For the past 25 years, I’ve taught writing through a workshop model, conferencing for two or three minutes with as many students as possible as they write in class. I would collect the pieces every couple of weeks and spend long weekends grading them at home. However, a few weeks ago, Aaron Blackwelder’s blog post, … Continue reading Flipped Feedback — The Impact on Student Growth
This episode features an interview with Patty McGee, author of the book Feedback That Moves Writers Forward.
Procrastination is such a dirty word. In our competitive, production minded society, procrastinating is a sin, but I have always been a procrastinator. There is something about waiting until the last minute that is alluring and exhilarating: the adrenaline rush, the caffeine binge, the loss of sleep. Despite all those thrilling benefits, I have rarely … Continue reading What Happened When I Procrastinated Giving Grades
"To one with a hammer, everything looks like a nail." This adage reveals the power tools have to shape our perceptions. What does this mean for the tools we use in the classroom? If using a hammer pushes me to see nails wherever I look, how is the grade book software on my computer influencing … Continue reading Edtech in the Gradeless Classroom: Google Keep
Summer sat across from me, apologizing. “I had to change my goals a little.” I smiled, delighted to hear that she had been reflecting on her goals, and urged her to continue talking. “I had intended to write a short story and work on character development,” Summer continued, “But I decided to focus more on … Continue reading Now’s the Time For You to Shine
The divide between teaching and learning and traditional assessment is real. Many of us think about the relationships we could develop and the authentic learning students could engage in if only we removed could grades. I'm here to tell you how the gradeless classroom can be more than an "if only..." fantasy. Instead of being … Continue reading 20 Years Gradeless: Having My Cake and Eating It Too
Breaking the monopoly of evaluation In the interest of supporting the autonomy of our students, we should seek every opportunity to place students "behind the wheel" of their own learning (see Ike Shibley's "Putting Students in the Driver Seat"). This issue becomes particularly sensitive when it comes to evaluation. We know what a powerful learning … Continue reading Using Self-assessment Letters for a Conversational Evaluation