“From AP to the Traditional English Class: Using Speaking and Listening Skills to Peer Evaluate Essays” A Multidimensional Pedagogy For The ELA Common Core Standards

This Successful Teaching And Learning Strategy Will keep you from drowning and open your eyes to the writing on the wall and in the classroom!

“Involving students in their own learning raises morale, increases their ability to work successfully within a group, hones their creative and critical thinking skills, promotes greater retention of the subject matter, and ignites a desire for more learning.” —Debbie Prichard, author of The Classroom CEO

I have had great success with this process. It has allowed me to consistently maintain a 78 – 80% pass rate on the AP Language and Composition Exam. We average 125 students a semester in our AP Language classes – so you can imagine the amount of grading involved. I used to feel blue before I used this process!

BUT NOW I AM ALL SMILES!

Here’s How The Process Works

DAY ONE Pass out response sheets and practice open response test. Pass out anonymous sign up sheet for a number assignment. Students are to transfer their number to the response essay sheet. Students have 40 minutes to write the essay. (I let them take the sources home the night before and read them if it is a synthesis essay). At the end of the allotted time, I circle the room and initial the end of the essay. Students take their essays home and type them in single space, 10 point, Times New Roman with.5 inch margins.

Day Two Collect both hand written and typed essays. Confirm the number is on the essay. Pass out the rubric and packet of benchmarks that include student samples. Discuss the rubric and establish benchmarks utilizing a T-chart of positives and constructives. Score the College Board benchmarks in class. Prepare for day three by copying all of the essays into packets.

Day Three Discuss Parliamentary Procedure. Explain the benefits of Parliamentary Debate. Elect a Presiding Officer. Begin the discussion process of the essays.

How to elect a Presiding Officer Teacher callS the meeting to order. Open the floor for Nominations. Call and second to end nominations – voice vote. Identify each nominee in order and ask for a :30 explanation as to why he/she should lead the discussion of the class. Call and second to vote on presiding officer. Show of hands for each Nominee. Winner receives the gavel, the teacher’s copy of the essays, and a class roster.

Tasks of the P.O. Direct discussion Pace the discussion Collect the vote for a score Give precedence to students who have not spoken. Break ties on votes. Record scores on the teacher’s copy.

Rules of the Game! Students may not make a claim without justification. Students must phrase their comments confidently and they may not use passive voice. (No I think, I feel, I believe…) Students must alternate positive and constructive comments. There must be a call to score with a two/thirds majority. All scores are subject to change based on teacher discretion.

action=jump&catid=8&id=618 Hyperlink To The Rules for Congressional Debate Provided by the National Forensic League For Speech and Debate

The Applicable ELA Speaking and Listening Standards Comprehension and Collaboration Standard: 1.a, 1.b, 1.c, and 1.d. Standard 3 Presentation of Knowledge and Ideas Standard 4 Standard 6

Do you have any questions?

With the time saved……. You too will have time to impersonate your favorite Kentucky personality. Believe me, This recipe for grading is finger licking good!

Works Cited National Forensic League. The National Forensic League: Giving Youth A Voice. 1 September February Pritchard, Deborah R. The Classroom CEO: Empowering Teachers through the Use of Business Leadership Principles. Cincinnati: Cincinnati Book Publishers, 2010.