http://www.slu.edu/blogs/cttl/2013/07/17/1756/?utm_source=rss&utm_medium=rss&utm_campaign=1756 The updated blog format of the long-standing CTTL publication The Notebook serves as the CTTL's dynamic, responsive weekly Web presence. Wed, 17 Jul 2013 14:53:43 -0500 hourly 1 http://wordpress.org/?v=3.1.1 http://www.slu.edu/blogs/cttl/2013/07/17/1756/#comment-9942 Michaella Thornton Wed, 17 Jul 2013 14:53:43 +0000 http://www.slu.edu/blogs/cttl/?p=1756#comment-9942 I also love low-stakes assignments (aka, "early success opportunities" in the language of How Learning Works) and their role in motivating students. Peter Elbow, professor emeritus at U. Mass-Amherst, is a huge and well-known proponent of this practice in his book, Writing Without Teachers: http://www.marist.edu/writingcenter/pdfs/lowstake.pdf Great blog, Sandy! I also love low-stakes assignments (aka, “early success opportunities” in the language of How Learning Works) and their role in motivating students. Peter Elbow, professor emeritus at U. Mass-Amherst, is a huge and well-known proponent of this practice in his book, Writing Without Teachers: http://www.marist.edu/writingcenter/pdfs/lowstake.pdf Great blog, Sandy!

]]> http://www.slu.edu/blogs/cttl/2013/07/17/1756/#comment-9940 Debie Wed, 17 Jul 2013 14:43:16 +0000 http://www.slu.edu/blogs/cttl/?p=1756#comment-9940 One important thing I think we can do is to ask students to reflect - in class, explicitly - on what's transferable in the skills, concepts, and content we're teaching. Too often, students leave with their diplomas in hand having no idea why they took a particular assortment of classes (thinking here of gen ed or core curricula, but it can be true of majors, as well). It isn't a panacea, but it can help if they can identify, for themselves, what is worth learning in my class. What I think is "worth learning" may be different, but I cannot ever get them there if they dismiss it as NOT worth learning in the first place! One important thing I think we can do is to ask students to reflect – in class, explicitly – on what’s transferable in the skills, concepts, and content we’re teaching. Too often, students leave with their diplomas in hand having no idea why they took a particular assortment of classes (thinking here of gen ed or core curricula, but it can be true of majors, as well). It isn’t a panacea, but it can help if they can identify, for themselves, what is worth learning in my class. What I think is “worth learning” may be different, but I cannot ever get them there if they dismiss it as NOT worth learning in the first place!

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