Posted by: Helen McLean, Senior Advisor, Learning and Teaching, College of Design and Social Context, RMIT University.
Next week is the mid-semester break.
By now your students will be in the flow of their study with you. They are likely to have completed one piece of assessment and received some feedback to guide them on to the next stage of their learning or specified what they could have done differently in that assignment. Ideally this feedback will have created an opportunity for them to talk with you and/or their peers about what they have learned and encourage them to confidently tackle the next tasks in the course.
It is possibly tempting to let the flow of the assessment tasks keep control of how your carefully prepared study schedule continues for the remainder of the semester. You have set them on their way but do you really know they are on course, their course?
Let’s assume they have been stimulated and excited by the outcome of their assessment task and there are some intriguing points they’d like to explore more deeply or revisit. Perhaps they have come across some new material that they’d like to incorporate in the learning schedule.
Why not provide a touchpoint and check in to see where your students are at and establish what they might need or want next from the course?
This could happen when you all return from the semester break, refreshed and ready for the final stretch. Have a conversation with your students about their learning in the course so far. Find out where they are at and how they are progressing so that you are all on the ‘same page’ for the remainder of the time you have together.
How could you do this?
Set aside some time and ask them to:
- outline what they have learnt so far in the course
- reveal what they would like to know more about
- identify what they are not clear about or on what they need further clarification
They could work in groups, individually, face to face or online to uncover and share what they know or want to know. Be creative, use technology, role play, or a game to find out what they know or need.
Once you have their feedback, take some time to reflect and diagnose. You may need to slow down or even prepare to change direction.
As a facilitator of their learning, challenge yourself to provide them with the opportunities to fill the gaps they have revealed. Be stunned and amazed by the leads they provide for further exploration. They are adult learners who have individual motivations and personal preferences of their learning requirements. Getting them to acknowledge those needs and identify their own areas of interest will help them to develop as self-regulated learners.
They will also feel valued when you address their feedback. Regrouping like this can bring together loose ends or point them in independent directions for their learning before commencing the final stage with you this semester.
Be partners and learn together.
Enjoy the rest of the semester!