I love this post, David! So glad you "ran out of ideas" and did this diary. I particularly resonated with and am chewing on:
-- Notes to Future Me ("Take this seriously, Future Dave!")
-- "I don’t have to force compliance with an unnecessary policy."
-- "In some classes – especially more introductory classes – I find the Exemplary mark to be distracting." Hoo boy this one rings true and I'm chewing on it.
-- "my rollercoaster of emotions about grading" -- Even DAVID CLARK who wrote the literal book on grading has rollercoaster emotions about grading. It helps my own struggles feel validated.
I really enjoyed this, David. Thank you for sharing. I appreciate getting a peek behind the curtain, as it were, and seeing what you're thinking about. Delightful to see how thoughtful you are about this stuff!
I also love the notes to future you! I am wondering what further thoughts you have had about students monitoring their personal goals? If those goals are mastery based, then what a great way this would be to accomplish the purpose of goal setting, allow the students to engage in self-reflection and attribution, and determine what worked and didn’t work..then use that to make new goals. Thank you for sharing your thoughts, your feedback seems to be making a difference for students.
Hi dmartin - I have a lot of thoughts about the personal goals, and maybe that's the topic for another entire post! I work with students to choose a big picture goal for the semester, and then they set short-term goals along the way. When we do periodic progress meetings, I ask about their goals and we set new ones if needed. But that also makes for a constantly changing landscape of goals for *me* to remember. That last part is the one I haven't worked out -- I think that I need to be involved, to give feedback and guidance.
I'm happy to learn that I'm not the only one for whom "end-of-break me" digs a big hole for future "mid-semester me." Getting this insight into the uncertain ponderings of an experienced alt-grader like you is a big encouragement.
I love this post, David! So glad you "ran out of ideas" and did this diary. I particularly resonated with and am chewing on:
-- Notes to Future Me ("Take this seriously, Future Dave!")
-- "I don’t have to force compliance with an unnecessary policy."
-- "In some classes – especially more introductory classes – I find the Exemplary mark to be distracting." Hoo boy this one rings true and I'm chewing on it.
-- "my rollercoaster of emotions about grading" -- Even DAVID CLARK who wrote the literal book on grading has rollercoaster emotions about grading. It helps my own struggles feel validated.
Thanks, Jayme. I definitely feel that rollercoaster most weeks. I hope you give yourself some grace when you feel it too. :)
I really enjoyed this, David. Thank you for sharing. I appreciate getting a peek behind the curtain, as it were, and seeing what you're thinking about. Delightful to see how thoughtful you are about this stuff!
I also love the notes to future you! I am wondering what further thoughts you have had about students monitoring their personal goals? If those goals are mastery based, then what a great way this would be to accomplish the purpose of goal setting, allow the students to engage in self-reflection and attribution, and determine what worked and didn’t work..then use that to make new goals. Thank you for sharing your thoughts, your feedback seems to be making a difference for students.
Hi dmartin - I have a lot of thoughts about the personal goals, and maybe that's the topic for another entire post! I work with students to choose a big picture goal for the semester, and then they set short-term goals along the way. When we do periodic progress meetings, I ask about their goals and we set new ones if needed. But that also makes for a constantly changing landscape of goals for *me* to remember. That last part is the one I haven't worked out -- I think that I need to be involved, to give feedback and guidance.
I'm happy to learn that I'm not the only one for whom "end-of-break me" digs a big hole for future "mid-semester me." Getting this insight into the uncertain ponderings of an experienced alt-grader like you is a big encouragement.