Posts Tagged ‘persistence’

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Scaffolding Assignments: The Habits Redux

posted: 7.20.12 by archived

Before I get into specifics of assignment design, I just wanted to mention a couple articles I’ve come across that respond to the habits of mind that have been on my mind this summer:

  • Clancy Ratliffe  at CultureCat blogged about how the habits of mind described in the Framework could be aligned with WPA outcomes;
  • The most recent issue of College English includes a symposium on the Framework, which seems to have excited quite a bit of not-entirely-positive feedback.

I’ve been thinking lately about how to structure a series of assignments “inspired” by the habits of curiosity, creativity, and persistence.

  1. I usually begin the semester with the generic “writer’s autobiography,” asking students to tell me and the rest of their classmates something about their history as a writer, how they assess themselves, what writing they do now, and what they hope to get out of the class. As a first informal assignment this fall, I’m thinking of asking students to write about how they are curious and creative and persistent (hereafter C, C, and P); this may have involved learning about dinosaurs or experimenting with make-up or practicing one’s foul shot. I will also ask them to comment on whether and how this connects to their experiences as a writer. This will be an informal first post on their individual blogs set up this first week of class. [read more]

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Habits of Mind: Persistence

posted: 7.6.12 by archived

In my plan for re-focusing my comp class, I’ve saved for last the one that’s hardest for me to grapple with and also most crucial (in some ways) for my students’ success. In many of the classes I’ve taught, between 20 and 30% of the students either disappear without officially withdrawing or continue to come to class without turning in any (or many) assignments. I look back at the report I’ve cited earlier (“Framework for Success in Postsecondary Writing”) to copy out the definition of persistence: “the ability to sustain interest in and attention to short- and long-term projects.” Many of these students had the ability to pass the class, but something gets in the way of their completing the work of the course, or sometimes of even starting it.

I’d like to be able to poll them to find out why this is so. In particularly bad semesters I sometimes ask students to write an anonymous page about how they assess their progress in the class and, if they’re not happy with how they’ve been doing, what’s been going on to interfere. Pens fly, and the mood seems to be one of eager confession. Generally the resulting pages speak of difficulties balancing schoolwork and the rest of life (my students often work at least twenty hours a week, and many have family obligations as well) or of chronic problems with procrastination.  In my more insecure moments I worry that it’s something about me or how I’ve taught the class, that I haven’t designed assignments that are sufficiently engaging, or that assignments are too difficult for students to approach. [read more]

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