Today in 350:
We began with talking about happy things that happened over Fall Break.
- Beth didn’t have to drive to Muncie for 2 whole days
- Cassie picked up her cat from the vet
- Rachel met the Author of Percy Jackson…and he retweeted her!
- Dr. Benko had a relaxing/writing weekend, and got to sleep in until 7am.
Everyone turned in their This I Believe Essays and Reflections.
Since we all had many meals and sleeps during Fall Break. Rachel started the class with our conversations from last Thursday (10/6)
Digitally Convenient or Digitally Enhanced?
Here is the Google Doc for our conversation over the TIB podcast and Joel’s Book Trailer.
Is the Podcast convenient or enhanced?
Many said that it was more convenient than enhanced, but knowing that it was going to be recorded had an effect on they way they wrote.
Rachel asked if even though the podcast was considered digitally convenient, does it still have merit?
Cassie said that it depends on how you use it. It does teach inflection, and is more engaging.
Beth said that it would be a good way to introduce students to working with digital media.
This conversation ended with this idea:
Even though the podcast was defined as digitally convenient, it may be used effectively as a scaffold to work students up to creating more digitally enhanced projects. Therefore, digitally convenient and digitally enhanced to not need to work as opposite, they can exist together.
“Now let’s talk about everyone’s favorite thing! Assessment!”
We discussed the positive and negative aspects of using rubrics.
can individualize rubrics
helps grading in a timely manner
clear descriptions of what is expected
Students may write for the rubric, and not for their own purpose
Rubric may not represent the writing
Wilson vs Gallagher
Maja Wilson argued that using rubrics would take any real human response away. However, Gallagher showed that there are many ways that we can balance rubrics and human response.
Brittany pointed out that Wilson had a very rigid use of rubrics, and fell into the same trap of students who worry about rubrics too much.
As A Side note: Dr. Benko asked us to think about numeric conversion when creating our rubric…
For the midterm, Don’t use numbers like 4, 3, 2, 1.
They don’t translate correctly, use percentages instead.
DON’T USE A RUBRIC GENERATOR. That’s Plagiarism
If you use a model, say it.
Things Dr. Benko asked us to think about when creating a rubric:
Good writing is good writing. How do you boil that down to a rubric?
“Good writing” as a blanket statement does not exist, but good narrative, good poetry, etc. does. What is my student writing? What makes this kind of piece good?
Rubrics will change with different genres of writing.
After these conversations, we separated into our midterm groups to discuss what we think should go on our rubrics.
For next time:
There is no reading. Just work on your midterm! Drafts are Due Tuesday 10/18, and we’ll be having peer review in class. The finished product is due Thursday. Good luck!
Oh, And a little something extra:
Here is an article from English Journal called “The Infamy of Rubrics” by Michael Livingston. I thought this would be interesting because actually cites and mentions Maja Wilson’s article in his piece. Enjoy!
So, in class today, our friend Emilie taught our lesson about grammar videos. A few of the past readings that you may want to review that were applicable to this lesson include:
- Benko’s Scaffolding Process Piece
- Gallagher’s Using Assessment Piece
- Wilson’s Why I Won’t Be Using Rubrics Piece
While reviewing these readings, keep in mind what the goals of the videos in this lesson are. Also, keep in mind what the goals for our own videos will be. These videos are examples of what you can do on your project or to gain inspiration. When looking at these videos it is helpful to reflect back on the rubric and what we discussed about the difference between categories. Another thing to keep in mind is the fact that none of these videos were made for this class.
Remember, in class we discussed the differences in between each section of the rubric and what elements were absolutely necessary to include in our videos. In the image above, you can see the necessary elements underlined in green and the elements that distinguish between sections underlined in black.
After going over the rubric, we were given 5 videos to watch and grade based on the rubric. Below are the grades that each of our groups gave the 5 videos. Click on the “VIDEO #” to watch each video again.
|VIDEO 1||Group 1||Group 2||Group 3||Group 4||Group 5|
|Presentation of information||P||P||Dis||Basic||Pro|
|Use of mentor texts||P||P||Dis||Basic||Basic|
|Use of Visual scaffold||B||U||Dis||Basic||Pro|
|VIDEO 2||Group 1||Group 2||Group 3||Group 4||Group 5|
|Presentation of information||B+||B||Pro||Basic||Basic|
|Use of mentor texts||D||D||Dis||Pro||Pro|
|Use of Visual scaffold||P-||P||Pro||Basic||Basic|
|VIDEO 3||Group 1||Group 2||Group 3||Group 4||Group 5|
|Presentation of information||P||P||Bas||Pro||Dis|
|Use of mentor texts||D||B||Dis||Pro||Dis|
|Use of Visual scaffold||P||U||Bas||Pro||Dis|
|VIDEO 4||Group 1||Group 2||Group 3||Group 4||Group 5|
|Presentation of information||P||D||Pro||Basic||Dis|
|Use of mentor texts||B+||P||Dis||Basic||Pro|
|Use of Visual scaffold||P||P||Dis||Dis||Dis|
|VIDEO 5||Group 1||Group 2||Group 3||Group 4||Group 5|
|Presentation of information||P||B||Pro||Basic||Basic|
|Use of mentor texts||P||B||Pro||Pro||Basic|
|Use of Visual scaffold||B-||U||Pro||Basic||Un|
In groups, we discussed the full subjectivity that occurs in grading and perceptions. This should be used as a reminder of what to keep in mind when you are grading student work. The main issue that led us to this idea of subjectivity was the differences of opinion that we saw in the rubrics and the graphs above. This subjectivity means that we need to take care when it comes to creating our own videos. We must create videos that are as objectively educational as possible. Also, we learned that as teachers, we need to build an understanding and develop a means of grading fairly and equally when evaluating grading criteria.
For the future, remember to keep looking ahead and working on your finals and keep up with the work. Dr. Benko emphasizes that for the last bit of the semester to keep track and work a little bit at a time.
Some upcoming due dates:
Complete video lesson and reflection due Tuesday, April 19th
Final is on Tuesday, May 3rd from 12-2pm
Looking ahead links:
One teacher’s ideas on how to create white board video lessons.
Another teacher lays out some resources for creating videos.
Finally, a quick tutorial on adding interactive elements to YouTube videos.
Hey everyone, it’s Jill on the blog! Here’s a recap of what we did in class today, Tuesday, March 1, 2016. Our main focus of the class was rubrics.
- Our readings for today were Maja Wilson’s “Why I Won’t be Using Rubrics to Respond to Students’ Writing,” Kelly Gallagher’s chapter on assessment from “Teaching Adolescent Writers,” and “Assessing Writing” from “Teaching Writing in the 21st”
- Can we email Dr. Benko with questions about our Midterm? Of course we can! Just don’t ask her if your idea is okay-she will not like that.
- Our TIB essays, short reflection, and podcasts are due this Thursday! We need physical copies of the essay and reflection and podcasts are to be turned in either to the BOX account or Soundcloud (thanks Emilie).
- The short reflection should talk about the process we went through when writing this essay and completing this project. We were reminded by Dr. Benko to think like a writer by thinking about what we were trying to do with our essays, and to also think like a teacher and consider how to connect what we have done in this assignment to what we have learned so far in this class. Very helpful ways of looking at this!
After announcements and a little bit of hearing what is due next time, Dr. Benko informed us a little bit more on what she is looking for in our final TIB assignments. Her suggestions included to “reflect and connect.” We should all be thinking back to our readings from the semester and connect them to this assignment.
Dr. Benko also noted that we all have learned something about teaching writing after going through this assignment as a writer. We’re learning without even realizing it!
Shoutout to Emilie for being awesome and creating a mash-up for us of all of our opening statements, it sounds so professional! Here is the link in case we are struggling to figure out how to upload our own podcasts to our account.
If you really can’t figure out how to do this, it is still okay to upload your podcast to BOX!
We are almost done with this TIB assignment! It’s so exciting for me to see this project we’ve been working on pretty much all semester coming to a close. I know personally, it has helped with my narrative writing and given me insight into my fellow classmates, and I have really enjoyed that. I
We then moved into talking about assessment in the classroom and how different classes in our program may talk about assessment differently and that’s perfectly okay! Many people view and talk about assessment differently and it all depends on what kind of teacher you want to be, what you’re teaching, and the school you are at.
Then we looked at three questions Dr. Benko had for us on the lesson plan for today for thinking about our readings.
- What are different ways we can evaluate student work?
- Why are rubrics helpful? How can they be harmful?
- What do we need to keep in mind when designing our own rubrics?
Something that got me thinking when it came to our discussion on rubrics, was how to make them flexible to meet different students’ writing styles but also have a clear structure to follow? Another question the class thought about was how to make rubrics something our students wanted to do and use?
Lastly, we looked at two rubrics Dr. Benko found and talked in our tables about some positives and negatives of each. A document that was really beneficial for us looking into designing our own rubrics can be found on our Blackboard site, under “Materials from Class Daily” titled “Designing Rubrics.” Here are the two rubrics we looked at in class today, one of them is only partially included!
This class really opened my eyes to all of the possibilities and options we have when creating rubrics. Honestly, it’s still kind of scary to think that in a year and a half I will be creating and modifying rubrics for my own students. I definitely want to do more research on how to balance the strict rules of rubrics with the need for flexibility, because I think they are both important aspects of rubrics overall. There are several things to consider when creating rubrics and even Dr. Benko noted that she is always working to improve her own.
Some classmates talked about their own experiences with rubrics. We talked about a “6 plus 1” style rubric, which Cate said she had some experience with. Dr. Benko pulled up an example of one and showed how limiting these kinds of rubrics can be in a traditional classroom. It also worried a lot of us that we would be forced to use a specific type of rubric once we are teachers. Some of the categories on certain rubrics we looked at made it seem like students had to conform to have certain styles or techniques in their writing, which sometimes can just not happen. We discussed again about finding the balance between too flexible and not flexible enough.
If anyone is looking for extra reading on rubrics, I found a short article, which talks about standardized test and rubrics. I’d love to hear anyone else’s thoughts while reading this!
- Physical copies of the TIB essay and reflection
- TIB podcasts uploaded to either BOX or Soundcloud
- No readings!! We will be doing an in class work day
Hope this helps everyone feel more confident in what we discussed today and ready to tackle the rest of the week. We’re almost to Spring Break, we can do this!