We Need to Talk about Pedagogy

Do most teachers really know why they do that they do? I’m not sure. We spend so much time explaining how they should be adhering to new standards, how to prepare students for standardized tests, and how to accommodate whatever new legal rules exist in the field. However, all too rarely are teachers asked to … Continue reading →

Reflections on a Writing Experiment

This year, I decided to consciously avoid the use of a points-based grading system and evaluate students with bi-weekly narratives, indicating their progress in three key areas: content knowledge, skills, and mindsets (creativity, engagement, collaboration, promptness). In student writing, I offered unlimited re-writes, and instead of giving them grades, I identified the “percent of perfection” … Continue reading →