Setting Students up for Success as an Educator

Before a formal, high-weight (summative) assignment is handed out, ensure students have opportunities to practice with the content and their understanding of it. You can plan these activities either in the lesson plan or in the outlines. Whenever you see “Intended learning Objectives/topics,” ensure you are providing acting learning strategies and practice for each objective/topic listed as wise practice (or as many as you feasibly can).

In these moments, the focus shifts from the instructor's delivery to the students' demonstration of understanding. The instructor observes these practice activities attentively, evaluating whether students have internalized and can apply the concepts prior to any summative assessment. Specifically, pay attention to how students are critically thinking, collaborating, using creativity, and/or effectively communicating with the content. If comprehension is lacking, revisit the material, presenting it through alternative methods to enhance clarity and understanding.

If the activity during this practice time does not have high success, step in and explain it to students, or re-teach the material using an alternative method. Accuracy is not a concern at this point, but comprehension is. (CCE, n.d.).

Davidson, S. F., & Davidson, R. (2019)

"For some learning is theoretical, for others learning happens in the activities provided to demonstrate learning. [...] honour the time it takes for new understanding to emerge – sometimes it means we need to provide opportunity for learners to observe new skills before trying them independently- sometimes it means we need to slow down in our teachings to make space to support engagement with new topics."