Feedback and learning from instruction:

It’s been a funny semester. More than usual, it seems to me, there are two groups of students: the ones who worked through the process and are going to do fine; and the ones who didn’t, and won’t. In response I’m drafting a new section for the syllabus, titled ‘feedback and learning from instruction’. Here’s what I’ve got:

I expect, trust, and need you to learn from instruction. We can only go forward if we’re not constantly circling back.

I want you to succeed. I love when you succeed. The whole class is designed to get you to each requirement with the necessary skills and knowledge to succeed. The syllabus addresses all of the fundamentals. Class time will include instruction and practice of historical investigation: topic and question development, research, and analysis. You will get the knowledge you need from your own research. In effect, the whole class is a massively integrated system of feedbacks for you to use to raise your level and succeed.

If you wait to learn until I address you personally, you will have missed out on all that, and you may not succeed. There’s little point in repeating instruction you’ve already ignored once, or in giving you personal new instruction if you have not yet engaged with the instruction you’ve already received. The way to do better is to do what you’re being taught, to grasp the logic of that instruction, and to surpass it creatively. I can help a lot with that if you exert your effort and intelligence to master the basics. If you don’t, my personal feedback to you is this: exert your effort and intelligence to master the basics.

Of course this is a fool’s errand. The students this is aimed at are the ones who aren’t reading the syllabus. If they were, they already wouldn’t be doing the bonehead stuff that stimulates this reply. And making the syllabus longer with more sections and verbiage just makes ignoring it more and more likely.

But as Rachel says, it expresses clearly my thinking about the teaching / learning process and sharing of responsibilities. She thinks I should put it right up front. And a disgruntled student who rolled the dice on ignoring the process and didn’t like the outcome might be pointed at this, at which point Rachel imagines they might actually feel a little sad. Which I certainly do in those cases.


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