In “Calculating Final Course Grades: What About Dropping Scores or Offering a Replacement?” (The Teaching Professor March 2014), the editor notes that “some students ... assume that course content is a breeze, [so] the first exam serve[s] as a wake-up call.” (p. 6) In two Introductory Psychology classes (150 students), I recently implemented an effective three-step strategy for getting the best out of such students (and, indeed, all students).
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