I would ask the student to list the reasons why he feels the activites are not relevant. I would also ask that they student come up with activities that he feels are relevant. I would back up the activities and why they are relevant to the topic.
I would try and demonstrate how the questions are relevant. I would also ask him to come up with some relevant questions.
This sounds like a disruptive learner.
I think, the most important part here for the instructor is to let the student feel heard and understood. Then, the instructor should explain how exactly the assignments/activities relate to the course objectives. Once the dialogue is on, and the students feels that this is a two-way street, he/she may become more open and agreeable to completing further assignments without similar complaints.
I agree Tina. It is critical to help the learner understand the relevance of activities to motivate them to engage. Tina
I would respond in a manner where I would ask the learner why he/she feels it is not relevent. I would then go forward and explain how my assignments and discussions relate to the curiculum and what basis the discussions and assignments are derived from. The learner may not view things in the manner the instructor does. Therefore, sometimes sharing the instructors viewpoints will help the student understand better.
I would ask the student which questions and activities do they feel are more relevant?
How would they be useful to apply in their live?
If they could or couldnt come up with a answer; I would then show them how the questions and activities from the instructor can be of benefit to them.
I agree with Jeff, I would allow the learner a chance to come up with discussion questions. Also I would take a look at the some of the activities again because just like textbooks activities do become outdated. I think I would also take a look at this learners profile to learn more about them.
Hi Angela, I agree. They really want to be heard, so allowing them the opportunity and then making them responsible for the solution can be very effective. Tina
I would ask for more feedback as to why the learner feels that way and also ask what they feel would make it better. Often students will complain but when posed with how to improve things will not offer suggestion. Funny how that works.
Hi Jeff, I like the idea of asking them to come up with 2-5 discussion questions that are relevant. I might add that are relevant and can demonstrate the stated outcomes for the activity! Tina
I would ask this student to give specific reasons on why they feel it's not relevant. I would also ask them to come up with 2-5 discussion questions that they do feel is relevant and why. By doing this I have put the learner in an instructors roll which could give me some insite to their mind set and a different view to the assignment. I also will find out if they truly understand the questions that were asked of them.
Hi Martha, it's important to be able to demonstrate the relevance of the activities and also be willing to take the learners comments into consideration. We review learner comments on a regular basis and sometimes will make changes to our course activities based on them to make sure that the activities are motivating. Tina
I have encountered this situation in the past and I replied by stating the relevance of the activates to the course and how there maybe be projects that you will be assigned on the job that you will think are a waste of time, but it is your responsibility to complete them in a timely manner.
Hi Earle, I think the more you can help him understand the relevance of the assignments to the real world, the more motivated he will be to participate. Tina
I would try to address his comments directly and be forthright in my repsonse and try to help hime understand how the assignment relates to the material and how it will further his understanding. If I felt the student already had some mastery of the material I may offer him an alternative assignment.
Hi Marie, yes, it's important to let him understand that all learners must meet the expectations of the course. You can also motivate the learner by helping him understand the value and relevance of the activities to practice in the real world. Tina
In our school we have a syllabus with learning objectives that we have to go by. I would first explain that to the student then I would get the student's feedback on what they think would be more meaningful to their learning experience. I believe we may be able to incorporate some of the student's ideas on a discussion board so the other students may participate. Of course, I would want to ensure that the discussion is within the parameters of the course objectives.
Hi Jenny, I think your approach is excellent. Most of the time learners just want to be heard, so acknowledging his concerns and explaining the discussions relevance is critical! Tina
I would ask him why he believes that the discussion questions and assignments are irrelevant to try to understand better what's behind his complaints. I would then try to explain my rationale for choosing the assignments and questions and what learning objectives they were designed to meet. If that didn't satisfy the student, I would ask for ideas for how to improve the unit and the learning experience. I would want to work hard at keeping an open dialogue, though, and letting the student know that I was taking his concerns seriously and was open to considering other ideas.
Hi Cynthia, it's really important that you are able to help the learner develop an understanding of the relevance of the activities to real world practice. This helps him understand how he will use the skills and knowledge in practice and provide more motivation to engage in the activities! Tina
