Blowing Up the Grade Book

Technology can help or hinder depending on how it's approached. The educational model is constantly evolving and being re-examined. It's important to reflect on the effectiveness of existing approaches, and to be open to adapting to changing technologies. I've seen how technology can be a distraction or an aid in the classroom. The difference, in my own observations, seems to be measured in duration of exposure, level of teacher involvement and guidance, and specificity of use. For instance, many classrooms allow cellphone use, while still others prohibit it. Computer classes held in computer labs provide opportunities for students to access the internet; this requires special filters and safety protocols to be in place, and it also requires the teacher to monitor student time-management.

Many of the issues brought up in the video below could be seen as radical. The idea that students aim to "win" does ring true; most of us want to succeed. Many lose interest if success seems out of reach or impossible. My personal philosophy is that balance means taking into account a variety of learning styles. This means that for some students, technology will be quickly embraced and desired in the learning process; for others, it will be a hindrance and distraction. The key, I feel, is to vary the approach enough to allow different methods for different students. Due dates may be a problem for some students and an aid for others. Some students abhor a rigid structure; others crave it. Often, teachers believe that their own learning style will be a good fit for their students. They draw from their own learning experiences as a student, and use them to inform their teaching approach. While this empathetic approach can be a healthy way to explore new teaching methods, it can also be limiting if it prevents reaching students who do not relate to that teacher's paradigm. Teachers who are too structured find some students struggle with the rigidity of expectations. Teachers who are too free-spirited in approach will have some students struggle with the lack of specificity in expectations.

With that in mind, I'm of the opinion that homework and due dates are not inherently detrimental, nor are they inherently beneficial. The same goes with student choice. How does an educator truly measure a student's progress? Are there ways to assess growth beyond the traditional grading scale of A's and B's? I believe so. Yet, we as educators could also be doing potential harm in customizing too much, to the point of handicapping our students. In the business world, tests are still administered and performance is still graded, even if not with A's and B's. So students still need to learn how to meet a rubric and how to recall knowledge without open resources. A balanced approach is key, as is an ability to identify which skills are being developed or cultivated with which activities. I don't believe throwing out the grade book is the best solution. I do believe being flexible enough to improvise is a healthy thing. I believe metrics should be rethought. Having experienced the quest-based model that Dr. Haskell pioneered, I see merit in it. I don't think it's without downsides. I think it, like other teaching models, can be beneficial if used in conjunction with other teaching resources.