- Who is this book dedicated to?
- How old was Jem when he broke his arm?
- What is Jem’s full name?
- Who does Scout believe caused the events to happen to lead to Jem’s accident?
- Who does Jem believe cause the events to happen to lead to his accident?
- How much older than Scout is Jem?
- Is Scout a boy or a girl?
- Is Jem a boy or a girl?
- What is Jem and Scout’s father’s name?
- What is shameful as Southerners?
- How did Scout’s ancestor make his living?
- Did the Finches at any time believe slavery was okay?
- Who is supposed to live on Finch Landing? Who does?
- What is in Atticus’s office?
- How does Atticus feel about criminal law?
- Who paid for John Finch’s education?
- What name does John Finch go by?
- How did the author describe each of the following Maycomb sites?
- _____________________ town
- _____________________ streets
- _____________________ Collars
- How did people move back in the 1930s Maycomb, Alabama?
- The narrator states that Maycomb had optimism because they had recently been told that they have “nothing to fear but fear itself.” To what is she referring?
- Who is Calpurnia?
- How did Scout and Jem view their father?
- How is Calpurnia described by the narrator?
- Who is the narrator?
- Is the narrator a child or adult?
- How old was Scout when her mother died?
- How much younger was Atticus’s wife than himself?
- How did Scout’s mother die?
- Does Jem remember his mother?
- Where is Mrs. Dubose’s house from Scout and Jem’s?
- Where is the Radley house from Scout and Jem’s house?
- Who lives next door to Jem and Dill?
- How did Dill introduce himself?
- How did Dill get the money to watch movies?
- What kind of movies can you see in Maycomb?
- When did Jem start to respect Dill?
- What does “routine contentment” mean to Scout?
- What did Dill become known as? Why?
- Where would Dill stand to watch the Radley house?
- How was the Radley house described?
- What kinds of crimes had the Radley “phantom” been credited with?
- What is Maycomb’s principle recreation?
- By listing all the things the Radley’s don’t do, the narrator is telling us more about the town? What do the people of the town expect from their residents?
- What kinds of things did the Cunningham “gang” do in Maycomb?
- What was the “gang” charged with?
- How long has it been since anyone has seen Mr. Radley’s youngest son?
- According to this person, Boo stabbed Mr. Radley with a pair of scissors.
- According to Scout’s source, the sheriff wouldn’t put Boo in prison because…
- How was old Mr. Radley described?
- When Old Mr. Radley was dying, why do you think they put up sawhorses and straw?
- Jem tells Dill three details about Boo haunting the neighborhood; what were they?
- How does Jem describe Boo?
- It takes Jem three days before he accepts Dill’s dare to go into the Radley yard. Dill goads him each day. What does Dill say each day? Day 1: _____ Day 2: _____ Day 3: _____
- What happened after Jem touched the house? Was there any movement in the house?
- Why was Jem “delighted” to take Scout to school the first day?
- What is discipline like in Scout’s school?
- What does Miss Caroline look like?
- How old is she?
- What does Scout know about Winston County (North Alabama)?
- Why does most of the class know what the letters are?
- How does Miss Caroline react when she finds out Scout can read?
- What did Jem tell Scout about her childhood?
- Do you think there is anything wrong with Scout’s reading?
- How did Scout learn to read?
- What does Scout mean by “One does not love breathing.”
- What is the Dewey Decimal System of teaching? (You might have to look this up!)
- What do you think Scout means by “writing?”
- Is Calpurnia easy to please?
- How could Scout tell by Walter’s face that he had Hookworms?
- What is Scout’s full name?
- Why won’t Walter take the quarter?
- How did Mr. Cunningham pay Atticus back?
- Why would the crash have hit the country folks hardest?
- What is a WPA job? (You might have to look this one and #79 up.)
- What did Scout think Miss Caroline wanted her hand for?
- What were Miss Caroline’s actions when the bell rang?
- What did Scout do to get back at Walter?
- How is Walter described?
- How did Walter “almost die?”
Rafranz Davis said:
I get that one must learn about tech tools but … why are we NOT putting the “how to use this app” things online and offering more discussion-based sessions on things like writing better questions, learner empowerment, designing student-driven lessons, community-based projects, teaching beyond the test, reflection, feedback, research, and soft skills … you know … the things that technology can support.
At some point we’ll figure out that while playing assessment app games are somewhat informing, our kids deserve much more than that when it comes to technology.
Scanning a [QR] code for a math problem to solve is “fun” but how is that technology really supporting learning? Did the question change because it was scanned versus written in a book or on paper? Don’t even get me started on augmented reality. Yes, some kids love competition, but how is playing Kahoot different than “insert clicker name here” and don’t you dare say, “because it has bright colors and music!” Just … No.
Lewis Buzbee said:
It’s true that in the pods-and-pinwheel design students can more easily work in smaller groups, but such pods, of course, also offer more opportunity for subterfuge and mutiny.
The blackboard-centered classroom offers more than pedagogical efficiency; it also offers an effective set of teaching possibilities. In such a classroom students are focused on the teacher (on a good day), but most importantly, they are focused. The teacher is not the focus of the class but rather a lens through which the lesson is created and clarified. The teacher draws the class toward her, but she projects the lessons onto the blackboard behind her, a blank surface upon which smaller ideas may be gathered into larger ones. The blackboard is the surface of thought.
The physical dramatics of the classroom – all those bodies and brains ritually focused – can create a new and singular mind, and foster in the individual student an urgent hunger to learn. A good teacher … can, with a nod or a wink, or by simply repeating a key phrase slowly and with certain emphasis, maybe leaning toward her student body, deliver a chapter’s worth of information instantly and unforgettably. Otherwise, we might as well stay home and read to ourselves. The teacher commands her audience, conducts them.
So, basically, the blackboard is desirable because it’s an instrument for teacher control over mutinous students…
If a student holds on to something she read, heard, or did in class just long enough to regurgitate it back on an assessment but has little to no memory of it a few weeks later, can we really call it ‘learning?’
How much of what students ‘learn’ in school falls into this category?
I said in a comment:
Any school or classroom or educator that ignores our digital information landscape, our digital economic landscape, and our digital learning landscape – or relegates children to passive consumption rather than active participation and interaction in those landscapes – is doomed to irrelevance. The argument that school should be a refuge from digital technologies is a desperate plea to hold on to our analog past.
Greg Jouriles said:
We have the grade problem at my high school. In the same course or department, a B in one classroom might be an A, or even a C, in another. It’s a problem for us, and, likely, a problem in most schools.
But it has also been an opportunity. Recognizing our grading differences, we opted to create a common conception of achievement, our graduate profile, and department learning outcomes with rubrics. Our standards now align closely with the Common Core State Standards. Second, we created common performance tasks that measure these standards and formative assessments that scaffold to them. Third, we look together at student work. Fourth, we have begun to grade each other’s students on these common tasks.
We could publish the results of these performance tasks, and the public would have a good idea of what we’re good at and what we’re not. For example, our students effectively employ reading strategies to comprehend a text, but are often stymied by a lack of vocabulary or complex syntax. We’ve also learned most of our students can coherently develop a claim, citing the appropriate evidence to support it when choosing from a restricted universe of data. They aren’t as good when the universe of data is broadened. They are mediocre at analysis, counter-arguments, rebuttals, and evaluation of sources, though they have recently gotten better at evaluating sources as we have improved our instruction and formative assessments. A small percentage of our students do not show even basic competency in reading and writing.
That’s better information than we’ve ever received from standardized testing. What’s also started to happen is that teachers who use the same standards and rubrics, assign the same performance tasks, and grade each other’s work are finding their letter grades starting to align.
And, this approach has led to a lot of frank discussions. For example, why are grades different? Where we have looked, different conceptions of achievement and rigor seem most important. So we have to talk about it. The more we do, the more aligned we will become, and the more honest picture of achievement we can create. It has been fantastic professional development – done without external mandates. We have a long way to go, but we can understand the value of our efforts and see improvement in student work.
Jeff Herzberg said:
What are we doing that suppresses students’ natural creativity and inquiry? And what are we doing to try and stop those things?
We see it every day in nearly every class. The students lean way back, eyes drowsy, barely paying attention, sometimes propping their chin up with their fist… we’ll call this ‘the slouch.’ Or they’re leaning forward, spine curled over, head resting on their arm or desk, as if to take a nap… we’ll call this ‘the slump.’ We can walk down the halls of almost any secondary school, peek in the doors or windows, and see numerous kids slouched or slumped while teachers talk, while videos play, while some class peers work quietly on their seat work. Youth are disengaged, unenergized, and apathetic … and we call this normal.
When will we be ready to own that many of (as we move up through the grades, even most of) the learning experiences that we create for students are BORING?
And that it’s not teaching them ‘grit’ or ‘resilience’ to make them suffer through what we’re providing?
Let’s imagine that we lived in an era in which change was occurring incredibly rapidly. An era in which our information landscape was undergoing drastic transformations into new, previously-unimaginable forms. An era in which our economic landscape was destroying rock-solid, stable livelihoods due to threats from geographically-distant workers and/or devices that replaced not just human labor but also human cognition. An era in which our learning landscape was creating unprecedented powers and possibilities but also significant disruptions to deeply-entrenched institutions. An era which required ‘just tell me what to do’ learners and workers to be more autonomous and self-directed, that demanded that they be more divergent and unique rather than convergent and fungible. An era in which a premium was increasingly placed on adaptability, creativity, critical thinking, and collaborative problem-solving – all at a pace never seen before – just to make a basic living.
In this imagined era, would the ‘miracle schools’ touted by the media, policymakers, and educators be the ones that prepared kids to be successful on individually-completed, standardized assessments of low-level learning?