Presenting requirements for high quality work
How can an instructor present requirements for high quality work in a way that increases student retention?
Thanks for the tip on showing students examples of previous high quality work. I was wondering how I can encourage my math students to show their work more neatly and clearly. I had never thought of passing around an example of a previous student's quality work. That might even make a good motivator. Students might try to work towards the distinction of having their work used as good example for the next class. Thanks for the great idea!
Hi Summer,
I like this approach. I have used one similar to this and you are right about how it seems to enhance the quality of the work of students. They like to use their creativity when completing their assignments and these points are a reward for their effort.
Gary
I agree with others that having benchmarks for progress is important.
Another technique I use is to, within clearly specified guidelines, give students as much ownership and creative control as possible. And even saying things like, "I'm looking forward to seeing some amazing work" plants an important seed. Showing students examples of previous high quality is also helpful. For major projects I always factor in a 5% overall creativity percentage. This small 5% can go along way to producing high quality work.
Group work assignments can be very helpful. Projects can be designed to capitalize upon the various learning styles of the students. I have students tell me they appreciate the group work because it helps them understand how to get started and that they are more motivated because their participation affects their peers. The students then present their group conclusions to the rest of the class. This also helps them take ownership of the learning experience.
Hi Jacqueline,
This are little hints and strategies that can be of real help to your students. Thank you for sharing them with us. I know many instructors forget to give them some success strategies for developing their assignments such as the reading aloud suggestion.
Gary
I find that having benchmarks of success not only maintains the standards for high quality work, but also allows students to feel a sense of achievement at various points in the course. Feedback is critical to the student's understanding. Do not be afraid to provide constructive criticism as long as you also explain (or demonstrate) why the skills that need to be developed are essential to success. I often remind students to read their papers aloud before they hand them in as it helps to eliminate errors of grammar and mechanics, allowing them to focus on the content (which is really what they want to learn). From that, they also see how such errors distract a reader (or potential employer) from concentrating on what is being discussed.
Hi Georgia,
By having clear segments of success along the way. If they have an assignment or project they are to complete at a specific time have them complete segments and receive feedback on those segments. Once they receive feedback on those segments they will see the value of application and relevancy to what they are learning and their personal satisfaction greatly increases. In addition they are building the confidence needed to be successful and this leads to greater retention.
Gary
