Module 2, or the one where I learned I can't write questions, like at all, but I sure can answer them

So this week was definitely full of challenges. I'm not even sure where to start, there was so much packed into it (and I'm not even done yet - yikes!) Probably like you do with a band-aid - a swift, efficient tug from the edges straight across the middle.

I am completely stupid when it comes to Bloom's Taxonomy. Like I get the idea behind it, and I know that it is extremely valuable, but for some reason when it comes time to sit down and write a question that fits that specific category I completely freak the fuck out (by the way I'm assuming that because this is college, a blog, anonymous, and you mentioned you have a military background I'm safe to continue my horrible habit of dropping f-bombs more often than a seagull drops white shit on bald heads, but if I'm wrong, please be gentle with me.) I have spent more time staring at various examples of different teachers' question stems than I care to calculate and all I've managed to do so far is give myself a headache and worry that I'm going to turn in my first late assignment for this program due to ridiculous performance anxiety. It's so bad, in fact, that I'm over here writing a blog post willingly. Seriously, who even am I?

I have, however, learned a heck of a lot about assessment creation through making the performance task and rubric, and I discovered I sort of enjoyed making the selected response assessment (yeah, it freaked me out too, yo). I also realized why you want us to backwards design our units. This process has really helped me narrow down the lesson plan I'm creating for the end of the class, and I have a much better grasp of the content in general. 

I also discovered this week that I enjoy teaching no matter what the setting is. For awhile I thought I really hated teaching college; that's the whole reason why I stopped my English studies - I was miserable. What I actually didn't like about academia was all the bullshit that the majority of the academics brought to the table (read that the need to be most right). I loved the conversations I had with my classmates; there is nothing quite like the banter that happens under the stress of an assignment. What I loved the most though, was the opportunity to teach my classmates and learn from them. Today we had a great two hour conversation on zoom about our assessment projects, and then another classmate reached out to me directly later for 45 more minutes. The conversation we had was brisk, vibrant, and most of all we all got something out of it. But the best part of it was definitely being able to help my classmates understand things they had been confused about. 

Now, if only I could figure out how to come up with these bloody 18 questions before midnight tomorrow.  ~Ido Wah Nah

Module 1, or "Flashback to the worst class of my college career"

First I have to reflect on this blog; I haven't used it since June 2010 when I was in my capstone for my Creative Writing degree, and if you decide to go back and read it, you'll see I did not exactly enjoy the process. The professor I had absolutely loathed me. I don't say that in hyperbole, I mean she actually hated me. She made a point of telling our class that she would either pass us with a 4.0 or fail us. She went on and on about how she'd never given anything but a 4.0 or a fail, but then she gave me a 3.9. She would tell our class she didn't get poets and thought poetry was sort of a waste, and then expect us to be cool with her ripping our work apart. And to top it all off she was the head of the club for the literary magazine I was the editor in chief of, but she refused to go to any of our club meetings or return my emails. Then to top it all off she falsely accused me of academic dishonesty AFTER my graduation date, and I had to go to a hearing and prove she was lying. 

 Anyway, I bring all this up to say that the biggest thing she taught me was that personal biases have no place in your grade book, ever. This professor's job was supposed to help us in our culminating class before graduating with creative writing degrees, and she spent the majority of each class railing against poets (there were like 7 of us I think) while praising the creative nonfiction writers, and basically ignoring the fiction writers. Her assessment method of 4.0 or fail gave no student any sense of the quality of their work or where they needed to go, and her blinders towards proper feedback did a disservice to everyone. 

I personally believe that assessments should not be used to indicate a student grade at all; at least not one that determines what sort of a student they are. I want my students to feel empowered to learn and grow, and the only way to do that is for them to learn from their mistakes. If someone wants to take an exam 5 times because they don't like their score, I want to encourage them to do that (though I'd also probably want to help them study first). If I have a student that doesn't test well, I want to take the time to figure out how I can properly assess them. Because I have so much personal experience through my daughter's eyes with what it feels like to be placed into a "corner" based on your ability to test or function in a classroom, I place a really high value on teaching to the student right in front of me. For example this past year in my science class I had a 5th grade student who could not read at all. He was eager to learn science though, and he loved asking questions during class. If I had just handed him the test and asked him to take it on his own, he definitely would have failed. But, and this is a big one, the goal of my class was NOT to assess his ability to read, my goal was to determine if he understood the concepts of science I was teaching. So, I assessed him orally, and I had him talk out his responses. And guess what, that student who couldn't read had listened actively in every class, asked questions, and he passed his assessment with one of the highest grades in the class. 

So to summarize, I think that assessments should be a tool for students and teachers to guide instruction, and nothing more. Grades should be based on effort, participation, and individual student growth. I just wish my district would get with the program too. ~Ido Wah Nah