Homework -- My Hill to Die On

Homework is a hot-button topic in education. People often conflate “homework” with “rigor” and, as educators and parents, we rarely pause to ask the most basic questions: What is homework for? And what is THIS homework for?

Redos for Learning: An Unpopular Opinion?

If you know anything about me or my teaching style, you know that I am a big fan of allowing redos. It’s kind of an unpopular stance; many teachers refuse to allow redos because they believe students should have gotten it right the first time. “If only they had managed their time better,” “studied harder,” or “paid attention in class,” the argument goes. I have even heard, “Well this is not how real life works.” And yes, on the surface, it does feel unfair to the students who did manage their time, who studied when they were supposed to – and performed well because of it – to offer redos to those who supposedly did not, but if the purpose of my class is for students to learn the material and build skills, then I suggest “one-and-done” testing doesn’t make sense.

Agency, Accountability, and Achievement

What if the secret to deeper learning wasn’t just in what students study, but in how much say they have in the process? Experience has shown that true Achievement is the inevitable result of two fundamental principles: Agency and Accountability.

Curating a Reading List

Every two years, I have the exciting opportunity to revamp my IB English Literature reading list. The IB course covers 11th and 12th grades, and for it, teachers are tasked with finding literary works across time, place, language, and genre, and are encouraged to choose writers from diverse backgrounds.

It’s a challenge I welcome and even look forward to, and while I have a couple of “trieds and trues” (I see you, Macbeth), I always like to consider how I might shake things up a bit with every cohort. In doing so, I focus on how each work will teach my students something about themselves and their place in the world.