Students are more likely to engage in learning when they
- see value in what they’re learning
- believe that engaging in specific actions will bring about a desired outcome
- believe they can be successful
- perceive that the environment is supportive
Provide learning experiences where students feel they can be successful
- Set challenging but attainable goals and assignments (success within reach)
- Especially early in the course, help students experience success; for example, incorporate early, shorter assignments that account for a small percentage of their final grade
- Encourage student choice in how to achieve a particular assignment or learning outcome
- Let students know that you believe they can be successful – that you have set high expectations and you are confident they have what it takes to meet them.
Include opportunities for students (and you!) to gain information on how they are doing
- Diagnose students' understanding as they enter class (e.g., begin class with an informal poll or diagnostic question, or post it the night before)
- Provide rubrics for assignments and give feedback based on them [link to rubrics]
- Provide timely and targeted feedback about how students are progressing [link to clickers (using effectively; formative assessment/CATS]
- Incorporate Clicker questions or other in-class assessments designed to identify what students know or don’t know.
- Take advantage of course analytics (e.g., through your Learning Management System (LMS) or the Early Academic Warning System (EAWS)).
- Guide students to use the feedback they are getting from in-class activities, checks for understanding, class discussion, out-of-class homework and other activities
- Acknowledge specific areas where students are doing well and identify a few specific ways that improvement might occur; focus the latter so student has key actions for improvement that are achievable
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