The details of my “grading”
As much as I don’t want to grade, we all know we still have to submit a grade at the end of […]
Author: Hollis Glaser
Going bigger, going deeper
OK, so it’s been a few years since my last entry. And since then, there’s been, you know. Yes Covid, yes I […]
Grading is not Teaching
Grading is grading. Teaching is helping the students improve their performance or increase their knowledge or change their thinking. Grading doesn’t do any […]
What makes a meaningful assignment?
I’ve been talking a lot about reducing the picky and endless details of the assignments in order to get the students to […]
How far out can I push my students?
Out into the world that is. This is a class in public speaking and so I’m taking the “Public” part seriously. One […]
Specificity is Tyranny
You think specificity is good; we’re taught it’s good. But it’s not. It’s oppressive. All those who hate rubrics, raise your hands. […]
The Only-in-New-York Assignment
OK, so the commute is horrible and keeps getting worse with the increasing subway crowds and rent is ridiculous. But this city […]
The First Speech
How did students do on their first speech? The short of it is: I’m pleased. The vast majority of the students did […]
Less Grading, Better Student Performance
I’m grading less in two ways: number of assignments and number of evaluative categories. Remember, this is the basic public speaking class. […]
The Sixth Assignment
This refers to the “come up with your own assignment and I have to ok it” option. This assignment is the epitome […]
