Designing Creative Assignments

Introduction to College Teaching IIOctober 31, 2007Colleen B. Kennedy (French) & Lara Pudwell (Math)

Building a creative classroom

Engage students in their learning

Focus assessment & assignments on course goals

Multiply the voices of authority– Invite guest speakers to class – Give assignments that help

students teach each other

Introductory discussion

TOPIC #1:– What is the most

engaging assignment you’ve completed as a student?

– Why was it an effective assignment?

TOPIC #2:– What is the most

creative assignment you’ve developed as a teacher/TA?

– Was it effective? – How was it received by

the students?

Creating effective assignments

When designing assignments for a course, consider: – Frequency– Length– Clarity of task(s) given – Weight in final grade– Class size

Do you have time to provide sufficient support for all students?

– Purpose of assignment in context of syllabus Does it foreshadow? Review? Both?

Creating effective assignments

Questions to ask yourself:– What goals of the course are met by completing

this assignment? – How will this assignment be connected to future

evaluations (tests, quizzes, etc.)?– What criteria will determine the grade?– What skills will students demonstrate or develop

by completing this assignment?– What methods should they use in their research?

Assignment Scope

Bloom’s taxonomy (in Jacobs & Chase, Ch. 2) lists 6 cognitive levels:– Knowledge (recall)– Comprehension (explain)– Application (transfer)– Analysis (separate)– Synthesis (combine)– Evaluation (judge)

Defining your target

Assignment Scope (continued)

Consider drawing from multiple parts of Bloom’s taxonomy.

Consider the level of your class. – Introductory classes may require traditional

assignments that reinforce basic knowledge & comprehension

– Upper-level classes may include in-depth analysis, synthesis, and evaluation of material

Creative assignments at all levels can also help engage students.

Advantages of creative assignments

Creative assignments can engage students’ multiple intelligences, enhancing their understanding of the subject.

New approaches to standard material can help prevent plagiarism.

Effective use of creativity in the classroom and in assignments can enhance your teaching portfolio!

Multiple Intelligence Theory

Developed in 1983 by Howard Gardner (photo) According to Gardner:

– Intelligences can be strengthened or weakened over time, and can work either independently or together.

– All people possess all nine intelligences in different amounts

– Assignments that address students’ multiple intelligences can enhance the classroom experience.

Source: http://www.thirteen.org/edonline/concept2class/mi/index.html

Gardner’s Nine Intelligences

1. Verbal-Linguistic Intelligence 2. Mathematical-Logical Intelligence 3. Musical Intelligence 4. Visual-Spatial Intelligence 5. Bodily-Kinesthetic Intelligence 6. Interpersonal Intelligence7. Intrapersonal Intelligence8. Naturalist Intelligence9. Existential Intelligence

Applying Multiple Intelligence theory

Students who understand their own balance of multiple intelligences can:

– Better manage their own learning– Learn to value their individual strengths

Instructors who apply M.I. theory can: – Provide more opportunities for students to cultivate their

talents and improve their weaknesses– Engage students with course material in ways that make

sense to them

Source: http://www.thirteen.org/edonline/concept2class/mi/index.html

In brief: The plagiarism problem

As many as 70% of students on any given college campus admit to some form of cheating

77% of students believe that Internet plagiarism is not a very serious issue

University-wide honor codes can help, but instructors can also take action to deter cheaters

Source: http://www.academicintegrity.org

Preventing plagiarism with creativitySource: http://www2.truman.edu/~karenmc/preventplagiarism.htm

Suggested assignments: Locate and read articles cited in a research

paper, asking students to identify how each source relates to the new argument 

Introduce students to websites such as http://www.plagiarismchecker.com

Have students give a multimedia presentation Assign essays on opposing sides of the same

issue, then have an in-class debate Choose an event and trace its coverage in

various media (TV news, newspapers, magazines, journals, blogs, etc.)

Preventing plagiarism with creativitySource: http://www2.truman.edu/~karenmc/preventplagiarism.htm

More assignment ideas: Assign an imaginary interview: students

compose possible questions for a prominent figure (historical, political, literary, scientific, philosophical, etc.) and propose logical answers in that person’s voice based on their research

Choose a single relevant topic, then have students compare its presentation in a scholarly article, a magazine article, a newspaper article, and a website

Have students research a possible career related to the course subject and write a report to present to the class 

Creative classroom interaction

Use classroom interaction to complement assignments

Creative readings or reenactments Demonstrations to complement

explanations Debates In-class small group work

– Role playing– Case studies (proposing one or more solutions

to a hypothetical problem)

Can computational assignments be creative?

Absolutely! Example: Use the computer to generate

individualized assignments for each student– The computer can also generate the answer key!– Formulate the problems in terms of a story that

gives students an interesting context (real-life application is a plus!)

Can research papers be creative?

Research papers may be unavoidable in your discipline.

Creativity can be applied to one or more stages of a research paper. Consider:– your administrative role– the topic(s) you assign– required research documentation– additional requirements

Assigning creative research papers Source: http://www2.truman.edu/~karenmc/preventplagiarism.htm

Administrative: Assign the paper as a process with weekly or

biweekly due dates for different components. Assign multiple short papers Peer review multiple drafts Keep a writing portfolio for each student Require students to submit their topics around

midterm (do not allow last-minute changes) Include a section on the final exam where students

discuss the main ideas of their research papers

Assigning creative research papers Source: http://www2.truman.edu/~karenmc/preventplagiarism.htm

Topic ideas: Write about issues affecting the campus or

the local community. Provide a set list of highly specific topics

(must be changed each semester). Ask students to write about current events. Require detailed comparison of two

viewpoints or documents on the same issue. Have students write an editorial or opinion

piece (could be set in historical context).

Assigning creative research papers Source: http://www2.truman.edu/~karenmc/preventplagiarism.htm

Research documentation: Have students annotate their bibliography/works cited Require photocopies of references with relevant

sections clearly marked Require a research log (all search engines, journal

indexes, databases, librarians, and reference works)  Have students submit an outline before or with their

final draft Set up a library class session immediately after

assigning the project; have a reference librarian discuss how to find and use sources for their topics

Following up research projects Source: http://www2.truman.edu/~karenmc/preventplagiarism.htm

Consider these additional requirements: A one-on-one conference with each student

after the paper is submitted An oral presentation where students answer

questions and/or defend their positions Group discussions and/or peer critique of the

project A brief in-class essay about their project written the day of submission.

More assignment ideas

Role Play / Reenactment

Polling Interviews Speaking assignments

– Recorded or live– Small groups or one-on-

one

Computer assignments Oral Presentations

Build a Model In-Class Writing Create a newsletter Journal Writing Public Exhibit Writing letters

Evaluating your assignments

Did the students accomplish the goals you outlined for the assignment?

Could you divide the assignment into smaller segments or expand it further?

Were your grading criteria easy for you to apply and easy for the students to interpret?

Ask colleagues for advice Ask students for feedback (index card

survey)

Your Mission:

STEP ONE: Analyze the effectiveness of the major assignment(s) given in a syllabus that you have taught. Consider Gardner’s theory of multiple intelligences and Bloom’s six cognitive levels. How many different intelligences and/or cognitive levels are engaged when completing the assignment? Is the assignment at risk for easy plagiarism?

STEP TWO: Revise this assignment to make it more engaging and less susceptible to plagiarism. Consider altering the topic, format, research requirements, or any other aspect of the project. If possible, include new project phases or other criteria that would expand the range of Gardner’s intelligences and Bloom’s cognitive levels needed to effectively complete the assignment.