tag:blogger.com,1999:blog-1078744261633073420.post8699264535398102775..comments2023-03-25T08:41:55.126-06:00Comments on <a href="http://www.peterhreynolds.com/phr_ish.html">Savouring the Ish</a>: A symptomAnonymoushttp://www.blogger.com/profile/13146089259718147219noreply@blogger.comBlogger3125tag:blogger.com,1999:blog-1078744261633073420.post-87726866261098116582012-06-15T03:45:40.837-06:002012-06-15T03:45:40.837-06:00This Brings to my mind this whole business of assi...This Brings to my mind this whole business of assigning a mark. I see a 0 as indicating 0 engagement, 0 effort, 0 production, 0 learning and probably a whole bunch of other 0's too. I am still sorting out if there wern't another way of indicating the total disengagement rather than just giving a 0.<br />This year I have experimented with giving comments rather than marks on students work (I kept marks for reporting purposes, now don't get me started on that process). The main point I learned is that the students are just like me, motivate them,guide them and their own interest and curiosity will carry them forward. I think we have this innate desire to learn and progress and marks do nothing but say you are not good enough even if you were to get 80%.<br /><br />Thanks for stimulating this "conversation". Twitter TeckteachAnonymoushttps://www.blogger.com/profile/15567382030661128688noreply@blogger.comtag:blogger.com,1999:blog-1078744261633073420.post-90379126844988189782012-06-06T09:31:39.777-06:002012-06-06T09:31:39.777-06:00Thanks for giving me another side of though on thi...Thanks for giving me another side of though on this argument. I am not a teacher, though want to inspire my kids to live passionately, find themselves and their own creativity (which i why we sometimes skip school and do other things), but also to work hard even when they don't feel like it.Lindahttps://www.blogger.com/profile/13863942843165948784noreply@blogger.comtag:blogger.com,1999:blog-1078744261633073420.post-5448727675880886232012-06-06T09:13:52.507-06:002012-06-06T09:13:52.507-06:00I agree that most of us are observers in this situ...I agree that most of us are observers in this situation who don’t know the specific context. I also agree that inspiration and passion are critical learning outcomes. I too have found my passion and I do the ‘work’ that I do because I find that I just must. I consider myself very lucky and I desperately want my students (and colleagues, and friends, and kids) to find that too. And I thoroughly agree that learning should sell itself and need no compensation.<br /><br />However, when I read what you wrote here, I hesitate somewhat in accepting what I interpret to be a suggestion about how to re-frame the conversation. If the desired learning outcomes require a teacher to structure the learning environment so that not submitting something earns a zero grade then I don’t see how this precludes also designing for learning outcomes aimed at developing creativity or inspiring passion. In my experience these are two different and often independent outcomes. I’d suggest that the need for the latter does not necessarily imply a certain position on the former - that those whose situation requires giving a zero are not necessarily less sympathetic to the role of creativity and passion. Put another way: I don’t see how receiving a zero when not submitting something would necessarily deny a learner opportunities for lived experiences, intimate personal reflection, engagement in practice, or an evolution in thinking. I think I’m suggesting that it comes down to how the learning environment is designed and we need to be careful not to conflate these two important issues.<br /><br />You ask whether zeroes would come into play if passion was the ultimate motivator and education was able to inspire learners to find their passion. My answer is: yes, sometimes.<br /><br />I help people learn to innovate and an often discussed context in my field is that of business planning. For example, it would probably be wrong for me to reward only the students who submit rock solid plans describing ‘great’ business ideas. It’s often argued that we should make room – through the learning activities and assessment approach – for students to develop only a moderately good idea but to learn (and receive a good grade) from the experience of having done so and from reflecting on how to make the idea and the plan better; the better ideas and plans most often come from the students who tap into their passions. If done properly this can give them tools to help get and stay inspired, and can provide learning that they’ll find very useful in ‘the real world’. But even in this case if the student doesn’t engage in the learning process and therefore doesn’t submit any evidence of having done so then I think they might well deserve a zero.<br /><br />I imagine similar situations exist in environments designed to help students learn in math, science, engineering, arts and in other disciplines.<br /><br />Thank you for sharing your thoughts. Hope I’ve interpreted them as you intended and I hope my thoughts contribute to the conversation.Alex Brutonhttps://www.blogger.com/profile/01685482332512912577noreply@blogger.com