We put tremendous time and energy into formulating our course assignment guidelines and scoring criteria, as well as communicating them to students. Unfortunately, our students often aren\u2019t actually reading or understanding them. When we create course documents that are inviting to our diverse student population, we can increase the likelihood that students will read them and understand them.<\/span><\/p>\n Think of the planning you do for your course assignment as separate from the assignment guidelines you will give to your students. The planning is for you, the instructor, to figure out what you want students to produce, the process you want them to go through, and how you will assess the product they create. But the way you write up these guidelines for your students should be done with a clear sense of your students as an audience. Separating the two operations helps you communicate your expectations with a clear sense of audience in a voice that is helpful, engaging, and inviting.<\/span><\/p>\n The assignment sheet you give students should convey your enthusiasm for the assignment, your willingness to support students throughout the process of completing the assignment, and the idea that the assignment itself is a learning experience (not purely an assessment of their ability to do something).<\/span><\/p>\n Here are some ideas you might keep in mind as you are writing the document for students:<\/span><\/p>\n Finally, on the day you give the assignment to students, consider presenting the assignment in a way that engages them rather than simply reading the document to them. For example, you could hand the assignment out, give students time to read and annotate it in class, then ask them to pair up with someone and talk through the questions they have. Then have a whole-class discussion about the assignments.<\/span><\/p>\n Thirsty for a Strong Instructional Practice? We put tremendous time and energy into formulating our course assignment guidelines and scoring criteria, as well as communicating them to students. Unfortunately, our students often aren\u2019t actually reading or understanding them. When we create course documents that are inviting to our diverse student population, we can increase the … <\/p>\nTake a SIP of This: Creating Inviting Course Documents<\/h3>\n
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Still Thirsty? Take Another SIP of Creating Inviting Course Documents<\/h3>\n
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