Have you been using papers, tests, and discussion forums for assessment and you’re seeking new ideas? Are you looking for new ways to engage your students with content, but not sure where to start? Our students may have the answer! This week the UTLC spoke with students about meaningful assignments, and here is what we learned:
- Using blogs to demonstrate applied learning (Tips from DePaul). One student highlighted a blog creation assignment as fun and useful. Creating a blog allowed the student to connect what she was learning (language) to how she could use the knowledge in the future. In this assignment, the student was asked to explore and speak about a country’s language, culture, food, music, etc., allowing her to see the language come to life.
- Creating study tools (Ideas from Utah State) with fellow students. One student noted that creating study tools (e.g., Quizlets, study guides, etc.) with fellow students was helpful in learning information from different perspectives. Creating space for students to develop these tools together can demonstrate best practice in exam prep and encourage study skill development, while assessing their mastery of content.
- Gamification in content-rich spaces (Tips from UChicago). One student found that using games (e.g., Jeopardy, Lingo) or response tools (e.g., Kahoot!, iClickers) created low-risk opportunities to practice knowledge. The student found that these approaches lowered anxiety and created confidence in their learning. Bonus, these activities also chunk content into manageable sections and make longer class meetings more exciting.
Trying a new assignment type can re-engage students and break up your routine, while creating a richer learning outcome. The University of Connecticut has suggestions for alternative research assignments, and Southern Connecticut State University has ideas for creative English assignments that could be adapted to any field. In addition, UTLC staff are always happy to review assignments and brainstorm creative solutions.