As the semester is winding down, the projects, papers, and other assignments are ramping up. Students say they have more happening now than they have had over the course of the semester. So how do we make sure to support their learning and help them to not burn out? Providing opportunities for students to reflect on all that they have learned, are currently learning, and hope to continue learning will reinforce their knowledge and support their desire to learn more.
As professors, we feel that one more assignment isn’t going to put them over the edge. However, many students feel that one more assignment is just another box to check before their vacation begins. How can we make sure that our end-of-semester assignments are accurate reflections of the students’ abilities? In his book McKeachie’s Teaching Tips, Wilbert McKeachie collaborates with others to provide tips to teachers. In the chapter “Helping Students Become Test-Wise,” McKeachie says, “Students construct their own knowledge based on their individual past experiences and their experiences in their course” (2006, p. 111). By providing experiences where students can share and show what they have learned, we build ways for them to make their learning meaningful. This can happen in various ways, whether traditionally or nontraditionally.
Various activities include movie trailers, a quiz show, tests (professor or student created), papers, event maps, and more. However you decide to end the semester, allow the students time to reflect on their experiences and what they’ve learned this semester. Give them time to contemplate what they think is most helpful to remember from your course. What skills or experiences do they find valuable and beneficial? What have they learned that they hope to apply to other learning experiences? Ending the course on a positive note will help the students feel accomplished with the course and everything they have learned from you. Have a wonderful last full week of the semester!
McKeachie, W.J. (2006). McKeachie’s teaching tips: Strategies, research, and theory for
college and university teachers (12th ed.). Boston, MA: Houghton Mifflin.