Student Work

Student Work and Instructional Feedback

Students come to class to learn and process the material presented to them. This also gives me the chance to provide feedback and help them better understand. I provide a variety of activities during the semester to gauge their understanding and application of the processes. Below are some assignments that have been completed by students throughout my courses.

The first assignment is an individual communication presentation where students had to teach the class about a specific communication topic. The assignment can be found here. The assignment allows them to use their speaking skills they have acquired throughout the semester, writing skills and visual skills using Google Slides or PowerPoint.

The second assignment is from my Negotiation class. The students are asked to prepare negotiation prep sheets for their negotiation. This provides their understanding of the terms that we have used over the course of the semester (interests, objective standards, key questions, etc.). This is done three times throughout the semester to determine their understanding of the preparation process for negotiation. The assignment can be found here. Below are a couple examples of students' work from these preparation worksheets.

Using Feedback to Make Adjustments

I have found through the use of summative and formative assessments, that these have allowed me to make adjustments to the lessons. In regard to the negotiation prep sheets, what I found is that I had not clearly defined some of the terms, so the students were left guessing what it meant, which made their prep sheets incomplete to be able to effectively negotiate. Because these terms had not clearly been defined for them, it impacted them negatively and I needed to adjust to make sure that didn't happen.

How did I adjust?

  • I created a prep sheet on the whiteboard in front of the class and we did a scenario together multiple times over the semester. This allowed the students to see the terms, define the terms and were able to understand what I was looking for. It also allowed me to clearly define what everything meant to help them better prepare.
  • I implemented muddiest point more frequently to ensure that all questions were answered for students that were scared to speak in class. This allowed them to let me know what they needed up with, without fear of being made fun of or having to let everyone know.