1. I understood the learning contract to be a set of assignments that provided a way for the students to experience a wide variety of subject matter within one large subject. I also came to understand that the contract was set up in the way that it was largely left up to the student to hold himself accountable for his work. Also on the standpoint of accountability, the contract was fairly ambiguous on the quality of its results and the ability of the student to exhibit learning growth.
2. As an individual, I enjoyed the fact that it was up to the student to choose and regulate what they wanted to explore and learn. Of course there were requirements, but once I fulfilled that skeleton I was free to finally choose my own assignment and let myself challenge myself to what I know my limits to be. Obviously, this is a complete unreality for most people, not to mention teenagers, but personally I have always been disgruntled by the fact that most subjects in academia are very restricting, and I have become convinced that my true gifts in skill and talent lie on the outskirts and beyond the confines of academia. I am grateful for the opportunity I have had through this to break that trend.
3. As part of a body of students, I was angered at the fact that it was up to the student to choose and regulate what they wanted to explore and learn. By granting us freedom to choose, many students abused the privilege and chose to ‘accept mediocrity’ as they would say, and turn in procrastinated, pitiful work that expresses no mastery of the subject whatsoever. And they get the same grade as hard working individuals. Of course the work must be accepted, because the contract did not specify requirements to show special quality or exhibit growth in learning and comprehension… another strength and weakness in itself.
This is all too common. The students are at fault here, yes, but who can blame them? I am certainly a victim of this sin as well, especially in more deserving subjects. (i.e. math) Sure, it could be a result of laziness or slack, but the root of the problem does not lie there… Like for me, for example. I would like to turn in wholesome and deserving work that reflects my growth and comprehension, but ha! It’s a fantasy. In a long term project where long term planning is necessary, it is a bona-fide fantasy. High school has too many restraints, especially Ravenwood. As a senior, I have five other subjects throughout the day, every day that require my attention as well, mostly my day-by-day immediate attention. Some teachers even have the bluster to believe that their subject is the one that matters, for they take the burden upon themselves to constantly weigh down our homework load. And of course, some subjects have no choice but to demand that, such as AP courses. And then there are commitments to extracurricular and other outside-school activities. How can I plan long term when I have to live day to day fulfilling my immediate, constant academic needs, leaving no room for my long term ventures? It’s a problem. It may look like I’m pouting but its baffling how deeply it sets me back. Sure, my academic schedule might be a bit more weighted than some, but it never fails to wear me out. I am subject to the whim of my imposing academic subjects and teachers with no personal control of my own ambitions, no matter how scholarly they may be... For me I find it way too constricting… I am barred from what I feel I need to be learning and where I need to grow… I really could elaborate far more, but I will just get angry.
3. To make the learning contract better:
Reduce the quantity of assignments and points needed to finish the project. Instead weigh in quality to a small amount of assignments for a more accurate grade. This could be done that the student has to only fulfill 3 of the 5 main categories, and that higher minimum standards need to be met to prove that the student has undergone some sort of learning and growth in the subject. Possibly a more structured rubric could be used. This should reduce the BS that is turned in, but it will also leave the option of exploring and creatively going above and beyond to the students as well… Of course the fact that long term planning can be a serious issue, I am sure in some cases it is inevitable. We need something to the effect of an overhaul of the American public education system to do that… ugh.
4. I can see the learning contract working extremely well in other language classes, especially English. The learning contract is geared towards that exploratory feel such as exploring other world cultures and ideas, which would be a complete deadbeat idea in other subjects such as math or science. Speaking of deadbeat, math should just be thrown out of education outright. Or simply just optional. Please. History is debatable. I’m sure a rubric for history could be modified. Fine arts would work too, but considering what they already do, it seems mostly unnecessary at high school level…
I will be surprised if you read all of this, Mr. Stolle. It has become apparent to me that I hold a strong opinion towards my education… and the whole educational system in general… hah. Needless to say, college will be much more fulfilling than high school. I hope. Well, I know you probably hold a strong opinion as well over the subject matter, so I hope you enjoyed!
~Noah