I will continue using the somewhat tried-and-true knowledge plan and quality of failure essays, but I am going to modify them yet again. I want these assignments to push students toward the realization that they need to take responsibility for their learning by evaluating how and why it happens, instead of assuming that they can displace this task entirely onto me. However, I still see a large portion of students responding to these meta-cognitive prompts without much thought, as if they are following a recipe in a cookbook.
So I have condensed the questions that I ask in these assignments even further, making them more open-ended, in the hope that it will force students to exert more effort in examining their own attitudes and behaviors.
The knowledge plan prompt now reads as:
Plan for this course by writing a 2-3 page essay (double-spaced, equivalent to 11 or 12 point font) that answers these questions:
- What do I want to get out of this course?
- What strategies will help me achieve these goals?
The quality of failure prompt now says:
- The rubric.
- Robert J. Moore, “My Biggest Failure? Failing to Recognize Failure,” The New York Times, 16 June 2014, https://boss.blogs.nytimes.com/2014/06/16/my-biggest-failure-failing-to-recognize-failure/.
- Adam Bryant, “Soledad O’Brien: Seek Out the Curious and the Fastidious,” The New York Times, 10 June 2016, https://www.nytimes.com/2016/06/12/business/media/soledad-obrien-seek-out-the-curious-and-the-fastidious.html.
Write a 2-3 page essay that analyzes the following:
- What helped or hindered your learning during the semester?
- Are your experiences similar to those of Robert J. Moore and Soledad O’Brien? Why or why not?