Read on Twitter
1) Twitter's got me feeling saucy, so there's something we all need to admit:
Using grades as a consequence for missed due dates is an arbitrary, inauthentic, unsupported by research method of "teaching" self-regulation that mostly benefits the teacher.
A thread...
Using grades as a consequence for missed due dates is an arbitrary, inauthentic, unsupported by research method of "teaching" self-regulation that mostly benefits the teacher.
A thread...
2) Let's start by pointing out some of the issues.
Extrinsic motivation, when not properly paired with intrinsic, increases the drive to complete simple tasks, but it hinders the ability to engage in complex processes.
Reading (under "if, then"): https://fs.blog/2016/08/daniel-pink-two-types-of-motivation/
Extrinsic motivation, when not properly paired with intrinsic, increases the drive to complete simple tasks, but it hinders the ability to engage in complex processes.
Reading (under "if, then"): https://fs.blog/2016/08/daniel-pink-two-types-of-motivation/
3) Here's the other issue. For students who don't see the possibility for success, the fear of a punishment is no longer a motivating factor. The threat of a grade penalty doesn't motivate the students who need motivation.
Reading (p. 170, specifically): http://isihome.ir/freearticle/ISIHome.ir-21117.pdf
Reading (p. 170, specifically): http://isihome.ir/freearticle/ISIHome.ir-21117.pdf
4) It is clearly documented that using grades as a motivator doesn't work, and worse, it is a significant source of increasing the achievement gap by having a greater negative impact on students who struggle with school.
Reading: https://www.researchgate.net/publication/265375818_Long-term_effects_of_grading_on_later_achievement_and_educational_attainment
Reading: https://www.researchgate.net/publication/265375818_Long-term_effects_of_grading_on_later_achievement_and_educational_attainment
5) Some of the most effective deadlines I've used:
After fundraising, students gave presentations to lobby for a charity to donate the money to. If a group didn't meet the deadline, they could still earn the full grade, but their charity was out of the running.
After fundraising, students gave presentations to lobby for a charity to donate the money to. If a group didn't meet the deadline, they could still earn the full grade, but their charity was out of the running.
6) During a narrative writing unit, my students paired up with my wife's students (4th/5th graders). Every due date, we sent the writing off to their writing buddy to read and respond to in FlipGrid. If they didn't meet the deadline, they could still receive full marks.
7) In an intervention class, students had the whole trimester to work on their writing. I promised to publish a physical copy of their writing at the end of the term, but they had to write a minimum of 74 pages. At the deadline, every single student got their book published.
8) For a persuasive writing unit, my students worked on arguments for changes in the school community and rules. At the end of the unit, my principals came in to hear them read their work. Students who missed the deadline explained why to principals but still got full marks.
Please recognize that when you say, "Well, that's not how the real world works," you are 100% right because the real world has authentic consequences that connect to things students value.
If you want to prepare students for the real world, grade penalties aren't it.
If you want to prepare students for the real world, grade penalties aren't it.
