1. Education

2. Today’s coming attractions!! Mystery: When is a good day teaching a bad thing? What is considered “deep learning” What is our “hidden contract” “Critical thinking” vs. precise grading What do you want from a course?

3. When Is A good Day Teaching A bad Thing?

4. What is considered deep learning?

5. Question: With the hidden contract, “The students get what they want. The teachers get what they want. Everyone’s happy.” What is lost – exactly?

6. Question: “Teachers who break this Hidden Contract by writing test questions that are either ambiguous or go beyond the examples presented in class are labeled as being unfair, unresponsive, or just simply bad teachers?”

7. Question: How do you separate poor student evaluations based on poor teaching from poor student evaluations based on violating the hidden contract by challenging students with questions eliciting greater depth of learning (but less precise and less defensible grading?”

8. Is the “Hidden Contract” such a bad thing? 1. It gives students the information you want them to know. 2. It tests what you want them to know. But, are students simply regurgitate memorized terms and names without digesting and being able to apply the concepts?

9. Terms vs. application Should introduction courses focus on teaching the terms and concepts, leaving understanding and application for another class?

10. “Critical thinking” VS precise grading: As “critical thinking” or “in depth” thinking increases, does the ability to consistently, accurately, and precisely grade the student decline? E.g. Essay questions VS multiple choice

11. Breeching the hidden contract Can you create three ways to purposely breech the hidden contract to help students understand better? How accurately can you grade students responses?

12. Breath V.S. Depth Knowledge Understanding Application

13. What do you want from a course? 5 credits Good grade Specific information (terms & concepts) Is that enough?