teaching

Grading: Only forward, never backward

Posted on by Mark Isero

favicon This year, I’ve become a little more clear about my philosophy of assessment and grading. It’s called “Only forward, never backward.”

My Old Way: When a student didn’t turn in an assignment, I’d get really frustrated, admonish the student, predict the end of the world, and make grandiose plans for the student to go back in time and make up the work.

But that way never worked — for two reasons:

  • It didn’t increase the student’s turn-in rate of future assignments,
  • It didn’t increase the student’s sense of responsibility.

Most important, My Old Way confused students by putting them in two places at once. I expected them to go ahead with the new unit while simultaneously finishing up the work from the last. That’s too complicated for everyone.

Here’s My New Way: I teach, give assignments so students can demonstrate their skill and understanding, offer scaffolding and coaching, encourage students to work hard, collect the assignments, grade them…and move on.

If I’ve constructed a class with many opportunities to succeed (and fail), then missing one assignment shouldn’t be the end of the world.

Of course, it’s important to make sure the student (and sometimes, the family) is aware that I have noticed the missing assignment — and that I am disappointed, that I expect more, and that things had better change soon.

I like My New Way because it focuses on the future instead of dwelling on the past. That said, the disadvantage of “Only forward, never backward” is that it doesn’t necessarily teach students the importance of 100 percent turn-in, which is crucial in college, where there are fewer assignments. Plus, it doesn’t work well with classes that have culminating projects (like my old Mock Trial and this year’s Theme Study).

Overall, though, I’d much rather spend my time in the present — about what can be done now — than running around being in more than one place at once.

Even though my classroom may include 25 students, all different, it’s my job as a teacher to do my best to create one narrative — one bigger story that we can all participate in together, that we can all grab hold of. favicon

teaching/technology

A little fun before the AP test

Posted on by Mark Isero

favicon The AP test is this Thursday, and my students are tired. They’ve worked hard the whole year and want to get this test done.

That’s why I decided to give my students a less-intense project for the end of Frankenstein. Instead of another essay or analytical piece, I assigned a video. Students had one week — almost entirely on their own time — to complete the project.

The requirements were few: The video had to be done as a group, explore a theme in the novel, and make a connection to today.

Here’s an example. It’s a music video called “Tech Danger.” Take a look:

Not bad, right?

These assignments always leave me wondering whether project-based learning can ever really be deemed “rigorous.”

On the other hand, I’m always impressed by my students’ ability to be creative, to work collaboratively with others, and to use technology.

Plus, projects like these are huge in building classroom culture, which is necessary the week before the big test.

Let me know what you think! favicon

teaching

Two easy ways to increase student accountability

Posted on by Mark Isero

favicon Often I find myself feeling like I’m chasing my students down and making sure they take care of their business, rather than the other way around.

It’s like Hide and Go Seek. The student misses an assignment, tries to hide, and it’s up to me to follow up, find the student, and rectify the situation.

It’s exhausting. It’s enabling. And it doesn’t teach students how to take responsibility. And sometimes, it’s necessary.

But this year, I’ve been trying to flip things a bit and have my students take more ownership. Here are a couple things I’m doing:

1. Requiring students to text me if they’re going to be absent or late.
This sends the message that I expect my students to be in my class and to be on time. I want to make sure they they know that I care about them and that my class is important for their education.

When they text me, my students demonstrate regard. Another benefit is that I have a record of students, in addition to my attendance binder, who are late and absent, and I can easily text them back to remind them not to get behind and to check my class website for the classwork and homework.

2. Requiring students to write a thoughtful note if they miss an assignment.
I got this idea from a teacher in Lisa Delpit’s most recent book, Multiplication is for White People. I’ve just started doing this, and so far, it’s working well. For too many students, homework is an option, not a habit. When I taught ninth graders, it was not uncommon for less than half to complete their homework.

The note — in which students explain why they didn’t complete the assignment, how missing homework impacts their education, and when they will complete the assignment — does two things. First, it sends the message that when something is due, you must turn something in. You can’t have nothing. Second, like the texting requirement, it puts accountability on the student. Instead of missing something — instead of hiding — the student must be reflective and produce something. You can’t just run away and fail.

You  may ask how I’m doing with follow up. Do students actually text and write notes? By and large, yes. I’d say that about 90 percent of my students text me when they’re absent or late. The other 10 percent need follow up and intervention. Some of the non-texters rebel against the expectation and think that the expectation is a form of control. I respond by saying that it is a form of mutual respect, relationship, and commitment to education.

I’ll keep you posted about the no-homework note. I predict it’ll be harder to enforce. After all, a thoughtful note takes at least three to five minutes, much longer than a hurried text. But I think it’ll be worth it to put in the time to make this an expectation in my classroom. Otherwise, homework will continue to be something students will avoid without thoughtfulness and follow-through. favicon

technology

Live virtual proofreading on Google Docs

Posted on by Mark Isero

favicon Want to see something that is really boring but incredibly powerful?

Take a look at the screencast below. It’s a student and I proofreading an essay together — live, from different places — on Google Docs.

It’s simple: I highlight places on the student’s essay where I see errors, and then the student makes changes. We use the chat box to ask questions, get hints, and reflect on what we’ve learned.

Here’s a five-minute snippet (if you can handle it!):

This virtual proofreading process takes about five to 10 minutes and has been much more popular for my students, who dislike coming after school, than real-life conferences.

Proofreading on Google Docs is not ideal, of course. Much deeper learning could be done in person. But until I figure out a way for more students to stick around school, I’ll make do using a bit of tech. favicon

technology

My students do their homework on their phones

Posted on by Mark Isero

favicon This is what happens in an urban public high school when I assign homework that involves technology.

Many of my students use their phones to do their homework.

Google is at the center of my writing program. Students draft, collaborate, revise, and proofread using Google Docs. It’s been great.

But as Google Docs gets better and migrates to mobile devices, and as my students remain stuck in poverty, the cell phone has become their de facto computer.

My students hold their phones close and focus on the tiny print. They tap away for hours. They squint their eyes to figure out whether they have one or two spaces between words.

It’s not a pretty sight. But it’s a necessary one when their Internet at home is intermittent and when the library is closed or too far away.

Some teachers would argue that requiring students to do homework using technology is inequitable. After all, it places some students at an unfair disadvantage. But the answer to the digital divide is not to give up on the use of technology in learning. Schools must do better in addressing the needs of students and their families to ensure that all students have access.

Unfortunately, in the meantime, my students — despite my support in providing free computers this year — will continue tapping away on their phones, pretending they’re computers. favicon