Why Should You Use Writing Assignments in Your Teaching?

Brad hughes, director, writing across the curriculum, university of wisconsin-madison.

Why should you use writing assignments in your teaching? That’s an important question. Even though this is a Writing Across the Curriculum website, designed to encourage faculty to incorporate writing into their teaching, let’s be honest—there are many reasons why you might not want to assign writing in your courses. And many of those reasons have to do with limits on your time. Designing writing assignments and responding to student writing take valuable time—lots of time if you do them carefully. The larger the enrollment is in your classes, the more time responding to student papers takes. You have lots of important course content to cover, so you have limited time for building in a sequence of writing assignments and some instruction around those assignments. . . .

You also need to remember that writing assignments  take substantial time for your students to do well. And not all of your students are well prepared to succeed with the writing you assign. This list could go on; the challenges can be formidable.

Yet countless faculty—in every discipline across the university—make writing an integral part of their teaching and reap benefits from doing so. Why? Here are some of the many reasons writing is an especially effective means for students to learn.

  • Writing deepens thinking and increases students’ engagement with course material.
  • Well-designed writing assignments prompt students to think more deeply about what they’re learning. Writing a book review, for example, forces students to read more thoroughly and critically. As an old saying goes, “How do I know what I think until I hear what I say or see what I’ve written?”
  • In fact, research done by Richard Light at Harvard confirms that “students relate writing to intensity of courses. The relationship between the amount of writing for a course and students’ level of engagement—whether engagement is measured by time spent on the course, or the intellectual challenge it presents, or students’ self-reported level of interest in it—is stronger than any relationship we found between student engagement and any other course characteristic” ( The Harvard Assessment Seminars , Second Report, 1992, 25).
  • Research done by the Association of American Colleges and Universities demonstrates that writing-intensive courses are a high-impact practice in undergraduate education (George D. Kuh, High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter , 2008).
  • Research done by Michele Eodice, Anne Ellen Geller, and Neal Lerner ( The Meaningful Writing Project , 2017) demonstrates that certain writing projects can be especially meaningful parts of undergraduate education.
  • Writing can improve our relationship with our students. When students write papers, we get to know them and their thinking better; they’re more likely to talk with us after class, or come to our office hours to share a draft or seek advice.
  • Writing gives us a window into our students’ thinking and learning. Through our students’ writing, we can take pleasure in discovering that students see things in course readings or discussion we didn’t see; students make connections we ourselves hadn’t made. And through our students’ writing, we also discover what confuses our students. Admittedly, we’re not always eager to discover the gaps in our students’ knowledge or understanding, but it’s our job to expand that knowledge and improve students’ thinking.
  • Writing assignments can improve our classroom discussions. By helping students keep up with readings, regular writing assignments can prepare students to participate in discussion.
  • Writing assignments provide us with an opportunity to teach students to organize ideas, develop points logically, make explicit connections, elaborate ideas, argue points, and situate an argument in the context of previous research-all skills valued in higher education.
  • Students remember what they write about-because writing slows thinking down and requires careful, sustained analysis of a subject. No matter how many years it’s been, most of us can remember some paper we wrote as undergraduates, the writing of which deepened our knowledge of a particular subject.
  • Students and professors remember what they’ve written, in part, because writing individualizes learning. When a student becomes really engaged with a writing assignment, she has to make countless choices particular to her paper: how to focus the topic, what to read, what to make the central argument, how to organize ideas, how to marshal evidence, which general points to make, how to develop and support general ideas with particulars, how to introduce the topic, what to include and what to omit, which style and tone to adopt. . . .
  • Finally, though it’s much more than this, writing is a skill—a skill that atrophies when it isn’t practiced regularly. Because learning to write well is difficult and because it requires sustained and repeated practice, we need to ensure our undergraduates write regularly, throughout the curriculum, in all majors. It’s the responsibility of all of us to ensure that students learn to think and write clearly and deeply.

Teaching, Learning, & Professional Development Center

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How Do I Create Meaningful and Effective Assignments?

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:

  • Your goals for the assignment . Why are you assigning this project, and what do you hope your students will gain from completing it? What knowledge, skills, and abilities do you aim to measure with this assignment?  Creating assignments is a major part of overall course design, and every project you assign should clearly align with your goals for the course in general.  For instance, if you want your students to demonstrate critical thinking, perhaps asking them to simply summarize an article is not the best match for that goal; a more appropriate option might be to ask for an analysis of a controversial issue in the discipline. Ultimately, the connection between the assignment and its purpose should be clear to both you and your students to ensure that it is fulfilling the desired goals and doesn't seem like “busy work.” For some ideas about what kinds of assignments match certain learning goals, take a look at this page from DePaul University's Teaching Commons.
  • Have they experienced “socialization” in the culture of your discipline (Flaxman, 2005)? Are they familiar with any conventions you might want them to know? In other words, do they know the “language” of your discipline, generally accepted style guidelines, or research protocols?
  • Do they know how to conduct research?  Do they know the proper style format, documentation style, acceptable resources, etc.? Do they know how to use the library (Fitzpatrick, 1989) or evaluate resources?
  • What kinds of writing or work have they previously engaged in?  For instance, have they completed long, formal writing assignments or research projects before? Have they ever engaged in analysis, reflection, or argumentation? Have they completed group assignments before?  Do they know how to write a literature review or scientific report?

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.

  • First, you will need to articulate the purpose of the assignment . Even though you know why the assignment is important and what it is meant to accomplish, you cannot assume that your students will intuit that purpose. Your students will appreciate an understanding of how the assignment fits into the larger goals of the course and what they will learn from the process (Hass & Osborn, 2007). Being transparent with your students and explaining why you are asking them to complete a given assignment can ultimately help motivate them to complete the assignment more thoughtfully.
  • If you are asking your students to complete a writing assignment, you should define for them the “rhetorical or cognitive mode/s” you want them to employ in their writing (Flaxman, 2005). In other words, use precise verbs that communicate whether you are asking them to analyze, argue, describe, inform, etc.  (Verbs like “explore” or “comment on” can be too vague and cause confusion.) Provide them with a specific task to complete, such as a problem to solve, a question to answer, or an argument to support.  For those who want assignments to lead to top-down, thesis-driven writing, John Bean (1996) suggests presenting a proposition that students must defend or refute, or a problem that demands a thesis answer.
  • It is also a good idea to define the audience you want your students to address with their assignment, if possible – especially with writing assignments.  Otherwise, students will address only the instructor, often assuming little requires explanation or development (Hedengren, 2004; MIT, 1999). Further, asking students to address the instructor, who typically knows more about the topic than the student, places the student in an unnatural rhetorical position.  Instead, you might consider asking your students to prepare their assignments for alternative audiences such as other students who missed last week's classes, a group that opposes their position, or people reading a popular magazine or newspaper.  In fact, a study by Bean (1996) indicated the students often appreciate and enjoy assignments that vary elements such as audience or rhetorical context, so don't be afraid to get creative!
  • Obviously, you will also need to articulate clearly the logistics or “business aspects” of the assignment . In other words, be explicit with your students about required elements such as the format, length, documentation style, writing style (formal or informal?), and deadlines.  One caveat, however: do not allow the logistics of the paper take precedence over the content in your assignment description; if you spend all of your time describing these things, students might suspect that is all you care about in their execution of the assignment.
  • Finally, you should clarify your evaluation criteria for the assignment. What elements of content are most important? Will you grade holistically or weight features separately? How much weight will be given to individual elements, etc?  Another precaution to take when defining requirements for your students is to take care that your instructions and rubric also do not overshadow the content; prescribing too rigidly each element of an assignment can limit students' freedom to explore and discover. According to Beth Finch Hedengren, “A good assignment provides the purpose and guidelines… without dictating exactly what to say” (2004, p. 27).  If you decide to utilize a grading rubric, be sure to provide that to the students along with the assignment description, prior to their completion of the assignment.

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 :

  • Do provide detail in your assignment description . Research has shown that students frequently prefer some guiding constraints when completing assignments (Bean, 1996), and that more detail (within reason) can lead to more successful student responses.  One idea is to provide students with physical assignment handouts , in addition to or instead of a simple description in a syllabus.  This can meet the needs of concrete learners and give them something tangible to refer to.  Likewise, it is often beneficial to make explicit for students the process or steps necessary to complete an assignment, given that students – especially younger ones – might need guidance in planning and time management (MIT, 1999).
  • Do use open-ended questions.  The most effective and challenging assignments focus on questions that lead students to thinking and explaining, rather than simple yes or no answers, whether explicitly part of the assignment description or in the  brainstorming heuristics (Gardner, 2005).
  • Do direct students to appropriate available resources . Giving students pointers about other venues for assistance can help them get started on the right track independently. These kinds of suggestions might include information about campus resources such as the University Writing Center or discipline-specific librarians, suggesting specific journals or books, or even sections of their textbook, or providing them with lists of research ideas or links to acceptable websites.
  • Do consider providing models – both successful and unsuccessful models (Miller, 2007). These models could be provided by past students, or models you have created yourself.  You could even ask students to evaluate the models themselves using the determined evaluation criteria, helping them to visualize the final product, think critically about how to complete the assignment, and ideally, recognize success in their own work.
  • Do consider including a way for students to make the assignment their own. In their study, Hass and Osborn (2007) confirmed the importance of personal engagement for students when completing an assignment.  Indeed, students will be more engaged in an assignment if it is personally meaningful, practical, or purposeful beyond the classroom.  You might think of ways to encourage students to tap into their own experiences or curiosities, to solve or explore a real problem, or connect to the larger community.  Offering variety in assignment selection can also help students feel more individualized, creative, and in control.
  • If your assignment is substantial or long, do consider sequencing it. Far too often, assignments are given as one-shot final products that receive grades at the end of the semester, eternally abandoned by the student.  By sequencing a large assignment, or essentially breaking it down into a systematic approach consisting of interconnected smaller elements (such as a project proposal, an annotated bibliography, or a rough draft, or a series of mini-assignments related to the longer assignment), you can encourage thoughtfulness, complexity, and thoroughness in your students, as well as emphasize process over final product.

Next are a few elements to avoid in your assignments:

  • Do not ask too many questions in your assignment.  In an effort to challenge students, instructors often err in the other direction, asking more questions than students can reasonably address in a single assignment without losing focus. Offering an overly specific “checklist” prompt often leads to externally organized papers, in which inexperienced students “slavishly follow the checklist instead of integrating their ideas into more organically-discovered structure” (Flaxman, 2005).
  • Do not expect or suggest that there is an “ideal” response to the assignment. A common error for instructors is to dictate content of an assignment too rigidly, or to imply that there is a single correct response or a specific conclusion to reach, either explicitly or implicitly (Flaxman, 2005). Undoubtedly, students do not appreciate feeling as if they must read an instructor's mind to complete an assignment successfully, or that their own ideas have nowhere to go, and can lose motivation as a result. Similarly, avoid assignments that simply ask for regurgitation (Miller, 2007). Again, the best assignments invite students to engage in critical thinking, not just reproduce lectures or readings.
  • Do not provide vague or confusing commands . Do students know what you mean when they are asked to “examine” or “discuss” a topic? Return to what you determined about your students' experiences and levels to help you decide what directions will make the most sense to them and what will require more explanation or guidance, and avoid verbiage that might confound them.
  • Do not impose impossible time restraints or require the use of insufficient resources for completion of the assignment.  For instance, if you are asking all of your students to use the same resource, ensure that there are enough copies available for all students to access – or at least put one copy on reserve in the library. Likewise, make sure that you are providing your students with ample time to locate resources and effectively complete the assignment (Fitzpatrick, 1989).

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 .

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Advantages and Disadvantages of Assignments For Students

Looking for advantages and disadvantages of Assignments For Students?

We have collected some solid points that will help you understand the pros and cons of Assignments For Students in detail.

But first, let’s understand the topic:

What is Assignments For Students?

Assignments for students are tasks or activities given by teachers to be completed outside of class time. These can include writing essays, solving math problems, or reading books. They help students practice what they’ve learned and prepare for future lessons.

What are the advantages and disadvantages of Assignments For Students

The following are the advantages and disadvantages of Assignments For Students:

Advantages and disadvantages of Assignments For Students

Advantages of Assignments For Students

  • Boosts understanding of topics – Assignments help students dive deeper into topics, providing a clear and thorough understanding that goes beyond surface-level knowledge.
  • Encourages independent learning – They promote self-learning, pushing students to study and solve problems on their own, fostering self-reliance.
  • Enhances time management skills – Time management skills are honed as students balance assignments with other responsibilities, teaching them to prioritize tasks.
  • Improves research and writing abilities – Assignments also refine research and writing skills, as students learn to gather information and articulate ideas effectively.
  • Reinforces classroom learning – They serve as a reinforcement tool, solidifying what is taught in the classroom and making learning more effective.

Disadvantages of Assignments For Students

  • Can increase stress levels – Assignments can often lead to elevated stress levels in students due to tight deadlines and high expectations.
  • Limits free time – When students are loaded with assignments, their leisure time gets compromised, affecting their work-life balance.
  • May discourage creativity – The rigid structure of assignments can sometimes curb the creative instincts of students, stifling their innovative ideas.
  • Risks of plagiarism – Assignments also pose the risk of plagiarism as students might copy answers from readily available sources, compromising their learning.
  • Difficulty understanding instructions – Sometimes, students face challenges in comprehending the instructions of assignments, leading to incorrect submissions.
  • Advantages and disadvantages of Assignment Method Of Teaching
  • Advantages and disadvantages of Assignment Method
  • Advantages and disadvantages of Assets

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The Pros and Cons of Popular Instructional Strategies

Instructional strategies Edmentum article

Often, students find a benefit in mixing things up a bit with content presentation or assessment, and teachers may find moving out of their traditional practice, stretching, and trying something new is super gratifying as well. I love a design sprint workshop or an impromptu planning experience; however, during the school week, educators do not always have the time to step back and take part. In the past few years, planning periods may have been devoured up by attending meetings, covering a class, or simply trying to catch up. Professional learning has unfortunately taken a backseat to survival. While there are many different types of students and classes, people learn best when they are stimulated and engaged. For teachers to accomplish this, there are different teaching methods and plans they can employ. These are collectively called instructional strategies . Exploring some different instructional strategies and discovering how to incorporate them into the classroom process can rekindle a love affair with teaching. Finding the right instructional strategy to fit your classroom can make a world of difference to your students by allowing them to make meaningful connections with what they are learning. Take a look at a few different strategies, and see which one might suit your students this academic year.

Constructivism and Questioning

Asking questions and listening for learning in the answers is both fun and engaging for students of all ages. Educators naturally do this, but by simply becoming a bit more intentional and process driven with the questions, educators can create an environment that supports a unique experience of learning.

The Socratic Method

Named after the Greek philosopher Socrates, the Socratic method is often used to promote critical thinking. Students come to class prepared for discussion. Educators need to guide student preparation with a pre-class assignment. It is the discussion that leads the way through material. Inquiry is promoted through open-ended questions, and students have the option to explore different perspectives. Each question leads to discussion and can produce more than one answer. The meat of the learning is found in the process, teaching students to think about the material. In this method, educators ask questions of students, listen to the answers, and continue until any contradictions are exposed. Socrates also used this method of questioning to encourage people to question the things they were told and to look beyond the obvious. This process helps students develop critical-thinking skills, gets them to think quickly, and requires them to be prepared and attentive. Examples of questions to pose include: “What exactly do you mean?” and “Why is it vital?” and “What else can we assume?” Questions can focus on viewpoint, such as “Why is it better than the alternative (What is the alternative?)?” and “What would be the effect of that?” and “What made you feel that way?”

Pros and Cons of the Socratic Method

Project-Based Learning

Project-based learning or problem-based learning (PBL) is designed to engage students in solving a real-world problem or answering a complex question. Project-based learning unleashes a contagious, creative energy among students and teachers. It is NOT a moment in the curriculum when students build a diorama. PBL begins with teachers assigning an open-ended problem with more than one solution. With the problem presented, students then investigate potential solutions, often within small groups. The role of educators is to facilitate and support. Ultimately, students demonstrate their knowledge and skills by creating a public product or presentation for a real audience. As a result, students develop deep content knowledge, as well as critical-thinking, collaboration, creativity, and communication skills. PBL can vary in length from one class to an entire semester depending on the complexity of the problem. The project should contain and frame curriculum and instruction. Projects tend to be more open-ended than problem-based learning, giving students more choice when it comes to demonstrating what they know. Different from projects that are the culmination of a learning unit, PBL projects ARE the learning unit, meaning that fundamental concepts and skills are learned throughout the project. PBL is an evidence-based practice under the Every Student Succeeds Act (ESSA), and it meets the evidence requirements for tiers 1 and 2 under ESSA, which is exciting on so many levels. There are a few steps for learning to be considered PBL versus just another classroom project. While the core problems will vary among disciplines, some characteristics of good PBL problems transcend school subjects.

PBL Pros and Cons

Inquiry-Based Learning

Inquiry-based learning is based on constructivist theories of learning, where knowledge is “constructed” from experience and process. Constructivists believe that learning happens through actively “mulling over” information. This encompasses an array of approaches, including fieldwork, case studies, investigations, individual and group projects, and research ventures. This is in contrast to theories like behaviorism , which proposes that students should be told information from a teacher rather than learning it themselves through experiences. It may sound similar to PBL, but there are subtle differences. Inquiry-based learning places an emphasis on finding answers to questions through discovery. In 1961, psychologist Jerome Bruner introduced the discovery learning model as a technique of inquiring-based learning. In discovery learning, teachers guide the process and investigations, whereas in true PBL, the student discovers everything themselves, even the questions. Both are considered constructivist approaches, where the process of learning is achieved actively through experiences such as investigation and observation in a student-centered environment rather than through passive learning, which is a teacher-centered environment, a contrasting educational approach that favors repetition and memorization. An inquiry-based approach asks students to investigate concepts using research and analysis. When executed correctly, this approach focuses on the use of higher-order-thinking skills like problem-solving to reach conclusions. Students are expected to use logic and reason to come to conclusions about topics. Specific learning processes that students engage in during inquiry include refining questions, seeking evidence to answer questions, explaining evidence, and justifying or laying out an argument for the evidence. Progress and outcomes are assessed through observing students’ learning development over time through conversations, notebook entries, student questions, procedural skills, the use of evidence, and other techniques. In this method, the process is more important than the solution. Effective questioning plays a role in focusing students on unit learning goals or overarching themes.

Pros and Cons of Inquiry-Based Learning

Bloom’s Approach

This approach and its iterations have been the framework for categorizing educational goals since 1956. It is a hierarchical model that categorized learning objectives into varying levels of complexity. Its theory advocated individualized learning over a universal curriculum. In 2001, Bloom’s was revised to call out the process of learning as active rather than passive.

Mastery-Based Learning

Mastery-based learning was introduced by psychologist Benjamin Bloom (perhaps best known for his taxonomy framework). It applies the principles of individualized instruction and tutoring to whole-class learning. In this model students are assessed multiple times throughout the learning process rather than at the end of a unit or semester. It is an instructional approach where students need to demonstrate a deep understanding before progressing to another topic or subject area. Educators provide individual feedback, diagnose learning needs/difficulties, prescribe specific remediation or enrichment strategies, and reassess with a parallel assessment. Mastery learning is basic to many textbook programs and has promoted formative assessments as a routine of classrooms. It honors the idea that students learn at different levels or paces and follows the philosophy that learning is unique to every student and that by instruction being closely monitored, educators learn and understand what students truly know.

Mastery-Based Learning Pros and Cons

Scaffolded Instruction

Scaffolded instruction focuses on delivering content gradually to support high-quality and unforced learning. It is a teaching technique used to build connections for learners by establishing details surrounding content prior to instruction. With scaffolded instruction, students do not learn new concepts in isolation, but as part of the big picture. Teachers may model a task and slowly transfer the knowledge to learners. Instruction could look like chunking the material into small steps to reach the desired content outcome. Strategies that work with scaffolded instruction include simple steps like pre-teaching vocabulary words before reading a text or using a timeline to teach historical content to allow students to see both when and how events impacted each other.

Scaffolded Instruction Pros and Cons

Teacher-Led, Directed, or Reciprocal/Cooperative Teaching

Teacher led instruction, using experience to share knowledge with students has slowly been moving away from “sage on the stage” to “guide on the side.” However, there are some instructional practices that leverage the techniques that made teacher led instruction popular for so many years.

Reciprocal Teaching

Reciprocal teaching is an instructional approach in which students become the teachers in small-group reading (or other content) sessions. Teachers model and then help students learn to guide group discussions using strategies such as summarizing, question generating, clarifying, and predicting. Once students understand and can apply the strategies, they take turns assuming the role of the teacher in a dialogue. In another version, students take the roles of predictor, summarizer, questioner, and clarifier.

Collaborative Learning

Collaborative learning, another research-based strategy for teaching, follows closely in the vein of peer learning, with students working in pairs or small groups and employing reciprocal teaching methods.

Structured Academic Controversy (SAC)

Structured academic controversy (SAC) is a cooperative learning strategy developed by David and Roger Johnson in order to structure and focus classroom discussions. One practice involves students working in pairs and then coming together in four-person teams, where students explore a question by reading about (or viewing) content and then presenting contrasting positions. Afterward, they engage in discussion to reach consensus. A discussion using SAC moves students beyond “either/or” thinking, examining controversial issues from multiple perspectives.

The Jigsaw Classroom

The jigsaw classroom is a research-based cooperative learning technique invented and developed in 1971 by Elliot Aronson and his students at the University of Texas and later at the University of California. It focuses on fostering student cooperation rather than competition. It strives to create a social environment where student learning is dependent on positive relationships. 

In this process, a large amount of educators’ time is devoted to building student relationships through a culture of mutual respect, modeling, and teaching. In a jigsaw classroom, students are placed in groups where they must work together toward a common goal. Each member of a small group is assigned to learn one part of a lesson and then expected to teach that information back to the group. Students learn to listen to and respect each other and the lessons being taught. 

The primary focus is developing the groups intentionally, building collaboration between students who may not get along or who struggle to understand each other. The content is secondary; it is a means to the collaboration.

Realia refers to real-life objects used in classroom instruction in order to improve students' understanding. It typically refers to instruction of other cultures and real-life situations. 

Teachers of English language learners and global languages employ realia to strengthen associations between words and the objects themselves. Teachers of young students also use this process to provide a tangible resource that connects to their developmental stage. 

Realia is used to link learners with the tactile and multidimensional connections between learned material and the object of the lesson. Primary objectives of this strategy include increasing comprehensible input, using language in context, and promoting verbal interaction and active involvement.

Teacher-Led Strategies Pros and Cons

As a former kindergarten and special education teacher, I do not know how we can teach without understanding all aspects of the child. This is an approach to learning that embraces the concept that education should consider all influences on a child's development. It prioritizes all the developmental and personal needs of students in addition to their academic achievements. Hungry children do not learn; anxious children do not learn either. Sometimes, the baseball coach can get more from students than the classroom teacher. It is important, and in many ways, a no-brainer, to meet and understand the needs of students. However, this requires a team and support from the school and district, many of which are stretched thin already.

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Times To Educate YourSelf

Project Method of Teaching –  Advantages and Disadvantages

Welcome to our tutorial on the Project Method of Teaching. This modern and student-centered approach to education emphasizes “learning by doing” and places students at the center of the learning process.

We will not only discuss the principles and benefits of this method but also delve into the specific approach developed by Dr. W.H. Kilpatrick, known as the Kilpatrick Project Method. Whether you are a student, teacher, or educational professional, this tutorial will provide valuable insights and information on this innovative teaching strategy.

So, Let’s dive into the world of the Project Method of Teaching and Kilpatrick’s approach.

Table of Contents

Historical Background

Project Method of Teaching has a rich historical background dating back to the early 20th century. It is said to have originated at Richards Colombia University in 1900 and was later popularized by Stevenson J. A who used the term in 1908. The Massachusetts State Board of Education officially recognized the method in 1911, and it gained further momentum when Professor W.H. Kilpatrick of Colombia University made a formal attempt to use it in education in 1918.

The Project Method of Teaching is based on John Dewey’s philosophy of pragmatism, which emphasizes the principle of “learning by doing.” Dewey believed that students should be actively engaged in their own learning and that education should be relevant to student’s lives and experiences. The Project Method of Teaching aligns with this philosophy by providing students with hands-on, real-world projects and activities that allow them to apply what they are learning.

Introduction: Project Method of Teaching

Project Method of Teaching

Perennialism is a teaching philosophy that values the memorization and recall of key facts and information. This approach is based on the belief that certain knowledge is timeless and universal, and should be the foundation of education.

This method of teaching is often associated with traditional methods, where students are expected to read, memorize, and reproduce information through drilling and repetition. Although this method can aid in short-term memory retention, it can fall short in terms of promoting deep understanding and critical thinking skills.

On the other hand, the Project Method of Teaching is a modern and student-centered approach that emphasizes learning by doing.

It is based on the philosophy of pragmatism and the principle of “Learning by Doing”. This approach encourages students to actively engage in hands-on, real-world projects and activities that are relevant to their lives and experiences.

The focus is on critical thinking, problem-solving, and active engagement, rather than just memorization. This approach not only helps students to develop important skills but also provides them with a deeper understanding and retention of the material. It is an effective method to change the behavior of students by providing them with practical engagement and involvement in their studies.

Definition:-

A project is a purposeful and meaningful activity that is undertaken in a social setting. It is a real-world task that is brought into the classroom and requires students to use critical thinking, problem-solving, and constructive effort to achieve specific objectives and results. It is a voluntary undertaking that provides students with an authentic and engaging learning experience.

Project Method of teaching = Active Engagement + Real-world Projects + Problem-solving + Understanding + Student-centered approach + Philosophy of pragmatism + Learning by Doing.

The Project Method of Teaching is an approach that emphasizes “learning by doing” and places students at the center of the learning process.

Learning by Doing = Active Engagement + Real-world Experience + Critical Thinking + Problem-solving + Understanding 

Importance of Project Method of Teaching with Example:

The Project Method of Teaching is a vital teaching strategy because it enables students to take responsibility for their education and actively participate in the subject matter.

The idea behind it is “learning by doing,” which is a potent strategy for helping kids comprehend and remember new material. With this method, students can work on projects and activities from the real world that is pertinent to their lives and experiences, giving them greater knowledge and connection to the subject.

Real Life Example of Project Method of Teaching

A real-life example of the Project Method of Teaching computer science would be a class taught by teacher Noman where student Hamza is tasked with creating a mobile application. Teacher Noman provides guidance on the technical aspects of app development such as programming languages, software development kits, and interface design. However, student Hamza is responsible for the entire project, from conceptualizing the idea to designing the user interface to coding the app.

Through this process, student Hamza learns about software development and design, problem-solving, and project management. He develops the skills of coding and designing a user interface. Additionally, student Hamza is encouraged to be creative and think outside the box, as he comes up with a unique idea for his app and works to bring it to life. The project also allows student Hamza to learn about the end-to-end process of software development, from the initial concept to the final product.

What are the types of project methods of teaching?

Types of Project Method of Teaching

There are 4 types of projects that Dr. W.H. Kilpatrick has classified in his paper on “The Project Method”.

Constructive project:

This type of project involves practical or physical tasks such as building an object, creating a model, digging a well, or performing a drama. It helps students to develop their hands-on skills and manual dexterity.

Constructive project = Hands-on skills + Manual Dexterity

Aesthetic project:

This type of project focuses on developing the students’ appreciation skills through activities such as musical programs, beautification projects, and the appreciation of poetry.

Aesthetic project = Appreciation skills + Creative expression

Problematic project:

This type of project helps students to develop their problem-solving skills through experiences. It is based on the cognitive domain and allows students to apply critical thinking and reasoning skills.

Problematic project = Problem-solving skills + Critical thinking

Drill project:

 This type of project is designed to help students master a skill or knowledge. It increases the work efficiency and capacity of the students. It is based on the repetition of a certain task or activity to master it.

Drill project = Mastery of skill + Work efficiency

What are the steps of the project method?

Steps of Project method

The Project Method consists of six steps, including:

Creating a situation:

The teacher creates a situation that is relevant and meaningful to the students.

Selection of the problem:

The teacher helps the students to select a problem or topic of interest, based on their interests and abilities.

The teacher and students work together to develop a step-by-step plan for the project.

The students carry out the project, collecting information and materials as needed. The teacher provides supervision and guidance.

Evaluation:

The students evaluate their work and share their thoughts and feelings about the project.

Reporting and Recording:

The students document the process and results of the project and present it to the teacher for review.

Overall Step of Project Method = Situation Creation + Problem Selection + Planning + Execution + Evaluation + Reporting and Recording

Role of the Teacher In Project Method of Teaching:-

In the Project Method of teaching, the role of the teacher is crucial in guiding, facilitating, and supporting students in their learning journey. Some key roles of a teacher in this method include:

Facilitator: The teacher acts as a facilitator, guiding and supporting students as they work on their projects. They provide resources, answer questions, and offer feedback to help students stay on track and make progress.

Mentor: The teacher serves as a mentor, offering guidance and advice to students as they work through the project. They help students to identify and overcome any challenges they may face and provide support and encouragement as needed.

Assessor: The teacher assesses student progress, providing feedback and evaluations to help students understand their strengths and weaknesses. They help students to understand what they have learned and what they need to work on.

Resource provider: The teacher provides students with the necessary resources and materials to complete their projects, including books, equipment, and technology. They help students to access the information and tools they need to succeed.

Collaborator: The teacher works closely with students, collaborating with them to develop and implement project plans and goals. They help students to understand how their work contributes to the overall project and to the class as a whole.

Encourager: The teacher encourages students to take ownership of their learning, providing support and guidance to help them to achieve their goals. They help students to develop self-motivation, self-direction, and self-evaluation skills.

Overall, the teacher plays a vital role in guiding and supporting students in the Project Method of teaching, helping them to develop the skills and knowledge they need to succeed.

Guidelines for Effective Project Method of Teaching:

  • The project’s aims and objectives should be made very clear.
  • Encourage student participation and teamwork
  • Provide guidance and support
  • Encourage creativity and innovation
  • Provide feedback and evaluation
  • Encourage reflection and self-evaluation
  • Provide opportunities for students to share their work
  • Create a positive and supportive learning environment

Advantages of Project Method of Teaching:-

Project Method of teaching has a number of advantages that make it an effective teaching strategy. Some of the key advantages include:

Hands-on, active learning:

Students are able to apply their knowledge and skills in real-life situations, making the learning experience more engaging and meaningful.

Connections to the Real World:

Projects are often based on real-world problems and issues, helping students to see the relevance and importance of what they are learning.

Developing Critical Thinking Skills:

Projects require students to analyze, evaluate, and create solutions to problems, helping them to develop critical thinking skills.

Adaptability:

Projects can be tailored to the requirements and interests of individual students and can be adapted to a wide range of courses.

Students frequently have to work together on projects, which promotes teamwork and social skills.

Increased Motivation and Engagement:

 Projects allow students to take ownership of their learning, increasing their motivation and engagement in the learning process.

Personalized Learning:

Projects can be designed to meet the needs and interests of individual students, allowing for personalized learning experiences.

Disadvantages of Project Method of Teaching

The Project Method of teaching has some downsides even if it is quite effective at encouraging hands-on learning and critical thinking. These include:

Time and resource constraints:

Projects often require significant time and resources, which may not be readily available in all educational settings.

Insufficient teacher control

It can be challenging for teachers to retain control of the classroom and make sure that all pupils are paying attention when they are controlling the path of their own learning.

Assessment challenge:

Assessing student understanding and progress in a project-based learning environment can be challenging, as traditional methods of assessment may not always be appropriate.

Possibility of unequal involvement

While some students could be more ready to assume leadership roles in a project, others might be more cautious. This may result in inconsistent participation and a lack of interest on the part of some students.

The complexity of organizing and managing projects:

Managing a project requires a significant amount of planning, organization, and coordination. This can be a daunting task for both teachers and students, especially for those without experience in project management.

Failure Probability:

Since project-based learning is an active learning method, failure is a possibility. The project may not be finished effectively by the students, or they may not get the anticipated result.

In summary, the Project Method of Teaching is an effective modern teaching method that prioritizes student engagement and hands-on learning experiences. It has a rich historical background, rooted in the philosophy of pragmatism and the principle of “learning by doing.”

This method allows students to take ownership of their education and apply critical thinking and problem-solving skills to real-world projects. The Project Method of Teaching is a great way to promote understanding and retention of material, as well as to change student behavior through practical engagement and involvement. Overall, it is a powerful teaching strategy that can be applied to various subjects and disciplines, including computer science.

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A survey conducted by the Associated Press has revealed that around 58% of parents feel that their child has been given the right amount of assignments. Educators are thrilled that the majority has supported the thought of allocating assignments, and they think that it is just right.

However, the question arises when students question the importance of giving assignments for better growth. Studies have shown that students often get unsuccessful in understanding the importance of assignments.

What key purpose does an assignment have? They often question how an assignment could be beneficial. Let us explain why a teacher thinks it is best to allot assignments. The essential functions of assigning tasks or giving assignments come from many intentions. 

advantages of assignment method of teaching

What is the Importance of Assignment- For Students 

The importance of the assignment is not a new concept. The principle of allocating assignments stems from students’ learning process. It helps teachers to evaluate the student’s understanding of the subject. Assignments develop different practical skills and increase their knowledge base significantly. As per educational experts, mastering a topic is not an impossible task to achieve if they learn and develop these skills.  

Cognitive enhancement 

While doing assignments, students learn how to conduct research on subjects and comprise the data for using the information in the given tasks. Working on your assignment helps you learn diverse subjects, compare facts, and understand related concepts. It assists your brain in processing information and memorizing the required one. This exercise enhances your brain activity and directly impacts cognitive growth. 

Ensured knowledge gain   

When your teacher gives you an assignment, they intend to let you know the importance of the assignment. Working on it helps students to develop their thoughts on particular subjects. The idea supports students to get deep insights and also enriches their learning. Continuous learning opens up the window for knowledge on diverse topics. The learning horizon expanded, and students gained expertise in subjects over time.      

Improve students’ writing pattern 

Experts have revealed in a study that most students find it challenging to complete assignments as they are not good at writing. With proper assistance or teacher guidance, students can practice writing repetitively.

It encourages them to try their hands at different writing styles, and gradually they will improve their own writing pattern and increase their writing speed. It contributes to their writing improvement and makes it certain that students get a confidence boost. 

Increased focus on studies 

When your teachers allocate a task to complete assignments, it is somehow linked to your academic growth, especially for the university and grad school students. Therefore, it demands ultimate concentration to establish your insights regarding the topics of your assignments.

This process assists you in achieving good growth in your academic career and aids students in learning concepts quickly with better focus. It ensures that you stay focused while doing work and deliver better results.         

Build planning & organization tactics

Planning and task organization are as necessary as writing the assignment. As per educational experts, when you work on assignments, you start planning to structurize the content and what type of information you will use and then organize your workflow accordingly. This process supports you in building your skill to plan things beforehand and organize them to get them done without hassles.   

Adopt advanced research technique

Assignments expand the horizon of research skills among students. Learners explore different topics, gather diverse knowledge on different aspects of a particular topic, and use useful information on their tasks. Students adopt advanced research techniques to search for relevant information from diversified sources and identify correct facts and stats through these steps.  

Augmenting reasoning & analytical skills 

Crafting an assignment has one more sign that we overlook. Experts have enough proof that doing an assignment augments students’ reasoning abilities. They started thinking logically and used their analytical skills while writing their assignments. It offers clarity of the assignment subject, and they gradually develop their own perspective about the subject and offer that through assignments.     

Boost your time management skills 

Time management is one of the key skills that develop through assignments. It makes them disciplined and conscious of the value of time during their study years. However, students often delay as they get enough time. Set deadlines help students manage their time. Therefore, students understand that they need to invest their time wisely and also it’s necessary to complete assignments on time or before the deadline.  

Assignment Benefits

What is the Importance of Assignment- Other Functions From Teacher’s Perspective: 

Develop an understanding between teacher and students  .

Teachers ensure that students get clear instructions from their end through the assignment as it is necessary. They also get a glimpse of how much students have understood the subject. The clarity regarding the topic ensures that whether students have mastered the topic or need further clarification to eliminate doubts and confusion. It creates an understanding between the teaching faculty and learners. 

Clarity- what is the reason for choosing the assignment 

The Reason for the assignment allocated to students should be clear. The transparency of why teachers have assigned the task enables learners to understand why it is essential for their knowledge growth. With understanding, the students try to fulfill the objective. Overall, it fuels their thoughts that successfully evoke their insights. 

Building a strong relationship- Showing how to complete tasks 

When a teacher shows students how to complete tasks, it builds a strong student-teacher relationship. Firstly, students understand the teacher’s perspective and why they are entrusted with assignments. Secondly, it also encourages them to handle problems intelligently. This single activity also offers them the right direction in completing their tasks within the shortest period without sacrificing quality. 

Get a view of what students have understood and their perspective 

Assigning a task brings forth the students’ understanding of a particular subject. Moreover, when they attempt an assignment, it reflects their perspective on the specific subject. The process is related to the integration of appreciative learning principles. In this principle, teachers see how students interpret the subject. Students master the subject effectively, whereas teachers find the evaluation process relatively easy when done correctly. 

Chance to clear doubts or confusion regarding the assignment  

Mastering a subject needs practice and deep understanding from a teacher’s perspective. It could be possible only if students dedicate their time to assignments. While doing assignments, students could face conceptual difficulties, or some parts could confuse them. Through the task, teachers can clear their doubts and confusion and ensure that they fully understand what they are learning.   

Offering individualistic provisions to complete an assignment 

Students are divergent, and their thoughts are diverse in intelligence, temperaments, and aptitudes. Their differences reflect in their assignments and the insight they present. This process gives them a fair understanding of students’ future and their scope to grow. It also helps teachers to understand their differences and recognize their individualistic approaches.  

Conclusion:

You have already become acquainted with the factors that translate what is the importance of assignments in academics. It plays a vital role in increasing the students’ growth multifold. 

TutorBin is one of the best assignment help for students. Our experts connect students to improve their learning opportunities. Therefore, it creates scopes of effective education for all, irrespective of location, race, and education system. We have a strong team of tutors, and our team offers diverse services, including lab work, project reports, writing services, and presentations.

We often got queries like what is the importance of assignments to students. Likewise, if you have something similar in mind regarding your assignment & homework, comment below. We will answer you. In conclusion, we would like to remind you that if you want to know how our services help achieve academic success, search www.tutorbin.com . Our executive will get back to you shortly with their expert recommendations. 

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Teaching excellence & educational innovation, what are the benefits of group work.

“More hands make for lighter work.” “Two heads are better than one.” “The more the merrier.”

These adages speak to the potential groups have to be more productive, creative, and motivated than individuals on their own.

Benefits for students

Group projects can help students develop a host of skills that are increasingly important in the professional world (Caruso & Woolley, 2008; Mannix & Neale, 2005). Positive group experiences, moreover, have been shown to contribute to student learning, retention and overall college success (Astin, 1997; Tinto, 1998; National Survey of Student Engagement, 2006).

Properly structured, group projects can reinforce skills that are relevant to both group and individual work, including the ability to: 

  • Break complex tasks into parts and steps
  • Plan and manage time
  • Refine understanding through discussion and explanation
  • Give and receive feedback on performance
  • Challenge assumptions
  • Develop stronger communication skills.

Group projects can also help students develop skills specific to collaborative efforts, allowing students to...

  • Tackle more complex problems than they could on their own.
  • Delegate roles and responsibilities.
  • Share diverse perspectives.
  • Pool knowledge and skills.
  • Hold one another (and be held) accountable.
  • Receive social support and encouragement to take risks.
  • Develop new approaches to resolving differences. 
  • Establish a shared identity with other group members.
  • Find effective peers to emulate.
  • Develop their own voice and perspectives in relation to peers.

While the potential learning benefits of group work are significant, simply assigning group work is no guarantee that these goals will be achieved. In fact, group projects can – and often do – backfire badly when they are not designed , supervised , and assessed in a way that promotes meaningful teamwork and deep collaboration.

Benefits for instructors

Faculty can often assign more complex, authentic problems to groups of students than they could to individuals. Group work also introduces more unpredictability in teaching, since groups may approach tasks and solve problems in novel, interesting ways. This can be refreshing for instructors. Additionally, group assignments can be useful when there are a limited number of viable project topics to distribute among students. And they can reduce the number of final products instructors have to grade.

Whatever the benefits in terms of teaching, instructors should take care only to assign as group work tasks that truly fulfill the learning objectives of the course and lend themselves to collaboration. Instructors should also be aware that group projects can add work for faculty at different points in the semester and introduce its own grading complexities .

Astin, A. (1993). What matters in college? Four critical years revisited. San Francisco: Jossey-Bass.

Caruso, H.M., & Wooley, A.W. (2008). Harnessing the power of emergent interdependence to promote diverse team collaboration. Diversity and Groups. 11, 245-266.

Mannix, E., & Neale, M.A. (2005). What differences make a difference? The promise and reality of diverse teams in organizations. Psychological Science in the Public Interest, 6(2), 31-55.

National Survey of Student Engagement Report. (2006). http://nsse.iub.edu/NSSE_2006_Annual_Report/docs/NSSE_2006_Annual_Report.pdf .

Tinto, V. (1987). Leaving college: Rethinking the causes and cures of student attrition. Chicago: University of Chicago Press.

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Pros and Cons of Differentiated Teaching

Using Multiple Teaching Styles to Meet the Needs of Diverse Students

Differentiation is the educational practice of modifying or adapting instruction, school materials, subject content, class projects, and assessment methods to better meet the needs of diverse learners.  

In a differentiated classroom, teachers recognize that all students are different and require varied teaching methods to be successful. These include students with ​ learning disabilities who might otherwise fall behind in a traditional classroom setting.

The Traditional Teaching Approach

JGI/Jamie Grill/Getty Images

Traditional teaching methods were based on a model in which the teacher delivers instruction, typically through lecture, and then models the skill on a blackboard or overhead projector. When the teacher is finished, he or she will give the student practice work, usually from standardized textbooks or handouts.

The teacher would then proceed to review the students' work and evaluate his or her knowledge with a pencil and paper test. Afterward, the teacher would provide feedback, usually in the form of a grade.

While generations of Americans have received instruction in a traditional way, modern educators recognize that the style fails to meet the needs of diverse learners, including those with learning disabilities such as ​ dyslexia , dyscalculia ,​ and auditory processing disorder (APD).  

Pros and Cons of Traditional Teaching

The traditional method of teaching isn't entirely without value. It can be helpful to evaluate the pros and cons of the time-worn practice.

School evaluation by school boards and departments of education are more easily performed

Subjects and skills are taught in a specific, cohesive order.

Teacher assessments are more straightforward

Teaching is uniform and consistent

Based on a false assumption that children are all on a level playing field and that some are "meant" to fail.

Curriculum and teacher role are inflexible

Instruction focuses on memorization rather than higher-level thinking skills, placing students who struggle with memorization at a disadvantage

Systems are less able to keep up with student needs

The needs of students with diverse backgrounds and disabilities are rarely met

The Differentiated Teaching Approach

From the perspective of the individual student, few can argue that differentiated teaching doesn't have distinct advantages over traditional teaching.

The aim of differentiation is to employ a variety of teaching styles to ensure that students can approach learning in different ways but with the same or similar outcomes.

Differentiation is meant to stimulate creativity by helping students make stronger connections, understand relationships, and grasp concepts in a more intuitive way.

Differentiated instruction can be used in any number of subject areas. It may involve:

  • Providing auditory learners with audiobooks
  • Providing kinesthetic learners interactive assignment online
  • Providing tactile learners with multi-sensory teaching materials
  • Providing textbooks for visual and word learners

Similarly, class assignments would be based on how the individual student approaches learning. Some might complete an assignment on paper or in pictures, while others may choose to give an oral report or create a three-dimensional diorama.

Differentiation can also alter how the classroom itself is organized. Students may be broken up into groups based on their approach to learning, or they may be provided with quiet spaces to study alone if they choose.

While support for differentiated teaching is growing, it is not without its shortcomings and benefits.

Children take on more of the responsibility for learning

Differentiation effective for both high-ability students and those with a disability

Engagement in learning tends to be stronger because it addresses the children as equal individuals

May require more resources for a school or school district to implement

Many schools lack the ​professional development resources to properly train faculty

Requires much more lesson-planning time for teachers

Smale-Jacobse AE, Meijer A, Helms-Lorenz M, Maulana R. Differentiated Instruction in Secondary Education: A Systematic Review of Research Evidence . Front Psychol . 2019;10:2366. doi:10.3389/fpsyg.2019.02366

Bishara S, Wubbena Z.  Active and traditional teaching, self-image, and motivation in learning math among pupils with learning disabilities . Cogent Educ . 2019;5(1). doi:10.1080/2331186X.2018.1436123

van Geel M, Keuning T, Frèrejean J, Dolmans D, van Merriënboer J, Visscher AJ.  Capturing the complexity of differentiated instruction . J Sch Eff Sch Improv . 2019;30(1):51-67. doi:10.1080/09243453.2018.1539013

By Ann Logsdon Ann Logsdon is a school psychologist specializing in helping parents and teachers support students with a range of educational and developmental disabilities. 

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Assignment Method: Examples of How Resources Are Allocated

advantages of assignment method of teaching

What Is the Assignment Method?

The assignment method is a way of allocating organizational resources in which each resource is assigned to a particular task. The resource could be monetary, personnel , or technological.

Understanding the Assignment Method

The assignment method is used to determine what resources are assigned to which department, machine, or center of operation in the production process. The goal is to assign resources in such a way to enhance production efficiency, control costs, and maximize profits.

The assignment method has various applications in maximizing resources, including:

  • Allocating the proper number of employees to a machine or task
  • Allocating a machine or a manufacturing plant and the number of jobs that a given machine or factory can produce
  • Assigning a number of salespersons to a given territory or territories
  • Assigning new computers, laptops, and other expensive high-tech devices to the areas that need them the most while lower priority departments would get the older models

Companies can make budgeting decisions using the assignment method since it can help determine the amount of capital or money needed for each area of the company. Allocating money or resources can be done by analyzing the past performance of an employee, project, or department to determine the most efficient approach.

Regardless of the resource being allocated or the task to be accomplished, the goal is to assign resources to maximize the profit produced by the task or project.

Example of Assignment Method

A bank is allocating its sales force to grow its mortgage lending business. The bank has over 50 branches in New York but only ten in Chicago. Each branch has a staff that is used to bring in new clients.

The bank's management team decides to perform an analysis using the assignment method to determine where their newly-hired salespeople should be allocated. Given the past performance results in the Chicago area, the bank has produced fewer new clients than in New York. The fewer new clients are the result of having a small market presence in Chicago.

As a result, the management decides to allocate the new hires to the New York region, where it has a greater market share to maximize new client growth and, ultimately, revenue.

advantages of assignment method of teaching

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The Jigsaw Method Teaching Strategy

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  • October 18, 2016

Group of students sitting together in the library working and talking.

The jigsaw method of teaching is a strategy first developed by Elliot Aronson in 1971 and further advanced in assessment practices by Robert Slavin in 1986. Aronson developed this method as means to assist students overcoming learning gaps in recently desegregated schools in Austin, Texas (Teaching Methods). For the past 50 years, teachers have been utilizing this method and its various components to promote collaboration in early grades through post-secondary classroom settings.

What is Jigsaw Method of Teaching?

Just as a jigsaw puzzle is a collection of various pieces that come together to make a complete picture, the jigsaw method of teaching is a collection of topics, which will be fully developed by students before coming together to make a complete idea. To be more specific, this type of cooperative learning strategy allows individuals or small groups to become responsible for a subcategory of a larger topic. After researching and developing their idea, each individual or small group then has the responsibility to teach it to the rest of the group or class.

Benefits of the Jigsaw Method in Education

There are many benefits to using the jigsaw method in one’s classroom. For starters, in most instances, students who take ownership in their learning will better understand the material. As active learners, students are directly immersed in the information and material, which promotes a deeper understanding of that material.

When students are given the opportunity to contribute to a group , they also learn life skills such as communication and working within a timeline. This method also promotes collaboration and discussion, as well as self-motivated learning strategies. Students who work together learn to ask questions to clarify their understanding and provide critical feedback in appropriate manners. In addition, the jigsaw method in education effectively produces academic gains in problem solving and analyzing, two important cognitive skills.

What Material can be Used in the Jigsaw Method?

While most think of the jigsaw method being used to teach subcategories of a specific overarching lesson, it can be even simpler than that. Each group could be responsible for a section of the textbook chapter, a specific strategy for a math concept, the culture of a county within a region, a chapter of a trade book, or even analyzing poetry or other works of art.

Jigsaw Method Examples to Try in Your Classroom

Individual pieces.

For virtual classrooms or younger students, it may be easiest to start using this method as individuals who then come together to present their piece of the puzzle. A teacher would start by assigning each student a subcategory to research. The teacher may ask each child to create a slide presentation to then share with the class that fully develops their subcategory. This can also be done within the traditional classroom if the overall lesson has enough subcategories, or if the teacher chooses to let two to four students work independently on the same subcategory and share separately to provide a more in-depth look at each subcategory.

Cooperative Groups

As with any group activity, the teacher will divide students into groups of four or five students. The number of groups should be based on the number of subcategories that fit into the overarching lesson; then divide the number of students into groups accordingly. Each group would then be given a subcategory to cooperatively research and develop . As with the individual’s approach, each group would then create a presentation and share it with the entire class.

Jigsaw within Groups

Similar to the cooperative group approach, this example allows each member of the small group to develop a subcategory and share within their small group. In order to start this method, the teacher would divide the lesson into subcategories. Then each small group would be created with one student receiving one subcategory of the lesson. For this method, each small group gets the same set of subcategories.

Once individuals have researched their own subcategory, they will meet with individuals from the other small groups with the same topic to better develop their understanding and become experts of the subcategory. Each student would then return to their original group and teach their subcategory to the rest of their small group. Students within the group take notes or fill-in a study guide to fully understand all subcategories. This also works well for students who are learning to work with a group but may not yet be comfortable speaking in front of a whole class.

Assessment Guidelines

No matter the type of jigsaw method used, all students will need to be assessed on all subcategories at the end of the lesson so that the teacher knows what material might need to be retaught by the teacher. This assessment is also meant to ensure that all students gained an understanding of the entire content, not just their expert piece of the puzzle. In most instances, the teacher will most likely choose to give each individual their own individual score based on their assessment. However, for the jigsaw within groups method, the teacher may take each student’s individual score and average it with the other members of the small group. Each member of the small group would then receive that average in addition to their own individual score. This helps ensure that all students work cooperatively to teach the material and hold each other accountable. This method of scoring is more suitable for higher grades and for students with a full understanding of their role in the jigsaw method.

It is a proven understanding that anytime someone is given the opportunity to teach information, they personally gain a deeper understanding of the material. The jigsaw method, whether used at an individual or cooperative group level, allows for this peer-teaching opportunity. Students become invested in what they are responsible for teaching and for what they learn, which deepens their knowledge and application of the skill. The jigsaw method is a valuable educational strategy to use at any grade level.

Teaching Methods: A Collection of Pedagogic Techniques and Example Activities. Retrieved 1-7-2021: https://serc.carleton.edu/NAGTWorkshops/teaching_methods/jigsaws/why.html#:~:text=The%20group%20task%20that%20follows,an%20efficient%20cooperative%20learning%20strategy .

*updated january, 2021.

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Types of teaching methods, their advantages and disadvantages

One of the most important things an educator should determine is the teaching approach to apply in class. This is because the educators' techniques have a great impact on learners. Educators can also combine multiple teaching methods for students to grasp the information better. This article covers the benefits and drawbacks of different types of teaching methods to help educators make the best decisions.

Types of teaching methods

Combining teaching methods makes lessons unique and intriguing. Moreover, your students can output excellent exam performance if your teaching style is enjoyable. A facilitator can pass information to pupils in numerous ways. If they don't understand a concept, try other teaching methods to make it easier for them to understand and remember it.

Types of teaching methods and strategies to implement in class

Once a teacher understands the needs of their students, then they can choose the most effective teaching methods to use. Below are a few different teaching methods and their advantages and disadvantages:

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1. Teacher-centered teaching methods

Teacher-centered teaching

In this teaching methodology‌, the teachers serve as an authority for their students. On the other hand, students tend to receive their knowledge passively by listening to lectures and the teacher's directions.

Types of teacher-centered teaching methods

Teacher-centered teaching aims to help students pass tests and assessments. For the teacher-centered approach, these methods of instruction are used.

a. Lecture-based or direct instruction

This teaching strategy involves making lesson plans for learners and sharing knowledge through lectures, presentations, and demonstrations .

How to implement lecture-based teaching

This teaching method does not factor in student preferences or opportunities for other types of learning. Here is how to apply lecture-based teaching:

  • Find out what your students know about the topic by asking questions.
  • Introduce a new topic with a story or a review of a related topic you covered before.
  • Use examples from your students' experiences or things they can relate to.
  • Use visual cues, such as icons, images, and videos, in presentations to keep your students interested in the content.
  • Allow time for questions during and after the lecture to allow students to easily engage with the concept and remember it.
  • Please encourage students to stay attentive during lectures and handwrite notes. It can also help them recall information better.
  • Ensure your conclusion or summary has the key points.
  • Keep lessons brief to maintain student attention and engagement.

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Types of teaching methods

b. Flipped classrooms

This approach involves students watching or listening to pre-recorded lessons (videos/audio) at home and completing assignments.

How to implement flipped teaching

  • Break lessons into segments of about 7-10 minutes to allow students to digest every part of the lesson.
  • Use visuals, animations, and images for students to see and connect with their lesson.
  • Create questions for students to answer during or after the lesson. You can also create a task for them to do.
  • Please encourage students to watch lectures or instructional videos at home to let them work at their own pace.
  • Test their knowledge with questions and self-assessment.

c. Kinesthetic learning

This approach is widely known as tactile learning. Students learn by watching simulations, presentations, or moving around in a hands-on environment.

How to implement kinesthetic teaching

The kinesthetic teaching methodology‌ becomes teacher-centered when they can choose how to learn from their environment. Here is how you can apply this learning method:

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  • Allow students to stand or move while learning.
  • Give them frequent short breaks.
  • Teach them using real-life objects like costumes and arts & crafts .
  • Use animation in your teaching, e.g., singing and dancing.
  • Use science experiments when teaching.

Types of teaching methods

Advantages of teacher-centered teaching methods

Teacher-centered methods of instruction have the following benefits:

  • The classroom remains orderly because the teacher has better control over the students and classroom activities.
  • Teachers worry less about students missing an important topic because they direct all classroom activities.
  • A teacher can develop cooperation among the students by giving them group assignments.
  • Students focus better on the subject when they get short lectures or breaks within lessons.
  • It is inexpensive because lectures are done in a central place (classrooms).
  • Teaching can be done remotely by letting students watch or listen to pre-recorded lessons (videos/audio) at home.

Disadvantages of teacher-centered teaching methods

Teacher-centered methods of instruction have the following weaknesses:

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  • Students may entirely depend on teachers.
  • Lecture-based teaching makes students work alone to work alone. Hence they may not learn how to collaborate and communicate with each other.
  • Teacher-centered instruction may not allow students to express themselves, ask questions, and control their learning pace.

Types of teaching methods

2. Student-centered teaching methods

In these teaching methods, teachers and learners become a part of the process more or less equal.

The teacher's primary role is coaching and facilitating student learning, as well as making sure that students understand the material. Additionally, they are supposed to evaluate students by assessing them formally and informally.

Types of student-centered teaching methods

In a learner-centered approach, the teacher acts as a guide. The learners get their grades by evaluating their student portfolios and participating in the class. A teacher can use the following methods of instruction:

a. Differentiated instruction

This teaching methodology‌ involves understanding every student's learning needs and tailoring the teaching method to meet those needs.

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How to implement differentiated teaching

Here is how you can apply tailored instructions to all students depending on their learning needs:

  • Provide textbooks for visual and word learners and let them present the stories they read using graphic methods.
  • Allow auditory learners to listen to audiobooks and give an oral report.
  • Help kinesthetic learners do an online interactive assignment and build a diorama illustrating the story.
  • Break some students into reading groups to discuss the assignment.
  • Allow students to read individually and create quiet spaces for them.
  • Have a series of tiered projects for each of your lessons.

Types of teaching methods

b. Inquiry-based learning

In this approach, a teacher serves as a supporter and guide that merely helps the students while they actively participate in their project and ask questions that interest them. Eventually, they demonstrate their research results to the authority figure .

How to implement inquiry-based learning

Below are different ways of applying inquiry-based learning in a classroom:

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  • Initiate the inquiry process by asking students questions.
  • Promote classroom discussions by putting students in small groups.
  • Intervene to clear misconceptions and help students understand the content.
  • Allow students to share their findings with classmates and the teacher.
  • Use student experiences to create new content knowledge.
  • Assess students' knowledge through tests or projects to know what they have learned from the activity.

c. Expeditionary learning

The primary focus of this teaching methodology‌ is for students to learn outside the classroom through expeditions, trips, and educational visits.

How to implement expeditionary learning

Gone are the ringing bells, rows of desks, and fill-in-the-blank worksheets. Rather than making students sit in a classroom to learn one subject at a time, here are ways to apply expeditionary teaching:

  • Give students field assignments in groups, e.g., let them interview local business owners or customers.
  • Let students explore a topic in depth by working on community service projects.
  • Allow students to do scientific research in natural areas.
  • Ask them to write what they learn from field assignments, research, and projects in their journals.
  • Give learners some quiet reflection space or time. It will help them gather their thoughts on what they have learned.

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Types of teaching methods

d. Personalized learning

In this teaching method, students follow a lesson plan tailored to their interests and abilities. This way, one learns at their own pace and gets enough time to understand the concepts.

How to implement individual learning

A personalized learning approach customizes the learning process to meet each student's strengths, needs, skills, and interests. Here is how you can apply individual learning in a classroom:

  • Pose an open-ended question and ask each student to come up with their best answer.
  • Please put them in groups or pairs and request them to agree on a response.
  • Have time or build a space for individual reflection. It helps each student develop better ideas without relying on classmates.
  • Help students build accountability by teaching each other.
  • Improvise games to make the classroom lively, e.g., Request each student to write their response to a question without showing the other. Let the desk-mates exchange their papers and discuss their answers.

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e. Game-based learning

This approach uses card games, board games, and video games . This way, they have fun while learning concepts and how to solve problems.

How to implement game-based learning

Game-based learning allows teachers to use fun activities related to real-world concepts. As a result, this can lead to more immersive and collaborative learning for students. Below are some ways one can apply game-based learning in a classroom:

  • Capture the learner's attention right from the start. Storytelling is a great way to hold your students' attention.
  • Let the players/learners explore the game, and give them choices to make and goals to fulfill.
  • Provide players/learners with relevant and practical knowledge within the game.
  • Use badges, points, collectibles, or rewards to motivate learners to play the game more and for longer.
  • Introduce risks using high-stakes scenarios or questions. For instance, players should risk losing all or winning big (points, badges, collectibles, or rewards) based on simple decisions.
  • Make the game challenging but also allow players to take a few attempts.

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Types of teaching methods

Advantages of learner-centered teaching methods

Student-based teaching methods have the following benefits:

  • It engages students in education even more and makes them more disciplined in classrooms.
  • Students learn essential communicative and collaborative skills through group work.
  • Students are more interested in learning activities when they can interact with one another and participate actively.
  • Students learn to control their learning, ask questions, and complete tasks independently.
  • Creating a culture of reflection, critique, and revision pushes students to better performances.

Disadvantages of student-centered teaching methods

Learner-centered teaching methods have the following shortcomings:

  • Differentiated teaching requires a lot of research because you must know the learning needs of each student.
  • Some schools lack practical and professional development resources for most student-based learning methods.
  • Classrooms may often be noisy or chaotic because students should be allowed talk more often.
  • Teachers may be overwhelmed when trying to manage all students' activities at once, and it can be difficult if students are in different stages of the same project.
  • Since the teacher may not instruct all students simultaneously, some may miss essential facts.
  • Since some students prefer to work alone, group work can become problematic.

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Types of teaching methods

3. High-tech learning method

This teaching methodology‌ utilizes different technology. Many educators use the internet, computers, and tablets in the classroom. Others may use the internet to assign homework.

Advantages of the high-tech learning method

Teachers are embracing new technological tools because of their benefits. Below are the advantages of using a high-tech learning method:

  • Learning can happen anywhere and anytime when students and teachers use the internet, computers, and tablets.
  • Students and teachers can access a wide range of online learning resources.
  • Online classes improve collaboration skills among the students and between the teacher and learners. For instance, they can make presentations on video calls.
  • High-tech learning promotes competency in education as the world embraces digital learning methods.
  • It promotes active or hands-on learning because tech learning tools are fun. They also allow students to create their learning materials.
  • It promotes blended learning (traditional plus high-tech learning). Teachers are present to guide students as they interact with tech learning tools.

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Disadvantages of the high-tech learning method

From apps and e-textbooks to organizational platforms and “gamification,” there’s no shortage of classroom tech tools. However, all these have some shortcomings. Below are the main disadvantages of using a high-tech learning method:

  • Technology (computers and the internet) can be a distraction for both teachers and students.
  • It reduces direct social interaction since students can research online individually.
  • The students and teachers require training to use tech learning tools and materials.
  • Technical errors like slow internet can disrupt lessons.
  • It can promote faster but less memorable learning.
  • It is expensive for most parents and schools in developing countries .
  • It can encourage cheating in exams if students do assessments and research online.

Types of teaching methods

4. Low-tech learning method

Low-tech learning is the traditional face-to-face teaching technique that encourages teachers and students to interact frequently in person.

Advantages of the low-tech learning method

In most cases, low-tech learning requires minimal or no interaction with the internet and computers. Below are some advantages of low-tech learning:

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  • It improves a student's writing and spelling skills.
  • Face-to-face learning keeps students and teachers focused on what is important.
  • It encourages students to dig deeper into the topic outside the school or classroom.
  • It improves the relationship between teachers and their students and the relationship among the learners.
  • It is cheap for most schools and parents in developing countries .

Disadvantages of the low-tech learning method

  • Students may not develop strong digital literacy skills like those using modern tech learning tools.
  • Unlike those using modern tech learning tools, students using low-tech learning techniques might have limited access to educational resources.

What is the definition of a teaching method?

The term "teaching method" refers to the general principles and strategies teachers use to instruct a classroom. The combination of different methods of teaching in education is something every teacher should practice.

What are the best teaching methods?

All teacher and student-centered learning approaches have their pros and cons. Therefore, none is superior to the other. The best thing to do is to combine various teaching methods to help your students understand the concepts deeper. Some efficient methods of teaching in education are:

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  • Lecture-based learning.
  • Differentiated instruction.
  • Kinesthetic learning.
  • Technology-based learning.
  • Individual learning.
  • Group learning.
  • Inquiry-based learning.
  • Game-based learning.
  • Expeditionary learning
  • Flipped classrooms.

Methods of teaching

What is blended learning?

A blended teaching methodology‌ combines traditional face-to-face learning techniques with online and mobile technologies . It allows educators to link online and in-class activities. However, students with different needs and digital literacies may not access technology-based learning without enough support and training.

What is a universal design for learning?

Universal Design for Learning (UDL) is an approach that believes in giving all students equal opportunities to succeed. It accommodates the needs and abilities of all learners and eliminates unnecessary challenges in the learning process. For instance, classrooms that follow UDL allow students to work on different projects within the same topic.

What are the new methods of teaching?

Blended and high-tech learning techniques are the latest methods of teaching in education. Teachers and students use virtual reality technology and AI in a classroom setup. They usually implement VAK teaching (Visual, Auditory, and Kinesthetic) and gamification (game design elements).

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What are the general methods of teaching?

The lecture method is the oldest teaching method of teaching. In addition, most schools worldwide are also embracing group and project-based teaching methods.

What determines the methods of teaching in education?

There are various methods of teaching in education. The following factors can influence the technique a teacher chooses:

  • The educator's teaching objectives.
  • The mastery of content and teacher's experience.
  • The nature of the subject matter.
  • Learning tools and materials the teacher and learners can access.
  • The learning environment the teacher and learners are in.
  • The age of the learners and other demographics of your classroom.

As a teacher, the most crucial thing to decide is the types of teaching methods you will use in your classroom. To do this, you first have to understand your students' needs and find out which methods will be most suitable.

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What is there to know about writing an appealing letter and presenting yourself in the best way? Check the article out to learn more about it.

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Advantages & Disadvantages of Assignments for Students

According to an article published by the U.S. News, a teacher assigns more homework than the students can handle in one night. While homework is super essential for the holistic development of a child, it comes with various drawbacks. Therefore, in this article, we shall talk about the pros and cons of assigning homework. 

Pros of Assigning Homework

Written below are all the reasons why homework should not be banned from schools.

Minimizes Screen Time

Without any task or homework, students spend around eight hours using their mobile phones. It is more than the recommended average time of three hours. It further results in laziness and also harms the eyesight. Homework inculcates better long-term habits.

Improves Time Management Skills

Every profession requires time management skills. With these skills, students finish the task in a given slot of time. When a student doesn’t know how to manage time, it becomes impossible to efficiently utilize each hour.

Improves Critical Thinking in Students

Working on different assignments after school helps in improving the critical thinking skills of the students. Besides, it also improves the memory of the individual.

Develops a Sense of Independence

Most of the time, students want to attain more freedom and independence. When they are assigned homework, they tend to work off their own bat and explore their strengths and weaknesses. Thus, homework instills a sense of independence and helps a child grow.

Sparks Enthusiasm

In addition to this, homework sparks enthusiasm if the topics are interesting and relevant. It further motivates the students and encourages them to learn something new. Besides, when encountering new topics, students tend to take help from their parents or peers, sparking new connections.

Cons of Assigning Homework

Students all over the world feel pressured when they have a lot of work to do. They believe that the extra work is unfair and doesn’t help in their personal growth. Apart from that, it is also said that homework should only take thirty-forty minutes of their time after school. Here are all the cons of assigning homework.

No Free Time at Home

After spending 7-8 hours in school, extra work at home takes around two hours on average. Thus, homework feels more like a punishment than learning something new. Children can utilize the same playing a sport that they love or indulge in other favorite hobbies. It helps the child feel more in control of his life besides helping him find his purpose on this planet, which homework alone won’t help.

Homework and assignments do not help in grades but put more pressure on exams or tests. To complete the homework, the students miss out on revisions and perform badly in tests or exams. They usually don’t know about the possibilities online services give them. Don’t miss your chance to get assistance with online classes, homework assignments and exams at myhomeworkdone.com . Their team consists of just the best experts who are ready to help you 24/7.

Adverse Effect on Mental Health

Extra work after school harms a child’s brain and overall mental health. Most of the time, teachers fail to realize this and keep piling students with extra work.

Challenging Tasks

Some students find it difficult to balance their personal and professional lives when required to submit assignments after school is over. They are quite tired by the end of the day and have zero energy. Moreover, they cannot even take a break to relax for a while.

Lack of Support

Sometimes it is difficult for students to work on their own. It can be due to the lack of resources of support from their parents or guardian. Therefore, the lack of resources demotivates the child, and he may not even turn in the assignment.

Irrelevant Tasks

Homework that has nothing important to do with the topic of a subject only wastes the students’ time. Besides, after assigning irrelevant topics, the teachers should not expect excellent work since students have no clue what the topic is about.

Final Verdict

Since there are several advantages and disadvantages of homework, it is quite difficult to decide if they should be assigned or not. Even if teachers assign tasks to the students, they should be given enough time to complete it.

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Assignment Method of Teaching

Assignment method.

Assignment method as the name suggests students are assigned some tasks-theoretical as well as practical nature for being performed at their parts in the school, at the workshop or laboratory, library or at their home. They are provided necessary guidance instruction and also the specific outlines for completing their assignments in time.

Assignment Method of Teaching

Assignment 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.

Features of the Assignment Method

  • More emphasis is given on practical work.
  • In this method all aspects of the subject matter are included.
  • The teacher has to provide adequate guidance.
  • Students get used to doing work on their own.
  • Each student works according to his capacity.
  • Students develop the habit of fulfilling their responsibilities.

Importance of Assignments

  • Homework acts as a motivator of the students. This motivates the student to make maximum use of the acquired knowledge.
  • Homework also saves time as it eliminates the need to re-read the lesson in class.
  • Homework gives students opportunities to express their ideas through self-activity.
  • Apart from the school, the home environment is also necessary to make the knowledge permanent, otherwise the ignorant will be unable to remember the absorbed knowledge.
  • Properly planned homework helps in guidance.
  • Through homework, students have to write their own answers to the questions. They bring books on various subjects from the library to read at home. This develops the habits of self-study in them.

Types of assignment method

1. page-by-page assignment.

This type is sometimes called the textbook assignment. It designates the number of pages to be covered. Page-by-page assignment is unsatisfactory, but recent studies have revealed that this type is still widely used in the elementary grades.

2. Problem assignment

This type of assignment gets away from the basic textbook idea. It encourages the use of references and stimulates reflective thinking. In this type the problem to be solved is the prime consideration. Special directions and suggestions are important in this type of assignment.

3. Topical assignment

In this kind of assignment the topic to be developed is the prime consideration. This is also a form of textbook assignment which is often given in social and natural science subjects.

4. Project assignment

This is a special type of assignment which is best adapted to vocational courses, to natural science subjects, and in some measure to social science subjects and other content subjects. In this type of assignment a project is considered a unit.

5. Contract assignment

This form of assignment is extensively used in individualized types of instruction with the main purpose of adjusting the task to the ability and interest of the individual.

6. Unit assignment

This type is associated with the Mastery Plan and the Cycle Plan of instruction. It is best adapted to the subjects which are divided into units. The so-called flexible assignment is used with the unit assignment plan.

7. Cooperative or group assignment

Cooperative assignment is most frequently utilized in a socialized type of recitation, or in a project method of instruction. Assignment of this type stimulates pupils to do their own thinking and to organize their materials. Here pupils also participate in determining desirable objectives and in deciding what should be done to attain them. Cooperative assignment can be utilized to advantage in many high school classes.

8. Syllabus assignment

Syllabus assignment is often utilized in the college or university. In this type of assignment, questions and references are given to guide the students. Here again guide questions and other suggestions are given to insure attention to the important points of the lesson.

9. Drill assignment

It is the purpose of this assignment to strengthen the connections formed in the process of growth in mental motor skills. Memorizing a poem or mastery of facts or simple combination facts in Arithmetic are good examples of this type of assignment. Drill assignment, like other type of assignment, should be motivated.

Merits of Assignment Method

1. Development of useful habit:- Assignment method helps in imbibing useful habits like below:

  • (a) A sense of responsibility of finishing the task in hand.
  • (b) Habit of self study and confidence in one's abilities.
  • (c) Self dependency in action and thought.

2. Recognition of individual differences:- The assignment are alloted to the students on the basis of their mental abilities, capacities, interests and aptitudes. They are also allowed to execute their assignments according to their own pace. The brighter ones have not to wait for the slow learners as they can undertake next higher assignments after finishing the one in hand.

3. Provides freedom to work:- There is no restrictions of time both in term of starting and finishing with the assignment. The duration for the execution of the assignment depends upon the mental and physical stamina of the pupil. They may go to the library or work in the laboratory. according to their convenience.

Demerits of Assignment Method

1. Strain on the teacher:- The teacher is expected to work hard in the method for preparing the assignments, assigning these to the students individually or in groups, guiding the students at the proper time in a proper way and evaluating their work.

2. Not suitable to all types of learners:- This method does not suit student of low intelligence and also those having average capacities. Similarly, it cannot also work with the students who are irresponsible or careless and thus cannot be relied to finish their assignment properly in a specified time.

3. Provides stimulation for cheating:- Assignment method may provide temptation or compulsion to a number of students for copying the answers of the questions and results of the experiments from the readily available source or note book of their classmates. If it happens, the very purpose of these assignments is completely lost.

Precautions in the Planning of Assignments

  • The selection of homework should be done keeping in view the prior knowledge of the students.
  • Homework should be inspirational.
  • In the planning of homework, the interests and respects of the students should be taken care of. 4. Homework should be definite and clear.
  • Homework should be based on the teaching formula of 'from simple to complex'.
  • There should be mutual harmony in homework.
  • There should be variety in homework.
  • Homework should be useful.
  • Buzz Group Teaching Method
  • Demonstration Method of Teaching
  • Discussion Method of Teaching

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A Dear Colleague Letter (DCL) is an informal correspondence which is written by a Requesting Office and distributed to communities within a specific program area, to attract individuals eligible under a Visiting Scientist, Engineer, and Educator (VSEE) appointment, an Intergovernmental Personnel Act (IPA) assignment and/or a Federal Temporary appointment. These letters may be circulated in paper form through internal mail, distributed electronically using listservs or accessed through NSF.gov’s Career Page.

Behavioral Scientist (Program Director)

Application timeline, position summary.

The National Science Foundation is seeking qualified candidates for a Program Director in Cognitive Science – Artificial Intelligence (AI) in the Division of Behavioral and Cognitive Sciences (BCS) within the Directorate for Social, Behavioral and Economic Sciences (SBE), Alexandria, VA.

BCS is a division within SBE and is responsible for the support of fundamental research in all behavioral and cognitive science fields. The Division is composed of standing programs in the Psychological and Language Sciences as well as the Anthropological and Geographic Sciences.

For more information on SBE please click here.

For more information on BCS please click here.

The successful applicant is expected to assume responsibilities as Program Director for Cognitive Science-AI. The responsibilities of NSF Program Directors are dynamic and constantly evolving. Program Directors have an opportunity and responsibility to ensure NSF-funded research is at the forefront of advancing fundamental knowledge. In support of that, Program Directors are responsible for extensive interaction with academic research communities, as well as interaction with other Federal agencies that may lead to development of interagency collaborations. Within this context, Program Directors solicit, receive and review research proposals, make funding recommendations, administer awards, and undertake interaction with research communities in their fields.

Fundamental tasks include the administration of the merit review process and proposal recommendations, program budget administration, participation in strategic planning for the program, division, directorate, and agency, the preparation of public-facing materials highlighting advances in the supported research, as well as coordination with related programs in NSF or in other agencies and organizations.

The Program Director is guided by the goals of NSF's Strategic Plan: (1) enable the United States to uphold a position of world leadership in all aspects of science, mathematics, and engineering, (2) promote the discovery, integration, dissemination, and employment of new knowledge in service to society, and (3) achieve excellence in U.S. science, mathematics, engineering, and technology education at all levels. The core strategies NSF staff employ include developing intellectual capital, strengthening the physical infrastructure, integrating research and education, and promoting partnerships.

Position Description

We seek a Program Director who will cultivate a cognitive science portfolio that uses novel AI techniques and theories to address behavioral science issues. The Program Director will advance foundational AI research that promotes AI systems and technologies that contribute to an understanding of human perception, behavior, and social interaction, expands the understanding of the brain, and leverages AI capabilities to enhance learning.

Successful candidates are expected to develop initiatives that advance theory in core BCS disciplines by application of artificial intelligence models and network science methods. This includes multi-scale, multi-level network data and techniques of network analysis about individual and group behavior. Candidates will support basic research on the interaction between cognitive science and artificial intelligence, encouraging proposals that develop new theories or methods for understanding behavior that engage with the rapid advances being made in artificial intelligence, as well as interdisciplinary, multidisciplinary and convergent research approaches. Research is expected to yield results that will enhance, expand, and transform theory and methods, and that generate novel understandings of human behavior and how humans interact with emerging AI technologies – particularly understandings that can lead to significant opportunities or societal benefits. Research areas of interest include studying systems using AI and machine learning to investigate perception, image and video analyses, object detection, recognition, and tracking, social and spatial cognition, decision-making, attention, and control processes, as well as natural language processing (NLP). Successful candidates are also expected to utilize their expertise to engage with other programs in the division, the directorate, and across the agency in relevant cross-directorate programs and initiatives relating to their expertise in AI.

Appointment options

The position recruited under this announcement will be filled under the following appointment option(s):

Intergovernmental Personnel Act (IPA) Assignment: Individuals eligible for an IPA assignment with a Federal agency include employees of State and local government agencies or institutions of higher education, Indian tribal governments, and other eligible organizations in instances where such assignments would be of mutual benefit to the organizations involved. Initial assignments under IPA provisions may be made for a period up to two years, with a possible extension for up to an additional two-year period. The individual remains an employee of the home institution and NSF provides the negotiated funding toward the assignee's salary and benefits. Initial IPA assignments are made for a one-year period and may be extended by mutual agreement. 

Temporary Excepted Service Appointment: Appointment to this position will be made under the Excepted Authority of the NSF Act. Candidates who do not have civil service status or reinstatement eligibility will not obtain civil service status if selected. Candidates currently in the competitive service will be required to waive competitive civil service rights if selected. Usual civil service benefits (retirement, health benefits and life insurance) are applicable for appointments of more than one year. Temporary appointments may not exceed three years.

Visiting Scientist, Engineer, and Educator (VSEE) Program: Appointment to this position will be made under the Excepted Authority of the NSF Act. Visiting Scientists are on non-paid leave status from their home institution and placed on the NSF payroll. NSF withholds Social Security taxes and pays the home institution's contributions to maintain retirement and fringe benefits (i.e., health benefits and life insurance), either directly to the home institution or to the carrier. Appointments are usually made for a one-year period and may be extended for an additional year by mutual agreement.

Eligibility information

It is NSF policy that NSF personnel employed at or IPAs detailed to NSF are not permitted to participate in foreign government talent recruitment programs.  Failure to comply with this NSF policy could result in disciplinary action up to and including removal from Federal Service or termination of an IPA assignment and referral to the Office of Inspector General. https://www.nsf.gov/careers/Definition-of-Foreign-Talent-HRM.pdf .

Applications will be accepted from U.S. Citizens. Recent changes in Federal Appropriations Law require Non-Citizens to meet certain eligibility criteria to be considered. Therefore, Non-Citizens must certify eligibility by signing and attaching this Citizenship Affidavit to their application. Non-Citizens who do not provide the affidavit at the time of application will not be considered eligible. Non-Citizens are not eligible for positions requiring a security clearance.

To ensure compliance with an applicable preliminary nationwide injunction, which may be supplemented, modified, or vacated, depending on the course of ongoing litigation, the Federal Government will take no action to implement or enforce the COVID-19 vaccination requirement pursuant to Executive Order 14043 on Requiring Coronavirus Disease 2019 Vaccination for Federal Employees. Federal agencies may request information regarding the vaccination status of selected applicants for the purposes of implementing other workplace safety protocols, such as protocols related to masking, physical distancing, testing, travel, and quarantine.

Qualifications

Candidates must have a Ph.D. or equivalent in an appropriate field such as Cognitive Science, Cognitive Neuroscience, Computational Linguistics, Computer Vision, or other relevant fields. In addition, the candidate must have six or more years of successful research after award of the doctorate degree, and research administration, editorial, and/or managerial experience pertinent to the position.

A successful candidate will also demonstrate effective oral and written communication skills. Familiarity with NSF programs and activities is highly desirable. The candidate is expected to function effectively as a member of crosscutting and interactive teams as well as be an individual contributor. The candidate must also demonstrate a capability to promote NSF activities and to work closely with a broad spectrum of behavioral and social sciences.

How to apply

To apply, send a cover letter outlining qualifications and reason for interest in the position and an up-to-date curriculum vitae to the Chair of the search committee, Dr. Simon Fischer-Baum, [email protected] .

Consideration of applications will begin March 6, 2024.

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  25. Behavioral Scientist (Program Director)

    We seek a Program Director who will cultivate a cognitive science portfolio that uses novel AI techniques and theories to address behavioral science issues. The Program Director will advance foundational AI research that promotes AI systems and technologies that contribute to an understanding of human perception, behavior, and social interaction, expands the understanding of the brain, and ...