topham's attic: 4/9 my heart will go on

Monday, April 9, 2012

4/9 my heart will go on

Yes, I am going to see Titanic 3D. Probably this afternoon, if I get finished with all of this in time. And why not? It was one of the quintessential films of the 90's and easily one of the great movie experiences of my life. If it is not considered one of the finest films of all time I think that is just anti-blockbuster snobbery. It is far more than a love story, yet Kate and Leo's story is brilliantly handled, a pair of doomed lovers on a doomed ship who, with the audacity of youth, think they have the whole world ahead of them. It is far more than a disaster film, yet the actual sinking of the ship is utterly compelling and brilliantly filmed. It is far more than a film about class differences, yet they are clearly outlined in the stark realities of steerage and first class. It is a film that is far more than the sum of its parts, full of tiny moments and grand expansive ones. And every one of them seems to be critical in making it work.

Even that darned Celine Dion song is critical.

So, yes, tonight (probably) I'll be with Leo again, the King of the World. And I'll undoubtedly cry again as he slips beneath the waves. My fondness for that film is unsinkable.

Film: Today we watched more videos on sound and editing leading us to tomorrow, when we begin "Apocalypse Now."

E3H: More "Macbeth" today. Come in tomorrow about to explain the line "fair is foul and foul is fair." Also, the capstone outline is due by Wednesday.

E2CP: WW today. We are back in the classroom tomorrow.

WORD OF THE DAY*: CHICANERY
* Click word for information.

Now here is a bit of Easter-themed chicanery for you...
:-)

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

Monday, April 9, 2012

4/9 my heart will go on

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