Archive
Reflections on Grading classroom participation
I like to use a scoring system from 0-3 (Hattip to Professor Dave Garvin at Harvard)
3- added significantly to the discussion with an insight that shows evidence of synthesis and/or deep insight
2 – contributed in a meaningful professional way that demonstrates appropriate mastery of the subject and evidence of preparation for class
1- attended but was a free rider in the discussions, did not contribute to the learning of others
0 – did not attend
Some people learn by talking and hearing their thoughts and through collaborative dialogue. If they say it 9 times wrong and then 1 time correct when they finally get it, did their 10 “contributions” outweigh the participative value of the introvert who has carefully prepared their insight, and offers a single cogent, deeply penetrating insightful summary that makes us all smarter?.
Participation grades are not “merely” opinion. A professional opinion, inhabiting the land between pure objectivity and pure subjectivity, is an opinion that is informed by both theory and practice and carries more weight than “just an opinion”. This point of view reflects a consideration of teaching as “craft” in which informed judgment is more than “just an opinion”. The judgment is not absolute, can be judged by peers and students, and be subject to calibration and standards of evidence like all craft work.
One of my concerns with grading participation concerns the motivation to participate: we want people to participate as a way to encourage an inquiring mind for its own sake, and not in order to meet a minimum number of speaking events in public to secure a grade. It seems to me that the effect of the contribution on others and as a window into the preparation and thought processes of the student is more important than the motivation behind the offering, and so, to “reward” the participator, and to respect the effort they put into the participation, it seems fair to assign grades for participation based on professional judgment. Studies of allowing anonymous peer grading demonstrate that in adult education peers are pretty well aligned with teacher judgments about quality of contribution.
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The 4 part learning journal
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My dissertation research involving planning and managing a network of related Participatory Action Research projects. For most of these I was doing theoretical, methodological and practitioner literature reviews and background readings to supplement the group actions. At the same time I was maintaining an individual learning journal to record my reflections on the research processes as they unfolded. I adapted Kurt Lewin’s two column journal into a four column learning journal to help me keep track of all the moving pieces. It turned out to be a very effective way for me to record the insights in the moment, to extend the learning with reflective thinking, to commit to actions, and recording the subsequent results of my actions. This ended up being a good way to maintain my research and reading notes as well, since I kept it in a searchable Word document and used keywords and tags for all my entries. After using this structured note sheet for several months I realized that it was a manifestation of the action research cycle itself, and discovered how life had come to imitate art once more. Although this seems like a small administrative thing, I found the four part learning journal’s structure to be an indispensible tool in integrating my projects, notes, reflections and findings. The table below is the basic format I used. I found the landscape paper orientation a better fit for keeping extensive notes. I have shared this simple tool with a number of graduate students who I am mentoring and they report similar findings on its usefulness.
| The A-Ha! moment or insight | Reflective thinking notes | Commitment to action notes | Results of actions taken |
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Definitions of Terms
The following terms were used throughout many projects that were studied in my examination of Participatory Action Research (PAR) at the US Army Command & General Staff College from 2008-2011.
I was researching how PAR curriculum projects can change how we design and deliver curriculum within the military profession. A large part of the change we generated concerned the preparation of leaders to engage with uncertainty in the world. Along the way we began to develop an understanding of the language used in both the practical and theoretical literature. I provide here our “terms of art”, with working definitions, and references to the source literature that informed our evolving judgment in hopes that it may speed your own search.
These terms became part of the common professional language used by stakeholders, project managers, leaders, faculty and students as they discussed their insights. The dialogue shaped the language they used and the language shaped the discussions because of the connection to the worlds of theory and practice. This summary reflects a broad set of common topics and themes found throughout the research. Unless otherwise specifically noted, the general sense of the words and their definitions as noted below will apply:
chaos, complexity, uncertainty, risk: a collection of terms that Army vision documents and curriculum developers use interchangeably to describe various aspects of the operational environment that are beyond pure rationality; these have technical and detailed definitions within their respective professional domains that go beyond the scope of this research and in the way they are used within the profession. (Pascale, 1999; Strogatz, 2003; Miller & Page, 2007)
concept maps: a visual representation of concepts, constructs, people and organizations, theory and practice that reflects the connections between the elements in a dynamic way. (Novak, et. al., 2006)
decision-criteria: (suitable, feasible, acceptable): the Army’s doctrinal evaluation criteria for evaluating all proposed change (US Army FM 3.0, 2011; HTAR, 2011).
design vs. planning: military design thinking reflects a holistic, systematic, open-ended inquiry into root causes, theories of action and problem framing in finding, whereas planning reflects a rational choice theory of structured decision making. (Dawes, 1988; Mintzberg, 1993; Dorner, 1996; Gigerenzer, 2005; US Army FM 3.0, 2011; Paparone & Tenant, 2011; McConnell, et.al, 2011)
doctrine: authoritative theoretical guidance, reflecting the accumulated wisdom and best generalized reflective practices of the military profession. (US Army FM 1-02, 2011).
emergence: a property of complex systems that describes features and qualities of systems that cannot be found neither in the individual components nor separately in the surrounding environment, and yet can be experienced as a holistic quality that is more than the sum of the parts. An example is the emergent quality of “wetness” of rain, which is found at the intersection on humidity, atmospheric conditions, the sensory organs of human skin and a consciousness that becomes aware of the sensation in that context. A more complex example is the self-organizing formations of Canadian geese in flight, who, without conscious design nor explicit direction adopt flight formations that improve the efficiency and effectiveness of group flying, resulting in sustained speeds of flight that cannot be achieved and sustained by even the strongest member of the flight as an individual (Klein, 2001; Strogatz, 2003; Scott & Wagner, 2003)
learning organizations: organizations that explicitly seek to manage knowledge, resources and processes in an informed way to improve operations. (Senge, et.al., 2000)
lines of action: a military term of art that describes a particular approach and supporting processes along a logical line of development and is usually considered to be part of a campaign plan of long duration (US Army FM 1-02, 2011).
milWiki & Army Knowledge online: Army wide knowledge management resources that are the centerpiece of the Army’s knowledge management strategy (Long, 2009; Richardson, 2010)
mindfulness: a multi-temporal conscious awareness of the moment and its dynamics within the context of an environment that acknowledges the influence of the past and the consequences of the future (Weick & Putnam, 2006)
network learning: an educational and learning theory and framework that explicitly considers the connections between agents and the various media by which knowledge can be created, disseminated, applied and adapted and in which various learning communities, both virtual and physical can be created (Siemens, 2005; Downes, 2007; Taylor & Lamoreaux, 2008; Richardson, 2010)
personal learning environment: the totality of the technology, environment, attitude of a learner in a digital and social learning context (Siemens, 2005; Downes, 2007, Richardson, 2010)
praxis: reflectively generated best practices from specific circumstances that favor a pragmatic assessment of utility. (Schon, 1990; Weick, 1993; Simon, 1997)
satisficing & bounded rationality: an approach to decision-making that acknowledges the limits of computability and the constraints of time, resources and forecasting on human decision-making based on the work of Herb Simon. (Simon, 1997; Henrich, et.al. 2001)
self-as-instrument: an emerging concept that explicitly includes the researchers actions, perspectives and paradigm as part of the research, including the effects of the research upon the researcher (Jamieson & Livingston, 2010)
sense-making: a cognitive function of creating satisfying narratives and meaning from a variety of data and knowledge (Weick, 1993; Klein, et.al. 2006; Boje, 2008; Watson, 2009).
small worlds management games: a broad category of experiential learning games that propose to model an operational environment to a certain degree of fidelity to provide students an opportunity to explore the dynamics in a direct action and feedback mode (Thole, et. al,1997; Macedonia, 2001; Rice, 2007; Long, 2010)
social media channels: (blog, wiki, vlog, Tweet): a collection of emerging digital communications technologies, and frameworks that support and extend the development of connected list network learning environments (Richardson, 2010)
stakeholders: people and organizations that have direct and indirect interests or are affected by the outcomes of policy decisions taken at CGSC (Bradbury, 2008; Jamieson & Livingston, 2010)
transformational change: change that goes beyond routine evolutionary adaptation to include major restructuring and changes of mindset; approaches and can include a change of paradigm in the Kuhnian sense. (French & Bell, 1999; Cooperider & Whitney, 2005; Cummings & Worley, 2009)
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US Army and Department of Defense Referenced Documents:
US Army (2011). Field Manual 1-02: Operational terms and graphics.. Ft Leavenworth, KS.
US Army (2011). Field Manual 3.0: Operations. Ft Leavenworth, KS.
US Army (2011). How the Army runs (HTAR). Ft Belvoir, VA.
US Army (2009).TF-120 report of collective lessons learned from 7 years of combat. Ft Leavenworth, KS
US Army Training and Doctrine Command (2008). The United States Army commander’s appreciation and campaign design (ver 1.0) (TRADOC Pam 525-5-500). Fort Monroe, VA: US Army publications.
US Army Training and Doctrine Command (2009). The United States Army leaders development strategy. Fort Monroe, VA: US Army publications.
US Army Training and Doctrine Command (2010). The United States Army learning concept for 2015 (ver 0.9) (TRADOC Pam 525-8-2). Fort Monroe, VA: US Army publications.
Joint Chiefs of Staff, US Department of Defense (2010). Joint Professional Military Education (JPME) Special areas of emphasis (SAE). Washington, D.C.: Department of Defense publications.
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willing to do anything for work…really?
I work for money. I have managed to find 2 careers where i love what I do, but if they stopped paying me, I’d stop doing that because I am a father with kids to feed and work for money > work for satisfaction.
until Americans are willing to do the jobs that Americans arent willing to do, the rhetoric about “I’m willing to do anything…” is simply rhetoric
my resume at age 53:
in HS:
paperboy
unskilled labor in landscaping
stockboy
unskilled machine operator in manufacturing
in college:
dishwasher
busboy
tutor
security guard (for 2 years to earn enough money to complete my education; had to take a break in undergraduate studies when i ran out of money, and wouldnt take a student loan)
after college:
HS teacher (1 year; a horrible experience: hell is other teachers in the teacher lounge)
enlisted in Army, truckdriver (3 years)
Army officer (22 years)
College professor 10 years (and ongoing)
Small business owner 15 years (and ongoing)
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Bad form in Britain, when it comes to respecting our own legacy
Obama is willing to use Reagan for his own purposes when appealing to the moderate Right, but when the Brits offer a tribute to Reagan on Independence Day (remarkable maturity by the Brits dont you think?!), our ambassador, who’s chief qualification is his effectiveness as a fund-raiser, can’t be found. His absence was both remarkable and noticed by the Brits who used to have a special relationship with us, you may recall. Keep burning bridges, partisan hacks. we need more friends, not less. We need to act like grown-ups when in power whichmeans acknowledging our entire legacy, much of which we inherit, good or bad, from those who come before.
pretty shabby. Hilary at least should know better. Maybe she does, and did this to further spike Obama?
Educating professional practice by emphasizing worked examples
One of our graduating seniors shared the below blog post with me, and I shared it with all the faculty who teach the lower division courses in Georgia Tech’s College of Computing. Andrew makes the strong statement in his blog post: “Students shouldn’t be able to graduate with a Computer Science degree from Georgia Tech without being able to read and write production quality code.”
My sense is that most of the faculty who have responded agree with Andrew. Our students should know how to read significant code (e.g., walking through the whole Linux kernel in OS course). One of our professors talked about the value of watching his own code be rewritten by a professional, expert programmer — it was stunning how much better the code got. We could teach more about readingproduction code at the University, but I’m not sure that we could teach enough aboutwriting production code at the University. As Bjarne Stroustrup pointed out, faculty don’t build much these days. Programming well has much in common with craft and art, and it’s not something that the University does well.
If the University could not teach reading and writing production code well, where should students learn it? One answer is, “On the job.” Craft is often taught as an apprenticeship. I worry that the computing industry has given up on its professional development responsibilities. We talk about people being lifelong learners. Is that entirely an individual responsibility? When I was at Bell Labs and Bellcore, there were dozens of classes that I could (and did!) take. Where has that gone? Is everyone a contractor these days, or does industry have a responsibility to develop its human resources?
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The importance of being “gritty”
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am collecting data now in 3 different areas to support my research into the effects of using Participatory Action Research to conduct curriculum design that focuses on the experiences of faculty and students to drive the selection of topics, and the content of lessons that are satisfying to them, as opposed to the traditional method of awaiting fro policy guidance from Dept of the Army and then conducting pilots programs.
i am examining the effects in 3 dimensions:
1. comparing the PAR generated curriculum to traditional curriculum as measured on degrees of satisfaction in quant and qual surveys of students and faculty
2. comparing the cognitive maps produced by analyzing the policy pronouncements and white papers from DA, and the aggregate of collected faculty and student comments about what “ought” to be covered in the curriculum to identify areas of overlap and underlap
3. the effect of the PAR process on my own teaching practice by examining my learning journal notes, blog entries, email exchanges with trusted others
my challenge is the variety of mixed methods and protocols, and will ultimately involve an attempt at integration of insights from 3 varied perspectives
am just grinding it out, chunk by chunk
Dr Anders Ericcson’s life work offers insights into the importance of “grit” on getting things done: it appears to be much more important than natural talent or brilliance
This post is part of my effort to keep generating the psychic energy it takes to take the last few steps of a long journey, by committing in public to completing the task of my dissertation.
Ihate finishing things: i am much more prone to start something new to keep the inspiring energy of entreprenuerial activity going
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Battle ready, brain ready: a stream of consciousness reflection
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Battle ready, brain ready.
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