Daniel Johnson ED 602 Stacey Harrell Making a Difference Making a Difference Chapters 12 and 13 Chapter 12: What learning activities and assignments could you make that would reflect an effort to better treat your chosen image bearers and thus reveal a part of what grace is about? I do an assignment every year to commemorate the terrorist attacks on 9/11/01. My students have to interview someone, preferably a family member, who remembers the events of 9/11. I review the events and show video of the event but it does not really convey the panic and fear that many of us felt on that day. I instruct my students to ask questions like: “What were you doing when you first heard about the attacks?” and “How did you feel emotionally when you witnessed the events on the news?” Talking to family often gives the student an emotional connection to the event. I post the student interviews and we discuss the events from the perspective of their various family members. I like this assignment because the students get a chance to see history from a very personal point of view that they helped to create. Chapter 13: What changes in your approach to measurement, evaluation, and grading could you make that would reflect an effort to better treat your chosen students as image bearers and thus reveal a part of what grace is about? Four of my five classes are Advanced Placement courses and AP students are very much concerned about their grades. These are the kinds of students who for the most part have received A’s all through their elementary and middle school years. I feel they put too much pressure on themselves and I try hard to calm them down when they inevitably earn a B or C grade. I try to reassure my students that my class is much more rigorous and difficult than most of the classes they have had before and struggling is just part of the process. I make accommodations to help my students improve their grades to help relieve their stress and anxiety about my class. When my students take a large unit test I use what I call an AP curve; my tests mirror the AP exam so it is very difficult. I curve the test so that 80% is an A, 70% a B and so on. After all tests, quizzes, and written essays my students are allowed to do test corrections where they can earn partial credit for correcting wrong answers. I do this so my students will review material they had trouble with and they can keep their grades up and not be tempted to drop my class at the end of the semester. I want my class to be rigorous but not so tough that I scare the students out of the class. I think this represents grace because the students are more confident because they know that if they do fail they will have the opportunity to make it right.