The Unfamiliar Can be Uncomfortable. But It's Worth It!

So, this semester I am trying ungrading. I've noted that in a previous post. And this is making some students uncomfortable. The first solo ungrading assignment is week 8, so they had plenty of opportunities to see what to expect and to practice, practice, practice. 

Nevertheless, I have students who do not wish to offer self-reflection and a grade. They would rather take a series of quizzes or exams. They are not prepared to deal with feeling uncomfortable.

So where does that come from? How does one grow up in a world where discomfort simply does not exist? Or can be easily/immediately banished? I wish sometimes I had a minor in psychology.

Anyhow, besides ungrading, I am introducing these three:

1. Game theory.

2. Project-Based Learning.

3. Inquiry-Based Learning.

In History, Game Theory is that different actions provide for different results and that desired results may be controlled based upon particular actions. But those actions/results have different probabilities of success. A type of cause and effect, in other words. The objective is to find the best connection of actions that will produce the best and most likely outcome for the student. 

Project-Based Learning is when students work on "real world" situations (projects) and in doing so, goes the theory, will learn more about the subject than through traditional classroom lectures, notetaking, textbook reading, and exam-taking. For example, students might create a weekly podcast instead of taking quizzes, tests, book reviews, or other traditional assignments.

Inquiry-Based Learning is the idea that students learn in groups, from each other, through discussion of scenarios and Q& without the use of any external apparatus such as smartphones or laptops connected to a wifi network. Students know stuff and they learn from sharing that information with each other, who will then add their knowledge to the pot, so to speak. 

My hope is that together these three will help students to:

1) acknowledge the existence of multiple streams of historical sources.

2) help them to sift through those sources seeking evidence that most interest them.

3) to create a historical narrative based on the best historical evidence they select.

4) while working as a member of a group -both a smaller group of 4-6 and the larger group of the class. 

There has been, and there will continue to be discomfort among some students. Students need to realize the difference between the felt need (I need an 'A') and the want need (Their prof wants them to learn stuff) and through the intersection of those three theories plus what's called Pinata Innovation (steps 1-4 above), students will not only learn the material but be able to work the material into their majors, career goals, and daily lives.

That's my story and I'm sticking to it.