tag:blogger.com,1999:blog-28553339.post115945255578230719..comments2023-07-17T05:07:53.982-07:00Comments on clashing hats: Quantifying greatnessHilairehttp://www.blogger.com/profile/09033740943173352249noreply@blogger.comBlogger2125tag:blogger.com,1999:blog-28553339.post-1159657912998390252006-09-30T16:11:00.000-07:002006-09-30T16:11:00.000-07:00Oh, exactly. I've for years said about myself as a...Oh, exactly. I've for years said about myself as a teacher that I can get any student willing to work up to a B level (which is maybe a bit of hubris on my part, but is largely true), but the trip from B+ to A I find almost impossible to teach, since it's largely about insight, originality, creativity, and the like. And how do you teach those? But how frustrating for students to hear, "I'm looking for original thinking," because exactly how are they supposed to respond to that? Sometimes pushing the B student with questions about relevance and implication ("So, given what you've just said, how does this affect the author's argument?" or whatever) helps them catch on to what is an interesting question and prompts some of them to embrace original thinking, but there aren't exactly skills you can teach at this point, just opportunities for further growth to offer.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-28553339.post-1159467132315654272006-09-28T11:12:00.000-07:002006-09-28T11:12:00.000-07:00This drives me insane; my students are all very sm...This drives me insane; my students are all very smart, very hardworking. Sometimes, they're not so original, and they don't get it. And I don't get how to explain it to them. <BR/><BR/>I agree that there is an ineffability factor about grading that we can't hammer out of it without killing the very thing we're looking for.negativecapabilityhttps://www.blogger.com/profile/08014108944008633157noreply@blogger.com