Do your eyes glaze over when looking at a long list of annual health insurance enrollment options – or maybe while you’re trying to calculate how much you owe the IRS? You might be wondering the same thing we are: Where’s the guidebook for all of this grown-up stuff? Whether opening a bank account, refinancing student loans, or purchasing car insurance (...um, can we just roll the dice without it?), we’re just as confused as you are. Enter: “Grown-Up Stuff: How to Adult” a podcast dedicated ...
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محتوای ارائه شده توسط James Sturtevant. تمام محتوای پادکست شامل قسمتها، گرافیکها و توضیحات پادکست مستقیماً توسط James Sturtevant یا شریک پلتفرم پادکست آنها آپلود و ارائه میشوند. اگر فکر میکنید شخصی بدون اجازه شما از اثر دارای حق نسخهبرداری شما استفاده میکند، میتوانید روندی که در اینجا شرح داده شده است را دنبال کنید.https://fa.player.fm/legal
Player FM - برنامه پادکست
با برنامه Player FM !
با برنامه Player FM !
124-Rethinking Deadlines...Starring Josh Frame
Manage episode 241884677 series 1192273
محتوای ارائه شده توسط James Sturtevant. تمام محتوای پادکست شامل قسمتها، گرافیکها و توضیحات پادکست مستقیماً توسط James Sturtevant یا شریک پلتفرم پادکست آنها آپلود و ارائه میشوند. اگر فکر میکنید شخصی بدون اجازه شما از اثر دارای حق نسخهبرداری شما استفاده میکند، میتوانید روندی که در اینجا شرح داده شده است را دنبال کنید.https://fa.player.fm/legal
Last year, I was teaching high school and our administration assigned a book study to the staff. We read and collaborated on 15 Fixes for Broken Grades by Ken O'Connor. This iconic book is an interesting and provocative read. It challenges standard operating procedure in terms of the way students are assessed. The fix that stirred the pot the most amongst our faculty was Fix #2:
Don't reduce marks on work that is submitted late
In the program, I mistakenly refer to Fix #2 as Fix #4. On its face, Fix #2 makes sense. You don't want to punish a behavior academically. But, wouldn't Fix #2 encourage procrastination and irresponsibility?
Interestingly enough, during my first day this past week with my college students, i challenged them to collaborate in groups on the creation of class norms. One topic that all struggled with was how to deal with late work. To a group, students were in favor of score reduction. I found this fascinating and so we embarked on a magnificent tangential conversation on should an instructor, which they all hope to be one day, punish a behavior academically? The ensuing conversation caused a titanic paradigm shift in many of my students. This episode might be similar to the discussion in my class last week in the sense that you might think about this issue differently.
I'll discuss this fascinating idea thoroughly this week with Josh Frame. Josh is a middle school principal and he embraces the idea that students should not suffer academically for behaviors.
We'll talk about how he sold this idea to his staff, how he managed the pushback, and how he's adapted his school's response to students who are not appropriately pursuing learning.
…
continue reading
Don't reduce marks on work that is submitted late
In the program, I mistakenly refer to Fix #2 as Fix #4. On its face, Fix #2 makes sense. You don't want to punish a behavior academically. But, wouldn't Fix #2 encourage procrastination and irresponsibility?
Interestingly enough, during my first day this past week with my college students, i challenged them to collaborate in groups on the creation of class norms. One topic that all struggled with was how to deal with late work. To a group, students were in favor of score reduction. I found this fascinating and so we embarked on a magnificent tangential conversation on should an instructor, which they all hope to be one day, punish a behavior academically? The ensuing conversation caused a titanic paradigm shift in many of my students. This episode might be similar to the discussion in my class last week in the sense that you might think about this issue differently.
I'll discuss this fascinating idea thoroughly this week with Josh Frame. Josh is a middle school principal and he embraces the idea that students should not suffer academically for behaviors.
We'll talk about how he sold this idea to his staff, how he managed the pushback, and how he's adapted his school's response to students who are not appropriately pursuing learning.
163 قسمت
Manage episode 241884677 series 1192273
محتوای ارائه شده توسط James Sturtevant. تمام محتوای پادکست شامل قسمتها، گرافیکها و توضیحات پادکست مستقیماً توسط James Sturtevant یا شریک پلتفرم پادکست آنها آپلود و ارائه میشوند. اگر فکر میکنید شخصی بدون اجازه شما از اثر دارای حق نسخهبرداری شما استفاده میکند، میتوانید روندی که در اینجا شرح داده شده است را دنبال کنید.https://fa.player.fm/legal
Last year, I was teaching high school and our administration assigned a book study to the staff. We read and collaborated on 15 Fixes for Broken Grades by Ken O'Connor. This iconic book is an interesting and provocative read. It challenges standard operating procedure in terms of the way students are assessed. The fix that stirred the pot the most amongst our faculty was Fix #2:
Don't reduce marks on work that is submitted late
In the program, I mistakenly refer to Fix #2 as Fix #4. On its face, Fix #2 makes sense. You don't want to punish a behavior academically. But, wouldn't Fix #2 encourage procrastination and irresponsibility?
Interestingly enough, during my first day this past week with my college students, i challenged them to collaborate in groups on the creation of class norms. One topic that all struggled with was how to deal with late work. To a group, students were in favor of score reduction. I found this fascinating and so we embarked on a magnificent tangential conversation on should an instructor, which they all hope to be one day, punish a behavior academically? The ensuing conversation caused a titanic paradigm shift in many of my students. This episode might be similar to the discussion in my class last week in the sense that you might think about this issue differently.
I'll discuss this fascinating idea thoroughly this week with Josh Frame. Josh is a middle school principal and he embraces the idea that students should not suffer academically for behaviors.
We'll talk about how he sold this idea to his staff, how he managed the pushback, and how he's adapted his school's response to students who are not appropriately pursuing learning.
…
continue reading
Don't reduce marks on work that is submitted late
In the program, I mistakenly refer to Fix #2 as Fix #4. On its face, Fix #2 makes sense. You don't want to punish a behavior academically. But, wouldn't Fix #2 encourage procrastination and irresponsibility?
Interestingly enough, during my first day this past week with my college students, i challenged them to collaborate in groups on the creation of class norms. One topic that all struggled with was how to deal with late work. To a group, students were in favor of score reduction. I found this fascinating and so we embarked on a magnificent tangential conversation on should an instructor, which they all hope to be one day, punish a behavior academically? The ensuing conversation caused a titanic paradigm shift in many of my students. This episode might be similar to the discussion in my class last week in the sense that you might think about this issue differently.
I'll discuss this fascinating idea thoroughly this week with Josh Frame. Josh is a middle school principal and he embraces the idea that students should not suffer academically for behaviors.
We'll talk about how he sold this idea to his staff, how he managed the pushback, and how he's adapted his school's response to students who are not appropriately pursuing learning.
163 قسمت
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