tag:blogger.com,1999:blog-5779271385256625533.post5730517730376671597..comments2024-03-06T22:39:11.472-08:00Comments on cheesemonkey wonders: Rooting Out Opportunity Hoarding and Perverse Incentives in the Math Classroomcheesemonkeysfhttp://www.blogger.com/profile/09311170815422010013noreply@blogger.comBlogger3125tag:blogger.com,1999:blog-5779271385256625533.post-29085607846235749542020-02-05T09:06:49.662-08:002020-02-05T09:06:49.662-08:00This comment has been removed by the author.@cljreaganhttps://www.blogger.com/profile/06656626485084750140noreply@blogger.comtag:blogger.com,1999:blog-5779271385256625533.post-75268465948585330462020-01-22T19:36:43.624-08:002020-01-22T19:36:43.624-08:00I used to give group grades on group projects or g...I used to give group grades on group projects or group tests, but I have always been dissatisfied by the variability in responsibility and contributions. There are a lot of unexplored reasons why this is the case -- but I find group projects and "participation quizzes" to be mostly ineffective. There's always some variability I find too frustrating.<br /><br />What I want is for EVERYBODY to really put their shoulder into it. I want everybody to make their utmost effort. The benefit of doing targeted practice and reciprocal teaching and learning activities leading to the whole-class skills quizzes is that the really make everybody accountable to everybody else. I tell students, Figure out what your best contribution to this process can be. If you need to be a leaner, be a really engaged learner. If you understand these skills, your job is to find people you can really help to get over the finish line on their own.<br /><br />When we do a unit test or the final exam, everybody rises or falls on their own individual understanding. But review activities continue to be centered on structures of positive interdependence. <br /><br />I am trying to balance whole-class and individual assessments, but I like the values that whole-class skills quizzes are establishing. Each student benefits when the general level of knowledge and skill in the room improves. Each student's learning experience is better when everybody around them is better.<br /><br />The general ethic in my classroom needs to be centered around the question, "How can I help?" In our school, there's a lot of confusion for students about how this ideal could best be lived. <br /><br />Cheating can be a huge problem for kids from high-pressure backgrounds, but as a symptom of social sickness, it reveals an emphasis on the after-the-fact aspect of learning. Adolescents believe they can "help" their friends by giving them answers. I wanted to find a way to make it make more palatable for them to pour these positive energies into helping each other out BEFORE anybody could get left behind.<br /><br />We are the adults, and the incentives are broken. In my view, we need to reorient the incentives around mentally, emotionally, and academically healthier options.<br /><br />Thanks for engaging in this conversation.<br /><br />- Elizabeth (@cheesemonkeysf) cheesemonkeysfhttps://www.blogger.com/profile/09311170815422010013noreply@blogger.comtag:blogger.com,1999:blog-5779271385256625533.post-45672407734727122422020-01-21T03:19:55.938-08:002020-01-21T03:19:55.938-08:00So do you do group grades, like grading kids with ...So do you do group grades, like grading kids with their table mates, or you do a whole class grade? This all sounds really cool and inspiring.Carlhttps://www.blogger.com/profile/06577310890880019390noreply@blogger.com