I believe that showing learners examples of projects and assignments prepares them for what is expected during the course and how others have responded to the assignments.
If you introduce projects that are required during the syllabus stage, and then show them what learners have produced, it also excites them to see what can be learned during the process of taking the class.
In line with the motivation discussed early in unit one of the course, this type of modeling can demonstrate to the teacher and the learner how motivated students are to actually learn the material to produce a product whether it be a report or 3D scale model of what they are studying.
To attract their interest ond capture it to keep them engaged.
Hi Donte,
That's right! Visuals add great clarity to assignments and to solidfy thigs a rubric sheds light on how each portion will be graded.
Patricia
Hi David,
Seeing an example and having former students to showcase the example certainly add to the relevance of the course and the motivation to get the students started on the project.
Patricia
Hi Ramon,
I concur! Showing examples is a win-win situation for the students. Students understand better by seeing a visual.
Patricia
I always keep "good examples" of projects completed by my previous students. They give my new students a concrete example as well as the
acceptable "standard" I expect them to submit to me and also relieves student anxieties regarding what my grading standards shall be.
Students see results and this adds to the WIIFM mentality that will increase student buy-in. Often students from more advanced courses bring by projects to the earlier classrooms to show students what they will be doing in future modules. This also helps with program completion motivation as well as individual course motivation.
When I was growing up in Chicago, there was a morning children's show starring a man named Ray Rayner. Rayner's variety show featured cartoons, puppets, a real live duck, and an arts and crafts module, wherein Ray would try to create some artifact with glue, popsicle sticks and construction paper. The thing of it was, one of the art directors for the station made the project first, and it would always be sitting in its glorious finished form, as Ray struggled to make his version of it. His never came out as well as "Chauncey's" (his name for all in the backstage crew), be as children we were delighted to watch him try. Many students want to see a finished project or at least to get an idea of what the finished product of some assignment will be, so they know what they are aiming for. Theirs might not be as good as "Chauncey's," they know, but competing with focus is half of the fun.
It is a good idea to show students examples of work so that they can visualize assignments and get an idea as to what the assignment entails and also the type of work that needs to be put into it. It is also good for instructors to explain their grading procedures on the examples so that students are aware of the exepectations for the assignments.
After verbally giving the requirements and my expectations for a project or report, I actually show my students 3 examples of a report or project. One that exceeds the requirements and expectations, one that meets the requirements and also,one that falls below the requirement/expectations. I explain the reasons one was above, why one met, and why the last one was below the requirements/expectations that I am looking for. When the students see the examples and the points each of the projects received it clearly defines what I am expecting from them instead of them trying to interpret what I would want in the content of their project/report.
Hi Arlene,
Students are less nervous once they see the completed product.
Patricia
Hi Warren,
Most projects are not in the book, and the finished product is certainly not in the book. Seeing the finished product is excellent to share with students for various reasons.
Patricia
would using other students material be any different then what is in the book?
I teach Algebra at a career college. I have never thought of showing examples of student work. I believe I will give that a try. I teach older students and I hope that this will put them at ease.
It aslo serves as a goal to attain because I believe we'd show the best of the best.
They get a better understanding of what is required of them.
It gives them a better idea, by physical examples, of what the words of the syllabus and instructor acutlly mean with less chance of misinterpretation or misunderstanding
Hi David,
Examples are great, and they can certainly clear up a lot of confusion. Super way to add clarity.
Patricia
Hi Lynda,
I know of some instructors who show good and bad examples so that students know if they follow suit they will earn the same grade either good or bad.
Patricia
Hi Cynthia,
Showing a good example as to how an assignment should be done is appreciated by students. Students love seeing the finished product.
Patricia
