Category: Philosophy of Teaching

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Assignments

What makes a meaningful assignment?

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I’ve been talking a lot about reducing the picky and endless details of the assignments in order to get the students to dig deeper and think more holistically so the whole experience becomes more meaningful.  But what does that mean exactly?  How do I know if the assignments are meaningful?  Certainly, I evaluate by deeply […]

Philosophy of Teaching

Specificity is Tyranny

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You think specificity is good; we’re taught it’s good.  But it’s not.  It’s oppressive.  All those who hate rubrics, raise your hands. I get it.  I spent many years being more and more detailed in my assignments, being clearer and more precise about exactly what was expected of my students.  That way, they knew exactly […]