Recently, my students bombed a section of an assignment I *thought* I had set them up for successfully (content wise and skill wise). Obviously NOT. So I sent out a re-explanation to students & offered everyone who scored < 100% on that particular section a chance to resumbit

Some students got it immediately after the re-explanation. Some needed me to look at their work several times. Some needed to hop on Zoom with me and screenshare their Excel files.

But in the end, students had a chance to actually show content mastery, not grade anxiety.

MOST students took me up on the chance to fix up their work, even though it truly made them sweat.

Students https://abs.twimg.com/emoji/v2/... draggable="false" alt="👏🏻" title="Applaus-Zeichen (heller Hautton)" aria-label="Emoji: Applaus-Zeichen (heller Hautton)"> want https://abs.twimg.com/emoji/v2/... draggable="false" alt="👏🏻" title="Applaus-Zeichen (heller Hautton)" aria-label="Emoji: Applaus-Zeichen (heller Hautton)"> to https://abs.twimg.com/emoji/v2/... draggable="false" alt="👏🏻" title="Applaus-Zeichen (heller Hautton)" aria-label="Emoji: Applaus-Zeichen (heller Hautton)"> learn

If students leave a section blank or bomb a section, it’s *rarely* anything like “laziness”. It’s anxiety about not knowing how to do it right.

(Also, tbh, in terms of student engagement and relationship building, students really like it when they know a professor won’t just plow ahead on content and leave them in the dust)

So while it started out 48 hours as a frustrating situation for BOTH students and me, now it’s all good and healed and awesomesauce* and students are ready for the next step of data analysis tomorrow.

*highly technical pedagogical term