I appreciated how this assignment isn’t just written, but verbal as well (because students are acting as discussion leaders). It also combines generative writing with revision, with students […]
I agree with Bruce that this is ambitious, but I really like how you are explicit about the fact that you are in the brainstorming process and that part of this first piece of the assignment would […]
Echoing Bruce’s sentiment that your approach to grading seems like a good one for an open assignment. That’s to say, you’re grading them on the resources they make or help make. I also think your […]
Nice to see how you’re thinking about this assignment Diana. I feel like in the previous summer session, we didn’t see too many folks use a shared bibliography for their assignment, but it seems ideal as a direct, […]
This sounds like a useful yet still straightforward adaptation of the question bank idea. Instead of questions, students are making a bank of reflections and tips to help future cohorts. I […]
I really like the progression of this assignment–students move from bullet points related to a pair of simple “is or is not” statements, then begin to draft and revise. Another cool thing about this […]
This sounds like a great project. I’m wondering if you would benefit from using collaborative annotation software like Hypothesis or a new one I just heard about, Perusal? I especially liked […]
Wow, what a fully realized project! Two things that stuck out to me are how completely you’re combining some technical/hands-on modalities (like the software and services to podcast) with more […]
What a cool idea. I’m curious if you saw an example like this, or if you are riffing/making one of your own. I really like how you start with survey questions, which are simultaneously “simple” yet […]
Thanks for sharing this plan to create a glossary. I like how you’ve thought out what your role will be as a facilitator/instructor and how you’ll share the resulting work outside of the class. Also, […]
I liked your point that: “After all, Wikipedia is often critiqued for how often information can be changed and by anyone in the world. But what if it’s changed/updated by students who know what t […]
I found myself nodding in agreement to your points about the last two quotes you noted. Even as a writing teacher, I have come to terms with the fact that argumentation and persuasion, though very […]
I really appreciated your point: “My greatest concern about implementing a similar assignment for my students would be that for a topic such as gender identity, the information on wikipedia is likely […]
I’m interested to hear more about this assignment, Michael. It sounds like it has worked out well for you. Maybe next session you can give us any insights on what it’s like to implement it and if you’ve learned […]
I liked the way you broke down the role of student-driven assessments and I agree with you. At least, in theory, having students make the criteria by which they’ll be graded should make them feel […]
I like your point about a “positive reward” for doing a good job on the test bank, Howard. I think some professors treat this as a major assignment, so students take it seriously. Similarly, I think there’s the […]
Hi Marlene,
I’m interested to hear some of your ideas for the question bank. A few other people have mentioned trying similar assignments in the past–they may have input to add.
That’s a nice point about guidelines. I have read brief descriptions of instructors who have created entire assignments out of asking students to come up with the criteria or guidelines for how a given […]
