I engage students in the learning process by including a balance of formative and summative assessment measures, with an emphasis on formative learning. I consider this approach to be “low risk, high learning”. I explain to students that I view knowledge as constantly being formed and transformed and with that in mind, I encourage them to take risks, make mistakes, keep actively engaging in learning, by not attaching significant consequences to every performance. This formative approach helps students focus on learning as the principal motivating factor, as opposed to grades, which also provides me with regular opportunities to identify areas in which they both excel and struggle. In this way, I use assessment to facilitate learning, in addition to measuring it.

During class, we primarily focus on interactive tasks, rather than activities. What sets these two apart is that a task is a type of activity that has a purpose and it requires them to produce some sort of tangible or observable product. We typically complete information-gap tasks or information-exchange tasks, during which students need to gather information that another student has. For example, when discussing climates in the southern hemisphere, one student has the weather report and the other has a list of possible clothing articles and supplies they can choose from to take with them. They then work together building a justification for the items they chose, sharing information, and at times negotiating meaning. All in all, these tasks encourage students to use what they are learning in order to accomplish a specific goal. 

I encourage student engagement by explicitly sharing learning outcomes and asking students to do something with what they learn. They benefit by understanding both what they are learning and what they should be able to do with that knowledge. I also build reflection into the learning process. Students consider what they did well, identify challenges or areas of difficulty, and establish goals for improvement. I set learning goals for the class, but I also ask students to establish their own personal goals and then hold themselves accountable for reaching the goals they set for themselves. This helps students recognize their progress and take greater responsibility for their own learning.

I incorporate digital tools by having students complete assigned readings and autograded preparatory activities before class and then follow-up Adaptive Learning Assignments after class as a way to showcase what they know, and encourage them to continually engage with the material, thereby supporting their own autonomy in learning. This is another opportunity to help students see learning as a continuum and mistakes as part of the learning process, rather than simply as lost points, which in turn encourages them to become more willing to participate and take intellectual risks.

I recommend establishing consistent deadlines and predictable weekly routines. Students need to know what they have to do, when they have to do it, and approximately how much time they should expect to spend doing it. When assignments follow a consistent pattern and require a predictable time commitment, students can best plan their weekly schedules. Most importantly, instructors should resist the temptation to equate engagement with workload. Students do not need more work; they need more meaningful opportunities to use what they are learning. A low-risk, formative approach creates those opportunities while giving students the feedback, practice, and the autonomy they need to continue learning.