• Conceptually
• Chronologically
• Methodologically
Generally, you are required to establish the main ideas that have been written on your chosen topic. You may also be expected to identify gaps in the research. A literature review does not summarise and evaluate each resource you find (this is what you would do in an annotated bibliography). You are expected to analyse and synthesise or organise common ideas from multiple texts into key themes which are relevant to your topic (see Figure 20.10 ). Use a table or a spreadsheet, if you know how, to organise the information you find. Record the full reference details of the sources as this will save you time later when compiling your reference list (see Table 20.5 ).
Overall, this chapter has provided an introduction to the types of assignments you can expect to complete at university, as well as outlined some tips and strategies with examples and templates for completing them. First, the chapter investigated essay assignments, including analytical and argumentative essays. It then examined case study assignments, followed by a discussion of the report format. Reflective writing , popular in nursing, education and human services, was also considered. Finally, the chapter briefly addressed annotated bibliographies and literature reviews. The chapter also has a selection of templates and examples throughout to enhance your understanding and improve the efficacy of your assignment writing skills.
Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Further Education Unit, Oxford Brookes University, Oxford.
Rolfe, G., Freshwater, D., Jasper, M. (2001). Critical reflection in nursing and the helping professions: a user’s guide . Basingstoke: Palgrave Macmillan.
Ryan, M. & Ryan, M. (2013). Theorising a model for teaching and assessing reflective learning in higher education. Higher Education Research & Development , 32(2), 244-257. doi: 10.1080/07294360.2012.661704
Academic Success Copyright © 2021 by Cristy Bartlett and Kate Derrington is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.
Many students have had little experience working in groups in an academic setting. While there are many excellent books and articles describing group processes, this guide is intended to be short and simply written for students who are working in groups, but who may not be very interested in too much detail. It also provides teachers (and students) with tips on assigning group projects, ways to organize groups, and what to do when the process goes awry.
Some reasons to ask students to work in groups
Asking students to work in small groups allows students to learn interactively. Small groups are good for:
Some benefits of working in groups (even for short periods of time in class)
Caveat: If you ask students to work in groups, be clear about your purpose, and communicate it to them. Students who fear that group work is a potential waste of valuable time may benefit from considering the reasons and benefits above.
Large projects over a period of time
Faculty asking students to work in groups over a long period of time can do a few things to make it easy for the students to work:
Forming the group
Organizing the work
Unless part of the goal is to give people experience in the process of goal-setting, assigning tasks, and so forth, the group will be able to work more efficiently if they are provided with some of the following:
Caveat: Setting up effective small group assignments can take a lot of faculty time and organization.
Organizing the Work
Understanding and Managing Group Processes
Groups work best if everyone is included and everyone has a chance to contribute ideas. The group's task may seem overwhelming to some people, and they may have no idea how to go about accomplishing it. To others, the direction the project should take may seem obvious. The job of the group is to break down the work into chunks, and to allow everyone to contribute. The direction that seems obvious to some may turn out not to be so obvious after all. In any event, it will surely be improved as a result of some creative modification.
Encouraging Ideas
The goal is to produce as many ideas as possible in a short time without evaluating them. All ideas are carefully listened to but not commented on and are usually written on the board or large sheets of paper so everyone can see them, and so they don't get forgotten or lost. Take turns by going around the group—hear from everyone, one by one.
One specific method is to generate ideas through brainstorming. People mention ideas in any order (without others' commenting, disagreeing or asking too many questions). The advantage of brainstorming is that ideas do not become closely associated with the individuals who suggested them. This process encourages creative thinking, if it is not rushed and if all ideas are written down (and therefore, for the time-being, accepted). A disadvantage: when ideas are suggested quickly, it is more difficult for shy participants or for those who are not speaking their native language. One approach is to begin by brainstorming and then go around the group in a more structured way asking each person to add to the list.
Examples of what to say:
(Note: In addition to all this, the leader must take part in thc discussion and participate otherwise as a group member. At these times, the leader must be careful to step aside from the role of leader and signal participation as an equal, not a dominant voice.)
Concerns of Individuals That May Affect Their Participation
Characteristics of a Group that is Performing Effectively
After a large number of ideas have been generated and listed (e.g. on the board), the group can categorize and examine them. Then the group should agree on a process for choosing from among the ideas. Advantages and disadvantages of different plans can be listed and then voted on. Some possibilities can be eliminated through a straw vote (each group member could have 2 or 3 votes). Or all group members could vote for their first, second, and third choices. Alternatively, criteria for a successful plan can be listed, and different alternatives can be voted on based on the criteria, one by one.
Categorizing and evaluating ideas
Making a decision
After everyone's views are heard and all points of agreement and disagreement are identified, the group should try to arrive at an agreement that makes sense to everyone.
If a group is functioning well, work is getting done and constructive group processes are creating a positive atmosphere. In good groups the individuals may contribute differently at different times. They cooperate and human relationships are respected. This may happen automatically or individuals, at different times, can make it their job to maintain the atmospbere and human aspects of the group.
Roles That Contribute to the Work
Initiating —taking the initiative, at any time; for example, convening the group, suggesting procedures, changing direction, providing new energy and ideas. (How about if we.... What would happen if... ?)
Seeking information or opinions —requesting facts, preferences, suggestions and ideas. (Could you say a little more about... Would you say this is a more workable idea than that?)
Giving information or opinions —providing facts, data, information from research or experience. (ln my experience I have seen... May I tell you what I found out about...? )
Questioning —stepping back from what is happening and challenging the group or asking other specific questions about the task. (Are we assuming that... ? Would the consequence of this be... ?)
Clarifying —interpreting ideas or suggestions, clearing up confusions, defining terms or asking others to clarify. This role can relate different contributions from different people, and link up ideas that seem unconnected. (lt seems that you are saying... Doesn't this relate to what [name] was saying earlier?)
Summarizing —putting contributions into a pattern, while adding no new information. This role is important if a group gets stuck. Some groups officially appoint a summarizer for this potentially powerful and influential role. (If we take all these pieces and put them together... Here's what I think we have agreed upon so far... Here are our areas of disagreement...)
Roles That Contribute to the Atmosphere
Supporting —remembering others' remarks, being encouraging and responsive to others. Creating a warm, encouraging atmosphere, and making people feel they belong helps the group handle stresses and strains. People can gesture, smile, and make eye-contact without saying a word. Some silence can be supportive for people who are not native speakers of English by allowing them a chance to get into discussion. (I understand what you are getting at...As [name] was just saying...)
Observing —noticing the dynamics of the group and commenting. Asking if others agree or if they see things differently can be an effective way to identify problems as they arise. (We seem to be stuck... Maybe we are done for now, we are all worn out... As I see it, what happened just a minute ago.. Do you agree?)
Mediating —recognizing disagreements and figuring out what is behind the differences. When people focus on real differences, that may lead to striking a balance or devising ways to accommodate different values, views, and approaches. (I think the two of you are coming at this from completely different points of view... Wait a minute. This is how [name/ sees the problem. Can you see why she may see it differently?)
Reconciling —reconciling disagreements. Emphasizing shared views among members can reduce tension. (The goal of these two strategies is the same, only the means are different… Is there anything that these positions have in common?)
Compromising —yielding a position or modifying opinions. This can help move the group forward. (Everyone else seems to agree on this, so I'll go along with... I think if I give in on this, we could reach a decision.)
Making a personal comment —occasional personal comments, especially as they relate to the work. Statements about one's life are often discouraged in professional settings; this may be a mistake since personal comments can strengthen a group by making people feel human with a lot in common.
Humor —funny remarks or good-natured comments. Humor, if it is genuinely good-natured and not cutting, can be very effective in relieving tension or dealing with participants who dominate or put down others. Humor can be used constructively to make the work more acceptable by providing a welcome break from concentration. It may also bring people closer together, and make the work more fun.
All the positive roles turn the group into an energetic, productive enterprise. People who have not reflected on these roles may misunderstand the motives and actions of people working in a group. If someone other than the leader initiates ideas, some may view it as an attempt to take power from the leader. Asking questions may similarly be seen as defying authority or slowing down the work of the group. Personal anecdotes may be thought of as trivializing the discussion. Leaders who understand the importance of these many roles can allow and encourage them as positive contributions to group dynamics. Roles that contribute to the work give the group a sense of direction and achievement. Roles contributing to the human atmosphere give the group a sense of cooperation and goodwill.
Floundering —While people are still figuring out the work and their role in the group, the group may experience false starts and circular discussions, and decisions may be postponed.
Dominating or reluctant participants —Some people might take more than their share of the discussion by talking too often, asserting superiority, telling lengthy stories, or not letting others finish. Sometimes humor can be used to discourage people from dominating. Others may rarely speak because they have difficulty getting in the conversation. Sometimes looking at people who don't speak can be a non-verbal way to include them. Asking quiet participants for their thoughts outside the group may lead to their participation within the group.
Digressions and tangents —Too many interesting side stories can be obstacles to group progress. It may be time to take another look at the agenda and assign time estimates to items. Try to summarize where the discussion was before the digression. Or, consider whether there is something making the topic easy to avoid.
Getting Stuck —Too little progress can get a group down. It may be time for a short break or a change in focus. However, occasionally when a group feels that it is not making progress, a solution emerges if people simply stay with the issue.
Rush to work —Usually one person in the group is less patient and more action-oriented than the others. This person may reach a decision more quickly than the others and then pressure the group to move on before others are ready.
Feuds —Occasionally a conflict (having nothing to do with the subject of the group) carries over into the group and impedes its work. It may be that feuding parties will not be able to focus until the viewpoint of each is heard. Then they must be encouraged to lay the issue aside.
James Lang, " Why Students Hate Group Projects (and How to Change That) ," The Chronicle of Higher Education (17 June 2022).
Hodges, Linda C. " Contemporary Issues in Group Learning in Undergraduate Science Classrooms: A Perspective from Student Engagement ," CBE—Life Sciences Education 17.2 (2018): es3.
What this handout is about.
The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms and practices into meaningful clues to the type of writing your instructor expects. See our short video for more tips.
Regardless of the assignment, department, or instructor, adopting these two habits will serve you well :
Many assignments follow a basic format. Assignments often begin with an overview of the topic, include a central verb or verbs that describe the task, and offer some additional suggestions, questions, or prompts to get you started.
The instructor might set the stage with some general discussion of the subject of the assignment, introduce the topic, or remind you of something pertinent that you have discussed in class. For example:
“Throughout history, gerbils have played a key role in politics,” or “In the last few weeks of class, we have focused on the evening wear of the housefly …”
Pay attention; this part tells you what to do when you write the paper. Look for the key verb or verbs in the sentence. Words like analyze, summarize, or compare direct you to think about your topic in a certain way. Also pay attention to words such as how, what, when, where, and why; these words guide your attention toward specific information. (See the section in this handout titled “Key Terms” for more information.)
“Analyze the effect that gerbils had on the Russian Revolution”, or “Suggest an interpretation of housefly undergarments that differs from Darwin’s.”
Here you will find some questions to use as springboards as you begin to think about the topic. Instructors usually include these questions as suggestions rather than requirements. Do not feel compelled to answer every question unless the instructor asks you to do so. Pay attention to the order of the questions. Sometimes they suggest the thinking process your instructor imagines you will need to follow to begin thinking about the topic.
“You may wish to consider the differing views held by Communist gerbils vs. Monarchist gerbils, or Can there be such a thing as ‘the housefly garment industry’ or is it just a home-based craft?”
These are the instructor’s comments about writing expectations:
“Be concise”, “Write effectively”, or “Argue furiously.”
These instructions usually indicate format rules or guidelines.
“Your paper must be typed in Palatino font on gray paper and must not exceed 600 pages. It is due on the anniversary of Mao Tse-tung’s death.”
The assignment’s parts may not appear in exactly this order, and each part may be very long or really short. Nonetheless, being aware of this standard pattern can help you understand what your instructor wants you to do.
Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:
Who is your audience.
Try to look at the question from the point of view of the instructor. Recognize that your instructor has a reason for giving you this assignment and for giving it to you at a particular point in the semester. In every assignment, the instructor has a challenge for you. This challenge could be anything from demonstrating an ability to think clearly to demonstrating an ability to use the library. See the assignment not as a vague suggestion of what to do but as an opportunity to show that you can handle the course material as directed. Paper assignments give you more than a topic to discuss—they ask you to do something with the topic. Keep reminding yourself of that. Be careful to avoid the other extreme as well: do not read more into the assignment than what is there.
Of course, your instructor has given you an assignment so that they will be able to assess your understanding of the course material and give you an appropriate grade. But there is more to it than that. Your instructor has tried to design a learning experience of some kind. Your instructor wants you to think about something in a particular way for a particular reason. If you read the course description at the beginning of your syllabus, review the assigned readings, and consider the assignment itself, you may begin to see the plan, purpose, or approach to the subject matter that your instructor has created for you. If you still aren’t sure of the assignment’s goals, try asking the instructor. For help with this, see our handout on getting feedback .
Given your instructor’s efforts, it helps to answer the question: What is my purpose in completing this assignment? Is it to gather research from a variety of outside sources and present a coherent picture? Is it to take material I have been learning in class and apply it to a new situation? Is it to prove a point one way or another? Key words from the assignment can help you figure this out. Look for key terms in the form of active verbs that tell you what to do.
Key Terms: Finding Those Active Verbs
Here are some common key words and definitions to help you think about assignment terms:
Information words Ask you to demonstrate what you know about the subject, such as who, what, when, where, how, and why.
Relation words Ask you to demonstrate how things are connected.
Interpretation words Ask you to defend ideas of your own about the subject. Do not see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation.
More Clues to Your Purpose As you read the assignment, think about what the teacher does in class:
Now, what about your reader? Most undergraduates think of their audience as the instructor. True, your instructor is a good person to keep in mind as you write. But for the purposes of a good paper, think of your audience as someone like your roommate: smart enough to understand a clear, logical argument, but not someone who already knows exactly what is going on in your particular paper. Remember, even if the instructor knows everything there is to know about your paper topic, they still have to read your paper and assess your understanding. In other words, teach the material to your reader.
Aiming a paper at your audience happens in two ways: you make decisions about the tone and the level of information you want to convey.
You’ll find a much more detailed discussion of these concepts in our handout on audience .
With a few exceptions (including some lab and ethnography reports), you are probably being asked to make an argument. You must convince your audience. It is easy to forget this aim when you are researching and writing; as you become involved in your subject matter, you may become enmeshed in the details and focus on learning or simply telling the information you have found. You need to do more than just repeat what you have read. Your writing should have a point, and you should be able to say it in a sentence. Sometimes instructors call this sentence a “thesis” or a “claim.”
So, if your instructor tells you to write about some aspect of oral hygiene, you do not want to just list: “First, you brush your teeth with a soft brush and some peanut butter. Then, you floss with unwaxed, bologna-flavored string. Finally, gargle with bourbon.” Instead, you could say, “Of all the oral cleaning methods, sandblasting removes the most plaque. Therefore it should be recommended by the American Dental Association.” Or, “From an aesthetic perspective, moldy teeth can be quite charming. However, their joys are short-lived.”
Convincing the reader of your argument is the goal of academic writing. It doesn’t have to say “argument” anywhere in the assignment for you to need one. Look at the assignment and think about what kind of argument you could make about it instead of just seeing it as a checklist of information you have to present. For help with understanding the role of argument in academic writing, see our handout on argument .
There are many kinds of evidence, and what type of evidence will work for your assignment can depend on several factors–the discipline, the parameters of the assignment, and your instructor’s preference. Should you use statistics? Historical examples? Do you need to conduct your own experiment? Can you rely on personal experience? See our handout on evidence for suggestions on how to use evidence appropriately.
Make sure you are clear about this part of the assignment, because your use of evidence will be crucial in writing a successful paper. You are not just learning how to argue; you are learning how to argue with specific types of materials and ideas. Ask your instructor what counts as acceptable evidence. You can also ask a librarian for help. No matter what kind of evidence you use, be sure to cite it correctly—see the UNC Libraries citation tutorial .
You cannot always tell from the assignment just what sort of writing style your instructor expects. The instructor may be really laid back in class but still expect you to sound formal in writing. Or the instructor may be fairly formal in class and ask you to write a reflection paper where you need to use “I” and speak from your own experience.
Try to avoid false associations of a particular field with a style (“art historians like wacky creativity,” or “political scientists are boring and just give facts”) and look instead to the types of readings you have been given in class. No one expects you to write like Plato—just use the readings as a guide for what is standard or preferable to your instructor. When in doubt, ask your instructor about the level of formality they expect.
No matter what field you are writing for or what facts you are including, if you do not write so that your reader can understand your main idea, you have wasted your time. So make clarity your main goal. For specific help with style, see our handout on style .
The technical information you are given in an assignment always seems like the easy part. This section can actually give you lots of little hints about approaching the task. Find out if elements such as page length and citation format (see the UNC Libraries citation tutorial ) are negotiable. Some professors do not have strong preferences as long as you are consistent and fully answer the assignment. Some professors are very specific and will deduct big points for deviations.
Usually, the page length tells you something important: The instructor thinks the size of the paper is appropriate to the assignment’s parameters. In plain English, your instructor is telling you how many pages it should take for you to answer the question as fully as you are expected to. So if an assignment is two pages long, you cannot pad your paper with examples or reword your main idea several times. Hit your one point early, defend it with the clearest example, and finish quickly. If an assignment is ten pages long, you can be more complex in your main points and examples—and if you can only produce five pages for that assignment, you need to see someone for help—as soon as possible.
Your instructors are not fooled when you:
Critical reading of assignments leads to skills in other types of reading and writing. If you get good at figuring out what the real goals of assignments are, you are going to be better at understanding the goals of all of your classes and fields of study.
You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill
Make a Gift
10 benefits of homework: enhancing student success with guru at home.
Homework is an integral part of the educational process, providing students with numerous benefits that extend beyond the classroom. While some may view homework as a tedious chore, it plays a crucial role in reinforcing learning, developing essential skills, and preparing students for future academic challenges. In this article, we will explore the top 10 benefits of homework and how it contributes to a student’s academic and overall success.
1. reinforces learning.
One of the primary benefits of homework is that it reinforces the concepts and skills taught in the classroom. By completing assignments and practicing problems at home, students have the opportunity to solidify their understanding of the material. Homework burden serves as a valuable tool for reviewing and retaining information, ensuring that students have a firm grasp of the subject matter.
Homework helps students develop essential time management skills during online classes . By learning to prioritize tasks and allocate sufficient time for each assignment, students learn to balance their academic responsibilities with other commitments. This skill is not only valuable in school but also prepares them for future professional and personal challenges where effective time management is crucial.
Homework encourages students to take ownership of their learning process. By working independently on assignments, students develop the ability to problem-solve, think critically, and find solutions on their own. This fosters a sense of autonomy and self-reliance, empowering students to become active participants in their education.
Read More – Can ChatGPT Be Used for Learning?
Engaging in homework tasks helps students improve their concentration and focus. By dedicating specific time to complete assignments without the distractions of the classroom environment, students learn to maintain attention and stay focused on the task at hand. This skill is transferable to other areas of life, enabling students to be more productive and efficient in their future endeavors.
Homework allows students to practice and refine the skills they have learned in class. Whether it’s tips for solving math problems, writing essays, or conducting research, homework provides a platform for students to apply their knowledge and develop proficiency in various subjects. Regular practice through homework assignments helps students master concepts and build confidence in their abilities.
Homework can serve as a bridge between school and home, encouraging parental involvement in a child’s education. When parents actively engage with their children’s homework, they gain insight into their child is learning and can provide support and guidance when needed. This collaboration between parents and students strengthens the home-school connection and fosters a positive learning environment.
Homework acts as a preparatory tool for exams and assessments. By regularly completing assignments and reviewing material at home, students become familiar with the types of questions and problems they may encounter on tests. This exposure helps reduce test anxiety and calm yourself during exams , as students feel better prepared to tackle the challenges presented in exams.
Homework instills a sense of responsibility and accountability in students. By being assigned tasks to complete independently, students learn to take ownership of their work and understand the consequences of not fulfilling their obligations. This sense of responsibility extends beyond academics, preparing students for the expectations and demands of adult life.
Completing homework regularly requires self-discipline and perseverance. Students learn to resist distractions, overcome challenges, and push through difficult tasks. These qualities are essential for success not only in school but also in future careers and personal pursuits. Homework helps develop the resilience and determination needed to overcome obstacles and achieve goals.
Ultimately, the cumulative benefits of homework contribute to improved academic performance. Students who consistently complete their homework assignments tend to have better grades, a deeper understanding of the subject matter, and a stronger foundation for future learning. By dedicating time and effort to homework, students set themselves up for long-term academic success.
Guru at Home, a personalized and affordable virtual tutoring platform , plays a significant role in maximizing the benefits of homework for students:
By partnering with Guru at Home, students can maximize the benefits of homework through personalized support, expert guidance, and a comprehensive approach to academic success. Their method ensures that homework becomes a valuable tool for learning and skill development rather than a burdensome task.
Homework is a vital component of the educational journey, offering numerous benefits that contribute to a student’s academic success. From reinforcing learning and developing time management skills to promoting independent thinking and enhancing academic performance, homework plays a crucial role in preparing students for future challenges.
By partnering with Guru at Home, students can further maximize the benefits of homework. Their personalized tutoring approach, experienced tutors, and commitment to student success make them an invaluable resource for students seeking to excel academically. Whether your child needs support in a specific subject or wants to develop strong study habits, Guru at Home is here to help.
Take the first step towards unlocking your child’s full potential by exploring Guru at Home’s online tutoring services. With their guidance and support, your child can harness the power of homework and pave the way for a bright academic future.
While there is no one-size-fits-all answer, a general guideline is the “10-minute rule,” which suggests that students should be assigned about 10 minutes of homework per grade level. For example, a first-grader would have approximately 10 minutes of homework, while a sixth-grader would have about 60 minutes.
Parents can support their children by creating a dedicated study space, establishing a regular homework routine, being available to answer questions or provide guidance, and encouraging a positive attitude towards learning. However, it’s important for parents to strike a balance between offering support and allowing their children to develop independence.
If students find themselves struggling with homework, they should first attempt to identify the specific challenges they are facing. They can then seek help from their teachers, classmates, or tutors. Breaking down assignments into smaller, manageable tasks and creating a study schedule can also help students overcome homework difficulties.
To stay motivated, students can set achievable goals, establish a reward system for completing assignments, find a study buddy for accountability and support, and take short breaks to avoid burnout. Focusing on the long-term benefits of homework, such as improved grades and academic success, can also serve as a motivating factor.
While homework offers numerous benefits, it’s important to recognize that each student is unique and may have different learning needs. Some students may require more support or accommodations to fully benefit from homework. Teachers and parents should work together to ensure that homework assignments are appropriate, meaningful, and conducive to each student’s learning style and needs.
15 benefits of online tutoring for kids in 2022 – guru at home, how to write a diary for kids, : every student must know.
Our support is available to help you 24 hours a day, seven days a week.
Online tutoring subjects, other popular courses, international.
Copyright © 2024 Guru at home – All Rights Reserved.
Elementary students have a better chance of showing what they’ve learned when they have a choice about how to show it.
Most classrooms are filled with students of varying academic abilities. Even within a gifted and talented classroom like mine, the ability levels can range drastically. As teachers strive to meet each student’s individual needs, differentiation is key because it’s about giving more opportunities for students to grow to their highest potential, and it is beneficial for all students .
In the digital era, we can provide all of our students with technological ways to enhance their learning, no matter their academic label. Every student is different and needs to be offered a variety of ways to show what they’ve learned in a way that reflects their individuality.
One way to differentiate within the curriculum is to provide students with choices for completing an assignment. Students learn in various ways, and we can let them show their learning in various ways. When I give my students a choice on how they’ll complete a project, they have to meet certain criteria, but I allow them to find an outlet they find most enjoyable, such as creating a Google Slides presentation, a trifold board, or a pamphlet. Giving students a choice allows them to take ownership of their learning as well as create a product that feels authentic to them. They work on something that they’re good at creating, or try something they want to get better at.
An excellent way to ensure differentiation is to have each student create an e-portfolio—a technology-based assessment tool that collects a student’s authentic work samples, providing a quick way for a teacher to assess growth and skills. In a sense, the e-portfolio is a window into a student’s learning, one that allows the student to choose what to include.
An e-portfolio can follow the student across grades, too. And once the time is spent creating one, the process of adding content becomes easier and quicker as the student adds to it in later grades. Since e-portfolios offer a way for students to show authentic learning , they allow students to exhibit their individual growth through their academic experiences.
The best way to differentiate instruction is to give students a choice in how they show their learning. All students learn in their own way, and they need to be able to show their individual skills and interests. As long as they’re able to demonstrate a certain skill, assessment should be more about the process than the product.
Giving choices may seem like more work for the teacher, and it can be, but it’s also worthwhile because it encourages more students to take more ownership of their learning.
Adding a technology component to an assignment can drastically increase student engagement, especially if they haven’t been given such options in the past. Using a novel app, such as Flipgrid, adds an element of fun while also giving students practice with tech skills.
But technology is not the only way to provide choice—try using choice boards, which provide students with many options for presenting content. Students may present the water cycle stages in a song, for example, or create a comic that lays out those stages. Such choices can be fun for the students, and can show teachers hidden talents their students possess that they wouldn’t see otherwise.
Few applications offer the opportunity for students to reflect on their learning, but pushing students to do that is important in getting them to think about how they learn best and take an active role in their own learning. Quick assessment applications such as Flipgrid and Kahoot allow for student reflection, but the e-portfolio—which showcases an individual student’s personality—is even better.
With e-portfolios, students reflect on their learning while putting their own mark on their assignments. Students are able to showcase their learning and the process they used to create their final product while individualizing it with their likes and interests.
A teacher may require some items to be present—such as name, class section, pictures of hobbies, or content-related materials—but seeing the ways that students make the e-portfolio their own is what a teacher wants. The e-portfolio is a tool that students can use to express their thinking in a way that is unique to them.
Teachers can assess e-portfolios to measure growth and skills instead of just knowledge of course content. Students are able to take ownership of what they have learned , choose how they present the content, and take control of their learning.
Differentiating allows students to have their voice heard, which can lead them to become self-motivated learners. And that in turn can help increase both their learning growth and their self-awareness of that growth.
Prepared by allison boye, ph.d. teaching, learning, and professional development center.
Assessment is a necessary part of the teaching and learning process, helping us measure whether our students have really learned what we want them to learn. While exams and quizzes are certainly favorite and useful methods of assessment, out of class assignments (written or otherwise) can offer similar insights into our students' learning. And just as creating a reliable test takes thoughtfulness and skill, so does creating meaningful and effective assignments. Undoubtedly, many instructors have been on the receiving end of disappointing student work, left wondering what went wrong… and often, those problems can be remedied in the future by some simple fine-tuning of the original assignment. This paper will take a look at some important elements to consider when developing assignments, and offer some easy approaches to creating a valuable assessment experience for all involved.
First Things First…
Before assigning any major tasks to students, it is imperative that you first define a few things for yourself as the instructor:
In his book Engaging Ideas (1996), John Bean provides a great list of questions to help instructors focus on their main teaching goals when creating an assignment (p.78):
1. What are the main units/modules in my course?
2. What are my main learning objectives for each module and for the course?
3. What thinking skills am I trying to develop within each unit and throughout the course?
4. What are the most difficult aspects of my course for students?
5. If I could change my students' study habits, what would I most like to change?
6. What difference do I want my course to make in my students' lives?
What your students need to know
Once you have determined your own goals for the assignment and the levels of your students, you can begin creating your assignment. However, when introducing your assignment to your students, there are several things you will need to clearly outline for them in order to ensure the most successful assignments possible.
A great way to get students engaged with an assignment and build buy-in is to encourage their collaboration on its design and/or on the grading criteria (Hudd, 2003). In his article “Conducting Writing Assignments,” Richard Leahy (2002) offers a few ideas for building in said collaboration:
• Ask the students to develop the grading scale themselves from scratch, starting with choosing the categories.
• Set the grading categories yourself, but ask the students to help write the descriptions.
• Draft the complete grading scale yourself, then give it to your students for review and suggestions.
A Few Do's and Don'ts…
Determining your goals for the assignment and its essential logistics is a good start to creating an effective assignment. However, there are a few more simple factors to consider in your final design. First, here are a few things you should do :
Next are a few elements to avoid in your assignments:
The assignments we give to students don't simply have to be research papers or reports. There are many options for effective yet creative ways to assess your students' learning! Here are just a few:
Journals, Posters, Portfolios, Letters, Brochures, Management plans, Editorials, Instruction Manuals, Imitations of a text, Case studies, Debates, News release, Dialogues, Videos, Collages, Plays, Power Point presentations
Ultimately, the success of student responses to an assignment often rests on the instructor's deliberate design of the assignment. By being purposeful and thoughtful from the beginning, you can ensure that your assignments will not only serve as effective assessment methods, but also engage and delight your students. If you would like further help in constructing or revising an assignment, the Teaching, Learning, and Professional Development Center is glad to offer individual consultations. In addition, look into some of the resources provided below.
Online Resources
“Creating Effective Assignments” http://www.unh.edu/teaching-excellence/resources/Assignments.htm This site, from the University of New Hampshire's Center for Excellence in Teaching and Learning, provides a brief overview of effective assignment design, with a focus on determining and communicating goals and expectations.
Gardner, T. (2005, June 12). Ten Tips for Designing Writing Assignments. Traci's Lists of Ten. http://www.tengrrl.com/tens/034.shtml This is a brief yet useful list of tips for assignment design, prepared by a writing teacher and curriculum developer for the National Council of Teachers of English . The website will also link you to several other lists of “ten tips” related to literacy pedagogy.
“How to Create Effective Assignments for College Students.” http:// tilt.colostate.edu/retreat/2011/zimmerman.pdf This PDF is a simplified bulleted list, prepared by Dr. Toni Zimmerman from Colorado State University, offering some helpful ideas for coming up with creative assignments.
“Learner-Centered Assessment” http://cte.uwaterloo.ca/teaching_resources/tips/learner_centered_assessment.html From the Centre for Teaching Excellence at the University of Waterloo, this is a short list of suggestions for the process of designing an assessment with your students' interests in mind. “Matching Learning Goals to Assignment Types.” http://teachingcommons.depaul.edu/How_to/design_assignments/assignments_learning_goals.html This is a great page from DePaul University's Teaching Commons, providing a chart that helps instructors match assignments with learning goals.
Additional References Bean, J.C. (1996). Engaging ideas: The professor's guide to integrating writing, critical thinking, and active learning in the classroom . San Francisco: Jossey-Bass.
Fitzpatrick, R. (1989). Research and writing assignments that reduce fear lead to better papers and more confident students. Writing Across the Curriculum , 3.2, pp. 15 – 24.
Flaxman, R. (2005). Creating meaningful writing assignments. The Teaching Exchange . Retrieved Jan. 9, 2008 from http://www.brown.edu/Administration/Sheridan_Center/pubs/teachingExchange/jan2005/01_flaxman.pdf
Hass, M. & Osborn, J. (2007, August 13). An emic view of student writing and the writing process. Across the Disciplines, 4.
Hedengren, B.F. (2004). A TA's guide to teaching writing in all disciplines . Boston: Bedford/St. Martin's.
Hudd, S. S. (2003, April). Syllabus under construction: Involving students in the creation of class assignments. Teaching Sociology , 31, pp. 195 – 202.
Leahy, R. (2002). Conducting writing assignments. College Teaching , 50.2, pp. 50 – 54.
Miller, H. (2007). Designing effective writing assignments. Teaching with writing . University of Minnesota Center for Writing. Retrieved Jan. 9, 2008, from http://writing.umn.edu/tww/assignments/designing.html
MIT Online Writing and Communication Center (1999). Creating Writing Assignments. Retrieved January 9, 2008 from http://web.mit.edu/writing/Faculty/createeffective.html .
Text for Mobile
The assignments are given by almost all the colleges and universities around the world in all subjects, streams, topics, and specializations. These assignments are given to the students to complete at home.
The assignments are given to test the skills and progress of college and university students. The grades they get in these assignments carry a lot of value in their academic as well professional careers in the near future.
But the basic issue is that the students do not get enough time and energy to complete all these assignments papers absolutely by themselves in the best manner. Under such situations, they always need the best online Professional Case Study Writing Help Service online. Casestudyhelp.com is the right choice for them in his regard.
Students who are seeking assistance with their assignments? Get the Top 10 Advantages of Assignments Every Student Should Know to make a perfect assignment.
Assignment writing is needed in various degree courses like MBA, nursing, psychology, history, English literature, physics, chemistry, law, engineering, IT (Information Technology), software and many more. As per the Case study writers of casestudyhelp.com, the main advantages of assignment writing are as follows:
The Case study solution online service provided by casestudyhelp.com can always help you the best in writing all your assignments in any subject, stream or topic. We provide the Best Case Study Help to students of western countries like the UK, USA, New Zealand, etc., and eastern countries like Singapore and Malaysia.
Thus, students from all across the world are hugely benefited from our services. We follow all the rules and guidelines your respective institutions give in writing the college and University Assignment Papers. Thus, you will always impress your assignment assessors in college.
We have already helped many students from different countries in Asia, Europe, Oceania and America; all of them are very happy with our service. They are all delighted with our quality services. You also register with us very soon on our casestudyhelp.com official website with a minimal registration fee. It will mark the beginning of your promising academic career.
What are tiered assignments.
According to Tomlinson (1995), tiered assignments are used by teachers within a heterogeneous classroom in order to meet the diverse needs of the students within the class. Teachers implement varied levels of activities to ensure that students explore ideas at a level that builds on their prior knowledge and prompts continued growth. Student groups use varied approaches to explore essential ideas.
Williams (2002) offers the following definition on her website: Tiered assignments are parallel tasks at varied levels of complexity, depth and abstractness with various degrees of scaffolding, support, or direction. Students work on different levels of activities, all with the same essential understanding or goal in mind. Tiered assignments accommodate mainly for differences in student readiness and performance levels and allow students to work toward a goal or objective at a level that builds on their prior knowledge and encourages continued growth.
Using tiered assignments allows for the following:
One of the main benefits of tiered assignments is that they allow students to work on tasks that are neither too easy nor too difficult. They are highly motivating because they allow students to be successful at their level of readiness. Tiered assignments also allow students to work in their specific learning styles or preferences (Williams, 2002).
Tomlinson (1995) offers the following guidelines for implementing tiered assignments:
Cherokee County Schools This homepage by Eulouise Williams has additional information on tiered assignments including examples of tiered assignments created by teachers in their district.
Research shows the stakes are higher for marginalized communities, but the opportunity is usually worth it.
Stretch projects require skills or knowledge beyond your current level of development and are great opportunities to shine in a new arena. This is also why they can feel so scary, especially for workers at the intersections of race, class, gender, sexuality, or other dimensions of diversity. Research shows us that women, people of color, and members of the queer community are punished more heavily when they make mistakes. As a result, you may feel pressure to perform perfectly, and be less averse to taking on the risk of a stretch assignment. The good news is that handling this kind of unfamiliar work is a skill that you can learn and refine — and it’s a great way to advance your career. Here’s how to get started.
You raised your hand for a stretch project, and — congratulations! — you’ve bagged the assignment. As an emerging leader, you were hoping to show your drive and ambition, but now that you have the opportunity, you’re terrified.
An official website of the United States government
Here’s how you know
Official websites use .gov
A .gov website belongs to an official government organization in the United States.
Secure .gov websites use HTTPS
A lock ( Lock A locked padlock ) or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. .
This web page provides information for property owners—both residential (homeowners) and business who seek to use Hazard Mitigation Grant Program funding.
Resources for Homeowners
Resources for homeowners (residential properties), eligibility.
The president can declare a major disaster for any natural event such as a hurricane, tornado, or earthquake. When a major disaster is declared, Hazard Mitigation Grant Program (HMGP) funding may be available to help homeowners rebuild their homes stronger than they were before the disaster. Mitigation activities help a community to build back better, safer, and stronger in order to reduce the risk of future damage from natural hazards.
To be considered for HMGP funding, your home must be located in a state that received a Presidential Disaster Declaration .
Your state and community must have an approved hazard mitigation plan.
For projects located within a Special Flood Hazard Area, the local community must be a member of the National Flood Insurance Program in good standing (not on probation, suspended, or withdrawn).
Your home rebuilding project must be cost-effective, technically feasible, environmentally sound, comply with all relevant regulations, and approved by FEMA.
As an individual, you cannot apply directly for Hazard Mitigation Grant Program (HMGP) funding. Rather, you will need to work with your local community as they develop an HMGP grant proposal. Discuss the hazards impacting your property and plans to mitigate with your local community leaders, planners, and engineers. If the community has not already made contact, you should meet with them and request that your property be included as part of a hazard mitigation application. The community will develop a scope of work, work schedule and detailed cost estimate for an HMGP grant application, but your interaction will help inform that process.
If your local jurisdiction is eligible for a grant, you can learn more through local sources, like your local jurisdiction’s website, local media outlets, flyers at the local library or public forums (such as town hall hosted by your local officials where they explain the application process and how to work together), or announcements in newspapers, or on the radio, television and online.
Your local government develops and submits Hazard Mitigation Grant Program (HMGP) project applications to the state based on mitigation strategies identified in their hazard mitigation plan. Completed applications are sent to the respective state office that manages the process for HMGP grants. Based on the FEMA-approved Hazard Mitigation Plan and funding priorities, the state, tribe, or territory will forward completed applications to FEMA for funding.
FEMA will review applications for cost-effectiveness, technical feasibility and environmental planning, and historic preservation compliance. When projects have been approved for funding, FEMA will notify the state, tribe or territory, which will notify local governments. Once funding is approved, the local community is responsible for managing the sub-grant to ensure the scope of work, work schedule, and budget are consistent with the approved application.
Funding for Hazard Mitigation Grant Programs are submitted based on the priorities listed in a community’s FEMA-approved Hazard Mitigation Plan. Government officials at the state, local, tribal and territorial levels prioritize which project plans they will submit.
HMGP funded projects must not begin until the local community has been notified that the project has been approved. Work done prior to FEMA’s review and approval will not be reimbursed by FEMA, except basic repair work necessary to make your home habitable.
After approval, FEMA will work with the state, which will work with the local community to complete the project. Depending upon the nature and complexity of a given proposal, the local community may oversee the entire project; or they may allow the property owner to implement some of the project.
To meet FEMA’s requirements for reimbursement, you must keep detailed records of payments to contractors. Your local officials will ask you to provide compliance documentation so they can finalize the project and approve reimbursement requests. FEMA will reimburse you only after the approved work has been completed.
The process for inclusion in an HMGP grant application from a local community is the same for business entities as it is for individual homeowners as described above. Additional resources for both homeowners and businesses can be found below.
Before the next wildfire comes, you can make changes to reduce the likelihood that your home or business will be damaged or destroyed.
This brochure answers some common questions homeowners have about implementing post-disaster projects that reduce future damage to their homes.
This document provides information on Increased Cost of Compliance (ICC) coverage. ICC coverage is one of several resources available for flood insurance policyholders who need additional help rebuilding after a flood.
This job aid is a form that can be used by a National Flood Insurance Program (NFIP) policyholder to assign their Increased Cost Compliance (ICC) payment to their community. Some communities use ICC payments assigned to them by NFIP policyholders to cover their fund match requirements for Hazard Mitigation Assistance grants.
The Federal Emergency Management Agency (FEMA) has prepared this guide specifically for homeowners who want to protect their homes from flooding. It provides clear information about the options available to you and straightforward guidance that will help you make decisions.
Having a safe room built for your home can help provide near-absolute protection for you and your family.
This publication is primarily intended for homeowners, builders, and contractors, but can also be used by design professionals and local officials for decision-making guidance on tornado and hurricane safe rooms. Design professionals and other readers seeking more technical guidance should refer to the Federal Emergency Management Agency’s (FEMA’s) FEMA P-361, Safe Rooms for Tornadoes and Hurricanes: Guidance for Community and Residential Safe Rooms (2015).
IMAGES
VIDEO
COMMENTS
7. Enhance organizing and planning skills. Completing an assignment requires thoughtful planning. Students' organizational skills are improved through the information search, sorting, and use of relevant data. Following that, students will be able to plan out when and how to complete their assigned work.
Benefits of Timely Assignment Completion. Finishing assignments contributes to improved time management skills. By adhering to deadlines, students learn to plan and allocate their time effectively. They develop the ability to break down tasks into manageable parts, set priorities, and create realistic schedules. ...
The following are the advantages and disadvantages of Assignments For Students: Advantages. Disadvantages. Boosts understanding of topics. Can increase stress levels. Encourages independent learning. Limits free time. Enhances time management skills. May discourage creativity.
Therefore, assignments that challenge our learning at a higher level and are a much better alternative to evaluating students' knowledge. Assignments, like essays, are a lot better for my learning experience. Exams induce a lot of fear and often lead to cramming, a defence mechanism that isn't great for my, or any other student's, mental ...
The answer lies in the multifaceted benefits that assignments offer: 1. Consolidation of Knowledge: Attending lectures and absorbing information is crucial but often fleeting. Assignments bridge the gap between theory and practical understanding. They require students to dive deeper into a subject, conduct research, and apply what they've learned.
Assignments are given on different topics of various subjects. Through the task, students reflect on their understanding and knowledge application. One of the top advantages students get through assignments is extending their knowledge of various subjects. Besides, with the finance homework help, they gain insights on diverse topics and master ...
A new Harvard study shows that, though students felt like they learned more from traditional lectures, they actually learned more when taking part in active-learning classrooms.
Nightly assignments can help prepare them for scholarly work, and research shows that homework can have moderate benefits for middle school students (Cooper et al., 2006). Recent research also shows that online math homework, which can be designed to adapt to students' levels of understanding, can significantly boost test scores (Roschelle et ...
Types of Assignments Cristy Bartlett and Kate Derrington. Figure 20.1 By recognising different types of assignments and understanding the purpose of the task, you can direct your writing skills effectively to meet task requirements. Image by Armin Rimoldi used under CC0 licence. Introduction. As discussed in the previous chapter, assignments are a common method of assessment at university.
Asking students to work in small groups allows students to learn interactively. Small groups are good for: Some benefits of working in groups (even for short periods of time in class) Students who have difficulty talking in class may speak in a small group. More students, overall, have a chance to participate in class.
What this handout is about. The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms ...
In either case, the advantages of virtual learning can be clearly seen on a resume. 6. Increased Collaboration. Online students have better opportunities to collaborate with classmates through virtual group work and meetings. One of the benefits of online courses are the message boards and grouping tools that allow students to post their ...
However, the students might not benefit from working on assignments if they copy the assignment answers from other students or otherwise do not do the assignments themselves. 2.2 Data. The study is based on data collected from three sections of an Introductory Statistics course (Econ 2320) in the School of Business and Economics. ...
How Guru at Home Enhances the Benefits of Homework. Guru at Home, a personalized and affordable virtual tutoring platform, plays a significant role in maximizing the benefits of homework for students:. 1. Personalized Learning Approach. Guru at Home takes a keen interest in each child's learning and behavior patterns before diving into subject matter.
Differentiating by Giving Choices. The best way to differentiate instruction is to give students a choice in how they show their learning. All students learn in their own way, and they need to be able to show their individual skills and interests. As long as they're able to demonstrate a certain skill, assessment should be more about the ...
The assignments we give to students don't simply have to be research papers or reports. There are many options for effective yet creative ways to assess your students' learning! Here are just a few: Journals, Posters, Portfolios, Letters, Brochures, Management plans, Editorials, Instruction Manuals, Imitations of a text, Case studies, Debates ...
A lot of creativity is enhanced within you by researching and studying the assignment topic. You are cognitive as well as analytic abilities are enhanced: You can enhance as well as increase your mental and imaginative skills with the help of the assignments. Your rationality is also improved at the same time.
What is an Assignment of Benefits? In the context of insured property claims, an assignment of benefits (AOB) is an agreement between you and a contractor in which you give the contractor your right to insurance payments for a specific scope of work.In exchange, the contractor agrees that it will not seek payment from you for that scope of work, except for the amount of any applicable deductible.
Tiered assignments accommodate mainly for differences in student readiness and performance levels and allow students to work toward a goal or objective at a level that builds on their prior knowledge and encourages continued growth. ... One of the main benefits of tiered assignments is that they allow students to work on tasks that are neither ...
Benefits of assignments! Did you know that Assignments can enhance your critical thinking, time management, and even communication skills. They promote independent learning, self-motivation, and creativity! You can gain practical experience and develop skills valued in your future careers by just completing assignments.
by Jahna Berry. Summary. Stretch projects require skills or knowledge beyond your current level of development and are great opportunities to shine in a new arena. This is also why they can feel ...
What are the benefits of assignments plan? Having a well-structured assignment plan brings several benefits. It helps students manage their time effectively, break down complex tasks into manageable steps, stay organized, and meet deadlines. An assignment plan also allows for better allocation of resources, promotes a systematic approach to ...
Additionally, many locum tenens agencies provide benefits such as housing allowances, travel stipends, and malpractice insurance, making these roles financially rewarding. Challenges of Locum Tenens Assignments . Less Stability: While the flexibility of locum tenens assignments is appealing, the lack of job stability can be a drawback for some ...
Financial Benefits Travel nurses typically earn competitive pay, making it a lucrative career choice. Additionally, many travel nursing agencies offer generous benefit packages that include housing stipends, travel reimbursements, health care insurance, and even bonuses for completing assignments.
Apply for and manage the VA benefits and services you've earned as a Veteran, Servicemember, or family member—like health care, disability, education, and more. skip to page content. Attention A T users. To access the menus on this page please perform the following steps. 1. Please switch auto forms mode to off.
This complaint involves a petition for the general assignment of Rockaway Contracting Corp. for the benefit of creditors. Lawrence F. Morrison has been appointed as the Assignee and seeks an order to commence the assignment, authorize the posting of a bond, approve the retention of Morrison Tenenbaum, PLLC as general counsel, and establish a deadline for filing proofs of claim.
Assignment of Coverage D Increased Cost of Compliance Coverage This job aid is a form that can be used by a National Flood Insurance Program (NFIP) policyholder to assign their Increased Cost Compliance (ICC) payment to their community.
Pay Grade/Pay Range: Not Graded Department/Organization: 509101 - Construction Administration Normal Work Schedule: Monday - Friday 8:00am to 5:00pm Note to Applicants: This is a campus only search. You must be a current UA student to be considered. Job Summary: The Co-Op Assignment assists in daily operations of assigned area to gain professional work exposure and experience. Attends meetings ...
Supervises, guides, and/or instructs the work assignments of subordinate staff. Coordinates the activities of social service or community programs. Oversees the program or organization's policies regarding participant involvement, requirements, and benefits. Essential Functions: