Abstract
Wanting to shift the focus in the introductory linguistics classes in an access institution from teaching to learning, I created a tripartite (hybrid) contract that consists of three distinct tasks: labor-based tasks (collaborative forums and breakout activities); content-based tasks (assignments and final project on changing understandings about language) and self-regulated tasks (learning logs, metacognitive awareness surveys, capstone). This contract gives students agency and establishes a culture of “forgiveness” (while maintaining high standards), providing flexibility since my students’ life challenges can affect their academic performance.
Highlights
To find the most appropriate solution to these challenges, I considered three different resources: contract grading, specifications grading, and learning logs
Writing contracts have a set of provisions that students must meet for a particular baseline grade (Elbow 2008)
This contract fosters a learning environment that allows for student agency and selflearning since students choose the grade they want to pursue based on a set of requirements (Appendix)
Summary
To find the most appropriate solution to these challenges, I considered three different resources: contract grading, specifications grading, and learning logs. Content-based tasks (assignments and final project on changing understandings about language)
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