tag:blogger.com,1999:blog-8070355695530434450.post2877112571509135578..comments2024-03-14T04:16:20.472-07:00Comments on In Socrates' Wake: When the superstars shine too brightMichael Cholbihttp://www.blogger.com/profile/02012523929044363216noreply@blogger.comBlogger4125tag:blogger.com,1999:blog-8070355695530434450.post-89342921804373642112009-12-10T05:39:12.457-08:002009-12-10T05:39:12.457-08:00This comment has been removed by a blog administrator.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-8070355695530434450.post-61383607913941321632009-09-30T18:05:13.261-07:002009-09-30T18:05:13.261-07:00There's different kinds of overachiever studen...There's different kinds of overachiever students - I've had some that are just enthusiastic and willing to learn, and then there's overachiever students who know it all already, and are more cynical of the process of classroom discussion. The best thing for the cynical students is to harness that - get them to be the devil's advocate as much as possible, to take an opposing position to yours. This has the advantage of diluting your authority, and making them realise that they are allowed to think what they want, so long as it is logical.<br /><br /> The enthusiastic ones didn't seem to need much managing - it's just a matter of as a teacher not forgetting the other students, and making sure that they're making all the links they should be. Gently/quietly letting the enthusiastic ones know that they'll get more out of the class if more students contribute can work too - if you're a student, having another student encourage you to say something can be less intimidating than a question from the authority.hillsonghoodshttps://www.blogger.com/profile/06178920036745030161noreply@blogger.comtag:blogger.com,1999:blog-8070355695530434450.post-25990966002283749942009-09-30T15:08:45.239-07:002009-09-30T15:08:45.239-07:00Two things jump to mind as a way to turn superstar...Two things jump to mind as a way to turn superstars into resources. One is to engage occasionally in short Socratic dialogues with such students, as a model for the others to experience and perhaps learn from as they listen. Unfortunately, many might simply tune this out. This is where others could be brought into the dialogue, by being asked direct questions. I'm not very good at doing this--being more forceful about getting students to talk in class if they are not so inclined--but it seems like a good idea to me.<br />A second possibility is to match the higher quality students with lower quality ones in small groups in the class, working on a case study, interpreting a passage, and so on. For this to work, I think the instructor needs to move around the room to encourage all group members to participate, so that the good students don't do all of the work.Mike Austinhttps://www.blogger.com/profile/02489700864050607425noreply@blogger.comtag:blogger.com,1999:blog-8070355695530434450.post-48277181772847388242009-09-30T13:38:30.471-07:002009-09-30T13:38:30.471-07:00First, I'd say I'd rather have the *proble...First, I'd say I'd rather have the *problem* of the enthusiastic overachiever than the problem of the lazy and potentially resentful student. :)<br /><br />I think I agree with the author that the good students can be used as "aides" but not in the sense of drawing on their more accurate knowledge (or perhaps even just the fact that they did the reading) of the subject. <br /><br />Using them in this way, I agree, serves to make them into quasi-authorities or co-teachers in a way that will surely alienate or perhaps even annoy the other students. <br /><br />Instead, when I use these students as aides I try to get them involved in a way that makes use of and highlights their enthusiasm for learning, and for the subject matter. This doesn't make the other students feel stupid, it simply shows them that it's actually okay to like the subject as a person 18 - 22 years of age, and it promotes a good model of engagement. Of course, you can abuse this kind of "aide" too, so I'm talking about occasional use here, not overuse (a little pedagogical phronesis goes a long way). <br /><br />In my book, to be honest, I'd be in heaven if I had a class full of interested and enthusiastic students even if they didn't really *get* the subject in an accurate way. So for me, it's about using those students as motivational cheerleaders for philosophical thinking, not using them as knowledgeable co-peers for content instruction.Chris Panzahttps://www.blogger.com/profile/01656795570624714115noreply@blogger.com