I think the only way to ensure they reread is to do it in class -- which enables you to give feedback without having to grade, coincidentally. Probably not something you can devote class time to every single time, but maybe if you do it consistently for a bit they will see the benefits of it and it will start to be a habit? This might dovetail neatly with the without-notes-or-translations thing, too; go over something in class, watch them flail because they didn't prep enough, assign them to reread (maybe with some questions to guide the process, maybe different questions for different students -- as there are only 7 -- so everyone gets something out of the process even if their initial understanding was good), go over the same thing again -- it should be obvious to everyone how much better they did.
(Or, relatedly, I guess you could have a class discussion based on rereading -- I think that's tricky because a lot of people will BS that based on their first read -- you would have to really focus in on questions having to do with what was *different* for them, in terms of both grammar and meaning, between first and subsequent reads. I think if I were a student I would have a hard time knowing what I was supposed to get out of rereading, especially when there are other demands on my time, so leading questions and/or modeling are important for demonstrating that.)
I think your one-sentence idea is reasonable. I found it hard to keep up with giving daily quizzes so I would give some thought in advance to how the infrastructure will work such that you can manage it (grade some of them in class? write sentence on board/put up on transparencies rather than making & copying all the quizzes; have students write on own paper?) I might also drop the lowest handful of grades, to avoid being unfair to the student who got the rest of the passage but not that *one* sentence.
Have you told them they won't be ready for AP with these work habits (but of course they can be with better work habits, which you will help them acquire)? I found a lot of students didn't understand how insufficient their work habits were for higher levels until they *got* to those levels, because they were still hanging on at the lower levels. Of course, that may be the sort of lesson you can't learn by being told, only by encountering reality, but maybe they really don't know and need to hear it.
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rosecarmine
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Date: 2008-11-29 08:40 pm (UTC)(Or, relatedly, I guess you could have a class discussion based on rereading -- I think that's tricky because a lot of people will BS that based on their first read -- you would have to really focus in on questions having to do with what was *different* for them, in terms of both grammar and meaning, between first and subsequent reads. I think if I were a student I would have a hard time knowing what I was supposed to get out of rereading, especially when there are other demands on my time, so leading questions and/or modeling are important for demonstrating that.)
I think your one-sentence idea is reasonable. I found it hard to keep up with giving daily quizzes so I would give some thought in advance to how the infrastructure will work such that you can manage it (grade some of them in class? write sentence on board/put up on transparencies rather than making & copying all the quizzes; have students write on own paper?) I might also drop the lowest handful of grades, to avoid being unfair to the student who got the rest of the passage but not that *one* sentence.
Have you told them they won't be ready for AP with these work habits (but of course they can be with better work habits, which you will help them acquire)? I found a lot of students didn't understand how insufficient their work habits were for higher levels until they *got* to those levels, because they were still hanging on at the lower levels. Of course, that may be the sort of lesson you can't learn by being told, only by encountering reality, but maybe they really don't know and need to hear it.