This semester I piloted a new instructional model, more learner-centered, based on the theory that students are more likely to succeed and will succeed at higher levels if students are allowed to study what most interests them. I offered them a list of broad topics and a list of possible assessments. How they demonstrated knowledge was not as important as that they did demonstrate knowledge.
I had a little over 200 students in seven classes. The success rate in my Hist 1301 classes rose from 63% to 89% while the success rate for Hist 1302 went from 70% to 96%. There were some students who thrived (the numbers of As skyrocketed) but the number of Cs remained unchanged. At the end of the semester I led discussions on their experiences with the new model. From their responses, I can divide those who finished into two categories: those who studied what truly interested them and those who just picked a topic without any thought or meaning. The former averaged 93% while the latter averaged 75%. So, the big question is how do I motivate students from that second category to put time and effort into selecting topics that are truly meaningful for them?
I have all summer to figure that one out.
