Assignments
- 1. Charges assignments and assessments Class participation Class participation is an important aspect of student learning. When students speak up in class, they learn to express their ideas in a way that others can understand. When they ask questions, they learn how to obtain information to enhance their own understanding of a topic. Tips for success: • Demonstrates excellent preparation: has analyzed case exceptionally well, relating it to readings and other material (e.g., readings, course material, discussions, experiences, etc.). • Offers analysis, synthesis, and evaluation of case material, e.g., puts together pieces of the discussion to develop new approaches that take the class further. • Contributes in a very significant way to ongoing discussion: keeps analysis focused, responds very thoughtfully to other students’ comments, contributes to the cooperative argument-building, suggests alternative ways of approaching material and helps class analyze which approaches are appropriate, etc. • Demonstrates ongoing very active involvement.
- 2. Charges assignments and assessments Discussion Board The Discussion Board is a our social media – it mimics Facebook or Twitter, fostering conversation online. Tips for success: • Post consistently: Being consistent in the quality and types of posts you create can help people know what kinds of messages to expect from you and how they tie to our course discussions. • Keep post images and text fresh: The more recent your posts, the more interesting people will find them. Post timely content. Respond quickly to comments on your posts to let peers know you're listening to feedback. • Connect with words and pictures: The right combination of images and alluring copy that reflect your ideas and connect to the course ideas. • Guidelines: Post at least 50 words. Make sure every word counts - engage your peers and instructor. Create new insights into the course topics. • Interaction: The level of interaction is up to you. The more you post, the more chance you have at earning the highest possible grade. If you are unsatisfied with your initial grade, as long as you work was turned in on time, you can add more posts! Posting more will often raise your grade! • Makeup Points: When you miss class (excused absences must be checked in with your instructor) you have the opportunity to earn makeup points. Simply keep the dialogue going in the discussion forum. Continue to interact with peers and earn points per additional interaction.
- 3. Charges assignments and assessments Group Activities Group activities are in-class activities which focus on cooperative and collaborative learning strategies. Tips for success: • Have respect for each other: respect each other’s ideas; respect the other group members; don’t interrupt each other; everyone’s opinion should count; and be honest with each other • Your group should have a common understanding of goals that need to be achieved: help each other to understand all concepts; all group members should do an equal amount of work; everyone should share the responsibility of the tasks; and don’t take over and don’t let others take over • Be open to compromise: be willing to cooperate with others on their ideas; keep an open mind; and vote on disagreements • Effective communication: make sure everyone is able to be vocal about their ideas and problems; give ideas no matter how “off” you may think they are; listen effectively; don’t be critical of others - just ideas!; and keep on task (limit talk about non-related events) • Be happy in the group you are in!.
- 4. Charges assignments and assessments Journal Entries Journal entries serve as informal papers. Although you are expected to put together intelligent, collegiate responses, they are typically much shorter than a formal essay or writing assignment. The focus is more on reflection and your ideas as opposed to research. Address the prompt to the best of your ability. A good rule of thumb is to look for any specific questions or areas and provide two to three sentence responses. Tips for success: • The entire journal entry should be about 100 - 150 words, give or take. • Make sure to cite any sources, including images or multimedia (if appropriate). • The difference between A work from B or C work, lies in the measure of success. Where C work would be adequate, simply meeting requirements, B work goes beyond this and is representative of accomplishment. A work on the other hand is separated by the student’s demonstration of: precision, exceptional care, professional quality, pride, attention to detail, going above and beyond, and overall uniqueness in concept, quality and execution.
- 5. Charges assignments and assessments Writing Assignments Make sure your assignment demonstrates an exemplary level of: written discussion on the course topics; an engaging and informative voice; connections to key relationships with the material; and addressing the prompt(s). In addition, your assignment demonstrates an exemplary level of: developing key points; developing support for main ideas; organization of thoughts; and conclusionary statements. Tips for success: • The entire journal entry should be about 250 words, give or take (about one page, double spaced) • Make sure to cite any sources, including images or multimedia (if appropriate). • The difference between A work from B or C work, lies in the measure of success. Where C work would be adequate, simply meeting requirements, B work goes beyond this and is representative of accomplishment. A work on the other hand is separated by the student’s demonstration of: precision, exceptional care, professional quality, pride, attention to detail, going above and beyond, and overall uniqueness in concept, quality and execution.
- 6. Charges assignments and assessments Exams Exams are designed so that they not only assesses students’ learning; they also teach students by improving their skills and understanding of course content. One fundamental aspect of such assessments is that they are authentic. An authentic assignment is one that requires application of what students have learned to a new situation, and that demands judgment to determine what information and skills are relevant and how they should be used. Comparison of Test-taking:Typical tests Authentic tasks Require correct responses Require a high-quality product or performance, and a justification of the solutions to problems encountered Must be unknown to the student in advance to be valid Should be known in advance to students as much as possible Are disconnected from real- world contexts and constraints Are tied to real-world contexts and constraints; require the student to “do” the subject. Contain items that isolate particular skills or facts Are integrated challenges in which a range of skills and knowledge must be used in coordination Include easily scored items Involve complex tasks that for which there may be no right answer, and that may not be easily scored Are “one shot”; students get one chance to show their learning Are iterative; contain recurring tasks Provide a score Provide usable diagnostic information about students’ skills and knowledge
- 7. Charges assignments and assessments Leading the Conversation Student-led discussion is reminiscent of an “adult version of show and tell.” Why do we do these kinds of activities? The act of sharing our work makes a difference in and of itself. Sharing provides a sense of pride. Sharing provides meaning. Sharing creates enthusiasm! Sharing creates positive peer pressure. Sharing stokes innovation. Sharing promotes momentum. Outcomes of the activity: • Builds self esteem • Allows students to practice speaking in front of groups • Provides a chance for self-discovery (by thinking about what to bring and share) • Helps build personal pride
- 8. Charges assignments and assessments Project Based Learning Project Based Learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an engaging and complex question, problem, or challenge. It is a dynamic classroom approach in which students actively explore real-world problems and challenges and acquire a deeper knowledge. The Process: • Formulate a question which drives the project • Conduct background research • Develop a hypothesis • Explore, experiment, discover and test • Make observations • Determine conclusions and solutions • Communicate and present your ideas to others