How Do I Get Students to Read Their Assignments Before Class?
Even though many faculty members routinely spell out course requirements in syllabuses and give announcements and reminders, students continue to come to class unprepared. We provide several dynamic strategies that you can use to help students learn the value of reading.
Getting Students To Prepare For Class
Many students come to class without having done the assigned reading. Even though you routinely spell out course requirements in syllabuses and give individual announcements and reminders, students continue to come to class unprepared.
In this Magna 20-Minute Mentor, Maryellen Weimer, Ph.D., presents you with several important strategies that you can use to help students learn the value of reading.
She demonstrates what to say and do in your classroom to increase the level of student preparation before class.
You will learn how to:
- Motivate students constructively to come to class prepared
- Create and adopt consequences for students who come to class unprepared
- Convey to your students the value of having read the assigned text
- Communicate to students that they are responsible for reading the assigned material
The program also includes supplemental materials that feature sample assignments that encourage students to read before class.
At the conclusion of this professional development program, you’ll know how to:
- Motivate students to read by having them discover how much more they learn and how much easier course material is to master once they’ve done the reading
- Set consequences for students who come to class unprepared
- Implement in-class exercises that call for reading of texts to emphasize the importance of doing required reading as well as bringing one’s book to class
- Make students responsible for reading material that you don’t have time to cover in class
Make this student engagement program available for ongoing training
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Product Code: PM09KA
Maryellen Weimer has edited The Teaching Professor newsletter since 1987 and writes the Teaching Professor Blog.
The Teaching Professor Blog features a new weekly post from Maryellen on such topics as: the scholarship of teaching and learning, classroom policies, active learning, assessment, generational differences, and student performance.
She is a professor emerita of Teaching and Learning at Penn State Berks and won Penn State’s Milton S. Eisenhower award for distinguished teaching in 2005. Dr. Weimer has a Ph.D. in Speech Communication from Penn State.
Dr. Weimer has consulted with over 450 colleges and universities on instructional issues and regularly keynotes national meetings and regional conferences throughout the US and Canada.
She has published several books, including: Inspired College Teaching: A Career-Long Resource for Professional Growth (Jossey-Bass, 2010), Enhancing Scholarly Work on Teaching and Learning: Professional Literature that Makes a Difference (Jossey-Bass, 2006), Learner-Centered Teaching: Five Key Changes to Practice (Jossey-Bass, 2002).
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