Thinking Thursday - Article: Is This Learning?

Is This Learning? (click for article)

Let's discuss the definition of learning

By:

Will Richardson

District Administration, Dec 2012

...These are examples of a growing narrative around what learning should look like in the new, efficient, less costly EduBusiness world that is exploding around us. It’s a vision that uses technology to “personalize” education for each student to meet the outcomes required by the summative assessment, whatever that may be. And it’s a vision that should deeply concern us.

...Two years ago, IBM surveyed 1,500 CEOs from around the country, asking them what the most crucial factor for success is in today’s world. Shockingly, the top answers had nothing to do with mastering content or getting good test scores. Instead, they said that “creativity” and “managing complexity” were the most important traits. Far as I can tell, we can’t deliver those things very easily, nor can we measure them as cleanly either.

...  But we have to seriously ask: “How much more?” and “At what expense?” The new normal is learning it when we need it, not when it comes up in the lesson plan.
For administrators, it comes to two questions. Do you believe the world has changed dramatically when it comes to learning? And if so, how can you begin to change the conversation around learning?

Time-Saver Grading Tips (Manic Monday)

This week is the end of the 3rd quarter, so lots of grading is ahead! Here are a few tips that can help, even the slightest, in shaving (or saving) some time... so you can spend it on more important, meaningful, fun, enjoyable, etc. things! (Not that grading can't be all those things, too!) ;-)

Grade Book (Student Numbering): Although students are NOT numbers, assigning them one from the order in your grade book can help speed up recording scores (or when entering them at the computer). At the beginning of the year (ideally, or ASAP!), assign each student a number which corresponds to the number in your grade book (which usually have numbered lines for students' names.) Have students put their numbers (along with their names) on their papers. When you collect the papers, have one student put them in numerical order before you get the pile. Marking grades in order takes less time than jumping from name to name. I've also used these numbers to quickly make random pairings or groups -- pull #s to create the matches. (Source: 1; CR)

Grade/Give Feedback on the Most Important Things: Everything you assign students to do, create, practice does NOT have to be graded. You may want to at least give participation credit, but you don't have to check every assignment for "right and wrong" or provide feedback on every one. Sometimes just the act of doing something gives the student all s/he needs to "get it". Think whether all that grading is the BEST use of your time/talents! If not, reduce it for the more important things. 

Here are a few options to go along with this idea...

Options: Grade only a few key parts for "right or wrong" or feedback rather than all of it. Have students compare their work with a peer or in groups to check accuracy while you walk around and listen for misconceptions. Use a Check-Plus, Check, Check-Minus or 1, 2, 3 scoring (Sources: 1 & 2; CR)

Use Rubrics &/or Checklists: As you assign a project/task (especially "big ones"!), provide the students with a rubric (or checklist or both) so they can see BEFORE they start exactly what you expect of them and what you'll grade them on.  "Rubrics aren't just about summative feedback, 'Here's how you did,' they are also a sort of preemptive feedback, 'Here's what you need to do.'" (Source: 3)  (NOTE: In my experience, it takes 2-3 times of doing an assignment to get the rubric just right... know that going in and be flexible and honest with your students if adjustments are needed.)

"Keep them in suspense: Keep the final grade of an assignment as a carrot dangling until the feedback is read, attempted, and proven. Make them solve some of the problems in the assignment based on your feedback, and trade their solutions for access to their score."

(Source: 3)

Sources:

1 - http://www.educationoasis.com/resources/Articles/time_saving_tips.htm

2 - http://www.scholastic.com/teachers/top-teaching/2011/11/math-time-saver-you-don%E2%80%99t-have-grade-everything 

3 - http://www.edutopia.org/blog/grading-tips-student-feedback-heather-wolpert-gawron

Outsourcing Grading?

Perhaps only a teachers dream??? ;-)

Valerie Strauss  of the Washington Post:
http://voices.washingtonpost.com/answer-sheet/grades/and-now-outsourcing-the-gradin.html