Carol Rupe
Family Studies Instructor
GIFTS Workshop
Fall 2010
“Engagement” Clout
Rationale: To increase attendance, the student’s feeling of significance, and engagement in the
subject matter.
I’m firmly convinced that the first cardinal rule of success is “You have to Show Up”. So I’m going to do everything in my power to encourage this pattern of success. It’s basically behavior modification—small rewards and “slightly uncomfortable” punishments. The rules are detailed in my first class handout and I candidly explain the rationale during that first meeting. The wording is important—I tell the students:
It’s important to me that you are here each day. While your textbook is one
of the BEST in the field—you don’t need me to tell you what’s in there. Your
author does a magnificent job in that arena. I want to give you MORE—stories,
insight, personal reflection, applications…(etc)—the things that make all this
information “come alive”. So, if you’re NOT here, then you’re missing half the
value of the course! Therefore, I’m going to do everything in my power to
encourage you to be here—little “carrots” to entice you to be here; and—little
punishments if you’re not.
Then I explain the rationale of the “5-pointers”------
Description:
I call them “5-pointers” because that’s the value that goes into my grade book with each activity. These are not “bonus’ points—they are part of each student’s grade. Some semesters I give 10 of these activities; some semesters I give 15, or more. But, in the first class handout, I specify that there will be a maximum of 100 points in these “impromptu activities”. That could possibly be ¼ of their grade in the course.
Notice that I called them “impromptu” activities. That’s because I reserve the right to be able to decide “on a whim” (not really) to give one—or two in any class. I tell the students—
Here’s the deal—
IF YOU ARE HERE, then you get to do it. There will be NO “right
or wrong” answer—I’ll give you the 5 points if you simply follow directions and
give a reasonably “relevant” answer. That’s “5-out-of 5”—a straight “A” for that
activity!
Here’s the catch—
IF YOU ARE NOT HERE, then you don’t get to do it for points. It’s a “0” out of
“5” for that activity—no make-ups possible.
I’m quick to point out that missing one activity won’t likely affect their grade significantly (this is for the conscientious students who, during my explanation, are exhibiting obvious signs of anxiety), but that repeated absences will affect their grade.
EXAMPLES OF 5-POINTERS:
Every 5-pointer is related to the previous lesson, or the current textbook assignment, or “today’s topic”. So, in reality, you have an ongoing series of “post tests”, “pop quizzes”, “pre-tests” or “set the mood” activities. It has raised overall scores in the classes significantly
I make sure that the first 5-pointer of the semester is a personal account that is related to an upcoming topic. This gives the students a sense of control of the “specifics” in their response—and they’re comfortable that they are correct (they’ve bought into the need to be correct in all their school experience, so “risk” is scary for many). This approach “breaks the ice”.
Eg. “Describe a major change that you have gone through in the last 5 years.”
We’re going to be learning about the “Transition Curve”—the four sequential
stages that people go through when experiencing any change in their lives; how
“behavior” will give clues as to what stage someone is in; what are various
appropriate strategies for managing change. (FSS 60 – Life Management)
OR “Give the date that you were born, and describe one significant “national” event
that you’ve experienced during your lifetime”
We’re going to be discussing “Cohort Influences” in light of physical, cognitive
and psychosocial patterns during the lifespan. These concepts will eventually
be significant in analyzing cross-sectional studies of aging. (FSS 18 Adulthood
& Aging)
As the semester progresses, the students recognize a “5-pointer” when I give the directions, “Take out a piece of paper—put your name on it…….” And then I’ll give the directions:
Eg. “What’s the difference between principles and values?” (quiz: textbook assignment)
“Diagram the time-management matrix and describe an activity that you have done in
each quadrant this week” (application of exam question given on the last exam)
“Why did you come to class this morning? Now relate your reasoning to Kohlberg’s
Theory of Moral Development—what stage do you think your reasoning falls into?
Why?” (preparation for upcoming exam)
“Fill in the names of the people in your “convoy” (application of vocabulary term/concept)
NOW—I tell them, “You can make up an answer, and if it’s relevant to the question, I’ll give you the points. It doesn’t have to be “right”. But, you’re only going to have 3 minutes to finish this, so it’s a LOT EASIER if you have kept up in your reading/assignments and have an idea about the topic. It takes a lot more effort to be creative AND relevant when you don’t know what you’re talking about and you’re tight on time.” I follow up the activity with the “right” answer that will truly earn points on the exam. To this day, it still amazes me that most students will actually mobilize and take more responsibility for their assignments after they have turned in something that is embarrassing in their own eyes.
AND—One of the greatest aspects of this approach is that you don’t HAVE TO critically grade these papers. Glancing at them will tell you if they get the points or not. I don’t have to make comments or decisions about number value—it’s “5” or “0”. It’s quick, easy on us, and—it gets them involved!