What was “the best” course you ever took? Probably one for which you had to work quite hard, one that you perceived as challenging from the outset, one for which you rose to the challenge. The course probably had a reputation as a tough course, so you probably added it to your schedule with care and made sure you did not take another really challenging course at the same time.
Major time commitments are regularly called for in schools: for musical or dramatic performances, athletic seasons, and some classes too. Could we improve the way such opportunities are scheduled so that students can experience as many as possible each year without creating a killer workload for themselves at critical times during the year?
What if schools offered “challenges” that lasted for either half or a full semester? Each student could be required to be enrolled in two challenges at all times. A research project, art or engineering project, dramatic or musical performance could each count as a challenge, as could a varsity sport, as could any number of academic and extra-curricular offerings. To qualify as a “challenge”, an offering would have to:
- Culminate in a public performance, presentation, or display of student work.
- Involve extensive Continue reading Scheduling for Curricular Depth and Challenge