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What is a Super Course?


As we know, the world we live in has been uprooted in the last year and half - this is due in part to social, health and economic issues we have been dealing with. It is more important than ever to get students engaged in their learning. To help with student engagement colleges around the world have started offering what they call “super courses.” These courses allow students to explore the world around them; instead of focusing on earning high grades, they focus on issues that transform the way they think, act, and feel. When students take these courses they begin to understand how all knowledge is connected and build on their intrinsic motivation. It has been found that students who take these courses become highly motivated and self-directed learners (www.chronicle.com). This research has been conducted at the college level but I believe that this should be an option at the high school level as well. If high school students walk away with the same experience as college students by taking these “super courses” I believe we will be able to build their confidence, which will allow them to see themselves in a positive light, which is essential for success; in other words I think we would be able to save a lot of students from dropping out because they will see a purpose in their education.


It has been found that these “super courses” take into account a variety of elements, including the following (www.chronicle.com):


Instead of focusing on topics, these courses focus on big questions and problems that spark intrinsic interest. Some examples of these questions include:

-What causes wars?

-Why do businesses fail or succeed?

-Why are some people (and societies) rich and others are poor?

-What is my purpose in life?

These questions bring together multiple disciplines, which help build a well rounded individual.


Their inquiries are framed with words, images, sounds, and experiences that speak to learners. These types of inquiries appeal to both emotion and intellect. These experiences really draw the learner in and keep them engaged.


They encourage productive failure. Many people are so afraid of failure that they don’t even try; they would rather be “safe than sorry.” In reality we all have a lot to learn from failure; we actually have more to learn from failure than we do from successes. In these “super courses” teachers allow their students to try, fail, receive feedback, and try again before any judgement is given on their work. This gives the student a sense of safety, which in turn allows them to take risks in their learning.


They promote collaboration. Especially after the pandemic and socially distancing we all need to learn how to work collaboratively again. “Super courses” allows students to work on problems and projects in small groups and learn to work together effectively.


They encourage imagination. Before students learn in these courses they are encouraged to speculate and invent ways in which to solve problems. By doing this students are able to see there are many different ways to solve problems which can spark new and creative solutions.


They don’t shy away from intellectual debate. In order for this to be successful teachers need to find out what paradigms are held by their students. The teacher is then encouraged to question and offer friendly challenges to those models. This allows the students to be put in situations where their paradigms don’t work and opens their mind to different experiences.


They don’t abandon a struggling student. This is one of the most important elements to a “super course.” These courses give all students emotional, physical, and intellectual support when needed.


They encourage students to make decisions: One of the goals of these courses is to allow students to make meaningful decisions and give them control over their learning. In my opinion, this is one of the best things we can do so that students can see their potential.


They give students a say in setting course rules. Students help frame and accept the standards that will be used in the class. Students will learn to evaluate their own performance and make an argument about their thinking and work. This helps students take ownership of their learning and education.


They explicitly encourage students to believe that intelligence can expand. Teachers are there to support the students in their learning and help them build the confidence that is needed to succeed.


They value diversity. A good teacher will recognize the rich background of students in their classroom and will be able to integrate the diversity into their course.


They give students a chance to learn by doing. It has been shown that students learn best if they get a chance to help other students master the material, even before they have mastered it themselves. This not only builds on their long-term memory but also builds on collaboration and confidence. This is something that all classes should incorporate; not just “super courses.”


They invest students with a goal that is larger than the class. In order for students to fully invest in the class it is important that they see how this course helps them in other areas of their life. If students don’t see a purpose in the course they will not be motivated enough to succeed.


It is no doubt that this past year has been full of big questions and not enough clear, or satisfactory, answers. Many students are ready to participate in this deep thinking to try to make sense of everything (www.chronicle.com). If we can begin to integrate these concepts in high school courses we can help students to understand the workings of the world and think critically, which will inevitably help build a solid foundation and garner interest in their own education.

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