topham's attic: 5...4...3...

Wednesday, October 8, 2008

5...4...3...

It's incredible to think of the numbers that have dropped off of that countdown on the white board to get us to where we are: the brink of Emily Neal's 17th birthday!

(Oops: I meant the brink of the 3-Day Weekend!)

As you know, I'll be away for the next few days on a college trip with my daughter Julie. We'll be visiting BC, BU, Emerson, Brown, Amherst, U Mass, and maybe others. Prahbably take a wahk acrahss Hahvahd yahd...

What the heck.

In the meanwhile...here's what I'd like from you:

CW: Tonight, take one of the paragraphs from last night (or a completely new character) and use the technique we discussed today--beginning with some specific physicality--to open a door into who that character is. Create that character in a short piece and bring the piece for conferencing tomorrow.

Friday in CW is a workshop day.

E3H: Tonight, go online and use the boards to discuss the literary devices we've begun talking about. Play with them, creating impromptu examples of your own ("Ode to a Soggy Hot Dog"). Discuss where you see them in the poems. Focus your attention tonight on allegory, which is going to be the major subject of tomorrow's in-class discussions.

Friday in E3H is writing workshop.

E2H: Tonight, go to your Sound and Sense book. You will find poems by Emily Dickinson on pages 32, 41, 60, 80, 108, 153, 154, 163, 229, and 355 I'm calling your attention to. Read these 10 poems. Look for the structures and other physical similarities among them. But also recall that I said that Dickinson was something of a Transcendentalist in her thinking: what do you sense in these poems that takes you there?

Go online and discuss any of these poems you feel like discussing. You'll be continuing that discussion on Friday in class, after a day of Writing Workshop tomorrow.

E2/3H will have a combine Reading/Writing Workshop on Tuesday.

Have a great weekend!!!

j: invisible ink (see all of the tittles?)
m: invisible ink--aimee mann

--kt

Notes to Parents

8/24/14

Hi, everyone, and welcome back to another (or your first) year at LFHS.

What you have heard is true. The English teacher has lost her ever-loving mind and is not going to be giving any grades at all in her classes this year. Not. One.

There will be no percentages, no numbers, no scores, no letters, no anything that will count toward anything that will end up being averaged for a final grade. But before you call in the men with the white coats, let me explain:

As I hope you have read in the doc your son or daughter (I have always hated the phrase "your student" when addressed to a parent) should have showed you, there is a wealth of research that indicates that grades--or the need to achieve them--are the single greatest thing that stand in the way of a great education. Studies show that the most influential thing a teacher can do to help a student grow academically is to allow him or her to self-grade. Most teachers would rather climb Mt. Everest dressed only in a swimsuit.

But the thing is: our academic system is severely broken. We say that our goal is to get our students to master Common Core Standards, and that is all well and good. But if that is truly the goal, then why do we care how long it takes them to master them? I'm serious. Think about it this way:

Try to remember back to when you were learning how to ride a bike. Oh, it was scary. You needed all kinds of support at first, lots of help from Daddy or Mommy. Then they let go and you were very, very wobbly. Probably you fell off, maybe several times. It took quite a while before you completely mastered the skill. But when you had...you had it down perfectly for the rest of your life.

Now imagine if you were being graded on that learning experience the way schools grade you. We would not score those first scaffolding attempts with Mommy and Daddy, but then...oh, you failed those quizzes when you fell off. And those wobbly rides? C's at best. Then a bunch of B's probably before you finally settled into 100% forever. But if we graded you right at that point, you'd probably average, oh, 83% or so. Why? You've mastered the skill perfectly. So why do you not get 100% if that is what we say we care about? Why on earth do we care about all those earlier times when you didn't have it down yet?

That will be what we go for here. Students will know what the goals are. They will understand what an "A" student looks like. And they will know when they have mastered an objective. Those who do so earlier than others will become tutors to those who have not yet done it: everyone gains from this and the newly learned skills, instead of being quickly forgotten as things studied for a test usually are, will continue being applied as masters tutor their classmates.

That is an awful lot to imagine will happen because I don't give grades this year, but what the heck: if you don't dream big, you never win big, right? The research is behind this, as is the school administration. I'm happy--well, actually I am excited--to pilot this concept at LFHS. As always, I'm glad to discuss this or anything else with you.

Karen

Feel free to email me any time at ktopham@lfschools.net.

topham's attic

Wednesday, October 8, 2008

5...4...3...

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