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.
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.
I found out by accident. One of my students had a job staffing a reception desk. They talk about my class--but don't even bother to let me know. When the students are buzzing with interest in the subject, when they don’t even tell the teacher about their out-of-class conversations—this is worth every moment.
Read it on Huffington Post, or here
You have probably heard that a teaching assistant grading final exams in a large Harvard class noticed suspicious similarities among the responses. That assistant notified authorities, and now a full-fledged investigation is underway—scrutinized by public attention. As someone who has studied college cheating and plagiarism, I find this case, like so many before and yet to come, provocative. Here are some of the things I wish to say about it.
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.
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