Monthly Archives: November 2015

A MUST read for all educators by @BetaMiller via @Edutopia

My post is a response to one by Andrew Miller on Edutopia – a MUST read for every educator!

Thanks to Andrew Miller once again for a great post on Edutopia! I could not agree more with Andrew that there are grading practices which need to be seriously examined. We must ask if we are gaining what we really want in our grading systems. Are students learning, progressing, achieving? What do we really want to see happen in our classes?

I don’t want students to feel like grades are a game to be played – he or she who has the most points wins is not the outcome I want. I want to have students who are empowered, who believe that they can do whatever they seek to accomplish, who have learned and are prepared to change the world, starting with themselves.

Lofty goals? Of course! I won’t believe anything less for my students! We must develop grading systems which honor growth, which empower, and which help support reflective practices. We must support students with fair grading systems, which do not frustrate them, but which help them understand where they are on a continuum of achievement.

I have often said that my motto for my classroom, and one of my mottos for life is this: “It is ok to be where you are; it is not ok to stay there.” I believe we must always strive to keep moving forward. How can I help my students by supporting their growth? I certainly don’t believe that a grading game is going to achieve the goal!

To that end, I offer retake exams (though not the same test), proficiency-based assessments (not discreet item tests), re-teaching opportunities, re-do assignments, reflection opportunities… and much more. I did not start teaching this way, but I am fully there now, and I will continue to look at other ways to support growth for all students, because I believe that each and every one can and will learn if given enough support. Yes, we can do it! C’est possible!

Thank you again, Andrew, for inspiring good dialogue about this important issue.

Best regards,
Don

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Thinking about Student Voice and Choice

This note refers to an article posted on Edutopia at this link. It originally was posted on the P21 Bloagazine.

My friend from #LangChat and ACTFL conferences, Marilynn Mansori, has posted a great article on Edutopia! I recommend it to you. The link is posted above.

A quick summary of her note follows.

These four ideas can help teachers start building student voice and choice into language learning.

  1. Use an inquiry approach to language instruction.
  2. Employ personalization strategies that allow students to see themselves in what they learn.
  3. Make the learning relevant to the students.
  4. Invite students to make local and personal connections with the language they study.

To these four points, I would add a 5th, which Meriwynn agreed, is also important for an inquiry-based approach to language learning.

#5. Choose themes of global importance.

Students want to know that they can make a difference in the world. How can we create units which shift the traditional WL curriculum from the typical units of family, food and sports, to more challenging global themes such as world hunger and nutrition, or healthy living in diverse communities?

I love the power of collaboration. Thanks Meriwynn for an inspiring post!

 

learner centered George

 

Upon further inquiry on the topic of voice and choice, I came across this excellent infographic by George Couros, and a blog piece by him at this link, on his website, The Principles of Change.

George states:

As I think that leaders should be able to describe what they are looking for in schools I have thought of eight things that I really want to see in today’s classroom.  I really believe that classrooms need to be learner focused. This is not simply that students are creating but that they are also having opportunities to follow their interests and explore passions.  The teacher should embody learning as well.

George advocates for a new kind of classroom interaction and learning, one in which these eight characteristics are visible and normal:

  1. Voice
  2. Choice
  3. Time for Reflection
  4. Opportunities for Innovation
  5. Critical Thinkers
  6. Problem Solvers/Finders
  7. Self-assessment
  8. Connected Learning

That’s what PBLL looks like, and why I love it! I recommend these resources, and there will be more to come. Stay tuned!