posted on 2006-05-04, 10:04authored byAndrew R. Hine, Jonathan Pine
This paper discusses a school based project exploring the use of a credit based rewards system and differentiated homework activity to encourage students to become 'self-directed' learners in Technology work. The paper outlines a curriculum development in which students were rewarded with a credit each time they 'self-directed' to complete a homework task that was beyond their minimum expected performance. A snap shot review of the students' activities is reported with students' comments from interviews and examples of the methods of differentiation that were employed.
History
School
Design
Research Unit
IDATER Archive
Pages
52330 bytes
Citation
HINE and PINE, 2000. ‘Credit where credit’s due’: encouraging and rewarding self directed learning through technology homework. IDATER 2000 Conference, Loughborough: Loughborough University