Tags » Teaching History

Combating Grade Inflation by Putting Grades into Context

Grade inflation has been issue in higher education for a generation or more.  Andrew Perrin states in the The Chronicle of Higher Education that University of North Carolina Chapel Hill is moving toward a grading system shows not only letter grades and GPA on transcripts, but the median grade for every class and SPA (schedule-point average).   271 more words

Daily History

Why most MOOCs are boring for nearly everybody involved.

“White-collar professionals, too, are subject to routinization and degradation, proceeding by the same logic that hit manual fabrication a hundred years ago: the cognitive elements of the job are appropriated from professionals, instantiated in a system or process, and then handed back to a new class of workers–clerks–who replace the professionals.”

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sandvick reblogged this on DailyHistory.org and commented:

Jonathon Rees at More or Less Bunk has an article on why most MOOCs are boring. MOOCs are Massive Open Online Courses and they are currently all the rage. All around the country, universities are adding MOOCs and incorporating MOOCs in traditional classroom settings. Despite the strong push to create MOOCs, there is not a lot of evidence suggesting that they are particularly effective. Rees points out that MOOCs typically retain only about 10% of their students.  Additionally, when students have MOOC elements added to their traditional classes they are also generally less satisfied. Rees argues that MOOCs are probably only useful for people who are already interested in the course material. The key problem with MOOCs is that students watch them on their computers or mobile devices which are tools of mass distraction. Right now, I have two monitors and four separate programs open on my computer. If I found a MOOC boring, I would probably check my email, surf the web, update my Facebook status, turn on a game or make a sandwich. I am still not sold on the idea that MOOCs are particularly effective.

Sumptuary Laws and Clothing as Primary Sources

I always have thought fashion and articles of clothing made for fascinating primary sources. Sumptuary laws, in particular, provide a fantastic means to discuss cultural norms and class conflicts. 480 more words

Defining the Historical Past and Present

I have come to a number of conclusions during my tenure as a history teacher. Here are two:

1. Students struggle to define history. They assume it is everything that ever transpired in the past. 483 more words


My Second Week of Reading (Chapters 4-5 in Foner)

Okay, I’m a little behind in reading and way behind in reflecting, but before discussing some major themes for these chapters, I wanted to let you know that I’ve decided  108 more words

Planning: Teaching History Backwards

I know that I have to write another reflection for last week’s readings (got backed up with vacation!), but before I do that, I want to propose something: I am thinking about teaching the upper school U.S. 110 more words

My First Week of Reading (Chapters 1-3 in Foner)

I’m on vacation right now, so this first post is a little late, but here goes:

There’s so much that I’ve learned already about U.S. history thus far, and I’ve only made it to the mid-eighteenth century! 299 more words