The UnMarking Studio: Balancing Student Needs with Faculty Realities

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Submitted by Stephanie Didsbury on November 14, 2018 - 11:08am

How much marking is optimal? How many assignments are best for student learning? Could we mark and grade less yet still be respectable? Or more surprising yet: Could less marking and fewer grades be causally related to more student learning? These are just a few of the inquiries you are invited to explore with your VIU colleagues in a “studio” format.

The UnMarking Studio: Balancing Student Needs with Faculty Realities

Stephanie Didsbury's picture
Submitted by Stephanie Didsbury on November 14, 2018 - 11:06am

How much marking is optimal? How many assignments are best for student learning? Could we mark and grade less yet still be respectable? Or more surprising yet: Could less marking and fewer grades be causally related to more student learning? These are just a few of the inquiries you are invited to explore with your VIU colleagues in a “studio” format.

The UnMarking Studio: Balancing Student Needs with Faculty Realities

Stephanie Didsbury's picture
Submitted by Stephanie Didsbury on September 13, 2018 - 4:12pm

How much marking is optimal? How many assignments are best for student learning? Could we mark and grade less yet still be respectable? Or more surprising yet: Could less marking and fewer grades be causally related to more student learning? These are just a few of the inquiries you are invited to explore with your VIU colleagues in a “studio” format.

The UnMarking Studio: Balancing Student Needs with Faculty Realities

Stephanie Didsbury's picture
Submitted by Stephanie Didsbury on September 13, 2018 - 4:03pm

How much marking is optimal? How many assignments are best for student learning? Could we mark and grade less yet still be respectable? Or more surprising yet: Could less marking and fewer grades be causally related to more student learning? These are just a few of the inquiries you are invited to explore with your VIU colleagues in a “studio” format.

The UnMarking Studio: Balancing Student Needs with Faculty Realities

Stephanie Didsbury's picture
Submitted by Stephanie Didsbury on September 13, 2018 - 3:59pm

How much marking is optimal? How many assignments are best for student learning? Could we mark and grade less yet still be respectable? Or more surprising yet: Could less marking and fewer grades be causally related to more student learning? These are just a few of the inquiries you are invited to explore with your VIU colleagues in a “studio” format.

The Tao of Marking: Finding Joy by “De-Complicating” Grades and Feedback

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Submitted by Stephanie Didsbury on September 13, 2018 - 3:47pm

We care deeply about our students—that’s why we teach. But caring for our students can also lead us to adopt practices that are non-sustainable and maybe even joyless, such as long weekends bent over papers, grading sessions that extend into the holidays, or hours crunching numbers to produce final course marks. If these behaviours are the result of our caring, we have to begin questioning “why?” Why has it been possible for our caring to displace our pleasure and satisfaction as educators. Where did the fun go, and what can we do to get it back?

COWICHAN: The Tao of Marking: Finding Joy by “De-Complicating” Grades and Feedback

Stephanie Didsbury's picture
Submitted by Stephanie Didsbury on September 13, 2018 - 3:09pm

We care deeply about our students—that’s why we teach. But caring for our students can also lead us to adopt practices that are non-sustainable and maybe even joyless, such as long weekends bent over papers, grading sessions that extend into the holidays, or hours crunching numbers to produce final course marks. If these behaviours are the result of our caring, we have to begin questioning “why?” Why has it been possible for our caring to displace our pleasure and satisfaction as educators. Where did the fun go, and what can we do to get it back?

The Tao of Marking: Finding Joy by “De-Complicating” Grades and Feedback

Stephanie Didsbury's picture
Submitted by Stephanie Didsbury on September 13, 2018 - 2:59pm

We care deeply about our students—that’s why we teach. But caring for our students can also lead us to adopt practices that are non-sustainable and maybe even joyless, such as long weekends bent over papers, grading sessions that extend into the holidays, or hours crunching numbers to produce final course marks. If these behaviours are the result of our caring, we have to begin questioning “why?” Why has it been possible for our caring to displace our pleasure and satisfaction as educators. Where did the fun go, and what can we do to get it back?

The Non-Disposable Assignment: Enhancing Personalized Learning

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Submitted by Stephanie Didsbury on May 31, 2018 - 9:14am

  • Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?

  • How can we design assessment which students feel connected to, value, and are proud to share with their peers?

  • Are you interested in learning how to create a non-disposable assignment for your students?

Equity and Equality: Working with Students with Disabilities

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Submitted by Stephanie Didsbury on May 31, 2018 - 9:10am

Equity and equality—is there a difference in the classroom?

Join Disability Access Services and CIEL for a collaborative, educational session about ensuring that students with disabilities have the same chances to succeed as those without disabilities. We will discuss protocol and ways to address issues of attendance and  surprising behavior.

Through discussion of case studies, you will come away with a deeper understanding of what your role is—and what it isn’t—as an instructor teaching students with diverse learning needs.

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