topham's attic: the rise of snowzilla

Thursday, December 18, 2008

the rise of snowzilla

As the Abominable Snow Monster of the North rises from the southwest (huh?), we again take our leave...possibly for weeks, but definitely for tonight. So in order to make things as clear as possible, here is what is expected from all of you in the next two weeks:

If you are a member of the Creative Writing class:

You have a portfolio due the day you get back. I'm available for feedback via email if need be over break. If absolutely necessary, contact me and we'll arrange an online chat for a conference.

If you are a member of the E3H class:

Your Writing Workshop continues. So does your Reading Workshop. But the most salient issue right now is your shared literature. Portrait of the Artist is ongoing, and you should read through Chapter Four during the break. While everyone will do this at his or her own pace, I'd suggest (for better online conversations) the following schedule:

Chapter Two: 12/23
Chapter Three: 12/30
Chapter Four: 1/3

Annotate thoroughly and participate in online discussions. (I'll be hanging out there too.)

If you are a member of the E2H class:

You also have both Writing and Reading Workshops ongoing, but your shared literature (The Grapes of Wrath) is your most important element at this time. You have the Great Depression Interview Project due when we return. But you should also continue reading, annotating, and discussing the text online. The next chunk to read is the one encompassing Chapters 7-11, which I have labeled "Packing a Life." Following that is the one that goes from Chapter 12 through Chapter 16, "On the Move." Then the much smaller 17-19 section, which I have called "Crossing the Desert" follows. As you read each section, annotate thoroughly (far more thoroughly than you did the first section, I might add).

As you finish each section, go online and join the discussions, which will presuppose that participants have finished those chapters of the book. Though you'll all read at your own paces, for help with the online discussions, I'll suggest the following schedule:

"Packing a Life": 12/23
"On the Move": 12/30
"Crossing the Desert": 1/3

I'll be hanging out in the conversations.

And now, for your viewing pleasure...

:-)

j: snowzilla returns: this time it's personal
music: christmas has come: erin sitton

--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

Thursday, December 18, 2008

the rise of snowzilla

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