Imagine a class that has no grades. No tests. A space where students debate, explore, and push the boundaries of traditional education. It might sound like a dream, but for students in the reinvented gifted seminar class at Dallastown Area High School, it’s reality.
Led by Mr. Trone, one of Dallastown’s social studies teachers, the course has been completely transformed from a loose study hall into an intellectual playground.
“The course is designed for intrinsically motivated students. Because there is a half-credit aligned with the course, it cannot just be a study hall. The concept (ever evolving) is to engage students in discussions, projects, and activities that challenge our comfort,” Trone said.
Inspired by the AP Seminar class offered at some schools, this new format allows students to explore topics they are passionate about while engaging in deep discussions and hands-on projects.
Already, students have tackled a range of thought provoking activities. They started with a Model United Nations simulation on climate change.
“We thought an interesting first issue would be if the world could agree to cut carbon emissions by a certain percentage by 2050. We found that there was little appetite for the countries to work together and even less to enforce a binding resolution. Sometimes we learn from failure,” Trone explained.
Students also were able to analyze the school’s current US History curriculum, debating what historical knowledge is essential. They spent time redesigning the curriculum and challenging each other’s perspectives.
“We spent the better part of a week exploring, debating, arguing, and challenging one another to prove what is essential historical knowledge. Our next task will be to balance the nation’s budget!” Trone said.
A key feature of the class is the absence of traditional grading. Trone believes that education should focus more on curiosity and engagement rather than grades.
“My ‘passion project’ has been finding new meaning in school. I have personally been dissatisfied at what school has become and how silly it is. We memorize facts, give tests, forget facts, rinse, and repeat. There is little authenticity in the process. We challenge students to learn content facts but coddle their thinking,” Trone said.
He sees education as more than just grades.
“For too many students, the ‘end of’ education is either an A or a D (passing). The learning, reflecting, and most importantly, risk-taking has been squashed out of the fear it might harm a GPA or, imagine this, we get a question wrong! The gifted seminar class spoke to me because it’s a class without grades. We learn because we’re interested. We engage because we’re engaging. It’s how school can be,” Trone explained.
Instead of the normal A-F grading system that is decided by points accumulated, this class goes off of the O,S,U system, deciding if students’ efforts are outstanding, satisfactory, or unsatisfactory.
Senior Cassidy Gable described her experience taking the course her freshman year, before it underwent this update.
“I took Seminar my freshman year, and at the time, it was largely a study hall. We did have a trimester-long research project where we had to produce some sort of product; I did mine on book bans in schools. We were also responsible for reading a chapter in a novel and discussing it with the class. It was a great environment, even if it wasn’t productive per se. We had interesting conversations which dove into philosophy, politics, environmentalism, and science,” Gable shared.
She also goes on, detailing the changes she’s noticed since taking the new class this year.
“This year, it is much more structured. We have a larger group, which makes for better discussions. There’s also a greater emphasis on the humanities over science, which is nice to see,” Gable said.
For Gable, one of the most memorable moments so far was watching 12 Angry Men, a film from 1957 discussing the morality of the jury system.
“We had some very relevant and good discussions concerning the subjects the movie touches on. It personally sparked a lot of thought in me. I was thinking about the movie for days,” Gable said.
Looking ahead, Gable is hopeful about the class’s future.
“I hope to see a continued emphasis on discussions and activities which challenge our ways of thinking. I want the class to continue to grow and become an opportunity for enrichment. I’d love to see the class evolve into AP Seminar one day, open for kids without a GIEP with a mix of discussions and research for a long-term project,” Gable said.
Trone is excited for the future as well. He plans to continue adapting the course while maintaining its focus on deep intellectual engagement.
“The course will become more structured as I continue to study the AP Capstone Program and what is expected of the teachers and students who participate. Luckily, our amazing teachers already prepare students for the requisite skills as students must be familiar with varying points of view about a problem, nuanced biases, etc.,” Trone said.
Trone’s teaching style is clear: he wants students to create their own ideas, not just give spit back answers.
“I love the argument. My teaching style is to challenge students to think, not memorize,” Trone said.
The course will continue to evolve as he looks for new ways to inspire engagement.
“I appreciate the opportunity to explore. Few schools would create an opportunity for a class about nothing. But Seinfeld, a proclaimed show about nothing, turned out to be a hit and this class will too. It’s rejuvenating to find value in what you do.”
