education, grades, grading, high school, learners, scoring, students, teachers, teaching

Amending My Late Work Policy…Because Learning Rules

Since my first year of teaching I have not had a late work policy. I have allowed students to turn in work up until the last day of the marking period without penalty. (The goal with this philosophy is as follows: It takes some students longer to learn material and therefore if they do the work eventually, it should be counted. Also, in the real world, deadlines can be negotiable. And don’t pretend like that’s not true. How many times have you said to your boss “I need more time” and he or she has acquiesced to your request?) I liked this philosophy because it felt very “real world”-esque and isn’t that what I’m preparing my students for? (Well, back to this idea in a minute…)

Ultimately, I have decided that my late work policy needs some serious amending–for a few reasons. First, some students copy their work from a classmate after I have handed it back, which, in the end, doesn’t give me an accurate picture of what they know and are able to do. Second, some students forget about the work and don’t care until they see their (usually very low) grade and THEN they decide they need to do something about it (instead of learning the material in the moment, when the learning is needed). This forces them to care about their grade as opposed to their learning. Third, I get a slew of papers handed to me at the end of the marking period and I become inundated with work to grade that should have been handed in–and handed back–a month earlier and my other responsibilities (such as planning and prepping upcoming lessons) suffer.

Here’s my new idea. My students’ assignments will all have a due date and a deadline date. If students hand in their work on the due date, they will receive all the credit they earned on the assignment–usually determined by an answer key or rubric. Then, those who did not hand it in when it was due, will have a 3-day grace period in which they can still hand in their work–although for reduced (earned) credit. After the deadline date passes, the work will no longer be accepted and will result in the score of a zero. There are, of course, amendments to this policy for students who are absent or have extenuating circumstances.

Here’s the goal concerning this new philosophy: First, please understand that I don’t have students complete assignments for no reason. If there is something that has to be done, it has a purpose and it is relevant, which means I need the students to complete it in a timely manner so I can offer them feedback and determine if they need help. Second, it reduces copying answers from a classmate for credit. By the time I hand back the papers, the grace period is over and the deadline date has arrived. Third, it eliminates the end-of-the-marking-period burden of speed grading for no other reason than to help students recover credit–as opposed to truly offering pointed feedback for learning. Fourth, it emphasizes timeliness and responsibility.

Here are my difficulties with it: It’s not very realistic and it doesn’t give me–or those looking at the student’s performance in class–an accurate depiction of that student’s academic capabilities.

Here is how I justify these things: First, I (and most teachers around the country) work within a system that supports amalgamated grades. If we graded based on separate standards or academic and behavioral skills, I’d reconsider the policy. But until that day comes, I can’t wish we had disaggregated grades because we don’t. (And I can’t work within a wishful philosophy, because it’s actually an injustice to my students and to myself.) The other issue I have with the new late work policy is that it is not realistic (within the post-high school world). There have been many times I have asked a superior for more time to complete a project or to compile data. More often than not I am granted that extension without penalty. And think about it, so many people miss deadlines without penalties as well: new iPhone software creators, mortgage commitment brokers, and real estate closing attorneys. How many times have you missed the deadline for renewing your car registration or driver’s license? Heck, even your mail arrives late some days! But high school is not the real world. It is high school. It’s a different animal that is confined by timelines and due dates. The days go on and so does the curriculum, and there’s not a lot of flexibility when it comes to deadlines and timeliness.

I do my best to prepare my students for what they will encounter after high school, but I realized I’m actually hurting them by allowing them to hand in work weeks–and even months–late. I’m showing them that the assignments and their timeliness are irrelevant, when in fact, the opposite is true. I want a clear picture of what my students know and are able to do at a particular moment in time, and I want to be able to give them feedback on that work that is relevant and helpful. If I allow them to hand in work after deadline and only “grade” it for credit, I send the message that “grades rule”, when in fact, learning does.  

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education, engagement, high school, learners, students

UDL: Differentiation at Its Best

UDL. Another acronym, I know. But this one I think you’ll like.

Universal Design for Learning has been around since the 90s and at its core, it is really about flexibility, differentiation, and helping students find their “flow”. (I’m a big believer in flow. Basically it’s about being so motivated by something that you don’t even realize the time or space you’re in. You’re essentially locked into what you’re doing and you enjoy this true engagement.)  If you want more info about UDL in general check out this video.

Although purist supporters of UDL believe in creating curricula using the techniques outlined in the philosophy, I find that using it in my classroom regardless of the curriculum for the course is highly effective. (Please note that my district uses a very open design for curricula which allows for such flexibility. It’s really a beautiful thing.) Allow me to offer an example:

We are reading Hamlet. (I know, it’s so exciting!!) This is by far one of my favorite units to teach because it allows for great use of the Multiple Intelligences and UDL theories. For instance, not only do we read important scenes together in class, but we also listen to them and watch them. I want students to see the language, hear it, and see how it is applied on stage or screen with actions. We also watch different interpretations of the play so students can see how the language is used and understood in different ways. (Shakespeare is the perfect vehicle for exploring multiple interpretations of complex language….but, I digress.)

Also, as a grade level team, my colleagues and I came up with various creative projects for students to complete to prove their understanding of the text and more specifically their understandings of the functions of the language, characters, and settings. Students can rewrite the script and create a movie, choose songs that characters might listen to that describe their relationships with others, create a comic book that details scenes and soliloquies, or create a scrapbook of character relationships and how those relationships relate to and function within the various settings of the play.

Now, these projects are nothing new. Teachers have been using them for decades, but what I find to be so great about them is their ability to appeal to all different types of learners. For instance, there are several students in my classes who participate in our school’s morning news show. They are interested in visual media and its construction, so the movie project is perfect for them. It serves their interests and they have access to the proper equipment in order to do justice to such a project. When they feel they can properly complete the assignment, make it their own, and enjoy working on it, they are achieving “flow”. And that type of motivation is what we want for our students in school. Learning has to be engaging, or students will lack the buy-in needed to make learning happen in the first place. (And please don’t get me wrong, not every assignment is like this, but I work in the fun where I can!)

In everyday classroom life–whether we are working on Hamlet or not–I use UDL to appeal to students’ interests. I will present to them the goal of the class (I call it “The End Game”) and I will allow them multiple pathways in order to achieve that goal. (Note: I teach seniors and they have enough independence and know-how to complete a task in whatever way they please. This does not always work as well with freshmen and sophomores unless you spend time “training” them.) I give students hard copies of things, I post assignments on Google Classroom, I offer helpful websites, allow them access to multimedia, and various texts, etc. I also allow them to work at their own pace, yet within a time constraint. For example, during the research paper unit, I will teach a mini lesson and then allow students time to write; I call it “workshop”. Some students will keep up with the pace and work on what they learned in the mini lesson, and others may be behind or ahead. Either way, students can sign up for writing conferences with me during their workshop time and I will help guide them through the process. In the end though, the due date stands–so they must find ways to finish on time–and I am there to help during lunch and after school.

Ultimately, I truly enjoy using UDL. It allows for differentiation, emphasizes that we all learn differently and are motivated by different things, and allows for reaching goals in multifaceted ways. It’s not always easy, and it is a lot of work for me, but it’s worth it in order to help kids see that learning is fun and worthwhile. And that’s what I want for them. I want them to see that learning is not a one-size-fits-all activity. And when they walk into my classroom, I want them to know that I will do whatever it takes to help them see that.

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