Learning is Change

11.08.06

Cores 1-4:

  1. Honor the new Authenticity Awards.

Core 1:

  1. Discuss-On: What is it about Blogging is like Football that most resonates with you?
  2. Go over “Choosing the right word” in the vocab books.
  3. Play vocabulary basketball to review for quiz tomorrow.

Core 2:

  1. Read Blogging is like Football.
  2. Discussion questions:
    • What is one blog post that means something to you but might not mean much to others? (The most personally valuable post)
    • What is your personal purpose for blogging?
    • What is one example of your real life affecting your blogging life?
    • What is one post that has been written in our community (either by you or someone else) that would either get the blogger fired from a job, not hired in the first place, or simply embarrass their parents?
    • What is one event that you would not want to blog directly after because you would be to angry/emotional and you may regret some of the things that you would post?
    • What is the best “tackling fuel” that you could use to make your blogging better?
    • What is the next touchdown idea you have for your blog? (What is the one thing that you haven’t done with your blog yet that you would like to try? How can you push the boundaries of your blog?)

Core 3:

  1. Critique-on: How have I Mountain Outlined my first supporting paragraph.
  2. Brainstorm/Discuss transitioning from one idea to the next.

Core 4:

  1. Discuss-On: What point in the football article did you most relate to and why?
  2. Explore Collective Consciousness and talk about how you can influence or persuade it to your own ends.

11.07.06

Cores 1 and 2:

  1. Randomly select username for celebrity commenting.
  2. Write-On: Comment on one post from the “Celebrity User.” You may use a comment starter to help you make a more authentic comment.
  3. Write your weekly authentic for this week and don’t forget to nominate for The Authenticity Awards.

Core 3:

  1. What is “wrong” with the following sentences:
    • Harry Potter is a great character.
    • I love chocolate.
    • The creatures in The Lord of The Rings movies are scary.
  2. Discuss lost vs. found sentences.
  3. Talk about levels of detail in body/supporting paragraphs through Mountain Outlining.
  4. Write a body paragraph for your bloggged essay.

Core 4:

  1. Randomly select username for celebrity commenting.
  2. Discuss the important points of the Football as Blogging Article.
  3. Write your weekly authentic for this week and don’t forget to nominate for The Authenticity Awards.

11.06.06

Core 1:

  1. Go over Choosing the Right word for Unit 8 vocabulary book.
  2. Write-On: Write a simile/metaphor that compares blogging to an event, action, or idea. (“Blogging is like football, putting out a fire, fishing, etc.”)
  3. Read Blogging is like Football.
  4. What is your personal purpose for blogging, for writing your own ideas down every week.

Core 2:

  1. Write out an analogy question based upon Unit 32 or The Nerd Herd Big Word Books.
  2. Try to stump the teacher and all other students with your question.
  3. Explore the relationships between the words of the hardest questions on the smart board.
  4.  Write-On: Write a simile/metaphor that compares blogging to an event, action, or idea. (“Blogging is like football, putting out a fire, fishing, etc.”)

Core 3:

  1. Look at all student generated essay writing options:
    •  What makes school meaningful?
    • Why do you get up in the morning?
    • Should kids have their own room?
    • Should there be ZAP?
    • Should teachers allow kids with after school programs more time for homework?
    • Should I wait for my cousins’ plane or do something to ensure that he gets here?
    • Should the school have open campus?
    • Should touchdown celebrations be banned?
    • Should kids have to be 16 or older to get their license?
    • Why was the internet invented?
    • Should kids have report cards?
    • Should 6th grade be in middle school in all middle schools?
    • Should abortion be allowed?
    • Should gay marriage be legal?
    • Do you think that there should be money?
    • Should homework exist?
    • Why does TV exist?
    • Should books only be printed in black and white?
    • What was the person who invented the yo-yo thinking?
    • Why do kids need grades?
  2. Refine thesis statements for chosen topics.
  3. Write introductory paragraph for essay making sure that it has a start-me-up sentence, packing the bags sentences, and a thesis statement (See mine for an example).

Core 4:

  1. Write-On: Write a simile/metaphor that compares blogging to an event, action, or idea. (“Blogging is like football, putting out a fire, fishing, etc.”)
  2. Read Blogging is like Football.
  3. What is your personal purpose for blogging, for writing your own ideas down every week.
  4. Work on your weekly authentic because tomorrow you will be doing the vision and hearing testing.

Should students have grades?

Disclaimer: The following is a work in progress. I am writing an essay with/for my Core 3 students about the following question: Should students have grades?

The first six letters hold an inordinate amount of power, and frankly, it makes me sick. The A’s, B’s and C’s have too long had a stranglehold on our schools. They hold students hostage all in the name of describing proficiency. The teacher in me has had enough inscribing a student’s ability onto the top of a paper and then watching students see it as a judgment of them as a person. Grades are supposed to foster growth, but instead they tear down self-worth. There is no purpose for grading students in a modern school because the process is inherently subjective, it promotes unnecessary competition, and it takes away time from authentic feedback that is necessary for student learning.

Grading lacks purpose in today’s schools because teachers are incapable of making completely objective grading decisions. Every time that a teacher looks at the student’s name on a paper, recognizes a student’s handwriting, or thinks about a student while entering grades, he or she is making a judgment call. It is difficult, even if only on a subconscious level, to dismiss all of the previous experiences with an individual students while grading. The heated argument with a teacher, the broken promise of making up work, the ridiculous disruption of the classroom that distracts all other students, these are all things that weigh upon a teacher. The fact is that teachers are human, and all humans have preferences. Playing favorites, although a universally despised practice, is alive and well in our current classrooms. The only thing that will solve this problem of subjectivity is getting rid of the entire grading process.

The worst kind of competition is also supported by modern grading practices. By wost kind, I mean the kind that promotes cheating, plagiarism, and outright intimidation by students who wish to maintain the edge against one another for the few A’s given at the end of each semester. There is so much pressure for students to do well that all emphasis on learning gets completely left behind. Grading, at its core, is all about incentives: you do this level of work, and you will get this grade. Well, what happens if you can find all of the answers to a test or worksheet on the internet? The incentive to do the work on your own simply disappears. The grade has become an end in itself, the goal for all students. It is no longer the well defined marker of success it was dreamed up to be. It does not show students where they are floundering, instead it is a measure of how well students can work the system and best other students in a competition for “Most Shortcuts Found in Learning Process.”

Authentic feedback is the backbone of any successful learning experience. Learning exactly how good you are at something from someone you respect and trust is essential. It allows you the opportunity to look critically at your work, making it better with each moment you spend collaborating with a well intentioned teacher. What I have just described is the ideal situation for modern education. The only problem is that it cannot exist due to grades. Authentic feedback is circumvented because a teacher must spend all of his/her time deciding how many points something should be worth, which standard an authentic learning activity falls into, and which stiff sounding descriptor vaguely defines where students are at in their work. Questions that cause students to dig deeper into a subject will never be asked so long as teachers must submit to the torture of grading every piece of paper that students put their names to.

Grades are holding back America’s children. These impressionable youngsters must constantly compete, many times dirtily, to maintain their standing amongst their peers. They must forgo any type of authentic information from teachers that would help them to engage further in their learning. They must even be labeled with subjective levels of proficiency, showing a complete lack of understanding for self-worth or purpose. So, if not grades, what else is there? I have shown here the beginnings of a comprehensive form of assessment, one that is authentic, intrinsic, and student directed. Students should always know their A, B, C’s, but their lives should never be defined in such trivial letters.

Building Comment #2

This is truly fantastic. I can’t imagine linking every single word. The one question that I think of after reading this, is why don’t we link more words to dictionaries? Why don’t we have the context for more of our concepts?

I really think that looking for the answers behind the words is so intriguing. There are so many things that we can learn about the words just by looking at their definitions or their contexts. Take the link for Imagination. It taught me about the difference between creative and reproductive imagination, and I believe that this definition enriches my understanding of the post. Is Hockey90 talking about imagination for things that have been or haven’t been experienced yet?

The other question that this post raises is that of how many other links besides dictionaries can be used to create greater contexts for our Weekly Authentics. I really feel challenged by this post to explore the concept of total linkage, so here is my response:

It is an open ended ecstasy to know who you are and what you want out of life, to have identity and purpose. But how do you find these things? Where can you look but within for answers to these questions.I used to think that there was a perfect way to be yourself, a version 2.0 that you could achieve if you changed enough, becoming more virtuous, loving and true. I would choose my words and ideas as well as I could, making myself the perfect being that I imagined was possible. After ever time I was my usual clumsy self, I would replay the situation in my head over and over until I knew what I should have done, what I should have said.

Lisa was the girl that I never kissed. We dated for 8 months and we never kissed. I think that is why we were so good together, though. We were always looking for things to talk about, so we wouldn’t have to approach the subject of us not being the slightest bit romantic. The unfortunate problem with this was that we ran out of things to talk about.

And I blamed it all on her. I commanded her to express herself more openly. I begged her to be more emotionally available. I was the better person, the sensitive guy that every girl dreams about. I didn’t think that asking for a few good conversation topics was too much. She did the right thing, though. She broke up with me.

Looking back, I can see that I was not the best version of myself, I was merely the most pompously sure teenage boy I knew. That is the problem with Identity and Purpose. If you have a false identity, you will also have an impure purpose, just like if you have no identity you will lack purpose. It took a Lisa for me to understand that. Have you found your Lisa yet?

11.02.06

Core 1:

  1. Go over Synonyms and Antonyms in Unit 8.
  2. Revisit belief statements as genre:
    • Why is it important to outline your belief statements?
    • Brainstorm belief statements.
    • Refine belief statements with Standpoint.com
    • Write your own Belief Statement piece.

Core 2:

  1. Do quick word work-outs using The Nerd Herd Big Word Book notes page.
  2. What makes an analogy a good one?
    • Explore already written analogies.
    • Write your own equally complex relationships.

Core 3:

  1. Go over Synonyms and Antonyms in Unit 2.
  2. Discuss-On: What makes a topic worth writing about? What makes a topic not worth writing about?
    • Brainstorm topics to write essays on.
    • What is the difference between a topic and a thesis.
    • Develop example thesis statements for our topics.

Core 4:

  1. Why is defending an indefensible position important?
  2. Share defenses and select most persuasive performances?
  3. How do indefensible positions/actions inform our understanding of the first amendment?

11.01.06

I am back for a while, and I am so glad to be here. Let’s get back to it then.
Cores 1-4:

  1. Take a look at The Authenticity Awards from the past two weeks.
  2. Show the concept of Total Context Linking.
  3. Conclude parable writing with the following questions:
    • What is the moral of your story?
    • Is it a universal moral or merely one that applies to you?
    • Why are moralizing stories important?

Core 1:

  1. Introduce Vocab unit 8 with hand gestures vocabulary.

Core 2:

  1. Return to the Nerd Herd Big Word Book with a vengeance all our own.

Core 3:

  1. Introduce Vocab unit 2 with hand gestures vocabulary.

Core 4:

  1. Talk about defending and undefendable position via Thank You For Smoking.

10.20.06

Cores 1-4:

As many of you know, my wife gave birth to our daughter yesterday. This bundle of joy and miracles is named Isabelle Roux Wilkoff. I have written all about her in my most recent Weekly Authentic. I would like to challenge each of you to discuss and respond to my prose poem/story. You will be analyzing my words just as you would analyze any other text, but at the end of this analysis you must answer one of three big questions.

Discussion questions (read the story and discuss with at least one other person):

  1. What is the significance/meaning of the title?
  2. Why does Mr. Wilkoff believe that adjectives are inadequate?
  3. What does the button symbolize?
  4. What is the significance/meaning of the the precipice (cliff) metaphor?

3 big questions to respond to in at least one paragraph of your own writing:

  1. What is one thing that you have felt that you believe no one else could possibly experience?
  2. What will the future be like for your children? (Or, what will the future be like for Isabelle? In terms of technology, society, change, etc.)
  3. Who is the one person that you owe a personal belief to? What is that personal belief and why do hold on to it so strongly?

After you have completed this piece of writing, share it with a few others or the whole class (when prompted to by your substitute).

Please read your AR books once this activity is complete. I am sorry that I am not there to discuss this fantastic journey with you, but I hope you understand.

Nouns and Now.

We can never know what the future holds. For her, or for anyone. She is this thing, bright and new that I can’t quite see the end of. I want to know what she will be at 13, but I never want to stop seeing her at 0.

There is nothing abstract about her. She is real, here, now. I can speak about love, but there is no such thing as this kind of love. It doesn’t really exist. It is not something that you or anyone else can experience. It is mine. My wife may understand, other fathers and mothers may understand, but they do not feel this. I look at her and she is miraculous. I look at her and I am dumbfounded. I look at her and I find so many other inadequate adjectives. The best I can do is to only use nouns.

  • Button (the kind that makes two very separate things close together)
  • Eyes (the kind that are do dark and so knowing that you can’t look away when they are open)
  • Nose (the kind that is trying to be every kind of hope imaginable)
  • Smile (the one and only that I want to see)

I wasn’t in labor, and I didn’t have to push. I didn’t carry her for 10 months, and I didn’t wake up every day feeling sick. I can never be her mother, but I’m glad that someone can. You see, I owe her the whole of my belief that souls grip one another over a precipice, tight enough to either gain solid footing or be broken completely apart.

Soon she will stand on her own two feet. Soon she will think, and laugh, and be broken hearted. Soon, but not now.

For now she is bundled up tight. For now she is dependent. For now she is the best thing that I have ever known, not because of what she can become, her potential for greatness, but because of what she is already: my daughter.

10.18.06

Core 1:

  1. Write-On: Why are beliefs powerful?
  2. Discuss and view Belief Statement Essays as genre:
    1. Tony Hawk
    2. Rick Moody
    3. Sarah Adams
    4. Harold Taw
  3. Explore essays and talk about what makes a belief statement important.

Core 2:

  1. Write-On: What is your initial reaction when you are attacked (verbally, physically, emotionally)? What is the country’s first reaction when it is attacked? Why?
  2. Read “Entire City Put on War Footing”.
  3. How have we changed from this time period? How have our traditions of xenophobia stayed the same?

Core 3:

  1. Go over definitions for Vocabulary Unit 2.
  2. Have students draw a picture next to each word to help them remember the definitions.
  3. Play Vocabulary Basketball with students so as to solidify definitions, synonyms, antonyms, parts of speech, and contextual meaning.

Core 4:

  1. Write-On: How can music persuade you to feel a certain emotion. Describe the process by which music can change mood.
  2. Listen (do not watch) to Shawshank Redemption music and describe the images that you think go along with this music.
  3. View the images and compare to your predictions.
  4. Read the Pied Piper of Hamelin and discuss musical persuasion.