Part of my philosophy if grading is what I call the "fair F". Basically, if students make an effort to fo an assignment, they get no less than 50%. Since each letter grade is worth 10% out of 100 A=90%+, B=80-89%, C=70-79%, D=60-69% an F should not be worth any less than 10% of 100 (50-59%). If an F is any less than 50%, that will unfairly drag a students grade average down.
Only time I give less than 50% is a zero for not doing the assignment at all.
I love this post - especially the points for making revisions based on feedback idea! Quick question, I'm a big fan of baby yoda memes in my class, would it be okay if I included that meme in my class slides with attribution to you?
<How do you incorporate out-of-classroom learning experiences in your courses?>
I'm so glad you asked!
I teach classes in religion. For as long as I've been teaching this I have long held - even before teaching, going back to when I was a student learning about religions - that field research, including talking with people of different religions ("dialogue") is the BEST way to learn. Get it from the "horse's mouth" so to speak, rather than just from books or even videos.
So I have my students do their own INDIVIDUAL field trips "to at least one place of worship for a religion they are not already familiar with." This forces them out of their comfort zone (expanding comfort with "other"/different religions is an important AFFECTIVE learning goal) and also allow them to experience in the "real world" the abstract of their classroom/book learning - often finding that the "real" thing is more complex and differs on an individual level than the abstract theoretical makes it out to me. Religions are NOT monolithic, despite the official doctrine and outline of practices they read about in their text books, individual believers often have differences of opinion with their religions. Plus, the dialogues allow students to "put a face" to what they are learning and get to see that these are "living" religions of REAL people who are more like them than not.
Breana, I really enjoyed this article! My NH presentation is on incorporating EF skills in developing presentations, so this a research interest of mine. Thanks for posting!
Coding a new application. Thought it doesn't do the complete coding for me, but does the boilerplate for me, so, it might be useful for me
Part of my philosophy if grading is what I call the "fair F". Basically, if students make an effort to fo an assignment, they get no less than 50%. Since each letter grade is worth 10% out of 100 A=90%+, B=80-89%, C=70-79%, D=60-69% an F should not be worth any less than 10% of 100 (50-59%). If an F is any less than 50%, that will unfairly drag a students grade average down.
Only time I give less than 50% is a zero for not doing the assignment at all.
I love this post - especially the points for making revisions based on feedback idea! Quick question, I'm a big fan of baby yoda memes in my class, would it be okay if I included that meme in my class slides with attribution to you?
<How do you incorporate out-of-classroom learning experiences in your courses?>
I'm so glad you asked!
I teach classes in religion. For as long as I've been teaching this I have long held - even before teaching, going back to when I was a student learning about religions - that field research, including talking with people of different religions ("dialogue") is the BEST way to learn. Get it from the "horse's mouth" so to speak, rather than just from books or even videos.
So I have my students do their own INDIVIDUAL field trips "to at least one place of worship for a religion they are not already familiar with." This forces them out of their comfort zone (expanding comfort with "other"/different religions is an important AFFECTIVE learning goal) and also allow them to experience in the "real world" the abstract of their classroom/book learning - often finding that the "real" thing is more complex and differs on an individual level than the abstract theoretical makes it out to me. Religions are NOT monolithic, despite the official doctrine and outline of practices they read about in their text books, individual believers often have differences of opinion with their religions. Plus, the dialogues allow students to "put a face" to what they are learning and get to see that these are "living" religions of REAL people who are more like them than not.
https://www.nvcc.edu/home/lshulman/E&D.html
Breana, I really enjoyed this article! My NH presentation is on incorporating EF skills in developing presentations, so this a research interest of mine. Thanks for posting!