Hi Joe,
You are right about points being points. The key are percentages as you mention but I have found over the years that students generally don't think that way. It amazes me that these higher points get them ramped up so I am more than happy to give larger point values to assignments and tests and the students really like getting their "points".
This is what keeps teaching so interesting, we are always trying to figure out what makes students "tick".
Gary
I found the section on the point values interesting as well although I wouldn't agree with increasing the point totals on smaller assignments just to make a student more motivated to do their best.
Generally speaking, a smaller assignment that's worth 10 points in my classes doesn't include as much work as an assignment worth 100 points. For example, if the student is completing an in-class exercise to work with a specific concept, I consider that a "practice" exercise and the points for that are less than an assignment that requires the student to put multiple concepts together.
For both types of assignments, however, students do receive feedback from me (as well as their peers for the in-class activities), so they can see what they've done well and what they need to improve on.
I learned a lot in this section. Returning the students work back in a timely fashion is important for their motivation to learn. I understand this and I also feel that at times I can do better here myself.
The theory about increasing the point value makes sense too-- 10 pts compared to 100 pts. That is an interesting take on what motivates the student. However, I myself would not be motivated with this technique. I guess it's because I'm a "numbers guy" and I always would just compare any point value to the TOTAL points. It's all about percentages as far as I'm concerned....10 out off 100 is the same thing as 100 out of 1,000.....but, yes, most people probably would not think this way.
By offering options in the learning process it empowers the students and lets them self-motivate.
I try to keep my comments on the positive side. Even if it is something that I am telling them they are doing wrong. For example, "You are doing an excellent job. Maybe if you tried it this way, you might find it a little easier".
This way they don't get offended and when they try my suggestion they realize it is easier and much more appreciative.
Positive reinforcement is one of the most effective tools I have found to motivate the student. But it must be valid and sincere. In the online learning class, many of my students do excellent case studies and receive 100 as the grade. Some of them do extra special work, and in those cases I will provide something similar to the following as written feedback (we provide written feedback for each case study): “Outstanding work. The best grade I can give is 100% , but it is an A++++”. I have been told by several students that this encouraged them to continue doing an excellent job . What is a bit harder, is providing reinforcement to those students that do not do outstanding work. I will provide feedback that will describe to them how they can improve their work and ask them to contact me if they have any questions about how they can improve. I do try hard to make it positive and often offer a chance for a “do-over” and provide extra time to improve their work.
Hi Kim,
Good work on your part to get the students feedback on their work as soon as possible. This is so important in keeping them engaged in the learning process. This way they know where they are in the course and what they need to do to improve or continue the success path they are on.
Gary
Students who receive reinforcement feel more confident about their abilities and their own knowledge. This helps to keep them motivated, which in turn builds on that confidence. Providing immediate feedback during class sessions is a great way to reinforce students and motivate them. I always correct quizzes in class as soon as students complete them, allowing them to grade their own papers, get correct answers immediately, and discuss questions about answers they may have missed.
by telling students that thier doing a good job (if they are) you reinforce what thier trying to acomplish and you acknowledge thier success.
Hi Victor,
Good advice for all instructors. We need to remember to reinforce our students so they can continue to progress in their career development.
Gary
A pat on the back can make a world of difference. If the student thinks he can't tell them what they are doing correctly.
Hi Tammie,
It is amazing how important those brief moments of support in helping a student to "get it" really make a difference. This also builds their self confidence which leads to higher student success.
Gary
Hands on experience can be the best teaching method to help students learn and retain. Often times you see students get frustrated because they cant quite get it or they feel they are not getting it like their friends are. When this happens, i find it useful to work them one on one to help them relax. They usually accomplish it then and are much more prepared to then perform it with the other students there.
Hi Linda,
Confidence is a powerful motivator and you are giving your students just that with your reinforcement of their success. By building on their success throughout the course you are going to have students that are comfortable with the knowledge that they have acquired and know how to apply their skills.
Gary
Reinforcement gives the students confidence. When they believe they know the information after hearing, reading, processing, and applying the information they are more confident to talk in class and they have less fear of quizzes and exams.
Hi John,
I really like your examples of how to keep the advanced students engaged while providing support to the newer students. The side benefit of being able to develop stronger communication and social skills that apply to the workplace is extremely valuable.
Gary
I have found that it helps the more advanced students to stay engaged in the learning environment. One technique is to use them as 'team leaders' during labs or in-class exercises. I point out that this is a key skill sought by employers.
Interpersonal communications and teamwork are key skills that help people either get their job, or keep it. I try to show students the value of these skills, and model them in the classroom.
I agree,all of our labs are setup doing projects many times . In most cases the more times the student does a project the better he gets at it, developing a better understanding of what he is doing, and confidence in his ability. There is no substitute for repetition.
If a student sees themselves on the right track by the use of positive reinforcement, they feel their work has value and they continue on.
I believe students need and expect reinforcement. In a career college it is necessary to provide the reinforcement so they keep motivated in their pursuit of their education. When they feel they have learned something they are motivated to continue on.
