Classes start back up tomorrow, and two weeks of winter break provided a much needed break from thinking about teaching...NOT!
Teaching is my hobby, and while I had a nice time, space away from teaching freed up space to peruse my "Idea Dump",a notepad of ideas, sites, or tools that I stumble across over the semester, but did not have to reflect on.
In the spirit of sharing, below is a RANDOM, science-focused list of the top ten curated over the past two weeks. Not sure what I will implement, but I am excited to dive deeper into this list and will post updates as I do. Enjoy!
In no particular order. I want to to turn this into an expanded eBook. Feedback to me is welcome. Your can also share your advice here.
Philosophically, I appreciate the debate over grading in schools. I even agree with parts of Alphie Kohn's case against grading. All that being said, in a few weeks I go back to school. To my classroom. To a vocation I LOVE. To a career that provides for my family. And grades are a reality. They are required. They aren't going away.
Keeping this in mind, it does me no good as an educator to engage in debates around the efficacy of grading. I simply want to serve my students the best I can. And, in some ways, I don't think grades should be terminated. Perhaps it is up to us, as educators, to develop new, and thoughtful "hacks" to our current system.
To maximize the A-F system in our favor. In a way that serves our students. Builds metacognition. Limits apathy. Motivates. etc., etc., etc. I believe this is possible. And, here's the clincher: IT IS MORE POSSIBLE THAN WAKING UP TOMORROW AND GRADES BEING ELIMINATED. SO, IT'S ON ME TO BE BETTER FOR MY STUDENTS.
So...in the spirit of sharing super tangible, grassroots techniques, below is what I'm going to try next semester. Disclaimer: It involves some "old school" moves, such as transitioning to a teacher paper and pen gradebook, but please know, it is all in the spirit of pedagogy. In the spirit of my Ed Tech Mission statement if you will.
This revised system will provide students with the ability to constantly know their "grade" in our class, while simultaneously developing enhanced student awareness of their own performance and build student agency over the grading process.
I have written in the past (click here and here) about my transition from formal lab reporting to the use of Google Slides as a student form of reporting lab work.
Today I sat down to begin the arduous process of finalizing all fall semester grades for my sophomore chemistry class and the benefit of using Google Slides their lab reporting format was clearly evident!
My final "stack of papers" to grade was a shared folder full with our final lab practical reports: a group experiment where students determined the optimal H2-O2 ratio to fill a 2L bottle fo for maximum product upon ignition.
Not only was I able to grade each project directly from my phone, but embedded video of procedures, screenshots of calculations, and clear images of laboratory procedures made for a meaningful assessment process.
MORE IMPORTANTLY, the process of student creation and curation of their work using a Google Slide template (click here for the one used in this activity), was fluid, easy, and put the learning, rather than the reporting, at the forefront.
Below is an embed of one group's "report".