Over the last few years, one of the things I’ve done is to work on the Educational Advisory Board of the James Randi Educational Foundation (JREF). One of this board’s functions is to help assemble a variety of lesson plans and modules which emphasize skepticism and critical thinking that can be distributed to teachers everywhere.
I am happy to pass along to you some of the latest lessons from our work at the JREF. Please feel free to share these as you see fit 🙂
New “JREF in The Classroom” Lesson Plans!
The James Randi Educational Foundation is pleased to announce the release of four new additions to our JREF in the Classroom offerings:
These are downloadable lesson plans for use in high school and junior high school science and psychology classes that use topics in pseudoscience and the paranormal to teach critical thinking, skepticism, and scientific inquiry. Each lesson is designed to expose students to concepts identified in the National Science Content Standards and AAAS science literacy benchmarks.
These free lesson plans for teachers (and parents) are additions to JREF’s growing catalog of grade-specific standards-focused resources including lesson plans, activity guides, multimedia materials, and more. JREF’s aim with these free resources is to inspire an investigative spirit in the next generation of critical thinkers, providing the intellectual toolkit needed to navigate a life full of difficult decisions, confusing information, and conflicting claims.
Teachers can contact education@randi.org for a free printed classroom kit for any of the eight topics available so far, and to get more information on ways to incorporate JREF’s critical thinking materials into their classrooms.
And don’t miss JREF President D.J. Grothe’s appearance on the syndicated radio show America Weekend where he discusses JREF’s new free classroom resources. Listen now ≫
*Sigh*… at the end of nearly every single semester that I teach, be it high school or college level, I have to deal with the same thing over and over again: grade grousing. After grades for the semester have been posted, it is inevitable that I have to address some kind of request from a (former – note the semester is concluded) student asking me to increase their grade. Most notable are the requests from students who missed an excessive number of classes, failed to turn in the required work, or who performed abysmally on exams (or a combination of all of the above) – yet they feel they deserve a better grade anyway.
Rather than go on in my own words, I would like to pass along the wise words of Prof. Kurt Wiesenfeld, a physics professor at Georgia Tech (at the time the article was written) back in 1996. These words are just as important now as they were then, and for those of us who consider ourselves skeptics and hold to high standards of evidence when confronted with extraordinary claims, I think the connection is obvious…
Many students wheedle for a degree as if it were a freebie T shirt
BY KURT WIESENFELD
IT WAS A ROOKIE ERROR. AFTER 10 YEARS I SHOULD HAVE known better, but I went to my office the day after final grades were posted. There was a tentative knock on the door. “Professor Wiesenfeld? I took your Physics 2121 class? I flunked it? I was wonder if there’s anything I can do to improve my grade?” I thought, “Why are you asking me? Isn’t it too late to worry about it? Do you dislike making declarative statements” After the student gave his tale of woe and left, the phone rang. “I got a D in your class. Is there any way you can change it to ‘Incomplete’?” Then the e-mail assault began: “I’m shy about coming in to talk to you, but I’m not shy about asking for a better grade. Anyway, it’s worth a try.” The next day I had three phone messages from students asking me to call them. I didn’t.
Time was, when you received a grade, that was it. You might groan and moan, but you accepted it as the outcome of your efforts or lack thereof (and, yes, sometimes a tough grader). In the last few years, however, some students have developed a disgruntled-consumer approach. If they don’t like their grade, they go to the “return” counter to trade it in for something better.
What alarms me is their indifference towards grades as an indication of personal effort and performance. Many, when pressed about why they think they deserve a better grade, admit they don’t deserve one, but would like one anyway. Having been raised on gold stars for effort and smiley faces for self-esteem, they’ve learned that they can get by without hard work and real talent if they can talk the professor into giving them a break. This attitude is beyond cynicism. There’s a weird innocence to the assumption that one expects (even deserves) a better grade simply by begging for it. With that outlook, I guess I shouldn’t be as flabbergasted as I was that 12 students asked me to change their grades after final grades were posted.
That’s 10 percent of my class who let three months of midterms, quizzes, and lab reports slide until long past remedy. My graduate student calls it hyperrational thinking: if effort and intelligence don’t matter, why should deadlines? What matters is getting a better grade through an undeserved bonus, the academic equivalent of a freebie T shirt or toaster giveaway. Rewards are disconnected from the quality of one’s work. An act and its consequences are unrelated, random events.
Their arguments for wheedling better grades often ignore academic performance. Perhaps they feel it’s not relevant. “If my grade isn’t raised to a D I’ll lose my scholarship.” “If you don’t give me a C, I’ll flunk out.” One sincerely overwrought student pleaded, “If I don’t pass, my life is over.” This is tough stuff to deal with. Apparently, I’m responsible for someone’s losing a scholarship, flunking out or deciding whether life has meaning. Perhaps these students see me as a commodities broker with something they want – a grade. Though intrinsically worthless, grades, if properly manipulated, can be traded for what has value: a degree, which means a job, which means money. The one thing college actually offers – a chance to learn – is considered irrelevant, even less than worthless, because of the long hours and hard work required.
In a society saturated with surface values, love of knowledge for its own sake does sound eccentric. The benefits of fame and wealth are more obvious. So is it right to blame students for reflecting the superficial values saturating our society?
Yes, of course it’s right. These guys had better take themselves seriously now, because our country will be forced to take them seriously later, when the stakes are much higher. They must recognize that their attitude is not only self-destructive, but socially destructive. The erosion of quality control – giving appropriate grades for actual accomplishments – is a major concern in my department. One colleague noted that a physics major could obtain a degree without ever answering a written exam question completely. How? By pulling in enough partial credit and extra credit. And by getting breaks on grades.
But what happens once she or he graduates and gets a job? That’s when the misfortunes of eroding academic standards multiply. We lament that schoolchildren get “kicked upstairs” until they graduate from high school despite being illiterate and mathematically inept, but we seem unconcerned with college graduates whose less blatant deficiencies are far more harmful if their accreditation exceeds their qualifications.
Most of my students are science and engineering majors. If they’re good at getting partial credit but not at getting the answer right, then the new bridge breaks or the new drug doesn’t work. One finds examples here in Atlanta. Last year a light tower in the Olympic Stadium collapsed, killing a worker. It collapsed because an engineer miscalculated how much weight it could hold. A new 12-story dormitory could develop dangerous cracks due to a foundation that’s uneven by more than six inches. The error resulted from incorrect data being fed into a computer. I drive past that dorm daily on my way to work, wondering if a foundation crushed under kilotons of weight is repairable, or if this structure will have to be demolished. Two 10,000-pound steel beams at the new natatorium collapsed in March, crashing into the student athletic complex. (Should we give partial credit since no one was hurt?) Those are real-world consequences of errors and lack of expertise.
But the lesson is lost on the grade-grousing 10 percent. Say that you won’t (not can’t but won’t) change the grade they deserve to what they want, and they’re frequently bewildered or angry. They don’t think it’s fair that they’re judged according to their performance, not their desires or “potential.” They don’t think it’s fair that they should jeopardize their scholarships or be in danger of flunking out simply because they could not or did not do their work. But it’s more than fair; its necessary to help preserve a minimum standard of quality that our society needs to maintain safety and integrity. I don’t know if the 13th-hour students will learn that lesson, but I’ve learned mine. From now on, after final grades are posted, I’ll lie low until the next quarter starts.
WIESENFELD, a physicist, teaches at Georgia Tech in Atlanta.
The WordPress.com stats helper monkeys prepared a 2012 annual report for this blog.
Here’s an excerpt:
About 55,000 tourists visit Liechtenstein every year. This blog was viewed about 220,000 times in 2012. If it were Liechtenstein, it would take about 4 years for that many people to see it. Your blog had more visits than a small country in Europe!
In what is little more than a shameless plug, I would like to announce that the Skeptical Teacher blog now has a Facebook page 🙂
If you’re on Facebook, go check it out. And if you like the blog, then please display your appreciation with a “Like” and possibly some “Shares” if you are so inclined!
The solutions (pardon the pun) to these questions reveals one glaring fact: homeopathy, there’s nothing in it, except water.
**Update (2/5/12): For those interested, I have calculated the actual answers to these questions. Contact me if you would like to see the math; here are the answers:
a) 3.46 x 10^21 or 3,460,000,000,000,000,000,000 atoms
b) 3.46 x 10^15 or 3,460,000,000,000,000 atoms
c) 3.46 x 10^-39 or 0.000 000 000 000 000 000 000 000 000 000 000 000 00346 atoms (a number so stupidly small we can safely say that there are effectively NO arsenic atoms remaining within the solution!)
This past September I attended Dragon*Con in Atlanta, and I participated in many events and interviews, etc. However, in my role as both a skeptic and a teacher, one of the most fruitful things I did was to participate in the Skeptrack discussion of how to approach the question of debunking in the context of education. The panel was an important discussion moderated by JREF President, D.J. Grothe on the topic of Education vs. Debunking, how they are different and when and how each should be used to the greatest effect. The discussion dealt with the issue in the context of the classroom as well as beyond in the broader culture. Below is the video footage of the discussion; I hope you find it useful…
Image and video footage courtesy of the fine folks at Skeptrack.org 🙂
My favorite time of the year is almost upon us: Halloween! 😀
I love Halloween not just because of the candy, the costumes, and the decorations (when else can you be a complete freak and it be socially acceptable?) but also because of the wonderful potential for promoting skepticism and critical thinking about various paranormal claims. Let’s face it: at this time of the year, ghosts, witchcraft, psychics, and various other kinds of woo are on everyone’s minds, so why not take advantage of that fact and use it to inject the skeptical viewpoint on things? I have found this to be a very effective teaching technique over the years, so that’s why I pass it along to you.
So in the spirit of the season (pardon the pun), allow me to share with you some links to various Halloween-ish skeptical resources that you can use, including a few of my earlier blog posts on the subject…
I am happy to report that the James Randi Educational Foundation is now awarding education grants to help educators with the development and implementation of lessons and curriculum related to teaching skepticism and critical thinking skills. Read on for more information…
… Right now, the JREF has a limited number of educator grants (up to $500 each) available to help offset the cost of developing or improving critical thinking and scientific skepticism programs in the classroom. Preference is given to projects aimed at creating educational content related to science or critical thinking through examination of the paranormal and pseudoscience.
Funded projects can include (but are not limited to) working with JREF educational modules (and related media) or developing new content to be made available to the educational community through the JREF.
If you’re interested in working with the JREF to share critical thinking tools with your students at a time when it matters most, please reply and let me know. I’m happy to answer any questions you have, discuss your ideas for projects, and explain the simple grant application process. For more information or to apply, contact: mblanford@randi.org
While I was at Dragon*Con a couple of weeks ago, one of the things I did was to participate in a very useful panel discussion on the Skeptrack. The title of the panel was “Education vs. Debunking”, and the panel was an important discussion moderated by JREF President, D.J. Grothe on the topic of Education vs. Debunking, how they are different and when and how each should be used to the greatest effect. The discussion dealt with the issue in the context of the classroom as well as beyond in the broader culture. The entire discussion was recorded and is being broadcast on the Skepticality podcast, so if you’re interested check it out…
Our workshop was about 4 hours long, and we took turns presenting a wide variety of physics lessons that incorporate some aspect of skepticism and critical thinking into them (what I like to call “guerrilla skepticism”). For reference, all of Dean’s lessons are available at this link over at his Blog of Phyz. I share my lessons with you below, so feel free to use, adapt, and share them as you wish:
1. Astrology Debunking Activity and Solutions – This activity allows you to test out the notion of astrology with your students in a controlled manner. It illustrates pretty clearly that astrology doesn’t really work.
2.Bed of Nails – I’ve made a very detailed blog post already on the subject (at the link). However, at the end of that blog post the Youtube video of the moron cutting his arm with a razor sharp machete doesn’t work – try this one instead [warning: not for the squeamish!]
3.Board Breaking & Karate – This is another subject on which I have written before (click the link). However, included in my blog analysis of the topic are some additional materials: an article about the physics of karate and a notesheet that I use in my classes to illustrate the physical principles behind this not-so-miraculous feat.
4.Einstein Cranks – This is a link to a blog post I wrote earlier about how many physics cranks and pseudoscientists abuse physics and the rules of science in an attempt to promote their nonsense.
6. ESP Claims – Here I have collected a couple of lessons dealing with the claims of ESP and psychics. Most notable are the notesheet for James Randi’s Secrets of the Psychics video and an article from Skeptical Inquirer magazine I have my students read on the issue. You can find Randi’s excellent video for free on Youtube…
7.Glasswalking – This is just a blog post and video of why it is that walking barefoot on broken glass won’t cut you, provided you don’t slide your feet. Hint: nothing paranormal or supernatural is required!
8.Haunted Lab – Every year around Halloween I do a special, exploration-based lab that incorporates a lot of cool physics concepts in with some debunking of paranormal claims. It’s great fun!
14.Ouija Board – At the link is a blog post I wrote on a lesson I use involving magnetic fields to get students to question the claims behind Ouija boards.
15. Pyramids & Aliens – These lessons focus on addressing claims by various UFOologists that aliens built the Egyptian pyramids. I have my students read an article from Skeptical Inquirer on the subject, then I give them a lecture on the physics of how humans (using simple technology) can build a pyramid, given time and a large workforce.
16.Movie Physics – In this end-of-the-year lesson, I get my students to think a bit skeptically regarding the physics presented in various movies.
It is our hope that through these workshops we can get more and more teachers to consider pursuing these skeptically-oriented topics in their own classrooms. We have plans to try doing workshops at future teacher conferences, such as the upcoming National Science Teachers’ Association meeting in 2012. Stay tuned! 🙂
IT WAS A ROOKIE ERROR. AFTER 10 YEARS I SHOULD HAVE known better, but I went to my office the day after final grades were posted. There was a tentative knock on the door. “Professor Wiesenfeld? I took your Physics 2121 class? I flunked it? I was wonder if there’s anything I can do to improve my grade?” I thought, “Why are you asking me? Isn’t it too late to worry about it? Do you dislike making declarative statements” 
The Skeptical Teacher 