Living and Learning with Risk: Against Rubrics and Grades. How "Ungrading" Allowed My Students to Try Some New Things
I gave my students freedom to write (present) what they learned however they wanted. They were terrified; how could they get an A without a rubric??--and then they reveled in it. We took risks together, and learned together.
Parents of college students: When you see your kids at Thanksgiving, don’t ask them how they are doing (in terms of grades). Ask them what they’ve learned. Ask what they have enjoyed. Ask what is magical, transformative, even useful.
And students: Don’t play for praise. Don’t learn for me.
Sink in, really be there, and forget about your teachers. Forget about me.
Play, learn, climb the log for yourself.
Gym class is good for you. Vegetables are good for you (and me). It's prudent to know how to avoid credit card fraud. Everyone should know about climate change. We live in a diverse world so we need to learn about cultural diversity. But 1) random disconnected bits of knowledge do not make a person live a meaningful life and 2) when we force students to do something, even when it is good for them, they often try to avoid it or use the minimal energy possible.
Professor Marjorie Faulstich Orellana of UCLA suggested that there is a “‘Love’ Revolution” underway in education as reaction against the punitive and judgment-drenched testing, measuring, accountability tide. One of the mysterious, frustrating things about teaching in college is that we rarely admit that we do it out of love.
Strategies are the main learning outcome of all those years of school. Anyone who flunks strategy basically flunks school.
School Is War, Prison, Factory, Machine, Business, Game, Life….And Other Metaphors: recommending Permaculture
If metaphors organize our thinking and if there is no genuinely neutral way of speaking about anything, then it is worth looking into the dominant metaphors used.
School is a domain that has been referred to in ways that help and in ways that harm. I would like to propose an old-made-new-again metaphor, The Garden, that might help, but this time with a century of ecological knowledge included. I suggest education as permaculture.
A huge shakeup in the world of higher education was announced on Wednesday: The SAT would again be transformed. But the bigger questions are hard to address, so like Ptolemaic astronomy, we fix the details without questioning the system.
Rand Paul plagiarized, as did Fareed Zakaria, and Doris Kearns Goodwin, as have done some of my students and probably yours. Maybe you plagiarized, too. Survey statistics suggest that up to three-quarters of college students plagiarize, whatever that means to them.
But what is especially noteworthy in this week’s case, after a series of reports of Paul’s using others’ work as his own, is his response: “I will now footnote everything, just like in college.”
This is a signal. It signals that he will comply with the fussy norms of academic citation—but only because we are making him do it. He is exaggerating the expectation, in a kind of lampoon.
Read on....or read it on Huffington Post.
Just the other day one of my undergraduate assistants reported a friend's boast that he had not read anything for school since fifth grade. A student at an excellent university, successful, "clever," "smart," he can write papers, take exams, participate in class or online discussions. Why would he have to read?
Students sometimes don't buy the class books. Professors are shocked.
Several years ago a student told me that she regarded all assigned reading as "recommended," even if the professors labeled it "required." Were professors so dumb that they didn't know that?
Read here or on Huffington Post:
The Proceedings of a conference, Learning In and Out of School: Education Across the Globe, held at the University of Notre Dame's Kellogg Institute for International Studies on May 22-23, 2012, are now available!
This is envisioned as a contribution to broadening the scholarly but also the public conversation about the nature of learning and its relationship to the formal institutions we know as schools. In that sense, posting proceedings is a necessary offering.
We—anthropologists, psychologists, human development and education scholars from as far as Korea and Alaska—met for two full days during a gorgeous spring week just following graduation, with flowers and warmth and the peace of an academic year just completed. We ate wonderful food throughout the day and night, and had many informal conversations along with the formal proceedings. As convener, I aimed to implement my best understanding of how people learn and how they interact by structuring the conference with no papers delivered. This is somewhat like “flipping the classroom”: the independent preliminary work that could be done in advance was done in advance—writing and reading papers and preparing comments on others’ work—and the precious face-to-face time was used for what could only be done that way: discussing, asking, brainstorming, and laughing together.
Susan D. Blum
Who doesn't think there is something wrong with education? Anthropology has a lot to offer when we think about how to raise up our young--in often unexpected ways! Join me as my thinking about higher education unfolds.
SusanBlum.com by Susan D. Blum is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.