Grading, grading, grading. The worst part about teaching, in my opinion. There are so many ways to approach this constant semester task, though. And there is one approach in particular that I prefer: holistic grading. Now, holistic grading can be defined in plenty of different ways. In today’s post, I describe my version of this grading style and explain why I prefer it to using rubrics.
Continue readingErika Romero
PhD Candidate and Education Blogger
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Are you tired of relying on student evals as the only form of student feedback on your courses? Is that feedback even helpful at all? Personally, I prefer to ask my students course-specific questions at the end of the semester. That way, I gain insight into how my students feel about the required texts, assignments, and course tools I’ve chosen to use during a particular semester (among other information). In today’s post, I describe the seven elements I ask about when designing a course assessment. I highly recommend designing your own versions for your future courses.
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Every semester, I struggle with deciding how many (if any) student presentations my students should complete in my courses. As someone who doesn’t exactly thrive in public speaking situations, I know how anxiety-provoking class presentations can be. Still, I also believe there are so many benefits to student presentations that not including any in my course design would be a failing in my teaching style. In today’s post, I share a few presentation projects my students have completed over the years and why I think these student presentation activities are so powerful for student learning.
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As instructors, how can we know what students have learned from our classes? Student evals tell us how they feel about us and our classes, but not about what they learned. Some of us might have students reflect on the course at the end of the semester, but can students really remember small, important details from week 3 during week 16? To find out what students have gained from my writing course projects, I have them complete a metacognitive writing activity for each unit. At ISU, we refer to this activity as completing an “uptake genre.” In today’s post, I explain this concept in more detail and provide examples of uptake genres I’ve had students complete during different sections of my ENG 101 courses. If you want to know more about what your students have learned from your classes, consider adding an uptake genre or two to your course design.
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While teaching the five-paragraph essay might be necessary in high school English courses that seem to (unfortunately) run on standardized testing, college writing instructors could use a more realistic approach when teaching writing. Once outside the school setting, five paragraph essays aren’t exactly in high demand. At ISU, our (award-winning) writing program takes a rhetorical genre studies approach to teaching writing in order to better help prepare our students for their future writing responsibilities and interests.
Rather than focus our courses on writing essays and going through grammar drills, our students practice researching various rhetorical genres. While completing writing projects, they also work to articulate what they’ve learned about these genres, how they’ve learned this information, and how they can use these new skills and knowledge in situations outside the classroom. In today’s post, I describe how I teach writing using a theoretical framework that helps my students analyze the texts around them and their own writing experiences.
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When checking for written student feedback on end-of-year evaluation opt-scans, I always hope I don’t receive a comment about a small, simple change I could have made that would have made a major difference for a student. At that point, nothing can be done. Of course, that student could have made this suggestion during any of the occasions that I ask students how they are doing with the class activities and if there is any concern they’d like to bring up. Still, as a student and an instructor, I know voluntarily deciding to critique an instructor to their face isn’t exactly an easy thing to do.
Fortunately, I’ve found a way to decrease this type of feedback on my student evals by completing a course assessment midway through the semester. I’ve mentioned this tool before when talking about my various assessment strategies, but today’s post is all about the “Midterm Chat.” This is my top tool for insuring that (a) my students get the most out of my class and (b) my evals are as positive as I can inspire them to be.
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Finding multiple, engaging, class discussion designs to use in a literature classroom can be a struggle for any discussion-heavy course. With weeks of discussions to lead each semester, keeping students invested in participating in the same types of discussion can be difficult, even if the material under discussion is quite different. I tend to rely pretty heavily on a few of the discussion designs described in today’s post, but I’ve also included a couple that many of my students often haven’t experienced before my course. I’ve had a lot of success with all of these class discussion designs, though I’m always looking for new ideas.
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Finding the time to grade stacks of student work has long been a task that requires so much mental energy for instructors to accomplish. As such, I am always looking for ways to become a more efficient grader. There’s little point in taking the time to offer feedback to students if you’re not going to actually provide helpful advice on how they can improve their work. Still, the amount of hours it can take to grade major class assignments can be overwhelming, especially when you’re also balancing all your other responsibilities. Over the years I’ve been teaching, I’ve managed to create a few different strategies that make grading easier (and quicker) without shortchanging how much individual feedback my students receive. So today, I’d like to share with you the five best strategies I’ve used to make grading faster and simpler.
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I’ve never had a whole class of students cheer when I tell them they will complete a group project in our course. Usually, students automatically worry about having to work with peers they don’t know. They wonder how much work they’ll end up being responsible for or how often they’ll have to meet outside of class. In all the courses I’ve used my group project, however, the large majority of students express their enjoyment of the experience and/or how much they learned from the experience. In today’s post, I go through all the details of this project so that you have a basic college group project design ready to be tweaked and brought into your own classroom.
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Creating innovative classroom assignments can be a struggle when trying to balance all your other responsibilities. It can be easier just to rely on your old faithful assignments, rather than consider how to enliven your syllabus with new assignments that might better engage your students. Today’s post provides a lists of places where you can quickly find inspiration for classroom assignments. It also provides specific examples of my own assignments that have received good results from my students. If you’re looking for new ways to find classroom assignment inspiration, definitely check out this list of five resources.
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To finish up the year, I thought I’d focus today’s post on looking ahead and considering how to make the most of the blank slate that comes with January 1st. In my last post, I created a guiding list of questions for any teacher that wants to reflect on the past semester before the next one begins. Today, I go over my top four tips for leading a healthy and balanced life in the new year. I’ve also created a new digital planner for 2019.
The fall semester has come to an end. I have a few more projects left to grade before I can fully move on to the break. If you’re overwhelmed by all the last-minute semester responsibilities you have, you might find this self-care post helpful. But, once you’re done with your work this semester, I recommend taking some time to go through a teaching reflection process for these past few months. With it being fall semester, the end of the semester coincides with the end of another year. Self-reflection and goal setting tend to be common pastimes during this time of year. For this blog post, I’ve created a Google Slides presentation with a list of questions that can help you end the semester on an introspective note. And, these questions can help provide a foundation for your spring semester lesson planning.
The fall 2018 semester is coming to an end. I have one more week of teaching left before the final exam period. As I don’t meet with my students during finals week, I have one more week of campus activities to complete and then a week of grading final projects and miscellaneous activities. November’s shift into December tends to be an extremely stressful time for teachers, especially college instructors whose courses are coming to an end. January is a time to start fresh with new students and new or revised lesson plans. But, we’re not there yet. In today’s post, I’d like to share a few self-care activities specifically for teachers that are wrapping up their classes in preparation for winter break.
The end of the semester is approaching quickly. Only two more weeks of coursework before finals week arrives. At this point of the semester, it’s not uncommon to receive requests for extra credit opportunities. I’ve never received an extra credit request from a student, though, because I build in multiple opportunities into the semester. There’s a lot of debate over whether extra credit should be an option in the classroom. Personally, I believe that if students are willing to put in extra effort to complete additional work, then they should have that opportunity. I’m more than willing to allow students to increase their project grades by a few points by completing additional activities that require students to deepen their understanding and abilities to apply what they’ve learned. Here are five forms of extra credit activities I offer in my various courses.
We’ve reached November, which means assignments to grade are starting to pile up higher and higher. It also means some students’ anxieties about their grades are increasing and some students are just starting to pay attention to the work they need to accomplish by the end of the semester. I keep my grading pile pretty small by scaffolding my deadlines very carefully (a practice I’ll write about more soon, but for now, you can check out my major assignment designs by checking out the pages linked here). While this practice keeps me from feeling too overwhelmed and keeps my students informed on how they are doing in class from a grade perspective, in this post, I’d like to focus on the more important element of grading assignments: the feedback that goes along with it. I use a lot of different approaches when providing students with individual feedback on their work. I believe this variety helps students actually absorb at least a basic understanding of what they are doing well, what still needs some work, and how an outside observer perceives their work differently than they do. If you still have room in your lesson plans to add in some new forms of assessment, or are looking for ideas for next semester, then you can read all about my strategies in the rest of this post.
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