The Editors' Initiative
11/22/2005 11:15:00 pmThe scribe post just keeps getting better. As I've said earlier, the scribes have effectively begun the process of writing a textbook for the class. OK, shelf that.
A recent post of Anne's got me thinking about the importance of reflection.
Now put those two ideas together. If they're writing a textbook then it should be vetted for error's or areas where the material is not adequately covered. It would be a lot of work for me to go back and comment on all the students' earlier posts. Also, I don't think they would go back and edit their work unless they had some powerful motivation to do so.
Hmmm .... how can I get the errors corrected, the content fleshed out where necessary, and minimize the work I have to do .... I also want to motivate the weakest students to learn and do better .... the kids should be working harder than I am .... how can I work smarter, not harder?
On the way home from work it hit me like a ton of bricks! Help me with this folks; take it apart and give me suggestions to make it better ....
The Editors' Initiative
Instead of posting a pre-test reflective comment on your progress in this class you may undertake The Editors' Initiative. Here's how it works:
» Step 1: Scan through the previously posted Scribe Posts on the blog. Find one that has one or more errors.
» Step 2: Discuss the error(s) and what you think the correction(s) should be with me. If I agree with your editorial proposal go to Step 3.
» Step 3: Discuss the editorial change with the author of the post. The author will chose to proceed in one of the following two ways.
| 3a | 3b |
|---|---|
| The Editor is briefly allowed administrative privileges on the blog. They will edit the post to make any necessary corrections. They then sign the post at the bottom: Edited by: [name] on [date] |
The author will edit the post in consultation with the editor who will vet the author's changes until they are correct. The author then signs the post at the bottom: Consulted editor [editor's name] on [date] |
Students may chose to make more than one edit. Each additional edit will earn them a bonus mark on the next test. Your mark on the previous test determines the maximum number of edits/bonus marks available to you.
Mark on Last Test / Max Edits Allowed
> 90 / 1
80-89 / 2 (1 bonus mark)
70-79 / 3 (2 bonus marks)
60-69 / 4 (3 bonus marks)
50-59 / 5 (4 bonus marks)
40-49 / 6 (5 bonus marks)
30-39 / 7 (6 bonus marks)
20-29 / 8 (7 bonus marks)
10-19 / 9 (8 bonus marks)
0-9 / 10 (9 bonus marks)
You may also assume the role of Content Consultant to earn marks as outlined above. Here's how it works:
» Step 1: Scan through the previously posted Scribe Posts on the blog. Find one that doesn't provide enough detail or leaves out too much information. Decide what additional content should be added.
» Step 2: Discuss the new content you think should be added with me. If I agree with your editorial proposal go to Step 3.
» Step 3: Discuss the editorial change with the author of the post. Together, you will chose to proceed in one of the following two ways.
| 3a | 3b |
|---|---|
| The Content Consultant will add a new post to the blog inserted at the appropriate time and date. They then sign the post at the bottom: Additional Content by: [name] on [date] |
The author will edit the post to include the additional content provided by the consultant. Additional content will appear under a heading "Additional Content". The author then signs the post at the bottom: Additional Content Provided by [consultant's name] on [date] |
Students may chose to make several additional content contributions for bonus marks according to the table above.
In my mind's eye, I imagine the students scouring the blog for errors and, one-by-one, editing them out and building a better textbook.
Whatd'ya think? ;-)
4 comments
You really thrashed out the details. I love the sliding scale of bonus marks to encourage the weaker students to get involved. It will certainly be worth their wild both from a 'mark' stand point and more importantly from a learning stand point. I'm sure that I will be borrowing this from you very shortly. Congratulations on the big news today. The participants of Alan November's workshop will be floored when they see you present.
ReplyDeleteLooks well-thought, if a little cumbersome due to the inherent limitations of a blog.
ReplyDeleteI can't pretend to be an expert, but at some point might you consider using a WIKI rather than a blog? Or do you see the free-flowing nature of a WIKI to be a disadvantage to your purpose?
A wiki might be better -- I'm not sure.
ReplyDeleteThe original intent of the scribe post was to give me a peek inside a student's head so I could give them very focused instruction if needed and learn where and when the class as a whole wasn't moving at the same pace I was. The text book aspect evolved out of this process.
The advantage to the blog format is assessment is easier than it would be in a wiki format. An individual student's work is clearly delineated in the blog format -- "the free-flowing nature of a WIKI" makes assessment more difficult.
As I think more about wiki applications in education I think they must be marks free. I'd like to see how someone else has successfully incorporated wikis into learning AND assessment.
Alan November gave a workshop here three weeks ago. He discussed a powerful idea he had for using a wiki with his graduate level students but he's still figuring out how the assessment piece is going to work. I'm looking forward to learning how that plays out.
Darren,
ReplyDeleteThis is freaking brilliant. You've covered all the angles. I wish I were able to blog with my kids like you are right now.
Soon, though. Soon.