For these reasons, instructors are continuously looking for ways to
respond efficiently to student work. Seasoned instructors have developed
systems that work well for them. We offer a few here:
Don't comment on everything. Tell students that in your
responses to a particular paper you intend to focus on their thesis
sentences and introductions, or their overall structure, or their use of
sources, etc. This method works particularly well in courses that
require students to do several papers. Instructors can, as the term
progresses, focus on different aspects of student writing.
Space or stagger deadlines so that you are not overwhelmed by
drafts. If the thought of grading eighteen essays in two or three days
is daunting, divide the class in half or into thirds and require
different due dates for different groups.
Use peer groups. Ask students to meet outside of class (or
virtually, on the Blackboard discussion board) to talk with one another
about their papers. Peer groups work best when you've modeled the
critiquing process in class, and when you provide students with models
or guidelines for critiquing. See our page on Collaborative Learning for
a fuller discussion.
Ask for a Writing Assistant. The Writing Assistant reviews drafts of
papers and makes extensive comments. Students benefit by having an
additional reader; instructors benefit because they get better papers.
If you'd like more information about using a Writing Assistant in your
course, contact Stephanie
Boone, Director of Student Writing Support.
Group items tagged
Materials for Faculty: Methods: Diagnosing and Responding to Student Writing - 11 views
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Don't comment on everything. Tell students that in your responses to a particular paper you intend to focus on their thesis sentences and introductions, or their overall structure, or their use of sources, etc. This method works particularly well in courses that require students to do several papers. Instructors can, as the term progresses, focus on different aspects of student writing. Space or stagger deadlines so that you are not overwhelmed by drafts. If the thought of grading eighteen essays in two or three days is daunting, divide the class in half or into thirds and require different due dates for different groups. Use peer groups. Ask students to meet outside of class (or virtually, on the Blackboard discussion board) to talk with one another about their papers. Peer groups work best when you've modeled the critiquing process in class, and when you provide students with models or guidelines for critiquing. See our page on Collaborative Learning for a fuller discussion. Ask for a Writing Assistant. The Writing Assistant reviews drafts of papers and makes extensive comments. Students benefit by having an additional reader; instructors benefit because they get better papers. If you'd like more information about using a Writing Assistant in your course, contact Stephanie Boone, Director of Student Writing Support.
Teacher Magazine: Giving Classrooms a Purpose - 11 views
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“Never do for someone what they can do for themselves. Never.”
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This is something every teacher, myself included, should keep in mind when students struggle. Help them, but only enough so they can finish the race on their own. Zone of proximal development.
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On our overhead, I enter the choices in side-by-side columns and give examples of the difference between the two.
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I love this idea! Making our teaching processes and decisions transparent to students gives them more ownership in the classroom.
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I really enjoyed this post by Larry Ferlazzo (thanks to Meredith Stewart's retweet). Got me thinking about the sort of classroom culture I'd like to help create with my students.
Teaching With Multiple Modalities - ReadWriteThink - 3 views
Word Generation - Developing Academic Language - 9 views
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Effective techniques for engaging students in discussion and teaching them strategies to use independently.
Interrogating Texts: 6 Reading Habits to Develop in Your First Year at Harvard - Resear... - 21 views
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Harvard explains critical reading. Via Jim Burke.
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There's a title that gets your attention! Thanks DH an JB.
Abiator's Worksheets Vault - 8 views
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English Skills Worksheets for Grades 5-8
Brain Blinkers - 11 views
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Introduces Easy To Use Bullet-Point Approach To Take Control Of Your Beliefs And Thoughts.
Education Week: E-Learning for Special Populations - 3 views
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This special report, another installment in Education Week's series on virtual education, examines the growing e-learning opportunities for students with disabilities, English-language learners, gifted and talented students, and those at risk of failing in school. It shows the barriers that exist for greater participation among special populations, as well as the benefits and drawbacks of this approach. It also looks at the funding tactics schools are using to build virtual education programs for special populations and the evolving professional-development needs for these efforts.
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Download the interactive PDF version of the report, E-Learning for Special Populations.
http://www.smallschoolsproject.org/PDFS/co21003/rigor_not.pdf - 3 views
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Rigor is not... it is helping students develop complex ambiguous provocative challenging material in and out of the classroom
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