tag:blogger.com,1999:blog-6529647435872563341.post7387510721439819500..comments2023-07-05T06:55:53.577-04:00Comments on College Ready Writing: Peer-Driven Learning: Readjusting ExpectationsLee Skallerup Bessette, PhDhttp://www.blogger.com/profile/12243750156552824701noreply@blogger.comBlogger5125tag:blogger.com,1999:blog-6529647435872563341.post-6381731803947769582011-08-29T19:45:22.322-04:002011-08-29T19:45:22.322-04:00Thank you everyone for your support and suggestion...Thank you everyone for your support and suggestions. This has been an adjustment, and today, like I think every day I teach this class, is going to be an adjustment. <br /><br />The online discussion did not get better. There were a few more posts, but not many. All I could say was, you don't voice your wants/desires in some form (in class, out of class), then it won't be taken into consideration. This may seem harsh, but I can't make them talk/write/participate, not if I want it to be truly student-driven. Their peers are just as ruthless as I am; they all agreed. <br /><br />So, we continue on. Both classes are heading in completely different directions, so we'll see how it does. One class is needing more direction while the other has been sent off on their "own" already. I'll be writing a more complete update at the end of this week or beginning of next.Lee Skallerup Bessette, PhDhttps://www.blogger.com/profile/12243750156552824701noreply@blogger.comtag:blogger.com,1999:blog-6529647435872563341.post-70275782422904167072011-08-29T15:40:07.499-04:002011-08-29T15:40:07.499-04:00"I need to readjust my expectations to meet t..."I need to readjust my expectations to meet their reality." <br /><br />The fact that you are giving the students the freedom to design the course is one thing. But can't your expectations and their reality be mediated? How about including them in a real-world discussion about expectations? What would the students be willing to adjust in order to meet some of the demands of your reality?<br /><br />That's a learning experience, too.<br /><br />ElizabethElizabethhttps://www.blogger.com/profile/11509073010987887092noreply@blogger.comtag:blogger.com,1999:blog-6529647435872563341.post-2331746000614113942011-08-29T15:27:09.918-04:002011-08-29T15:27:09.918-04:00I was wondering if you have a list of general stan...I was wondering if you have a list of general standards that you need to assess at the end, and that they need to demonstrate. This is a writing course, right? So the content is mainly a vehicle for learning and demonstrating research and writing skills. Can those standards be made explicit and then students can use them to check their own process, decisions, etc. against? Or am I way off track here.<br /><br />Do you read/follow @thinkthankthunk? He is big on standards, feedback only grading, etc. He teaches high school math and science but has some ideas that might help you with your process (or just your confidence)JoVEhttps://www.blogger.com/profile/16680602039278597976noreply@blogger.comtag:blogger.com,1999:blog-6529647435872563341.post-36830238741461748172011-08-29T09:35:19.811-04:002011-08-29T09:35:19.811-04:00I've tried this sort of thing, and sometimes i...I've tried this sort of thing, and sometimes it works, and sometimes it hasn't, and it is scary but if you can stick it out it is worth it; I want you to "win" because this is what college is supposed to be - challenging and empowering. <br /><br />I think tsasser it right - work with the thin bits of this class, poverty and wealth; there are several pathways on from that headline (let's see, its 14;10 here in Ireland so your class won't see this before they go in, so these shouldn't be spoilers..) I hope they would ask "what do we read about this Class etc..?" "How do we find stuff to read..?" How do we evaluate he worth of what we find..? There are also the questions about "How do we schedule this reading so we get it done.."<br /><br />Right now, I have a 4 week, intensive, Early Start class in Irish history for visiting US students. I have a ball of readings in Blackboard, and this week each reading is being taken by three students who will post on BB a summary/mindmap of the reading. I have, 11 articles, and by Weds afternoon, we'll have three summaries of each on BB so even though every student only has to read 1, every student can benefit from seeing the main points of all the material. I told them we're doing it, and we're doing it this way so that the class can cover a lot of reading quickly. <br /><br />I'm not giving my crowd a lot of freedom to design their own course, because it is only a 4 week course, but in full semester courses, I'm more and more confident that crowdsourcing or peer enabled learning can work. <br /><br />MikeMike Cosgravehttp://www.mikecosgrave.com/blog2006/noreply@blogger.comtag:blogger.com,1999:blog-6529647435872563341.post-19033409357882769842011-08-28T22:11:26.926-04:002011-08-28T22:11:26.926-04:00I think that maybe you can look at the vague answe...I think that maybe you can look at the vague answers and ideas as new moments of empowerment. If they know they want to read about class, poverty, and wealth, then maybe each of them could conduct some research to find articles/books on those topics to field to the class. And if they do things at the last minute and it bogs the process down, then have them think, write about, discuss this issue: how does a group function if time limits aren't met? what should the deadline be in order to create effective debate/collaboration? what should happen if someone doesn't meet the deadline? Make the decision-making part of the learning process. <br /><br />And let them know they're going to experience some growing pains and maybe even some failure, but failure is okay!Anonymousnoreply@blogger.com