Tuesday, February 22, 2011

13hrs, 20mins remaining

Theory: When you create a test, take it, and then triple the time. Allow that much time for students to complete the test.

Theory: When you create a scavenger hunt for your own children, divide the time it takes to create by three. Your children will complete the scavenger hunt in under that time.

Saturday, February 19, 2011

it's worth a try

Post context: Here. And here.

Found the following recently. It's a small piece composed sometime aught-six. I'm willing to concede that's it plush with classtrophobic bravado; that sense of self-awesomeness I used to have when I lived in room 218:
Nine years. Of Hamlet. Every semester. Three blocks a semester. That's a lot of Hamlet. I'm a Hamlet genius. I can recite passage after passage. Ask me a question, I'll answer it. Even better, I'll ask my students a question, and I'll answer it. But that makes me unhappy and crestfallen.

Nine year of Hamlet, asking questions, providing the answers.

I'm full of melancholy. Something needs to change. At first, I thought my students needed to change. They need to answer my questions, quickly and accurately. I want them to know what I know right away. On first read.
I Q&A'ed to no avail. Study-guided into the abyss.

Along came an idea born out of collaboration with a colleague. Blogs! A funny, trendy little word half a decade ago, but in '06, a relatively new idea. Instructions followed. Blogs followed.

I know you know. You know how this ends.

I could take the blame. Seek forgiveness for nine years of struggle and disappointment.
You didn't inspire them, Ken. You let nine years worth of seniors down.
However, I tried a lot. A full complement of educator gymnastics.

Blogging worked. Technology teacher students worked, created, and analyzed.