As we mentioned in the June 28 and July 5 posts, during the opening keynote at The Teaching Professor Conference, Elizabeth F. Barkley, a professor at Foothill College and author of Student Engagement Techniques: A Handbook for College Faculty (Jossey-Bass, 2010) presented on a topic she titled Terms of Engagement: Understanding and Promoting Student Engagement in Today’s College Classroom.
At the conclusion of the session, she asked attendees to write on a note card one or two ways they promote active learning in their classrooms. As you can imagine, the exercise generated hundreds of great ideas; which we will continue to share during the next couple weeks. We encourage you to add in the comment box your own strategies for engaging and motivating students.
Here are more student engagement tips from attendees:
Getting students involved and making learning their own: I use a participation portfolio that students can choose the things they want to include. They collect/include any item that includes an aspect of American government (political event, election, school meeting, current event, etc.) From this, students see how they can be involved in their learning (and their government)
Task assignment: Oral presentation (10 minutes, 3-5 good sources) on a topic related to what will be on next exam. Very experienced, knowledgeable students are challenged by how to make their knowledge clear, to the point, and related to our course topic. Very weak students are challenged by finding 3-5 “good business sources,” e.g., Wall Street Journal, Business Week, NYT, etc.
When students have a major project, I expect and plan time for them to submit it for feedback before they submit it for a grade—it promotes a “safe” environment and an expectation for success.
I divide the class into a number of groups and they work on problems together. Then they can share with others in class.
I teach business communication; in class one, I ask students to think of a real example of a positive and a negative communications experience. Then we analyze their examples.
Conflict management: Assign students to think of one difficult person they have interacted with who causes tension or conflict. Task is to take one insight from the basic communication course and do one thing different in the next encounter with this person. They submit a brief report on the result. The assignment is due in 4-8 weeks to give students ample time to plan and reflect.
Test often. It keeps them motivated and builds students’ confidence.
Put the student in the shop and have them try their new skills
Make what is being taught relevant to the students’ lives. Example: Teaching about percent concentrations in chemistry, talk about DUI and percent alcohol in blood in determined and calculated.
To create a vision of real-life experience based on learning certain skills in management.
Tell students how the material will relate to their futures; use real world examples/documents.
Hands on learning: Practical experimental learning. Doing the tasks or following the lecture online or using a computer as the lesson/lecture is done or taught.
Balance grade point totals between multiple categories (exams, cases, lead class discussion, current event, worksheets, etc.). This allows students who don’t excel in one area to make up ground in another.
When composing homework assignments, I combine questions of varying difficulty. I ultimately include a problem or two beyond the difficulty required for my course and offer extra credit for solving these problems. The number of students that choose to step up to the challenge is so incredibly refreshing and motivating.
Active Learning: Independent laboratory projects are the best way I have found to promote active learning.
What do you do to help students value what they are learning? Take the mystery of the reason out of it. In other words, I let the students into the conversations in higher education about why we do what we do and what we hope they get out of it. Then I ask them what we can change for them to get out of it what we hope.
Motivation: Find a “hot issue” and use that to get students to formulate solutions and evaluate responses to solutions. Example: Nobody is happy paying sales taxes. Would you abolish taxes? How will you make up the money lost is sales taxes are abolished?
Active Learning: After working through the concepts, I give students random objects. In groups they draw analysis to the concepts connecting the ideas and sharing with their group members.
Motivation: The instructor indentifies a variety of assignments that meet the objective and that provides for different learning styles of students from which students may choose.
Pull something out of a website from today’s financial markets and link it to something we will talk about today and have the students tell us how that link can be used to help in their career quest.
When teaching graduate students how to teach online, I encourage them to consider face-to-face methods that are effective for certain topics and use parallel/similar techniques online, such as small group discussion or think/pair/share. These techniques can be effective online as well.
Expand what appears on a PowerPoint slide and ask students to refute it.
For motivation, my version of a “wildcard” assignment in my American Literature class: Pick one of the following: digital storytelling, paper (critical, pedagogical—for my pre-service teachers), creative), American literature game, or poster. But each one requires critical reflection.
To increase expectation of success: Because I know how difficult it is for students to remember everything they have learned and/or studied for a test, I offer some choice items (fig., choose A or B) so they can show what they know.
Community—I do team-building exercises at the beginning of the semester.
Active learning: Have students take responsibility for their learning by applying lesson concepts to their occupations, field of expertise, and personal experience.
Model these attributes in everything I do (from day 1); if I am enthusiastic, clear in my expectations, and believe the value of what we’re doing, they will be more engaged.
“15 Minutes of Fame”: The student gets to choose a topic they feel they could teach the class (for 15 minutes), they become the expert with certain guidelines to follow. Motivation—they are the “star” for 15 minutes. Active learning—they research. Task—they choose the topic. Community—they all practice with each other to get feedback before their 15 minute presentation. Holistic—they learn all types of things; respect, confidence, professionalism, body language, etc.
To develop a class community, I ask students to post a blog entry on-line (campus topic) and read other posts and comment. I have the students use their names.
Be positive and available. Have a form for the first day of classes asking students questions to ascertain how they came to a Post-secondary Institution, such as; Were you asked to be here? (By your parents), How do you feel about being here?
Motivation: Offer one question thrown out on quiz for “classroom” 100 percent attendance. “Stickers” to reward “A’s.”
I have 8-10 guest speakers come in.
I have 2 group assignments to go out and interview experts in industry for presentations.
Active learning: In a writing course, students receive each others drafts throughout the semester and one by one the whole class peer reviews the drafts. Students learn from other student papers and gain critical feedback on their own paper. In other words, every paper is read by every student, and every student must provide feedback.
For community & challenge: I use team service-learning projects in which students work on real organizational tasks which are challenging.
Public Speaking—End of the semester speech competition: all completed outside the regular class time. Motivation—Winning class does not have to take the final. Work as a community—The whole class has to contribute; vote on class speakers, visual and preparation outline, etc.
Community/Motivational Task: Visiting, via field trips, museums, during a class on Foundations in Bilingual Education or Methods of Teaching Social Science.
Sense of Community: I use “team-based learning” in my intro courses.
Holistic learning: So important to have students reflect on a learning experience and talk about how it felt (what we their emotions?) and how they might do things differently.
After presenting a concept, I summarize by asking students to think (and share) these about the concept: Who cares? Why do they care?
Motivate: Start each class with a “hook”—something that is contextual and related to the day’s concepts—provides relevancy and captures interest and involvement.
Motivation—Self motivated. Active Learning—Presentation (group). Task—Never Presented before. Community—Form groups 4-5 students. Holistic Learning—All applied info evenly.
I tell my students that I learn from them even as I teach. Learning is a shared activity. We are a community of seekers traveling toward a goal of knowledge.
Value: Speaker from related career speak on the outcome of education.
Motivation & Active Learning: To teach costume history, I had students write about why they wear clothes and why change certain items, compared to an appropriate moment in history.
I engage students to choose a concept from the course and teach a segment of the class.
Use short appropriate videos (expectancy) and tie it to a career (value) strategy.
Get the class to teach itself a concept/jigsaw.
With 40 students, divide into 8 groups of 5. 20 minute study sessions, with materials provided, then a 10 minute presentation from each group, followed up with a 10 minute debrief.
I start with an activity that will captivate their attention.
Get students to take ownership of their own learning. Provide them with projects and subject matter that connects to them personally. Show them how their knowledge can impact the world.
Motivation: Emphasize constantly how the new knowledge will serve them in their future.
Work optimally, feel valued, and learn holistically. I set the students up as instructors. They choose a brief lesson in a particular technique. They then present to the class, then the school.
Motivation: Had students act as ambassadors. They go promote the department and in doing so, realize why they like it.
Motivation: Since I am aware that “I” cannot “motivate” anyone, as motivation comes from within oneself and since I teach medicine, I always and continually remind my “medical students” that patients will be putting their lives in their hands and they deserve to be seen by a competent provider.
Teaching a skills lab (hands on) in learning to examine to different use of the knowledge.
Active Learning: Use real life examples (personal case studies) to relate students to students to learning.
Motivation: Don’t put deadlines on learning. If a student learns yesterday, tomorrow or in two weeks, the grade is the same.
Value: Have students negotiate evaluation methods (test & assignments) based on learning outcomes for the course.
Community: I give students a questionnaire to fill out on day 1 & then the 2nd week, put them into groups of 3-4 students with similar goals & backgrounds. They sit in their groups in class & during class, do problem solving exercises together. They help each other and learn from each other.
Measureable results: Apply task initially and again in 8 weeks, then they are graded on the growth.
Showing students how the subject relates to ‘real life’ is a real motivator. I use examples from TV shows and the news to drive the point home.
Take students’ pictures 1st day of class and memorize their names. Call students by name from the 2nd class on. Use their names frequently. This instills community and aids in engagement because students cannot hide.
Enhance value and therefore motivation by applying concepts to current and actual problems form the students’ live. It works well in Psychology of Learning and Motivation and Emotion courses.
Always find a means to connect content with everyday things. While difficult for everything, very effective for the ones you have. I am an ecologist, so anecdotal stories go miles. Students love it.
Motivation: Excitement/Passion. If I present my subject matter with passion and excitement (show my passion and excitement for biology), students (not all, but some) have commented that this gets them excited about biology and motivates them to learn about it too.
Got a tip? Please share it below.
Tagged with active learning, building student engagement, Effective Teaching Strategies, student engagement
How Do I Create Meaningful and Effective Assignments?
Prepared by Allison Boye, Ph.D.
Teaching, Learning, and Professional Development Center
Assessment is a necessary part of the teaching and learning process, helping us measure whether our students have really learned what we want them to learn. While exams and quizzes are certainly favorite and useful methods of assessment, out of class assignments (written or otherwise) can offer similar insights into our students' learning. And just as creating a reliable test takes thoughtfulness and skill, so does creating meaningful and effective assignments. Undoubtedly, many instructors have been on the receiving end of disappointing student work, left wondering what went wrong… and often, those problems can be remedied in the future by some simple fine-tuning of the original assignment. This paper will take a look at some important elements to consider when developing assignments, and offer some easy approaches to creating a valuable assessment experience for all involved.
First Things First…
Before assigning any major tasks to students, it is imperative that you first define a few things for yourself as the instructor:
- Your goals for the assignment. Why are you assigning this project, and what do you hope your students will gain from completing it? What knowledge, skills, and abilities do you aim to measure with this assignment? Creating assignments is a major part of overall course design, and every project you assign should clearly align with your goals for the course in general. For instance, if you want your students to demonstrate critical thinking, perhaps asking them to simply summarize an article is not the best match for that goal; a more appropriate option might be to ask for an analysis of a controversial issue in the discipline. Ultimately, the connection between the assignment and its purpose should be clear to both you and your students to ensure that it is fulfilling the desired goals and doesn't seem like “busy work.” For some ideas about what kinds of assignments match certain learning goals, take a look at this page from DePaul University's Teaching Commons.
- The levels of your students. What do your students already know, and what can they do when they enter your class? Knowing what your students are (or are NOT) bringing to the table can help you tailor the assignment appropriately for their skill levels, for an assignment that is too challenging can frustrate students or cause them to shut down, while an assignment that is not challenging enough can lead to a lack of motivation. Knowing your students' levels will help you determine how much direction to provide for them as well. Some abilities you might want to investigate include:
- Have they experienced “socialization” in the culture of your discipline (Flaxman, 2005)? Are they familiar with any conventions you might want them to know? In other words, do they know the “language” of your discipline, generally accepted style guidelines, or research protocols?
- Do they know how to conduct research? Do they know the proper style format, documentation style, acceptable resources, etc.? Do they know how to use the library (Fitzpatrick, 1989) or evaluate resources?
- What kinds of writing or work have they previously engaged in? For instance, have they completed long, formal writing assignments or research projects before? Have they ever engaged in analysis, reflection, or argumentation? Have they completed group assignments before? Do they know how to write a literature review or scientific report?
In his book Engaging Ideas (1996), John Bean provides a great list of questions to help instructors focus on their main teaching goals when creating an assignment (p.78):
1. What are the main units/modules in my course?
2. What are my main learning objectives for each module and for the course?
3. What thinking skills am I trying to develop within each unit and throughout the course?
4. What are the most difficult aspects of my course for students?
5. If I could change my students' study habits, what would I most like to change?
6. What difference do I want my course to make in my students' lives?
What your students need to know
Once you have determined your own goals for the assignment and the levels of your students, you can begin creating your assignment. However, when introducing your assignment to your students, there are several things you will need to clearly outline for them in order to ensure the most successful assignments possible.
- First, you will need to articulate the purpose of the assignment. Even though you know why the assignment is important and what it is meant to accomplish, you cannot assume that your students will intuit that purpose. Your students will appreciate an understanding of how the assignment fits into the larger goals of the course and what they will learn from the process (Hass & Osborn, 2007). Being transparent with your students and explaining why you are asking them to complete a given assignment can ultimately help motivate them to complete the assignment more thoughtfully.
- If you are asking your students to complete a writing assignment, you should define for them the “rhetorical or cognitive mode/s” you want them to employ in their writing (Flaxman, 2005). In other words, use precise verbs that communicate whether you are asking them to analyze, argue, describe, inform, etc. (Verbs like “explore” or “comment on” can be too vague and cause confusion.) Provide them with a specific task to complete, such as a problem to solve, a question to answer, or an argument to support. For those who want assignments to lead to top-down, thesis-driven writing, John Bean (1996) suggests presenting a proposition that students must defend or refute, or a problem that demands a thesis answer.
- It is also a good idea to define the audience you want your students to address with their assignment, if possible – especially with writing assignments. Otherwise, students will address only the instructor, often assuming little requires explanation or development (Hedengren, 2004; MIT, 1999). Further, asking students to address the instructor, who typically knows more about the topic than the student, places the student in an unnatural rhetorical position. Instead, you might consider asking your students to prepare their assignments for alternative audiences such as other students who missed last week's classes, a group that opposes their position, or people reading a popular magazine or newspaper. In fact, a study by Bean (1996) indicated the students often appreciate and enjoy assignments that vary elements such as audience or rhetorical context, so don't be afraid to get creative!
- Obviously, you will also need to articulate clearly the logistics or “business aspects” of the assignment. In other words, be explicit with your students about required elements such as the format, length, documentation style, writing style (formal or informal?), and deadlines. One caveat, however: do not allow the logistics of the paper take precedence over the content in your assignment description; if you spend all of your time describing these things, students might suspect that is all you care about in their execution of the assignment.
- Finally, you should clarify your evaluation criteria for the assignment. What elements of content are most important? Will you grade holistically or weight features separately? How much weight will be given to individual elements, etc? Another precaution to take when defining requirements for your students is to take care that your instructions and rubric also do not overshadow the content; prescribing too rigidly each element of an assignment can limit students' freedom to explore and discover. According to Beth Finch Hedengren, “A good assignment provides the purpose and guidelines… without dictating exactly what to say” (2004, p. 27). If you decide to utilize a grading rubric, be sure to provide that to the students along with the assignment description, prior to their completion of the assignment.
A great way to get students engaged with an assignment and build buy-in is to encourage their collaboration on its design and/or on the grading criteria (Hudd, 2003). In his article “Conducting Writing Assignments,” Richard Leahy (2002) offers a few ideas for building in said collaboration:
• Ask the students to develop the grading scale themselves from scratch, starting with choosing the categories.
• Set the grading categories yourself, but ask the students to help write the descriptions.
• Draft the complete grading scale yourself, then give it to your students for review and suggestions.
A Few Do's and Don'ts…
Determining your goals for the assignment and its essential logistics is a good start to creating an effective assignment. However, there are a few more simple factors to consider in your final design.
First, here are a few things you should do:
- Do provide detailin your assignment description. Research has shown that students frequently prefer some guiding constraints when completing assignments (Bean, 1996), and that more detail (within reason) can lead to more successful student responses. One idea is to provide students with physical assignment handouts, in addition to or instead of a simple description in a syllabus. This can meet the needs of concrete learners and give them something tangible to refer to. Likewise, it is often beneficial to make explicit for students theprocess or steps necessary to complete an assignment, given that students – especially younger ones – might need guidance in planning and time management (MIT, 1999).
- Do use open-ended questions. The most effective and challenging assignments focus on questions that lead students to thinking and explaining, rather than simple yes or no answers, whether explicitly part of the assignment description or in the brainstorming heuristics (Gardner, 2005).
- Do direct students to appropriate available resources. Giving students pointers about other venues for assistance can help them get started on the right track independently. These kinds of suggestions might include information about campus resources such as the University Writing Center or discipline-specific librarians, suggesting specific journals or books, or even sections of their textbook, or providing them with lists of research ideas or links to acceptable websites.
- Do consider providing models– both successful and unsuccessful models (Miller, 2007). These models could be provided by past students, or models you have created yourself. You could even ask students to evaluate the models themselves using the determined evaluation criteria, helping them to visualize the final product, think critically about how to complete the assignment, and ideally, recognize success in their own work.
- Do consider including a way for students to make the assignment their own. In their study, Hass and Osborn (2007) confirmed the importance of personal engagement for students when completing an assignment. Indeed, students will be more engaged in an assignment if it is personally meaningful, practical, or purposeful beyond the classroom. You might think of ways to encourage students to tap into their own experiences or curiosities, to solve or explore a real problem, or connect to the larger community. Offering variety in assignment selection can also help students feel more individualized, creative, and in control.
- If your assignment is substantial or long, do consider sequencing it. Far too often, assignments are given as one-shot final products that receive grades at the end of the semester, eternally abandoned by the student. By sequencing a large assignment, or essentially breaking it down into a systematic approach consisting of interconnected smaller elements (such as a project proposal, an annotated bibliography, or a rough draft, or a series of mini-assignments related to the longer assignment), you can encourage thoughtfulness, complexity, and thoroughness in your students, as well as emphasize process over final product.
Next are a few elements to avoid in your assignments:
- Do not ask too many questions in your assignment. In an effort to challenge students, instructors often err in the other direction, asking more questions than students can reasonably address in a single assignment without losing focus. Offering an overly specific “checklist” prompt often leads to externally organized papers, in which inexperienced students “slavishly follow the checklist instead of integrating their ideas into more organically-discovered structure” (Flaxman, 2005).
- Do not expect or suggest that there is an “ideal” response to the assignment. A common error for instructors is to dictate content of an assignment too rigidly, or to imply that there is a single correct response or a specific conclusion to reach, either explicitly or implicitly (Flaxman, 2005). Undoubtedly, students do not appreciate feeling as if they must read an instructor's mind to complete an assignment successfully, or that their own ideas have nowhere to go, and can lose motivation as a result. Similarly, avoid assignments that simply ask for regurgitation (Miller, 2007). Again, the best assignments invite students to engage in critical thinking, not just reproduce lectures or readings.
- Do not provide vague or confusing commands. Do students know what you mean when they are asked to “examine” or “discuss” a topic? Return to what you determined about your students' experiences and levels to help you decide what directions will make the most sense to them and what will require more explanation or guidance, and avoid verbiage that might confound them.
- Do not impose impossible time restraints or require the use of insufficient resources for completion of the assignment. For instance, if you are asking all of your students to use the same resource, ensure that there are enough copies available for all students to access – or at least put one copy on reserve in the library. Likewise, make sure that you are providing your students with ample time to locate resources and effectively complete the assignment (Fitzpatrick, 1989).
The assignments we give to students don't simply have to be research papers or reports. There are many options for effective yet creative ways to assess your students' learning! Here are just a few:
Journals, Posters, Portfolios, Letters, Brochures, Management plans, Editorials, Instruction Manuals, Imitations of a text, Case studies, Debates, News release, Dialogues, Videos, Collages, Plays, Power Point presentations
Ultimately, the success of student responses to an assignment often rests on the instructor's deliberate design of the assignment. By being purposeful and thoughtful from the beginning, you can ensure that your assignments will not only serve as effective assessment methods, but also engage and delight your students. If you would like further help in constructing or revising an assignment, the Teaching, Learning, and Professional Development Center is glad to offer individual consultations. In addition, look into some of the resources provided below.
“Creating Effective Assignments”
This site, from the University of New Hampshire's Center for Excellence in Teaching and Learning, provides a brief overview of effective assignment design, with a focus on determining and communicating goals and expectations.
Gardner, T. (2005, June 12). Ten Tips for Designing Writing Assignments. Traci's Lists of Ten.http://www.tengrrl.com/tens/034.shtml
This is a brief yet useful list of tips for assignment design, prepared by a writing teacher and curriculum developer for the National Council of Teachers of English. The website will also link you to several other lists of “ten tips” related to literacy pedagogy.
“How to Create Effective Assignments for College Students.”
This PDF is a simplified bulleted list, prepared by Dr. Toni Zimmerman from Colorado State University, offering some helpful ideas for coming up with creative assignments.
From the Centre for Teaching Excellence at the University of Waterloo, this is a short list of suggestions for the process of designing an assessment with your students' interests in mind.
“Matching Learning Goals to Assignment Types.”
This is a great page from DePaul University's Teaching Commons, providing a chart that helps instructors match assignments with learning goals.
Bean, J.C. (1996). Engaging ideas: The professor's guide to integrating writing, critical thinking, and active learning in the classroom. San Francisco: Jossey-Bass.
Fitzpatrick, R. (1989). Research and writing assignments that reduce fear lead to better papers and more confident students. Writing Across the Curriculum, 3.2, pp. 15 – 24.
Flaxman, R. (2005). Creating meaningful writing assignments. The Teaching Exchange. Retrieved Jan. 9, 2008 from http://www.brown.edu/Administration/Sheridan_Center/pubs/teachingExchange/jan2005/01_flaxman.pdf
Hass, M. & Osborn, J. (2007, August 13). An emic view of student writing and the writing process. Across the Disciplines, 4.
Hedengren, B.F. (2004). A TA's guide to teaching writing in all disciplines. Boston: Bedford/St. Martin's.
Hudd, S. S. (2003, April). Syllabus under construction: Involving students in the creation of class assignments. Teaching Sociology, 31, pp. 195 – 202.
Leahy, R. (2002). Conducting writing assignments. College Teaching, 50.2, pp. 50 – 54.
Miller, H. (2007). Designing effective writing assignments. Teaching with writing. University of Minnesota Center for Writing. Retrieved Jan. 9, 2008, from http://writing.umn.edu/tww/assignments/designing.html
MIT Online Writing and Communication Center (1999). Creating Writing Assignments. Retrieved January 9, 2008 from http://web.mit.edu/writing/Faculty/createeffective.html.