I love wordles – these word clouds reveal the author’s purpose in visual
ways that help both the author and reader make new value judgments about the
piece.
You copy a text (I’ve used my own writing, political
speeches, passages from the Bible) into the wordle website and the site
analyzes word frequency. The more often the word is used, the larger it will
appear in the wordle. The site lets you play with color and font and layout,
and most of us know the moment we’ve found our favorite.
Recently I wordled two documents, one, in deep frustration. I studied the state of Oklahoma’s State Department of Education’s new A-F School Grading
rules and wanted to see what the SDE valued. I’ve already written about my finding…
I
always assign students a self-reflective midterm, and this semester most of them turned in their reflections. They’ve set goals that need
to be revisited, they need to observe patterns in their reading choices and
record and analyze the books and pages they’ve read so far in the semester. The
last question I asked on the midterm was, “Tell me something that makes you proud of your work
in Reading for Pleasure.” I wanted them to have the opportunity to think about what they'd accomplished through the nine weeks we've been together.
I went through the papers and copied all the
statements, cleaning up grammar as needed. Then, I took that seven page
document and wordled it.
I posted it on Facebook, and Christie Paradise, a great
friend, found the SDE wordle and posted it alongside the students’ wordle.
Differences popped out at all of us.
Often when I see something developing in my work that
interests me, I turn it over to my students so they can observe and comment. That’s
what I did. I shared both wordles and asked them to copy the words that popped
out at them – and then simply write their observations.
Nearly every student saw the difference in what was valued…they
identified the warm emotions of their own list and the emphasis on scores and
grades from the other.
Several students’ responses are worth sharing.
“It’s kind of jarring, the difference between the two lists.
Not that I expected a school-board generated policy to have the words ‘love’ or
‘proud’ in it.”
“The goals we set for ourselves are so much more genuine.”
“I don’t want to be standardized. I want to be proud of my
achievements and love what I do.”
“The R4P wordle invokes a sense of discovery.”
R4P: “Students have learned to read at home, to pursue…discoveries.
Most importantly, students have grown…This is awesome.”
OK A-F Grading wordle: ” means to an end, empirical,
mechanical parts of a machind that creates unhappy, unmotivated puppets.”
OK A-F: “There was one word I was looking for but could not
seem to find: teachers. Nowhere to be found. Their complete absence suggests
they are independent of this formula…that means they ought to be independent of
its consequences, of its inevitable fallout. But something in my gut tells me
this is not the case.”
OK A-F: “Learning is about the numbers and not the kids.”
My kids get it. They understand setting personal learning
goals and monitoring progress. They know how to take pride in achievements,
even if it’s finishing, as many do, their first book read for pleasure. They
know learning (and achievement) occur when both the head and the heart are
fully engaged. They know joy and achievement should be partners.
What am I proud about? I’m proud my students strive for
their personal learning. I’m proud they come to class with books, and read and
write and talk about books. I’m proud they care about their work and are eager
to share it with me.
How can we share this pride with our State Department? How
can I help them sustain that pride as we turn students into test-taking
automatons? How can we tell the State Department we’re preparing ourselves to
be life-long readers, to be parents who read to their babies when they become parents, to be adults who can
always talk about the book they’re reading at the moment?
Your student comments are powerful.
ReplyDeleteWhat an extraordinary experience! You have captured what everyone wants in education, and you did it with authentic evaluation. I particularly loved the comment from a student noting the "absence of teachers" in the state grading Wordle. There are ways to get this message out there, and together we will find them.
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