No More Reading At Home! & Look, Listen, Ask: What’s Your Focus?

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.

But the brain craves novelty

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If teachers were to just stop grading grammar…

Here’s the third post this week with thoughts on assessment in addition to Friday’s on self-grading & batch assessments, and Thursday’s on averaging & delayed assessments.

If teachers were to just stop grading grammar, Latin (and other languages) would instantly become more accessible to students, as well as afford more planning time for teachers.

This is no joke.

There are some teachers excited about grammar and want to share that with students. Go ahead! I’m not saying they shouldn’t, but I’ve observed many (all?) of the negative effects of doing so, especially in K-12 public education, which mostly begin with grading. If you want to teach grammar, just don’t grade it. Here’s why…

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