Three Key Questions [Thoughts before the May 20 PD session]

Questions to ask before structuring an assignment:

1. What is the work product?

As noted in the last session, tests and quizzes appear to be the primary work product in a typical math class. Not surprisingly, student buy-in tends to dwindle as the year develops.

Art and journalism classes have an edge on us in the motivation department, because the student has a more personal stake in the outcome. The work reflects their unique identity in many ways. For example, in doing a podcast assignment, the student gets to pick the topic of discussion and the questions for the interview. In the editing process, the student gets to control what gets said and when. The score is of secondary importance to the simple act of putting out something that affirms the student’s own choices.

In short, if the work product is meaningful to the student, it gives students who might otherwise drop their heads a chance to lend whatever talent they have to the effort.

2. How can I build pride of work into the assignment structure?

Adolescent students are a paradoxical blend of impulses: They’re constantly competing with one another for attention, status, sexual capital, etc. And yet, they’re hyper-aware of adult criticism and situations that lead to such.

Long story short, they know when to fold ‘em. And quick.

Journalism teachers report success in work cycle that puts the grading process in the middle. Students build a draft independent of teacher direction (and criticism). Once this draft is completed, the work is submitted for peer review. It is during this review that common sense critiques emerge  (e.g. “Shouldn’t the project have a title?”). The teachers are using peer-pressure, essentially, to raise room level standards and triggering whatever pride impulse the student might have to compel a revision.

3. How much do the students really need me to learn this topic?

The answer varies depending on the teacher and the room, but I think most math teachers would agree that the best and worst students will continue along their regular trajectory regardless of lesson style. That leaves the vast middle to win over. Any strategy that puts two-thirds of the room on your side is worthy of experimentation.