Maintaining Motivation after Low Scores...
My class has a variety of students that earn a variety of grades - from A all the way down.
At the same time, due to the course, the scheduling, and other factors, most of the students in my smaller class all tend to know each other outside of class, and are a fairly tight-knit group. Tight knit in that although they don't necessarily help each other - they do tend to know what each other is making in the class.
Because of the technical nature of this course (relating to computer graphics) some students naturally perform well and others do not - the one's that do not - after seeing their grades dip below their peers - seem all-too-willing to just give up.
What can be done to keep these students motivated? Perhaps assign a group project? Extra credit to help equalise their grades? I'm not sure.
Some students often fail to apply themselves until they are faced with failure. I have dealt with many students that don't take their work serious until they are told that they are going to be withdrawn from the class due to poor performance.
Susan, great strategy and one I tend to agree with in regards to the use of assessment tools. What conversations do you have with your students so they understand what you are trying to accomplish by issuing so many assessments? The more your students understand your methodology the more they will embrace and realize you are trying to assist them in the overall learning process.
James Jackson
Kim, great topic with regard to failing is part of success. There are so many great examples of learning from past failure before reaching true success. Sometimes students are so afraid of even trying for concern of failing that they are paralyzed and do not even know how to be successful.
James Jackson
I give 8 quizzes with review time before, but I only count 3 of the 8. I really consider the quizzes as review, not evaluations. Most students manage 70 or above on these. My final exam has two very different parts: a painted or drawn part and a short written answer part. Most students can find a way to answer good parts of these. I do consider the exam an evaluation, but with so many quizzes and other project grades, any sting there is mitigated by quantity.
we just need to keep them motivated , maybe by words of encouragement, let them know most people bomb a test once in while and its ok.
This is a very good point in regards to western society's focus on grades. Some students excel in the academic area, but seem to lack in the practical application of the material in the real world.
I always ask students on the first day of each class to write down what they hope to achieve in the class, and their past skills and current interests. I find this really helps me to gauge where a student is coming from and the best way to motivate him or her if anyone falls behind.
Cheers!
some students often do have numous external factors that seem to affect thier overall performance
Hi William!
You face a tough challenge, but one that every instructor faces with diverse adult learners.
In my experiences, a terrific motivator is creating individual success. If letter grades (A, B,C ...) are the only evaluation used, it can isolate certain individuals from any sense of success. Try implementing "competency grades" of ACHIEVES/DEVELOPING initially, thereby allowing the low "testers" some taste of accomplishment early in the course. This limited success step will sometimes ignite a student to reach beyond their prior efforts to gain and maintain what I call "positive educational momentum". With a new sense of "I can do this!" you will see homework assignments improve, then quiz scores, and ultimately test grades.
I agree with Professor Jackson when he states "one size does not fit all" in education, and this is where YOUR creative knowledge needs to establish a progressive "training schedule" for your students. Start with small accomplishments with appropriate positive feedback, ultimately building toward your final objectives.(No marathon runner starts by running 26.2 miles the first day!)
If necessary, seek out a mentor who can help. It's always easier to treat a class as a a single entity, but watch the results when you initially (or longer, if necessary)take the time and interest to "coach-up" individuals toward achievement - your final group results will make the extra effort worthwhile. I wish you and your students the best success!
William, course scores are not always indicative of how well a student can make use of the materials and move forward. In western civilization we most likely put way too much emphasis on grades and not enough on teaching and learning. My recommendation would be focus on the individual student and work towards understanding what was their focus in the first place. If a grade is what is most important then discuss with them why they feel they are not earning the grade they feel they want to deserve. What steps have they taken to earn that grade? What steps will they need to take in the days and weeks that follow to get back on track. For many students they just need a sense of direction and to know there are multiple paths that can lead to success. The path taken by one of their friends is by no means the only path that can be taken. Help each student understand how to find their own path towards success. For some success will be simply a passing grade so help them build that path. For others they may be looking to be higher on the grade scale which means they may have to work a bit harder. The key here is one size NEVER fits all in Higher Education and each student may take a different path to reach how they define success. I hope this helps. I am happy to discuss this further if you are interested.
James Jackson
