1. Three class activities for my class, including High-Stakes and Low-Stakes Writing, Active Learning, and Problem-Based Learning.
My first assignment could be a medium-stakes paper, or a thinking piece as described on page 203 of McKeachies book. One of the first areas that I will cover in my course will be about workplace culture. The assignment would require students to evaluate the culture of a place they have worked at and identify concepts from their reading. I think that this assignment would also be a good opportunity to put students in groups and have them read their responses. This assignment would be graded on how well they identify and discuss concepts from the reading and applying it to their personal experiences. According to the reading on page 204, this type of writing enhances student learning by challenging them to write about content while having the opportunity to take risks with ideas and creativity. The text also states that student learning is enhanced when they share their ideas in small groups.

My second assignment will be assigning students to conduct mock job interviews. I think the Learning Cell concept could be applied to this project. The Learning Cell concept is described on Page 216 as having students form learning pairs “in which students alternate asking and answering questions on commonly read material.” McKeachie continues by giving an example that students should read the same material and that each one is responsible for writing discussion questions that they ask each other. My goal for this approach would be similar. I would assign students to develop interview questions (instead of discussion questions) from their reading assignment as well as online research. I would have the pairs take turns interviewing each other. I think I could use low-stakes or medium stakes writing with this assignment as well. One way would be to have students write about their experience being interviewed and compare it to their experienced conducting the interview. By having them write about their experience, I think it would help them evaluate what they did well in each role and understand the different perspectives. I think the Learning Cell will enhance student learning because it will give them experience in asking questions as well as responding. This type of activity will allow students to discuss possible answers with each other and exchange ideas.

I have to admit that I am struggling on how to apply the Problem-Based Learning concept to my class. McKeachie defines this learning concept on page 221 stating that humans are naturally motivated to solve problems. McKeachie states that a problem must be posed to students and they will be motivated to learn. McKeachie discusses three forms of Problem-Based Learning: the guided method, the case study, and also simulation games. Because my class is a speaking course, I’m not sure how I could incorporate this style. Mckeachie writes on page 227 that “even if the traditional forms of Problem-Based Learning are not used, the general principle of solving a problem can still be valuable to students.” McKeachie continues by saying that if students are to learn how to think critically, they need practice. I agree with both of these statements. I think that as I starting reading my course’s textbook, I may find ways. However, at this point, I am stumped.

A third assignment I would use would be to have students turn in a monthly paper responding to their experiences with the Young Professionals Network. In the past, students have joined this group. I am not sure the extent of past involvement, but I would require students to attend one monthly activity. Students would be required to analyze their experience and identify opportunities they had to practice the concepts we have discussed in class. This assignment needs more development to the logistics (such as types of events, opportunities for interaction, etc.). I think this seems like a medium-stakes writing assignment. I would like to hopefully turn it into a high-stakes assignment.

2. Best Practices for learning activities:
To answer this question, I think I will summarize my ideas into three basic concepts that can be applied to all activities. If the students understand how the activity relates to course material, understand the directions, and see the teacher’s excitement, I think that an activity will be successful. I’m not saying every student will approach the activity with enthusiasm, but I think there will hopefully not be resistance.

First, I think it is important to understand the purpose of the activity. Mckeachie states on page 226 that when developing a game, the instructor needs to develop an objective and plan the activity to make sure the objective is accomplished. I think this is important because it helps the instructor explain to students why the activity is important. I think students want to participate in activities that obviously relate to course content. If it is not obvious, I think students see the activity as being a waste of time or “busy work.” I think all of the teaching demonstrations have had activities that obviously relate to the material that was presented.

My second best practice is to provide new opportunities to apply the information to the real world. Mckeachie explains on page 231 that many students do not have the ability to apply the new information to the real world. McKeachie continues by saying that it is important that students understand how to apply the knowledge. I agree with this because if students cannot apply the information or put it into practice, then the information really is not benefiting them. I like how the teaching demonstrations allow us to apply the knowledge right away. Examples include practicing CPR, identifying news leads, or discovering our personality traits.

My third best practice is enthusiasm. I think it is contagious. My examples come from our teaching demonstrations. When we are enthusiastic about our projects it shows and sets the tone for how others respond. If we feel that an activity is boring or it is one that we do not feel passionate about, our students will sense that. My opinion is that even if the activity is designed well and directions are clear, if the instructor has a negative feeling about an activity, the students will sense it.

Tips for teacher comments on writing assignments