However, I'm not so sure that some of these suggestions are really all that "alternative:, and many are just common-sense best practices. For instance, For instance, when you say, "Write out the learning objectives for a single lesson", I think that's a great idea, but it's a great idea even if you don't engage in "alternative" grading (whatever that is). In fact, I'm a little puzzled -- shouldn't this be the standard procedure? Why are people designing lesson plans without learning objectives?
One thing that you didn't mention is: TELL YOUR STUDENTS WHAT THE LEARNING OBJECTIVES ARE!! I've seen a number of people go into considerable detail about how to write learning objectives but who then are dismissive of actually communicating these to students. Of course developing explicit learning objectives is helpful for instructors who are designing a course, but they are even more helpful for students who are trying to navigate the material. I ALWAYS announce the learning objectives right at the beginning of the lesson, and also review them at the end of the lesson.
Fantastic list, thanks for sharing Robert. I have tried some of these and plan to experiment with a few others. I love the focus here on small prototypes to help us get going toward solving daunting problems.
This is a very helpful guide! Thank you. I'm trying to start small, so this is exactly what I needed.
These are all very thoughtful. Thank you!
However, I'm not so sure that some of these suggestions are really all that "alternative:, and many are just common-sense best practices. For instance, For instance, when you say, "Write out the learning objectives for a single lesson", I think that's a great idea, but it's a great idea even if you don't engage in "alternative" grading (whatever that is). In fact, I'm a little puzzled -- shouldn't this be the standard procedure? Why are people designing lesson plans without learning objectives?
One thing that you didn't mention is: TELL YOUR STUDENTS WHAT THE LEARNING OBJECTIVES ARE!! I've seen a number of people go into considerable detail about how to write learning objectives but who then are dismissive of actually communicating these to students. Of course developing explicit learning objectives is helpful for instructors who are designing a course, but they are even more helpful for students who are trying to navigate the material. I ALWAYS announce the learning objectives right at the beginning of the lesson, and also review them at the end of the lesson.
Fantastic list, thanks for sharing Robert. I have tried some of these and plan to experiment with a few others. I love the focus here on small prototypes to help us get going toward solving daunting problems.