Strategies to Help Students Achieve Quality Academic Work

 

Strategies to Help Cornerstone Student’s to Achieve Quality Academic Work 

 

Colossians 3:23 “Whatever you do, work at it with all your heart, as working for the Lord, not for men.”

 

 

 

1.      Regular use of pairs and small group interaction during class time (Allows for deeper understanding of content and allows students to review with one another what they need to do)

 

·         Have students work on an outline of a coming assignment together

·         The stronger student serves as a role model/mentor to the other.

 

2.      Emphasis on students talking about and reflecting on course content in class to practice higher order thinking skills of analysis, synthesis, and evaluation

·         If the assignment/assessment will demand analysis and evaluation, practice this in class before asking students to do it on their own on a test or for an assignment..  

·         Sometimes instructors present content in class in as information and then ask students to “interpret” the information without giving the students practice..

 

3.      Complex assignments can be done in pairs the first time and then individually the second time.

 

·         Have a small assignment that students are asked to do in pairs and then repeat the assignment in a more formal, intensive manner in which students work individually.

 

4.      Use grading that is provisional and assignments that may be re-submitted for re-evaluation

·         If possible, allow students to turn in work a second time for additional credit.

·         This allows students to learn from their previous mistakes or lack of previous understanding.

 

5.      Use regular smaller assignments that are due weekly that are then combined to create a major project

 

        •    When possible, break up large assignments in smaller pieces which are turned in, evaluated with suggestions for improvement, and then given back to the student before the final assignment is due.. 

        • This is not only good for the student because they are able to improve their work, but it can also result in more doable grading for the professor, as assignments are turned in in smaller “chunks”

6.  Provide examples of quality work from past semesters or      previous assignments. Obtain permission to name the student who did these assignments as a way of recognizing those who do quality work.