The End of High School English

By Daniel Herman

I’ve been teaching English for 12 years, and I’m astounded by what ChatGPT can produce.

Teenagers have always found ways around doing the hard work of actual learning. CliffsNotes date back to the 1950s, “No Fear Shakespeare” puts the playwright into modern English, YouTube offers literary analysis and historical explication from numerous amateurs and professionals, and so on. For as long as those shortcuts have existed, however, one big part of education has remained inescapable: writing. Barring outright plagiarism, students have always arrived at that moment when they’re on their own with a blank page, staring down a blinking cursor, the essay waiting to be written.

Can Grades Be an Effective Form of Feedback?

Thomas R. Guskey

When grades are used in the right way, at the right time, and for the right reasons, they can be useful to students.

Grades are portrayed as a villain by many in education today. Some researchers and authors contend grades stifle creativity, foster fear of failure, and weaken students’ interest (Pulfrey, Buchs, & Butera, 2011). Others argue that grades diminish students’ emotional and behavioral engagement in learning (Poorthuis et al., 2015). These claims have led some to believe that we could significantly improve students’ attitudes, their interest in learning, and the classroom learning environment simply by going “gradeless” (Barnes, 2018; Burns & Frangiosa, 2021; Kohn, 1994, 1999; Spencer, 2017).

70% Chose the Ad

By Stanford History Education Group

Stanford asked 200+ students which provided stronger evidence about policies to solve climate change: A sponsored post for an oil company with an infographic or a news article. 

70% chose the ad. 

In this task, students are presented with two articles from the same online news outlet and asked which is a more reliable source. Students must identify who is behind the articles and consider potential conflicts of interest in order to successfully evaluate the articles.