Exercise: incentivize both teacher and student participants in Vaniver’s “malicious idiot” exercise. Give the student points when she is successfully more specific, and give the teacher points when he finds a new way to misinterpret the student instructions.
Example: how to brush your teeth?
S: hold your toothbrush
T: (picks up toothbrush with teeth) (1 point)
S : hold your toothbrush between your thumb and fingers of your right hand (1 point)
T: (makes a fist, puts toothbrush on outside of fingers) (1 point)
S: argh. Like this! (picks it up as example) (2 points for being concrete)
I think this is the best exercise posted so far. Unlike the other exercises, it can be explained to ordinary middle schoolers in 90 seconds, it engages both visual and tactile senses, it is competitive, it is devoid of perverse incentives, and it will usually be fun to play and funny to watch.
Exercise: incentivize both teacher and student participants in Vaniver’s “malicious idiot” exercise. Give the student points when she is successfully more specific, and give the teacher points when he finds a new way to misinterpret the student instructions.
I could go on, but hopefully you get the point.
I think this is the best exercise posted so far. Unlike the other exercises, it can be explained to ordinary middle schoolers in 90 seconds, it engages both visual and tactile senses, it is competitive, it is devoid of perverse incentives, and it will usually be fun to play and funny to watch.
Not so, you’re better of improving in small increments than doing the best you can immediately.
That depends on the scoring system. If the judge grade exponentially for better answers, then small increments are a loosing choice.