The thing that stuck me is how in places the student seems more concerned
about points than learning. Of course, this is really common, but I two
articles that I read recently on this point that have stuck with me:
"Dead Ideas in Teaching"
http://www.magnapubs.com/newsletter/the-teaching-professor/story/5908/
(you'll need an account), it summarizes
Pike. D. L. (2011). The tyranny of dead ideas in teaching and learning:
Midwest Sociological Society presidential address 2010. The Sociological
Quarterly, 52 (1), 1-12.
(which I haven't read; sigh). Here's two quotes from it:
- "grading motivates getting grades"
- "Interesting and relevant assignments, timely feedback, connection
between student and teacher, connection among students, meaningful
use of time—these things motivate learning."
TBL does a great job of addressing the 2nd point.
"Stop Telling Students to Study for Exams"
http://chronicle.com/article/Stop-Telling-Students-to-Study/131622/
(sorry, again fee-based). Here's one quote:
"But this simple and familiar phrase—"study for exams"—which is widely
regarded as a sign of responsible academic practice, actually encourages
student behaviors and dispositions that work against the larger purpose
of human intellectual development and learning. Rather than telling
students to study for exams, we should be telling them to study for
learning and understanding."
Again, TBL does a good job in this regard. While we certainly still give
exams, during AEs, which few seem to grade, students are engaged
without points or other extrinsic rewards being used.
- Bill
Ron said:
> I receive the following message from a student and with permission, I'm
> posting to the TBL listserve for feedback:
>
> I actually wanted to touch base with you because I am having difficulty
> with the reading. I am reading everything but I did not want to get
> another grade like last time. Thank you again for the curve. I was trying
> to think of solutions because I am hoping I am not the only person having
> issues with the reading. It isn't a complaint and if nothing happens I'll
> manage I just wanted to express some concern and a possible option for
> dynamic learning.
>
> I was thinking as a different structure we could have a discussion posting
> where each person puts up two difficult questions for the rest of the
> class to answer. If every person in the class thoroughly reviews the
> material in order to get decent questions that would give you the
> opportunity to award an additional 2 points for the posting. And when you
> are going to create the IRAT you can review the questions posted and
> choose which ones that you would like to test on with slight deviations
> from the original and test us that way. So we are reading, but reading for
> a purpose instead of a broad area of knowledge. Plus, it is up to the
> class in order to review and look at everyone elses question and attempt
> to answer. I was thinking the class could get additional points maybe 2
> points for the postings in order to slightly boost our grades due to some
> of the poor IRAT grades. This is just an idea and allows you to keep the
> dynamic structure that you are using. It is just a thought and I know the
> program is always wanting feedback. I don't want this to come off as
> complaining but something that could further our learning experience while
> keeping it dynamic.
>
> Comments?
>
> Thanks,
>
>
>
> --
>
> Ron Carson MHS, OT
>
> Assistant Professor
>
> Occupational Therapy Department
>
> Florida Hospital College of Health Sciences
>
> 671 Winyah Drive
>
> Orlando, FL 32803
>
> 407.303.9182
>
> [1]Description: sig
>
>
>
> References
>
> Visible links
--
Bill Goffe
Department of Economics
SUNY Oswego, 416 Mahar Hall
Oswego, NY 13126
315-312-3444(v), 315-312-5444(f)
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http://cook.rfe.org
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