Before the Assignment
·Assign tasks that are in the students’ Zone of Proximal Development to increase learning and an opportunity for success.
o They will learn to work independently, and once the material become difficult, the teacher can work with the student and model the way to move learning to the next level.
·Help students form connections to the material.
o Finding personal relevance and value in the material will increase the likelihood that students engage with it on a deeper level.
·Have students set goals to be achieved throughout the assignment.
o Focus on continued improvement, not grades.
o Work through the weaknesses and develop the strengths for each goal.
·Tell students what they must to do succeed.
o Use rubrics, assignment sheets, explicit directions, etc to make your intentions clear.
·When possible, give students multiple options of an assignment.
o Choices enhance the feeling of control students have on their learning.
·Frame the material/assignment in a positive manner.
oIf you're positive and excited about the material, students will be more likely to be excited as well.
During the Assignment
·Provide students with frequent, early, and balanced feedback that will support the students’ beliefs that they can do well.
o Constant feedback shows the teacher's investment in the assignment and helps guide the student. If they are guided, they will feel more comfortable with proceeding because they know the teacher will continue to provide feedback on their progress.
·Have students be active participants in their learning.
o “Passivity dampens students’ motivation and curiosity” (Davis).
·Change the style of lesson instruction.
o The variety that results from this change will keep the students engaged.
·Build in time for group work.
o Working in a group allows students to practice being teaching others as well as build confidence in the students’ ability with the material.
·Edit papers and other written work in distinct stages.
oThis breaks up the assignment and gives students a goal and purpose when editing.
oThe task is more manageable if it is broken up into smaller components.
Considerations when Grading
·Give quick feedback
o Students are more likely to review comments if the assignment is returned promptly while it is fresh in their minds.
·De-emphasize grades
o Focus on the process, not the grade. This will motivate all students because there is always a more sophisticated level to be reached.
·Do NOT use grades as threats
o The high pressure to achieve may cause academic dishonesty.
·Be specific when giving “negative” feedback
oComment on the task, not on the student as an individual.
o Avoid demeaning or vague comments. When you are specific, students have a concrete example of what skill they must continue to develop.
