Many students can more easily relate to the work if examples are used. They have an idea about how to proceed.
It is helpful because it will give them an idea as to what they have to look forward to. It will help them be better prepare for the course. Also, students will know, and not have to try to figure out, what the requirements for the course are.
To give them a more visual idea of the assignment. Visualization promotes learning.
So, you would keep samples of the work that was previously submitted by former students.
It is helpful because it will give the students a visual or general idea of what is to be expected.
Showing the students the different examples, such as the bad, good, and "out of the box", allows students to get a comfort level with the expectations of the course. It brings the "unknown" into the realm of the familiar and comfortable.
Hello John,
I can not mention enough positive things about showing examples of student work. You indicated some great points!
Patricia
Hi John,
That's right! Never reveal the student's identity.
Patricia
Hi John,
It tends to all make sense when they can see the finished product. Examples are excellent teaching aides.
Patricia
It is my opinion that they will feel less intimidated and more engaged if they see examples of what other students have done, and not just something the teacher has prepared for them or gotten from the text publisher.
Hi Dixie:
I agree that examples are helpful. I never thought of different quality examples, and am concerned that an example I show a class is the exact and only way they will do the assignment. I will try this idea soon. Obviously, we must remove student names from the examples, whether good or bad.
John
Hi Dixie,
Whenever I think of three samples. I think of an "A" example, a "C" example, and an "F" example, therefore students can see outstanding work, mediocre work, and unacceptable work.
Patricia
Though 'showing examples' do take extra time to provide, I find it has strong value. Students appreciate these examples; it in no way limits their creative thought process, but eases their concerns (if any) and solidifies what they've learned. In addition, if they're slightly off track, then these examples gently nudges them back onto the main learning track.
I like to be able to show at least three samples, preferably including one that's just a tad "outside the box." If I give them only one example, they often try to copy it too closely. Three can help them understand the flexibility they have as well as the limits. Sometimes it's also helpful to show a couple of bad examples and talk about why they don't measure up. I'm careful to take those bad examples up, so nobody gets confused about which are the role models and which are the horrible examples.
Showing the students how the equipment operates and how it will be used gets them exited about using the equipment and seeing the results we have discussed in class.
Hello Caroline,
Students are very interested in the end product. Visual is excellent!
Patricia
So they can see how an outcome should look.
