last of best teachers
“I will do everything possible to help you learn and develop your abilities, but you must decide if you want to engage in this experience. If you do decide to join this enterprise, there are some things you must resolve to do to make worthwhile for you and others in the group.”
Trust again – little worry that students might try to trick them, take home tests, talking about own intellectual journey
Assessment – the question is not about the performance exactly, the test score but what kind of intellectual and personal development do I want my students to enjoy in this class and what evidence do I need to collect about the nature and progress of their development? Focus on the learning, not the score. This brings up counting off late papers – the rationale = need to learn to meet a deadline? Or how it impacts the community of learners? Do the students read each other’s papers? What are the standards for the “real world” and for professors? Counting off more often this relates to performance than learning. Another approach is to help students with time. Provide a 24/7 grid and identify when sleeping, eating etc. Need to have two hours of homework time or won’t have the time for this course. “If you finish each task by the appointed day, you will make orderly progress toward the goals of the semester.” Grades are to represent an assessment of students’ thinking not meeting some arbitrary rule – an emphasis upon learning. Another technique – using cumulative tests, the first test covers material from the beginning of the course and so do all subsequent tests to make learning permanent, not just something to get through in a single test
Does the teaching help and encourage students to learn in ways that make a sustained, substantial and positive difference in the way they think, act, or feel –without doing them any major harm. (1) Is the material worth learning? (2) Are my students learning what the course is supposedly teaching? (3) Am I helping and encouraging the students to learn (or do they learn despite me)? (4) Have I harmed my students (perhaps fostering short-term, strategic or bulimic learning)?
“Teaching with your mouth shut.”
summary: importance of focus on the student, understanding and dialoguing about the desire outcomes (goals), use of assessment to determine "performance vs. learning"
Trust again – little worry that students might try to trick them, take home tests, talking about own intellectual journey
Assessment – the question is not about the performance exactly, the test score but what kind of intellectual and personal development do I want my students to enjoy in this class and what evidence do I need to collect about the nature and progress of their development? Focus on the learning, not the score. This brings up counting off late papers – the rationale = need to learn to meet a deadline? Or how it impacts the community of learners? Do the students read each other’s papers? What are the standards for the “real world” and for professors? Counting off more often this relates to performance than learning. Another approach is to help students with time. Provide a 24/7 grid and identify when sleeping, eating etc. Need to have two hours of homework time or won’t have the time for this course. “If you finish each task by the appointed day, you will make orderly progress toward the goals of the semester.” Grades are to represent an assessment of students’ thinking not meeting some arbitrary rule – an emphasis upon learning. Another technique – using cumulative tests, the first test covers material from the beginning of the course and so do all subsequent tests to make learning permanent, not just something to get through in a single test
Does the teaching help and encourage students to learn in ways that make a sustained, substantial and positive difference in the way they think, act, or feel –without doing them any major harm. (1) Is the material worth learning? (2) Are my students learning what the course is supposedly teaching? (3) Am I helping and encouraging the students to learn (or do they learn despite me)? (4) Have I harmed my students (perhaps fostering short-term, strategic or bulimic learning)?
“Teaching with your mouth shut.”
summary: importance of focus on the student, understanding and dialoguing about the desire outcomes (goals), use of assessment to determine "performance vs. learning"
posted by Geoff Burgess: Administrator at 6:59 AM
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