For four out of six elements of the “Non-Freaked Out” Foundations Framework, the gist of our strategy is “quantity, then quality.” Those four elements are outlined in red below: If we want students to improve as arguers, then first we’ve got to increase the amount of arguing they do — shockingly, I recommend pop-up debates. Only then do we […]
Instruction
Common Student Hang-ups: Quote Bombing
When a student is writing an argument and then suddenly drops a quote into the paper with no blending or explanation, that’s a quote bomb. I made the word up myself, just like plenty of others have (here’s an example from Mercer Island Schools, and here’s one from some folks at UNC — the fact […]
Common Student Hang-ups: Silo Speeches
One surefire way to make pop-up debates and discussions boring is to allow what I call “silo speeches.” Early on in the year, when we’re having our first pop-up debates designed to establish universal participation and public speaking comfort, silo speaking is inevitable. A silo speech happens when a student pops up, says what they want to […]
Exemplars, Sentence Templates, and Checks for Understanding
Exemplars, sentence templates, and checks for understanding have two important things in common: They improve the quality of our students’ writing, and They don’t require a moment of out-of-class grading. Exemplars show our kids what we mean by a clear topic sentence, a defensible thesis, a blended quote, and the like. It is one thing […]
Grading ≠ Feedback, and Sometimes You Don’t Need to Do Either
Until we get smarter about grading, feedback, and when to use which, we won’t meaningfully increase the quantity and quality of writing our students are expected to do. Teachers are already stressed, already pressed for time, and if every time they hear “increase writing volume” they see stacks of to-be-graded papers in their minds, then […]