Steve Jobs spoke at the Stanford Commencement ceremonies in 2005. While his speech lasted only 15 minutes, it contains some wonderful advice – so I encourage you to click on this link to watch it. He will be sorely missed.
What was “the best” course you ever took? Probably one for which you had to work quite hard, one that you perceived as challenging from the outset, one for which you rose to the challenge. The course probably had a reputation as a tough course, so you probably added it to your schedule with care and made sure you did not take another really challenging course at the same time.
Major time commitments are regularly called for in schools: for musical or dramatic performances, athletic seasons, and some classes too. Could we improve the way such opportunities are scheduled so that students can experience as many as possible each year without creating a killer workload for themselves at critical times during the year?
What if schools offered “challenges” that lasted for either half or a full semester? Each student could be required to be enrolled in two challenges at all times. A research project, art or engineering project, dramatic or musical performance could each count as a challenge, as could a varsity sport, as could any number of academic and extra-curricular offerings. To qualify as a “challenge”, an offering would have to:
- Culminate in a public performance, presentation, or display of student work.
- Involve extensive Continue reading Scheduling for Curricular Depth and Challenge
A New York Times Magazine article titled “Games Theory” (September 19, 2010) mentioned some interesting points:
– “going to school can and should be more like playing a game, which is to say it could be made more participatory, more immersive and also, well, fun.”
– One way to “make school more relevant and engaging” to those who find it boring and are therefore at risk of dropping out is “to stop looking so critically at the way children use media and to start exploring how that energy might best be harnessed to help drive them academically”
– Games provide “‘failure-based learning,’ in which failure is brief, surmountable, often exciting and therefore not scary.” Students will “Fail until they win.”
– “Failure in an academic environment is depressing. Failure in a video game is pleasant. It’s completely aspirational.”
– “When it comes to capturing and keeping Continue reading Game-like Engagement
After reading a number of blog postings about Standards Based Grading (SBG), I tried a hybrid version of it during the Fall semester of 2010 in an Algebra I class and three Algebra II classes. What follows is a description of how I approached things, what worked, and what didn’t.
Approximately 40% of each student’s semester grade was based on SBG quiz scores, 30% on traditional chapter test scores, and 30% on the semester exam.
I was not obligated to test to specific standards, so I picked quiz “topics” which were timely and allowed for challenging questions. My goal was to have most questions be challenging enough to make perfect scores unlikely on the first try.
Each student’s best two scores for each topic counted towards their overall Quiz grade. All lower scores for the topic were dropped, regardless of the sequence in which the scores were obtained.
Each answer received a maximum of five points:
– One point for attempting the problem
– One point for using a valid approach to the problem
– Three points for working the problem to a solution
– One point taken away (up to three) for each algebra or arithmetic error
My grade book consisted of a three-ring binder with one page for each student. Each page had a Continue reading Standards Based Grading Trial