking around, essentially doing all the correcting I would’ve done during my planning period, and even providing some feedback. It’s kind of like a more involved individualized Monitor Assessment. My colleague was wondering how this “real-time rolling assessment” would really show what students know and can do. We talked a bit. Questions were asked like “with so much scaffolding, how do we know the student can do anything on their own?” The truth is, they might not, but how is that any different? In fact, during that whole discussion I forgot to consider what the “real-time rolling assessment” was being compared to. That is, how is a give quiz/collect/correct/hand back procedure any different, really, for finding out what a student knows or can do?
It comes down to process.
Continue readingNovember Writing Challenges
I’m a big fan of process over product—so much so that I don’t love sharing a bunch of ready-to-go class texts. I’ve been hesitant because the process of creating a text together as a class is more important than teachers having a print-and-go option. Granted, some of those for cultural exploration are available despite strongly encouraging teachers to focus on the process of writing their own. This all goes back to the #ACL100 presentation I gave with John Piazza and John Bracey, with contributions from David Maust. We showed how to do that under a “connect, explore, create” framework. Check out the Slides if you missed them.
Why the fuss? The idea is simple: when teachers don’t know what to do, they take anything pre-made and use it. Sure, this accomplishes one thing, the end, but what about the means? When the point is going through some kind of process that results in those products, it makes sense to focus on supporting teachers honing those skills. This is goal #1 of this post. For goal #2, I’ve been writing Latin using very, very few words, but my students could use more voices than just my own! Latin novellas being published still span quite the range. How about some more books at the lowest of levels?
Writing Challenges
November is time for the national writing month trend, so I thought it’d be a good way to get more teachers writing fewer words of Latin. At first glance, that doesn’t seem right, but what I’m talking about is setting parameters like writing a very short text using 20 unique words. I encourage teachers to use whatever grammar they need to express ideas, especially those that tend to be delayed until “advanced” study. However, sheltering grammar is a lot easier than limiting the number of words used to tell a story. Sheltering vocabulary is a particular skill that gets us the most leverage, but takes some practice. Let’s hone that. Consider this self-directed PD.
So, over the next weeks I’ll be adding some challenges to the Latin teaching community, for the Latin teaching & learning community. Submissions will be anonymous—or not—and the spreadsheet will be shared with everyone to view, copy, and read. That means if 10 Latin teachers each submit a short story using a particular set of words and some parameters, every Latin teacher with the link will have the option of reading any number of them with their classes. The best part? We can reasonably expect the texts to be of a similar level given the parameters. Latin 1 is about to get a whole lot of reading options. Well, maybe. That all depends if you’re up for the challenge!
Challenge #1
Write a short story about an animal using any of the following core verbs and function words:
- esse, habēre, velle, īre, placēre
- et, quoque, quia, sed
- ā/ab, ad, cum, ē/ex, in
- ergō, iam, nōn, subitō, valdē
Plus, the following additional words (excluding names, and different forms of words), scalable to your challenge level:
BOSS level sheltering: no more than 5 additional words
CONFIDENT level sheltering: no more than 10 additional words
NOOB level sheltering: no more than 15 additional words
Here’s the form for Writing Challenge #1. And here’s where I’ll put the stories once they start rolling in.
FAQs
How do I begin?!
If you’ve never written Latin for the beginner by sheltering vocabulary, start with three basic sentences. From there, fill in some details, and start to repeat words in different combinations of sentences. Break up longer ones into two or more, adding a new detail to each one. Count up everything, then add/remove individual words and sentences to get your story.
What if I use “nunc” instead of “iam?”
Bro, just submit using “iam,” then change your own text by doing a quick ALT+F (or whatever) to replace with words you use, or words your textbook/department forces you to use. Same goes for adapting other contributors’ stories.
How few is too few?
There really isn’t a bottom to this. If you can write a paragraph of Latin using five words from the core/function list and manage to use only two additional words, do it! A very short story using under 10 words is certainly BOSS level sheltering, and it’s gonna be SUPER helpful for beginning Latin readers.
How long?
Good question. A story with the full 34 words that amounts to just four short sentences isn’t gonna help beginning students very much. The key is to recycle words so they come up more than once, twice, thrice, or more! Maybe the result is a full page, big font, with each sentence on its own line. Maybe that’s block text of two to three paragraphs long. Depends your sheltering level. If you do manage to use just 10 of those words, you’re gonna run out of things to say at a certain point.
What kind of additional words?
I have no interest in getting into a semantic debate about any word, whatsoever. If it’s Latin, and appears somewhere, and you could make a reasonable case for using it (but no one’s gonna ask you to do so), use it. If all your students are native French speakers and you want to use 15 other words that look a lot like French ones, please do. Remember, anyone who contributes can grab any story and adapt it however they see fit. I might take your uber-Classical vocab and riddle it with late-Latin. Your choice & my choice.
Magister P. 