Posts Tagged ‘experiential learning’

On Wisdom and Creativity

Monday, August 31st, 2009

Last week, at the first-ever Civic Mirror Summer Institute in Edmonds, WA, I spoke to the group several times about how truly crazy it is that I’ve spent the last 8 years developing The Civic Mirror and now Action-Ed. I mean, when all of the emphasis in education over the last ten years has been on assessment methods and curricular standardization, I’ve totally done the opposite and invested everything into an experiential, growth-oriented, game-based educational initiative.

But (I continued to explain) there was always something deep down that told me it was the right thing to do. It was real teaching. It brought out the inner-life in my otherwise sedated students. It got them out of their seats and talking about life and the world and how they want it to be.  It was the reason I put “wisdom” at the center of Action-Ed’s philosophy.

And so I want to share an inspiring passage from the best book I’ve read in a long time. It’s taken from Brenda Ueland’s If You Want to Write (page 144). It reminds me of why I got into the business of teaching in the first place, and what “real teaching” and “real learning” truly is. I hope you find it a pleasant contrast to all the standards and benchmarks and assessment methods we’re all worrying about right before this new school year begins:

“Or should I put it this way: van Gogh and Chekhov and all great people have known inwardly that they were something. They have had a passionate conviction of their importance, of the life, the fire, the god in them. But they were never sure that others would necessarily see it in them, or that recognition would ever come.

But this is the point: everybody in the world has the same conviction of inner importance, fire, of the god within. The tragedy is that either they stifle their fire by not believing in it and using it; or they try to prove to the world and themselves that they have it, not inwardly and greatly, but externally and egotistically, by some second-rate thing like money or power or more publicity.

Therefore all should work. First because it is impossible that you have no creative gift. Second: the only way to make it live and increase is to use it. Third: you cannot be sure that it is not a great gift.”

A Fair Way to Mark Group Work

Wednesday, June 10th, 2009

After reading this article that claims students say, “No more group assignments—at least not until you figure out how to fairly grade each student’s individual contributions,” I thought I would share my process for grading group work. It’s fair, it’s been hugely successful, and it’s the most accurate way I’ve been able to determine who did what work on a group project. Most students love it, only a few have disliked it (usually the social loafers), and – in my opinion – it’s an important skill-building exercise. Here it is, for what it’s worth …

1. Group Mark: This is the usual group mark; the mark earned on a project, paper, presentation, etc.   For example, let’s say a group of 4 members earned 16/20 on their presentation project. Their group mark is 16. Most often educators stop here, but I don’t think it tells enough of the story. So …

2. Total Group Points: Then they determined this by multiplying the group mark by the number of members in the group. Continuing with the example, the group mark of 16 is multiplied by the 4 group members giving us 64 Total Group Pts (4 x 16 = 64).

3. Prepare Fractions: Then on a piece of paper, I have the students write a fraction beside every group member’s name, leaving the numerator blank and using the same denominator as the group mark. For example:

  • Stan =    /20
  • Susan =   /20
  • Joe =     /20
  • Tanya =    /20
  • Total Group Pts = 80

4. Group Negotiates Individual Marks: Then the group works out – on their own – who should get how many of the total group points. I ask them to review what went well and what didn’t, and have them use that information – on their own – to decide how to allocate their total group points. They cannot use more or less than the total number of group points they earned, some members may earn up to 105%, and it’s up to them to present their cases to their group mates as to why each member should get what they should get.

For example, lets say Stan was ‘the man’ and the group agrees their decent mark of 16/20 was largely due to him doing a great job on the most difficult tasks. They agree he should receive 105%, which would look like this:

  • Stan = 21/20
  • Susan =    /20
  • Joe =    /20
  • Tanya =     /20
  • Total Group Pts Left = 43 (64 – 21 = 43)

Then they move on to Joe, who – the groups agrees – did absolutely nothing in preparing for the presentation (Stan did Joe’s work), but a good job in the actual presentation.  The group decides to give Joe 8/20, and we’re left with this:

  • Stan = 21/20
  • Susan =   /20
  • Joe =  8/20
  • Tanya =    /20
  • Total Group Pts Left = 35 (43 – 8 = 35)

Finally, Susan says that she and Tanya contributed equally (which is mostly true), but Tanya adds that she was the one who spent a good 30 minutes proofreading everyone’s final work and fixing mistakes. With this, the group decides on the following marks and submits them to their instructor who records them as the individual grades for the group assignment:

  • Stan =  21/20
  • Susan = 16.5/20
  • Joe =  8/20
  • Tanya = 18.5/20
  • Totals = 64/80

5. Teacher Records the Marks: The teacher, then, does the following things before recording the marks:

  • Verifies the numbers add up, ensuring students aren’t trying to add a couple marks here and there (it happens more often than you think, and it always results in group members blaming bad math skills .. he he),
  • Ensures that the group generally agrees with the collective decision/allotment, making sure no one was bullied, intimidated or guilted into taking a lower grade than they felt they rightfully deserved.
  • Fields questions and assists with any negotiations that become heated, sometimes teaching (or coaching) a group how deliberate on the issue and how to present and listen to points-made calmly and rationally.

Regan Ross Presenting at the 2009 Encompass Conference

Tuesday, April 14th, 2009

Join Regan Ross at the 2009 Encompass Conference as he leads teachers through a hands-on Civic Mirror workshop, giving them a chance to learn how to use this innovative program in their own classrooms by playing it. Ideal for social studies teachers looking for new and exciting ways to bring subjects like law, government, economics, citizenship, and character education to life.

Location ~ Heritage Woods Secondary School
1300 David Avenue, Port Moody, BC, V3H 5K6.

Civic Mirror Workshop Time is 9:00am to 12:00pm

Note: Stand-alone unit plans for Social Studies 8-10 and Law 12 – as well as integrated unit plans for Social Studies 11 and Civics Studies 11 – will be provided.

Conference Information here.

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