As a student I appreciated have a clear understanding of what was expected so as the teacher I always keep good papers and/or good projects to show current students.
I have not thought about using examples of student's work in this way before. I teach classes that are primarily conceptual and analytical. We do not "create" something in class, rather we learn certain principles and apply them. We have open discussions, and this is a time when other students learn how their peers think and react to problems, and compare their own reactions to what they have heard.
But I like the idea of showing an example of another student's work, as a way to motivate students and communicate expectations. I will look for ways to do this with the classes that I teach.
I also like this idea and I plan to use it to communicate to students what the course and program are all about. Sometimes I teach classes for beginning students who do not know what the program is that they enrolled in -- they have been persuaded by something they heard that was very broad, in nature, but they have very little idea about what the "work" will be like once they finish the program. If I somehow show a student's "work", I think it will help communicate what the profession is about - much better than words for some students.
To make them feel more at ease about doing assignments.
A proper example presented for each milestone of coursework not only serves as a template for what is expected but at the same time defines parameters, whether guidelines are strict or loosely bound. Examples in my opinion relieve what I refer to as "expectation anxiety"--if students are presented with a terrific paper from a previous student's work who was awarded high marks it serves as a clear, broad-based example, hopefully relieving some expected assignment tension therfore leading to academic confidence.
Hi Chanda,
When we teach we should try to teach our lessons geared toward all learning styles.
Patricia Scales
Hi Jessica,
I agree! Showing examples provide better clarity. Students have a better understanding of the assignment.
Patricia Scales
There are various types of learners for each type of learner there is a technique to reach each of them. Each individual learning style has to be taken into account and time spent addressing that individual style. Examples are representation of real world experience that the student hope to reach.
I find that when students see examples, whether they are good examples or bad example, it gives them a better idea of what is expected. I have given projects in the past without showing examples and the assignment that was handed in was not what I wanted. I understand that showing them is just as imperative as explaining the assignment. I also think it helps to get their creativity going.
Hi Leon,
I have found that income potential really motivates students. They get excited when you talk about money.
Patricia Scales
Hi Anissa,
You are right, our students need as much clarity as possible so that things will run smoothly.
Patricia Scales
Hi Andrea,
Our students need as many confidence boosters as possible. Let's continue to be their biggest cheerleader.
Patricia Scales
I open every course I teach with a current example of jobs that utilize the content of the course, and sometimes the salaries those people usually make. It helps break the ice and motivate them. Leon
By giving the student examples provides them with the tools to properly execute the assignment to your specific specifications. It doesn't leave things to chance. The opportunity to engage in feedback with the student prior to the assignment with create a win-win situation for all because the student will have a better understanding of what is expected.
Hi Dionne,
This is a good practice; better safe than sorry!
Patricia Scales
Hi Edward,
Students love it when they have an example to follow. I have known some instuctors to include a poor example as well.
Patricia Scales
Providing the student with examples, not only re-enforces what they are being learned and the application of it, but it also gives them confidence that they have the ability to perform problems/tasks just as the example shown.
Good point Kim,
Depends on the students permission. I never share a students work without there permission, even if it's a past student. I keep a file from previous classes and when I see a good example, I get the students permission and ask them "do you want your name on it or shall I remove it?".
Gina brings up a good point. When you show other students poor examples or low scores, it does not instill the confidence they need to excel in the assignment. A brief explanation of objective "do's and don't" without a student example of a poor outcome would be best.
I also have had very positive results sharing examples of very good student work. When I describe an example of what does not work, I often sandwiched in with what was good and what could have been improved.
Courses vary from institution to institution. Students may enter your classroom with an entirely different set of expectations than those of the instructor. An example can clarify what will be expected in the current course.
I think you can do both. I teach English and I fully acknowledge that some students enter my class thinking that they can't write. I address this the first day and empathize with them. I feel the same way about math. For those students it is an opportunity to encourage them that the class will help them to improve their skills. On the other hand, I have also had some students who enter my class thinking they are wonderful writers and they just aren't. In this case they need to know that they do have some weak areas where they can improve. In both cases it's important to be supportive of their feelings and their potential for success.
