topham's attic

Monday, January 31, 2011

will he or won't he? only SNOWZILLA knows for sure!

Yes, we are all on SNOWZILLA watch! Don't count your blizzards before they're...um...blown. Or whatever. But we could get some serious snow action starting some time tomorrow.

Or not.

Meanwhile, let's talk about today.

In the 2cp/3h world, we had writing workshop. We introduced the new vocab concept the WIKICAB boards. These boards are now active and you may begin playing on them tonight. Go ahead; it won't hurt. Remember: this is for POD PRIDE!

2CP: We're doing that fishbowl writing group tomorrow, so we'll be back in WW tomorrow. (Therefore bring another draft!!! And bring enough copies for your groups, please?)

3H: I forgot: tomorrow is the day you find out about all of the elective choices you have for next year! Still. annotations are due!!! (Buy Macbeth if you have not done so already.)

Drama: Revise (or write--you know who I'm talking to) your monologues. You'll be practicing them tomorrow.

And now some further Oscar-related nonsense:

The Fighter:

Inception:

127 Minutes:

Toy Story 3: Inception

Friday, January 28, 2011

Welcome to the weekend!

It's the last weekend before the rodent finds out if he can see his shadow. I know! I'm excited too! :-)

The following people did not show up at their conferences this week:

Kirstyn Walker, Ben Warren, Brenna Shannon, Katie Skinner, Carlie Passalino, James Ankenmann, Alex Ehrens, Bobby Dennis, Kirt Booth, Caroline Kirsch, Ari Rivera, Bowen Welles, Eddie Schutt, Derek Pristou, Jack Ducker.

These folks must make up these missing conferences next week. Please be more careful in the future.

E3H: Finish reading and annotation Portrait by Tuesday.

E2CP: Read Act One of DOAS by Tuesday.

Drama: Stealth Observation game in progress. Personal monologue first drafts due on Monday: this should be an approximately 23-5 minute monologue that shows some aspect of you as a person, but is structured as a dynamic monologue spoken to a specific audience.

Here's a fun little bit on info for you: 15 Songs You Probably Didn't Know Were Covers.

Thursday, January 27, 2011

it's a heat wave!

I mean it! Tomorrow and for the weekend, temps all the way up in the 20's!!!!! (Well, a midwinter Chicago heat wave, anyway...)

:-)

E2CP: Buy those books!

E3H: Online, discuss that conversation between Stephen and Davin. And keep on reading!

Drama: "Journal" (without actual journals) today's class.

And now, continuing our exciting "let's see Oscar-winning movies in the blog" segment, here's yet another look at 127 Hours:

Daily Show Full Episodes

Political Humor & Satire Blog</a>

The Daily Show on Facebook

Read more!

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, January 31, 2011

will he or won't he? only SNOWZILLA knows for sure!

Friday, January 28, 2011

Welcome to the weekend!

Thursday, January 27, 2011

it's a heat wave!

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