● 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.
● 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.
● 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.
● 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.
● 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)).
● 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.
● Design learning experiences that are relevant to students’ lives.
● Craft activities that encourage application of content to situations they will likely encounter.
● Get to know your students. Learn students’ names and create relationships with them a few at a time (e.g., feature students of the day, or invite the class to meet with you in their small groups).
● Craft specific opportunities for individual students to participate in the learning experience (e.g., feature students’ work in front of the class, arrange for volunteers to come to the board or lead out in discussion). [government example re: two students relevance of newsfeed.
● Promote social exchanges for learning among peers. Class interaction is more lively when the conversation broadens beyond just alternating between you and one person in the class. [see ideas for peer learning under discussions].
● Let students know how they can link with each other (e.g., Hoot.me, Piazza, Peerwise, Discussion Boards in Canvas, etc.).
● Make explicit that you (and TAs, etc.) are interested in their success, are available to support them, and have provided or pointed them to ample ways for them to get the help they need.