Peer response is a tested and respect teaching strategy. By reviewing and critiquing peers' work, students are expected to both help one another advance their projects, but also to gain insight into their own work. Ideally, it fosters reflection and self-awareness. It's less about evaluation and more about adding an extra dimension, and particularly a hands-on dimension, to the learning process. Peer grading, as John Warner of Just Visiting writes, is another story. The idea behind peer grading is, apparently, to reinforce the "right answers" by givving students the time and the incentive to reflect on them. For assessments like multiple choice or, to use Warner's example, spelling tests, peer grading would probably work just fine. But for the kind of work which liberal arts institutions encourage, peer grading does students a disservice. The problem isn't the actual scoring process -- students are probably capable of assigning grades -- but not of providing the kind of high quality feedback that really helps learning. It is the knowledge and experience of the professor which produces effective feedback, and relying on peer grading deprives students of this crucial opportunity to engage in dialogue with professors. Response is really for learning about your own work, which makes peer response useful and valuable. But grading is meant to help the person being graded, and that takes a more practiced hand.

Over this past summer, I read President Obama’s memoir, Dreams from My Father, and along with some other books I read, a few specific passages prompted me to rethink the education I had had so far, my academic and educational settings, and my ability to receive such education in the first place. I cannot remember or directly quote the exact passages, and perhaps what I remember is slightly altered due to how I interpreted it, but there are two main things I remember. Obama worked as a social worker and community developer in a neighbourhood in Chicago for some time, and he comments on the schools and school systems he observed. The first thing he observes is that schools function as prisons for children, keeping them off the streets and away from criminal or dangerous activities, rather than spaces of fostering growth and curiosity in learning. The second, as I remember, is that the institution of a school is meant to be where children can learn about their cultural history, to learn how they as members of their community fit into their society. In an impoverished and predominantly black neighbourhood, children are taught a curriculum that reveals a violent and oppressive history working against their cultural community. Coupling that education with the deteriorating condition of their immediate neighbourhood and surroundings, there doesn’t seem to be message of welcoming and encouragement coming from society to these children.

I think that most of you are familiar with Michelle Alexander's powerful book, The New Jim Crow: Mass Incarceration in the Age of Colorblindness. I just learned, from the Inside/Out listserv, of an equally compelling critique: James Forman's Racial Critiques of Mass Incarceration: Beyond the New Jim Crow, New York University Law Review 87 (Feb. 26, 2012).

Take a look; I'd really like to discuss this...and thanks!

According to Steven Mintz, Executive Director of the University of Texas System's Institute for Transformation Learning, it isn't just education that's changing: it's pedagogy. He recalls Jerome Bruner's work in the early 1960s which found that the standard pedagogy of the era, knowledge transmission, needed to be revised. He suggested "discovery learning," which emphasizes learning through inquiry and team work instead of passive reception. Professor Mintz believes its time for another change: as he wrote in a recent post for Inside Higher Ed, "The time is ripe to move toward Pedagogy 3.0: a pedagogy of collaboration, creativity, and invention which treats students not simply as learners but as creators of knowledge."

Mintz notes that the way undergraduate institutions work, they only really serve one out of three subgroups they should be serving: those struggling without proper preparation and faced with other demands, and potential students who are currently workin adults and full-time caretakers, often go unserved. The Pedagogy of Discovery, according to Professor Mintz, would help address these gaps. Instead of treating college students as passive, it treats them as "knowledge creators whose school work needs to be meaningul and subject to vetting not just by a single professor but a broader audience."

ECON 136:  Week 8 Tasks

Updated 3/17 to incorporate reading for Wednesday.

Hope you had a renewing and (where needed) healing Break. 

Individual Conferences

I’d like to check in with each of you about how the semester is going.   If you’ve fallen behind in some of our tasks, this is a good time to talk through how best to catch up.  If there is a topic in the revised syllabus you’d like to cover in more depth, let’s discuss.   This might be a good time to go over one of your midterm  rewrites.  (If you haven’t picked up your graded exam, copies will be available first thing Monday morning in Dalton 114.)

Before you retire Sunday night, please choose a meeting slot in the Week 8 block in the Working with Economic Data Moodle site.

Monday:  Solving Externality and Public Goods Problems

Five hardy souls made it to class on the 7th.   So I’ll ask them to take the lead in helping the rest of us work through the sort of problems someone who understands the externality and public goods market failure ought to be able to solve. 

Preparing for class:

Review or  complete the  Week 7 Tasks.    I’ve reset the Sapling Learnng problem sets to be due Monday at 3am.

ECON 136:  Week 8 Tasks

Hope you had a renewing and (where needed) healing Break. 

Individual Conferences

I’d like to check in with each of you about how the semester is going.   If you’ve fallen behind in some of our tasks, this is a good time to talk through how best to catch up.  If there is a topic in the revised syllabus you’d like to cover in more depth, let’s discuss.   This might be a good time to go over one of your midterm  rewrites.  (If you haven’t picked up your graded exam, copies will be available first thing Monday morning in Dalton 114.)

Before you retire Sunday night, please choose a meeting slot in the Week 8 block in the Working with Economic Data Moodle site.

Monday:  Solving Externality and Public Goods Problems

Five hardy souls made it to class on the 7th.   So I’ll ask them to take the lead in helping the rest of us work through the sort of problems someone who understands the externality and public goods market failure ought to be able to solve. 

Preparing for class:

Review or  complete the  Week 7 Tasks.    I’ve reset the Sapling Learnng problem sets to be due Monday at 3am.

Wednesday:  Cost-Benefit Analysis