At the end of their practicum, my student teacher and I were inputting assessments of learning for our group of Humanities 8 students. For this short practicum, my student teacher’s focus was the curricular competency standard, continuity and change and the time period was the high middle ages. Before she started her practicum, we designed … Continue reading A Newfound Contentment with Assessing Content
Grades as Journey, Not Hyperbole
I am getting tired of grades being labelled as the bad guy in education. While they are not my favourite aspect of teaching, and in fact, way down the list, I cannot figure out why so many educators continue to vilify them. The above statements might come as a big surprise to many of you. … Continue reading Grades as Journey, Not Hyperbole
Because we all need supports
We all need supports. I can’t live without the "Reminders" application on my phone which I use to remind me that I need to grab milk after school or that there’s a great Twitter chat coming up. I use the "Calendar" application as well, so I don’t forget to pick up my kid from soccer … Continue reading Because we all need supports
The Case for Standards-Based Grading
Seems like on most days when I hit social media, I’m bombarded by the same chatter—grades are “meaningless,” “don’t measure learning,” and “are corruptive.” And the comments don’t stop there. There’s negative chatter about all forms of grading practices, including standards-based grading. While I agree that outdated and ineffective grading practices like using a 101 … Continue reading The Case for Standards-Based Grading
What story does your grade book tell?
***Updated with a video link at the bottom*** Since I began working with my Secondary Assessment Learning Team (SALT) at my school, I've attempted to tackle numerous projects, but none has been more significant and problematic than my grade book. Since going officially gradeless (feedback only with students, no levels, no points, no scores, no … Continue reading What story does your grade book tell?
Popcorn attendance, learning opportunities, and mulligans: musings about teaching in a quarter system
For the first month of quarter one, I saw approximately 50% of my English 8 students. No joke. I’d take attendance and hit an equal number of Absent as I did Present into Myed. After putting my heart and soul into planning a quarter and being stoked to be back in the classroom face to … Continue reading Popcorn attendance, learning opportunities, and mulligans: musings about teaching in a quarter system