Hi Marsa,
Yes, as long as the work is practical and applicable students tend to want to do it because they understand the benefit of it.
Patricia
Hi Martha,
I see your point, but it can also give the student an idea to expand from.
Patricia
Catherine, I think the examples can help to show an "A" product vs a "D" product. Sometimes, the examples hinder a students creativity because the visual is all the student can think about.
Examples provide a visual picture of the goals of the class. The examples will provide studens with will a visual and provide each student some idea of the committment needed to get from the beginning to the end of the course.
The examples will also help the students to buy into the course with anticipation (hopefully). Sometimes the examples can intimidate students.
It helps to mentally prepare the student for the work in the classroom and in their new career. The work being done in the classroom should reflect what they will be doing on the job.
This is a great idea. It helps show not only what to do on an assignment, but also what not to do.
An example will make the student more comfortable knowing past successes.
An instructor needs to lead by example.
Most of the students who come to my school are visual learners. That being said it is very important that they see what they will be producing. I also keep portfolios of old students
so that my current students can see examples of what I expect of them.
I do this myself. Once I show the class the rubric that I will use for essays (which itself is an early in-class activity, where we "chart" various aspects of writing, from a "more important" to "less important" basis, and then compare that chart to the rubric), I distribute real sample essays that were submitted by former students. I ask the class to grade the essays using that rubric. After discussing the grades that the students come up with, I reveal the grade that I actually gave the assignments, and we discuss the similarities and differences between their grades and mine. That way the students can see how the rubric actually works to assess their work, and how I will use the rubric.
If, using the same rubric, students grade an essay as an 85 while I graded it as an 87, that indicates that they're mostly using it the same way I would. If, on the other hand, they grade it as an 85 while I arrived at 65, that's a 20-point difference, and that gives us room for discussion about what I saw that they didn't and what they saw that I didn't. After all that, they have a greater understanding about how to use the rubric and in a greater sense, what produces strong and weak writing.
I always keep examples of particular assignments beyond the campus requirement of keeping student work for a certain time period. I keep a range of what I consider "example" work (As, Bs, etc.), as well as work that demonstrates unique or relevant aspects that may come up in future classes.
This will give the student a chance to see that the work can be preformed i have showned student work to other students before along with the requirenents for that particular paper (they only get 5-6 sec. to see them)just a glance not long enough to copy just an example briefly
Hello,
This is a good idea; however, this can lead to tremendous paper overload. Teachers can also attach an individual rubric or grading sheet with each assignment. This can easily be saved on a disk.
Hello,
I think it is important for students to know what different papers look like. I would ask students to judge various assignments for themselves, what they think constitutes an "A," "B," "C," and so on. This might help them analyze their own writing.
Hello,
Students need to have the big picture, so they know what is expected of them. This will help reduce some of their anxiety.
Examples are great reference tools, especially for visual learners. When I provide an example of an assignment, I insert xxxx's in paragraphs and sentences. This way I provide an example of format and writing expectations, but the students are not able to carbon copy a idea which allows them to come up with their own and be creative. Furthermore, most of the students that follow the example writ in a more analytical fashion and the ideas in the assignment are not all the same because I l xxxx out certain text throughout the document.
Hi Julie,
I provide an example before the due date. What good is the example after the due date? We need to be proactive and not reactive.
Hi Marilyn,
I understand what you are saying, and it is a great learning tool, but whenver assignments/projects are given most of the time the students do not have a clue as to what needs to be done. I like to show examples so that students can get an idea as to what is expected of them. I want to make the picture as clear as possible.
Patricia
I show examples without the students names and see if they can find what might be wrong or right. I also have them see and do as many claim forms as time allows so they are more prepared.
There are many reasons to do so, but one is that students come into the class with many varying levels of skills. They want to succeed, but can become easy frustrated. Giving them examples helps them to understand what is being asked of them, and put them on the right track to success.
