(Source: grayer, via kidsimprovingenglish)
"The teacher and the taught together create the teaching."
— Lao Tzu (via visualturn)
"I wanted you to see what real courage is, instead of getting the idea that courage is a man with a gun in his hand. It’s when you know you’re licked before you begin, but you begin anyway and see it through no matter what."
—
Harper Lee, To Kill a Mockingbird
For this year
(via iamlittlei)
(Source: bookmania, via novicephoenix)
It suddenly hit me that 50% of what I do in my speech class is flipped classroom concepts.
I haven’t researched it much, but I can see its applications to writing but not so much literature. I suppose reading circles is flipped-like?
English/Lit classes are usually “flipped”.. read(learn) it at home and we will talk (master) the concept together in class…. But I am thinking about “flipping the English Class”… it will be scandalous for sure. I am going to have my students read IN class and do some (not all) discussions via edmodo (or the like). I have found (especially when you are teaching the cannon) kids do NOT read the text. Some may read sparknotes and look up the answers they need for comprehension, but they do not read the text. I have dedicated class time this coming year to have the kids read and reflect on what they read in class. Many feel like this is a waste of my class time, but if my objective is to have students read the text to improve skills, having them read in class is a better way to make sure they are accomplishing the task I am asking them to.
I have the same issues!!! People seem to think that rubrics are the problem solver to assessment, but I disagree. For starters, the actual issue in grading writing is that it is, for the most part, subjective. Creating a rubric that states things like “best word choice, voice, sentence structure” does not make a teacher’s decision about the performance in these areas any different. In addition, different students need to focus on different areas and the instructor often picks focus points where the students need to improve- the rubric does not allow for this. In this particular case, it sounds like unless you gave the students an “A” they would not have accepted any grade or reason you gave them. This, I believe, is part of a much larger issue in education. Assessments! I don’t feel like there is enough talk about WHY we have them. Is it to rate students against each other for higher education placement? Is it a form of external motivation? Or is it to show students areas where they need to improve? I don’t think it can be all three at the same time. And depending on what the objective of grading is, the best way we go about assessing cannot be determined.
These past two quarters my grades have been questioned by two students (I will refer to them as A and B) I remedied this issue that was initially brought up by Student A by creating a rubric to show the students which areas they gained less points in. This seemed to help but then the issue of my…
Online Quizzes
I want to start giving my weekly vocabulary quizzes online- Any suggestions for the best way to go about this?
“If you want to build a ship, don’t drum up people together to collect wood and don’t assign them tasks and work, but rather teach them to long for the endless immensity of the sea.” — Antoine de Saint-Exupery
(Source: canatime, via toteachandtolearn)
