Rising levels of difficulty
I do not believe we should be easy on students, but I believe we can take difficult concepts or tasks and break them down to smaller bites. The students can then experience success (many don't know what success feels like)right away, and build momentum as the material gets increasingly difficult.
Many people have made this observation before, Roger. Do have any explanation for these differences?
Like with most things, there is a balancing act that must happen. We have to make things easily understood but still challenging enough to keep their interest. There is no cookie cutter method to this. In an sense we are performers and must react to the changing of the classes. What works great for one class will fall flat in the next.
Making it easy to pass a exam. Easier to do a task.
Brian, how do you define "easy"? Are there times when extenuating circumstances would suggest some leeway in your normal policies?
If we are easy on students are we putting a sub par product out on the streets? I will not go easy on my students.
The notion of breaking down complex concepts into manageable pieces doesn't absolve the student of accountability. In fact, it may enable them to be more accountable.
I agree with the concept of breaking it down so that the student is not overwhelmed. The feeling of success that the student experiences will give them the confidence to tackle the material as it becomes more difficult.
Agree, but students have to be held completely accountable from the first day of class in order to build upon more advanced concepts.
