Something about this has me a bit bothered. Idk exactly what, but I'll reflect on it, try to convey it better, but to brainstorm: this way of building trust with students still makes grades/evaluations a prominent character in the class. Isn't the broad idea that "grades distract students from sincere learning", so we should make them as small a feature of the class as possible? We should make grades part of the "backend" of the class. But you've still gotta build trust with students, and transparent grading can be a big part of that to the extrinsically motivated students.
I agree that students usually need a lot of help to understand, partially due to the fact that they think it's "too good to be true!" I use this assignment a few times throughout the semester in my SBG intro bio: https://docs.google.com/document/d/1dnV2VJmXJty4KffzUlly2jO1wlA5qc_L0A9Ab1Blfa0/edit?usp=sharing
Something about this has me a bit bothered. Idk exactly what, but I'll reflect on it, try to convey it better, but to brainstorm: this way of building trust with students still makes grades/evaluations a prominent character in the class. Isn't the broad idea that "grades distract students from sincere learning", so we should make them as small a feature of the class as possible? We should make grades part of the "backend" of the class. But you've still gotta build trust with students, and transparent grading can be a big part of that to the extrinsically motivated students.