3 Quick- Subjectives, grading stinks, and modeling with Kelly O'Shea

Fairly often I find things online that I think are either terribly interesting, awesome, or thought-provoking, but don't have either the time or the will or write anything in depth about how or why they're interesting, awesome, or thought-provoking. I'd still like to share these items, so I've decided to make the 3 Quick a semi-irregular feature1 here at Re:Thinking. Offered with little to no editorialization. Feel free to kick off a conversation in the comments.

Subjects or Subjectives (Michael Wesch)


Dr. Wesch says:

As an alternative to the idea that we teach “subjects,” I’ve been playing with the idea that what we really teach are “subjectivities”: ways of approaching, understanding, and interacting with the world. Subjectivities cannot be “taught” – only practiced. They involve an introspective intellectual throw-down in the minds of students.

I agree. I think this is something discussed fairly often in the scientific spectrum (though through different terminology). For me it boils down to the statement, "I'm not concerned if my students can't remember specific scientific content if they have learned to think scientifically."



The Case Against Grades (Alfie Kohn)


Alfie Kohn has never been a supporter of giving out grades, and this article goes into detail on the three big effects of grading:

  • Grades tend to diminish students’ interest in whatever they’re learning.
  • Grades create a preference for the easiest possible task.
  • Grades tend to reduce the quality of students’ thinking.

Even better, he gives some examples of assessment done right. My only beef with the article is the seeming lack of acknowledgement that many (probably most) teachers are working in situations where they would simply not be able to get rid of grades due to the requirements of their schools and districts.



Model Building (Kelly O'Shea)


If you're interested in using the well-researched and effective Modeling Instruction with physics, let me recommend Kelly O'Shea's series explaining how her classes build the models. It gives an excellent peek inside a classroom using modeling to those (like myself) who are interested in implementing it in the near future. As of this posting, she's written up explanations for the Balanced Force Particle Model and Constant Acceleration Particle Model, but it looks like she'll have six in total when she's done.

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  1. "Semi-irregular" as in however long it takes me to come across 3 items to share and have the time to write up a post. (back)