I am creating this post purely to avoid scoring my AP Literature mock exams. (I'm sure you can relate).
I don't know what it is about AP Literature versus AP Language, but I struggle so much more trying to wrap my head around the content. The abstraction of literature is something that has never truly enticed me, so navigating that prep is a challenge to say the least. (More on that eventually...)
For today's part of the series, I wanted to talk about the concept of the "I Check." In my past post, I talked about the "I Learn" which is the first stage in the personalized process. In that stage, students explore the content and provide evidence of their learning.
If that makes sense...
One of the biggest fears people have with personalizing learning is that students are going to be handing things in at all different times. While on the surface, this might seem frustrating or hard to organize, I feel it makes my feedback better. I score without the fatigue of reading 50 of a single assignment. Instead, I look at a variety of things all the time.
Also, and this is HUGE, I grade RIGHT. IN. CLASS. That means, I try to avoid grading outside of class. Why? Because if the student is in the room when I am scoring I can either A) score with them sitting beside me or B) pose questions to clarify meaning and help them correct.
I promise you. Personalizing - though admittedly a lot of work upfront - is a dream once you get going. These conversations about feedback (instead of notes on a paper) have been so much more impactful in getting students moving in the right direction.
In fact... My goal next year is to grade EVERYthing in class, all the time. If it's worth doing, it's worth taking the time to sit with the kids and score. Fortunately, using a personalized flexible format, gives me the time to make that happen!
- Guiding Students Through Performance Task Design ("I Show")
- Teaching Reflection (...if I even figure it out).
(And if you are wondering, I did finish those mock exams... Until I got the makeup ones today).