The biggest idea I walked away with after reading the Online Collaborative Inquiry was that instead of using paper journals, or handing in physical journals, to have students blog responses. It may not seem like a big idea to someone else, but to me (an English major, with the intent to teach high school English), being able to update the way something so integral to how I was taught, and how I thought I'd teach is huge!
With an online blog (is that redundant?), I wouldn't have to worry about papers getting lost or handing them back in. Blogs could be made private and shared just between a student and myself, or as part of a collaboration, and an intro to a wiki project (gee, sort of how I'm being introduced to this...)
I also enjoyed the detailed information on the Ultimate Guide, though I disagree with the blanket statement about not grading a blog. I think it can be used in some formal assessments, partly as participation, partly in use of the tools available (spell checker, for one), and partly in answering a question posed. That may be because I look at it from an English educator viewpoint, though I do agree that while students need to have a reason to write everyday, not every piece of writing needs to be graded.
Perhaps weekly assignments, with Essential Question explored throughout the week, would be graded, but critical reflections would just be commented on?
I had some thoughts about grading as well, because in math once one students get the answers it would be available for everyone to see. But I thought of using maybe more in depth problems for students to either work together or individually to solve and maybe can grade as thoughtful participation. I feel that your essential question idea would work great for English and help students who may have been absent.
ReplyDeleteAs a fellow English major, I had the same thoughts on grading - I don't see why some of the posts couldn't be graded. I agree that not everything needs to be graded, but I think there is a middle ground.
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