Provide Targeted Feedback*  — Individual
Strategy: Prioritized information about how students’ performance does or does not meet the criteria so they can understand how to improve their future performance
Process: Instructor with each assignment:
- Prioritizes the feedback: consider “what information will be most useful to students at a particular point in time” (p. 149). Focus on a single dimension of performance at a time
- Balances strengths and weaknesses: consider what aspects of performance must be “maintained and built upon” (p. 149), and “what aspects should be adjusted (and ideally, how)” (p. 149)
- Addresses subsequent performance when students have the capacity to incorporate that feedback into further practice (p. 141)
- Provides more repetition of assignments within the same genre, incorporates feedback into subsequent assignments (p. 141)
Continue reading Teaching Strategy Tip #18
Student Self-Evaluation of Discussion Participation
- Distribute these questions to participants and have them complete these. Discuss with participants whether you as the instructor will see the students’ responses. The questionnaires are to be completed anonymously.
- What ideas, questions or information did I contribute to the discussion today?
- How did I try to encourage another student to speak today?
- What did I learn from the discussion today? (New information, a new understanding of something already covered, an idea to follow up after the discussion, etc.)
- How did I make connections between what different people were saying today?
Demonstrate the organizational structure of the course*
Strategy: Provide students with the organizational structure of the course.
Objective: By explicitly discussing the order of presentation of topics and concepts, the instructor shares the connections and accumulation of knowledge.
Process: Review the syllabus as a “road map”
- Highlight the organization of the concepts
- In the readings
- In the topics
- Discuss how the assignments serve as scaffolding for cumulative learning
Option: Connect this exercise with further discussion of the syllabus
* Based on strategies suggested by Ambrose et al., 2010