S-U-M-M-E-R is finally here. Yes, I’ve scheduled a few fun things with the family and I plan to spend plenty of afternoons reading in the hammock (Hillbilly Elegy, you’re up next), but I’m also already planning a big ol’ project for the new school year Continue reading
Note: This is an updated repost.
You’ve wrapped your last major unit and final exams are still a week or so away. You could spend five days on Review Jeopardy (um…no, thanks) or you could grab some of these tried-and-true resources that’ll keep kids focused until finals. Continue reading
A few years back, I noticed something weird – kids sometimes, maybe even often, learned more when I did less. One unexpected side effect of our spring semester 20Time experience was that I saw kids taking more ownership of information when they were the ones doing the research. This started me thinking about, and changing, how I present all sorts of material. Continue reading
I need your help with a judgment call. This month, one of my favorite podcasts, Criminal, detailed the compelling case of a real estate agent whose life was nearly destroyed by false online rumors. This episode and the issues it raises would make an excellent supplement to our American Literature students’ study of The Crucible, but I’m hesitant to build those materials because…well…this topic is just so…unsettling. Continue reading
Those who can’t do, teach. It appears this insulting maxim may actually be true in my case – at least when it comes to this year’s 20Time project. Continue reading
Today’s post comes from a recent email (used with permission) from a fellow English teacher. For privacy, I changed her name.
Hi Laura,
First, thank you, as always, for your thoughtful, realistic approach to education. I am deeply grateful! Next, a few questions for you. It sounds like you are free to create and use your own curriculum. Is that the case? Are you and the other English teachers expected to cover the same content? To have the same number/type of assessments?
Also, my department chair insists on following up every single chunk of reading with what he calls “focus” questions, the bulk of which involve reading comprehension questions, all of which are approached in the exact same way – context, lead-in, quote, sometimes analysis. Thus, let’s say for The Catcher in the Rye, he expects kids to answer 10-15 focus questions after every chapter. Am I right in despising this approach to curriculum and thinking he is out of touch with how to approach curriculum in a meaningful way? I know I’m asking you to weigh in on something here that has no remedy; I’m just wondering if I’m the one who’s out of touch!
Thanks,
Carly
Continue reading
Each spring, I launch a project-based learning experience that encourages students to pursue a project of personal interest. Folks have lots of different ways of managing this (search Genius Hour, 20 Percent Project, or Kevin Brookhouser to learn more), and here are the rules for my version: 1. The project must be something the student […]
