Philosophy
So, I've taken in my classes to having students come to each class with short reaction papers to the day's reading. They have to find a paragraph, quote it, and respond to it. Not only does it make sure they read, but it also means they have to come prepared to start an interesting conversation and once it is started, it gives them something to say. We can spend less time working through the readings and more time doing something with them -- analyzing, weighing objections, seeing how to extend them...
But it also does two other things. First, it keeps them writing. The more you do it, the better you get. Second, since these are check/zero grades, it gives them a chance to take a risk without fear of it affecting their grade. My students tend to be risk averse, don't swing for the fences if it might mean striking out. Mediocrity is safe. They are encouraged to be provocative in these papers and by in large it works.
The question, then, is about late papers. Should I accept them? On the one hand, once we've discussed the topic, half the point is gone. It means that the work trying to wrestle with a hard text has been done for them. It means they already have others' ideas to use. Further, it means they won't be prepared to contribute to the classroom. On the other hand, if I accept no late papers, then if they miss one because it was triaged out, they write it off and won't bother going back to read it. This way they still have to be in the text, even if it doesn't help me in the classroom, it does keep them engaged. Are these pedagogical advantages for slackers worth the cost?
- Cheating And The Commodification Of Education
If you haven't read this article from the Chronicle yet about a paid ghost writer of term papers, please do. It is unbelievable. I've written toward a master's degree in cognitive psychology, a Ph.D. in sociology, and a handful of postgraduate...
- The Objectivity Of Grades
I was going to respond to the ongoing thread in yesterday's post, but thought that the argument deserved its own space in order to be thorough. The claim has been put forward and agreed to that grades on work like papers is subjective and thereby...
- An Open Letter To Students
Dear Students, Sorry to interrupt, I know how busy you are right now and how stressful the end of the semester is with papers and exams. I know you've been listening to me go on and on all semester, but I have one last thing I really need to say....
- A Grading Thought Experiment
This is one of the times of year when those of my ilk turn from teachers into graders. A colleague of mine proposed an experiment the other day and I'm interested to see if your intuitions are the same as mine. Take a stack of papers, grade just...
- The Ethics Of Extensions
I've been thinking about this question lately after Confused, Maybe Not and I had a discussion about some of our colleagues' policies on giving extensions on assignments and on moving exam dates. Many of those who are rigid about not giving extensions...
Philosophy
The Value of Late Assignments
So, I've taken in my classes to having students come to each class with short reaction papers to the day's reading. They have to find a paragraph, quote it, and respond to it. Not only does it make sure they read, but it also means they have to come prepared to start an interesting conversation and once it is started, it gives them something to say. We can spend less time working through the readings and more time doing something with them -- analyzing, weighing objections, seeing how to extend them...
But it also does two other things. First, it keeps them writing. The more you do it, the better you get. Second, since these are check/zero grades, it gives them a chance to take a risk without fear of it affecting their grade. My students tend to be risk averse, don't swing for the fences if it might mean striking out. Mediocrity is safe. They are encouraged to be provocative in these papers and by in large it works.
The question, then, is about late papers. Should I accept them? On the one hand, once we've discussed the topic, half the point is gone. It means that the work trying to wrestle with a hard text has been done for them. It means they already have others' ideas to use. Further, it means they won't be prepared to contribute to the classroom. On the other hand, if I accept no late papers, then if they miss one because it was triaged out, they write it off and won't bother going back to read it. This way they still have to be in the text, even if it doesn't help me in the classroom, it does keep them engaged. Are these pedagogical advantages for slackers worth the cost?
- Cheating And The Commodification Of Education
If you haven't read this article from the Chronicle yet about a paid ghost writer of term papers, please do. It is unbelievable. I've written toward a master's degree in cognitive psychology, a Ph.D. in sociology, and a handful of postgraduate...
- The Objectivity Of Grades
I was going to respond to the ongoing thread in yesterday's post, but thought that the argument deserved its own space in order to be thorough. The claim has been put forward and agreed to that grades on work like papers is subjective and thereby...
- An Open Letter To Students
Dear Students, Sorry to interrupt, I know how busy you are right now and how stressful the end of the semester is with papers and exams. I know you've been listening to me go on and on all semester, but I have one last thing I really need to say....
- A Grading Thought Experiment
This is one of the times of year when those of my ilk turn from teachers into graders. A colleague of mine proposed an experiment the other day and I'm interested to see if your intuitions are the same as mine. Take a stack of papers, grade just...
- The Ethics Of Extensions
I've been thinking about this question lately after Confused, Maybe Not and I had a discussion about some of our colleagues' policies on giving extensions on assignments and on moving exam dates. Many of those who are rigid about not giving extensions...