Some students are habitual offenders while others never miss a deadline. So, what’s the best way to deal with late assignments, missed exams, and other deadline delinquencies? A tough hardnosed policy with consequences or something a bit more responsive to busy schedules and complicated lives?
We’ve chosen to finish up our series on assignments with information on learning logs. Like the innovative and interesting assignments we plan to continue highlighting, learning logs are versatile and can be used to accomplish a range of learning out comes.
Our March installment in the collection of materials on assignments included an assignment template we proposed could be used as part of the assignment design process. We used the template to describe an assignment in which students read the syllabus and responded to it in
Nothing has informed my teaching practice as much as serving as a writing tutor for high school and college students. It has been sobering to see, through their eyes, how unclear our assignments can sometimes be. Believe me, I’m guilty too. In fact, it’s the
Low-stakes assignments include work we have students do that doesn’t count for a large part of the course grade. There’s a strong set of reasons to use these kinds of assignments, but also some challenges. Let’s take stock.
For our next installment in this series on assignments, we’d like to share an assignment template that we think can be helpful to teachers and students. Let’s start with how it can help teachers. It’s no surprise that we think many teachers could do a
Do these learning devices deserve a bigger space in our instructional tool boxes? They’re sort of taken-for-granted aspects of teaching and learning. We know where they belong: at the end or beginning of a session, a topic, a unit/module, a chapter, a set of related
In an era of hyper-focus on students’ academic performance, is it possible that schoolwork is actually too easy? I recognize that this might seem a strange question, given how much we hear of stressed-out students, slogging through hours of homework and blizzards of standardized tests.
I am thankful for Jennifer Trainor’s insightful “Assignment Details: What if You Provide Too Many?” She raises what should be a real concern for teaching professors: Am I doing too much for my students? In other words, are teachers compromising student learning when we compose
This installment of our continuing series on assignments is devoted to assignment clarity. We believe that many good assignments fall short of achieving what faculty expect because students struggle to understand what they are to do and why they are doing it. The assignment description
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