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Using Student Failure

Using Student Failure. As a Pedagogical Tool In the History Classroom. Games and Learning Gee, James Paul. What Video Games Have to Teach Us about Learning and Literacy. New York: Palgrave Macmillan, 2003.

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Using Student Failure

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  1. Using Student Failure As a Pedagogical Tool In the History Classroom

  2. Games and Learning • Gee, James Paul. What Video Games Have to Teach Us about Learning and Literacy. New York: Palgrave Macmillan, 2003. • Humans learn from games because we are entertained by a challenge that is difficult but surmountable. In short, we accept failure in games knowing that we will eventually overcome.

  3. Failure in a History Classroom in the US • Students are assigned generally 3 to 5 projects that determine their entire grade for the semester. • Failure on any one of these projects can be devastating. • Students are thereby required to figure out what the teacher wants to hear.

  4. A Different Class Design • Many assessments • Varied assessments • Permit Second Effort (a re-do, or re-write) for the first time they have attempted a certain assessment • Fully disclosed individual gradebook • Prompt grading of assessments • Feel free to fail, and to learn from failure

  5. Student Comments • I asked several questions anonymously at the end of the summer session: • 1. Which do you prefer: thirty smaller assignments or three to six large assignments? Why? • 2. What is your opinion of our “rewrite” policy? • 3. What do you think of the assignments? Too many? Too time consuming? Too difficult?

  6. Many Smaller Projects • 73% responded that they preferred many smaller projects. • “I prefer 30 small assignments because it helps me to not forget what I have learned. It is also a way to keep the class active.” • “I prefer 30 small projects rather than 3-6 big ones. This makes it easier to learn from your mistakes each time.”

  7. “I prefer 30 small projects because having that many means they all will be short and easy to do. Also having 3-6 would put more pressure on you because you have to get everything right.”

  8. “I prefer 3-6 big projects because there is more time to complete the assignment. With more time the project can be more creative and better prepared.” • “I would prefer 3-6 big projects because usually you have more time to analyze and plan your work.”

  9. Rewrites are good • 93% said rewrites were a good policy. • “Yes! This was another good policy. It helped me learn from my mistakes and gave me a fair chance to correct them.” • “I believe the ‘rewrite’ is a good policy, especially for freshmen that do not know what to expect in college. I liked this policy because the first time is like an introduction to that type of assignment, and the second time is a review.”

  10. “It helped but I think that made the class too easy. College needs to be a challenge.”

  11. Generally, assignments just right • 100% said not too difficult (so … too easy?) • 72% said not too time consuming • 83% said not too many

  12. “I enjoyed all the assignments in this course. There was [sic] a lot, but they were small and I feel like these assignments helped bring the class together and connect with the teacher.” • “The assignments were not difficult at all. Overall I did like them because they helped me think and although they did take up time, it was worth it and helpful.”

  13. Did the students learn more? • Statistically, they learned at least the same. • They think they learned more. Numerous students commented on improving their writing skills and reading comprehension. A number of them began discussing more conceptually advanced ideas as the semester progressed.

  14. What Did I Learn? • This class helped with grade inflation. • Lower anxiety from students, but less effort? • Logistically much more grading. • This class design seems particularly suitable for beginning students.

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