It's remarkable how many suggestions I've heard (workshops, my school's CTL, conversations with colleagues, etc.) on ways to improve learning. But these are all like new balls tossed to me while I'm juggling. Standards-based grading seems to be a framework that allows us to meaningfully plug in these pedagogical practices, rather than toss them all together haphazardly.
Perfect timing! I was just tinkering with my Linear Algebra syllabus (our spring semester doesn't start until next week) and thinking about these issues. My progression has been in the other direction, meaning that I've been using some form of active learning for a long time now, but am newer to alternative grading. The "heads-and-hearts hypothesis" is just the inspiration I need right now.
It's remarkable how many suggestions I've heard (workshops, my school's CTL, conversations with colleagues, etc.) on ways to improve learning. But these are all like new balls tossed to me while I'm juggling. Standards-based grading seems to be a framework that allows us to meaningfully plug in these pedagogical practices, rather than toss them all together haphazardly.
Perfect timing! I was just tinkering with my Linear Algebra syllabus (our spring semester doesn't start until next week) and thinking about these issues. My progression has been in the other direction, meaning that I've been using some form of active learning for a long time now, but am newer to alternative grading. The "heads-and-hearts hypothesis" is just the inspiration I need right now.