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@Jason__Cook I don’t know if it would apply, but with technical classes, some students are "paralyzed" by the technics. And it can creates a negative spiral: they think they can’t do it, so they don’t even try (or just superficially), and at the end they "fail" - which validate the prior.
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@Jason__Cook I’ve tried this once in a game theory class: downplaying the "importance" of the technical side, in order to reassure them first. I think the key is to engage them in the first place, to avoid the negative spiral.Permalink
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Mood +1 🙂
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@Jason__Cook The class was no less technical than any regular game theory class, but it felt that dedicating a bit of time at the beginning of the semester helped some students to go past their fear that "because it’s math I can’t do it".Permalink
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@Jason__Cook (Disclaimer: even though I was supposed to only have ~20 students a group, it was actually 50 (thanks to the long established underfunding of French universities). So I just have impressions, I only engaged with a small subset of my 100 students.Permalink
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@Jason__Cook So I would definitely take this with a grain of salt, but maybe it could be an idea!)Permalink
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