I believe that by showing students the work they will be doing creates a visual roadmap for success in the course. As well I think it creates an avenue for the student to have a daily tracker of what is coming up to avoid any ambiguity
It gets them engaged in the process. They can see a tangible example of what they will be producing. In culinary arts it's usually posible for them to eat the product as well, bringing in their sense of smell and taste. Also, if the students can watch a demonstration of the product being produced they can pick up hints on technique that are often overlooked in a set of written directions, like how an instructor is holding their knife etc. Seeing that it is "possible" is all the encouragement that some students need.
Hi Patricia,
I scrolled through the entire forum but I haven't found anything specific for instructors who teach on-line courses. This presents a different set of challenges. I would love to be able to present examples of A,C and F work. However, posting them could be confusing to your students, especially for those who don't regularly listen into your lectures (either live or taped.) Do you have any suggestions as to how we can go about showing examples of student work without further confusing our new class?
Thanks,
Peter
That is why it is paramount to divide projects in sections with deadlines for each area.
Mariann U
To get student 'buy in' into the course and generate student interest. It also provides a visual frame of reference for the student's objectives and expectations.
Hi Mariann,
By using this approach, you will see the quality of work will improve tremendously by students. You're right, students will pull an all nighter in a minute.
Patricia
It helps them to visualize the work they will be doing
I think most students like seeing what the expectation is. I show examples of former students who have recieved an A.
It help them understand my requirement and the format to used it also give them a quideline how to prepare their work
I think that a picture worth a thousand words. I have discovered that my students have a clear picture of what is a good work from the bad ones after I showed them some of my previous students' works to them.
I agree with your approach and strategy. Although, I have never done this before, next time I give a Case Study I will break it down in parts and give due dates for each specific section. I agree with you that students will probably learn better, because I believe some of them wait until the night before the due date and pull an all nighter to get the project done.
Thanks for your foresight and input,
Mariann U
I provide three samples: a very good one - the "A" paper, a good to fair one - the "B/C" paper and a bad one - the "D/F" paper. Give them resources to look online on how to write a report and deadlines as to when the "outline" is due, when the "opening" paragraph is due, and when a "rough draft" is due, and then the final is due. If you provide deadlines through-out the course (because u won't have the papers that have been done the night before), the students are more like to "learn" the topic at hand.
It reduces any anxiety of what is expected from them. I like to show ideal examples created by former students. It encourages them to do better.
It sets a standard. In general students want to do well and give the instructor what they are looking for. If a model is presented it is easier for the students to emulate the behaviors and deliverables required to to well in the course.
I agree with your approach in warning the students against a copy- cat method. Examples are to be used as guidelines for future student sucess not direct replicates of the shown assignment.
Mariann U
By showing examples an instructor can pique interest, lay out the requirements and establish the target a student should strive for. Perhaps the most important part of this is the piquing of interest. It can get the mildly interested student excited about the class. "WOW! I'm going to be abLE TO DO THAT."
I feel that be showing your students examples of the work they will be doing in the upcoming course; it gives them an insite as to what they should expect. Some students take courses that they have not previously researched, therefore when they enter the class they have no expectations and are not excited. I believe that if you show them visual examples or even verbally explain to them what they can look forward to doing, you can then assest what they might be more or less interested in. You can then taylor the lesson plan for those particular days accordingly.
It is very valuable to show students examples of work that they will be doing in upcoming course because this example serves as a model regarding course standards, requirements - and how it looks when executed well.
I give my students a specific checklist for the wine and food menu pairing assignment, and then give them a sample of a well written menu as a guide.
This helps the new students see what is expected, how it should look when done well, as well as the deadline for when the paper is due.
Not to be overly simplistic but comfort and quality. They can see what they need to be succesful which can comfort them and they understand the quality level for which they should strive. Of course I warn against a copy-cat method and it can limit creative responses. Many students will just replicate what we give them and not think about solving the problem.
It is helpful to show students examples of the work they will be doing in upcoming courses so that they can see the critical nature of what they are learning now, and how it will be applied later.
