As a new teacher, I assigned a 10% participation grade to my students. I methodically scribbled check-marks onto my handy clipboard. The student answered a question, check. The student read a passage voluntarily, check. The student cast eyes downward and didn’t raise a hand at any point, no check.
It was subjective grading, to say the least. In Julie Mason’s article, “Should We Grade Participation?” at We Are Teachers, teachers provide input on the pros and cons of how they wield, or don’t wield, the controversial participation grade.
Proponents of participation grades believe they are important to measure classroom behavior. They also believe it is important to acknowledge and reward effort instead of just mastery of content. Some teachers ask students to grade themselves on participation while others create a participation rubric.
Opponents of the participation grade argue that it is a subjective measure of grading without clear-cut standards. Absences can affect how many participation grades a student earns, and teachers feel that better feedback is given when students are graded on an established standard.
My stance has changed over the years. I am a staunch advocate of mastery learning and standards-based grading. While I certainly understand why teachers encourage participation by making it an assessment, it is difficult to properly grade a student without clear, objective benchmarks.
Some students are introverted and prefer not to participate verbally. There should be an alternative for students who wish to participate in non-traditional ways. Asking students to provide input on shared Google Docs or collaborating in small groups is just as effective as the old-fashioned, raise-your-hand-and-answer protocol.
All assessments require clear learning targets coupled with relevant and meaningful feedback.
If participation is assessed, then it needs to be carefully constructed to ensure inclusivity of personalities, learning needs, and cultural expectations. Students should be given a benchmark by which their participation is assessed to ensure transparency and understanding of the learning target.
Education News and Research
Analyzing Race-Related Stress for Teachers of Color
Ain Grooms, Assistant Professor of Leadership at the University of Iowa, discusses the results of a recent study analyzing the amount of race-related stress teachers of color experience at schools in Iowa. The study concludes that high levels of race-related stress can lead to teachers of color having a negative sense of belonging.
Dr. Grooms notes that although half of U.S. students are of color, as of 2017, only 17% of teachers and 18% of administrators identify as persons of color. These statistics have ramifications across the board for schools. Studies have shown that students of color “achieve more academically when they have a teacher of color.” When there are only a few educators of color, studies have shown lower academic expectations and a disproportionally higher rate of discipline. Although the study does not definitively conclude that educators of color are experiencing race-related negative feelings and stress in school, the researchers do find suggestions that race-related stress is a factor. Since the study only interviewed current teachers of color in Iowa schools, a deeper dive is needed to ascertain why teachers of color have recently left the profession.
Read more at The Conversation….
Teachers Choosing to Quit Rather Than Return to Schools
Bianna Golodryga and Yon Pomrenze report at CNN that teachers are choosing to quit rather than return to classrooms amidst the pandemic. Teachers are citing poor building conditions, such as inoperable windows and little to no ventilation in the classroom, as potential stressors for returning to work. Some teachers fear that districts will not enforce mask mandates leaving them unprotected while vaccinations are still ongoing. Of course, a lingering issue across the nation is the continued prevalence of low teacher pay. The authors report: “A survey by the American Association of Colleges for Teacher Education had nearly 20% of respondents reporting a significant drop in new undergraduate enrollment in teaching programs for fall 2020.” College students may be choosing not to enroll in teacher programs opting for higher-paying professions. Teachers want and need more support in the classroom, and this will continue to determine school staffing through and beyond the pandemic.
PSA to Recruit Teachers
TEACH.org is launching a PSA campaign for K-12 teachers entitled “The Future Depends on Teachers.”
The campaign aims to recruit more teachers for classrooms by recognizing teachers’ accomplishments and inspiring students to take up the educational call. Business Wire notes: “The spots communicate teachers’ impact not only on students but also on our broader society. They end with a call for viewers to explore teaching and leave a legacy they can be proud of.” TEACH is a nonprofit that aims to elevate the teaching profession and improve the quality and diversity of new teachers.
In other news:
A recent study finds little to no academic boost in gifted programs
Taryn Morissey answers five questions answered about Biden’s $39 million child-care strategy
Professional Learning and Inspiration
Pandemic-Driven Innovations Likely to Stick Around
Beth McMurtrie, a writer at The Chronicle of Higher Education, suggests more pandemic-driven innovations that are likely to stick around as classes resume in-person instruction. McMurtrie cited in a previous article that flexible grading, connecting with students, and virtual meetings are all keepers. In her recent article, she suggests:
recorded lectures and classes
hybrid teaching
accessible course materials
teaching outside
In short, making learning accessible is the theme for post-pandemic education. Utilizing technology, teachers can create environments where learning is happening outside of the confines of the traditional classroom walls. Many private and international secondary schools already host 1:1 device programs, where teachers regularly post class content on course websites. Students are able to access materials and notes from their homes without lugging around textbooks and binders. McMurtrie notes: “some readers reported success with collaborative tools, such as Google Docs or Perusall, that enable students to work together virtually on readings, problems, and projects.” As students begin to enter classrooms again, a more collaborative and tech-infused approach to education seems inevitable.
The Role of Active Learning in STEM
In the Psychological Science in the Public Interests, researchers published recent findings“to provide a focused description of active learning and offer guidance on current practice and future research.” As STEM continues to ramp up in schools across the globe, there is a need to examine quality instruction aimed at the principles of active learning. Active learning has been poorly described in the past and has been merely viewed as some sort of alternative to traditional instruction. Examples of active learning include hands-on activities, flipped learning models, and response systems such as clickers. The authors explored several questions dissecting what role active learning plays in education. Their report provides a framework and can be viewed here.
Engaging Both In-Person and Remote Learners
The Center for Teaching and Learning at Columbia University suggests “Five Tips for Hybrid/HyFlex Teaching with All Learners in Mind.” These tips are meant for courses where the majority of students attend in-person instruction, while only a few are remote learning. Notable suggestions include creating an inclusive community for both in-person and remote learners, make all course materials accessible, engage all students, and prepare the classroom/online environment early and methodically. Just as in any classroom, it is important to remember that learners engage with content uniquely, and teaching both in-person and remote learners present its own set of challenges in creating an inclusive community.
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Jennifer Osborne is an experienced educator with graduate degrees in Educational Leadership and Guidance and Counseling. She has taught in five countries across a wide variety of classrooms and schools. Jennifer is passionate about authentic education for students and personalized professional learning for teachers.
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