HomePublicationsTILTed PedagogySection 1 Chapter 3: Creative Assignments and Reflective Writing Book MenuTILTed Pedagogy SectionsSection 1Section 2Section 3Section 4ChaptersChapter 1Chapter 2Chapter 3Chapter 4Chapter 5Chapter 6Chapter 7Chapter 8Chapter 9Chapter 10Chapter 11Chapter 12Chapter 13Chapter 14Chapter 15Chapter 16Book Resources Sean SidkyWhen teaching a course that fulfills a general education requirement, it is often a challenge to illicit interest among all students in the course content since each student may enroll in the course for different reasons. This chapter shares a readily adaptable two-part assignment designed to give students choice and autonomy in assessment with an “Introduction to Popular Culture” course. The assignment includes both original creative work and a piece of reflective writing to enable students to think of their work holistically rather than as separate processes. I base this assignment in the Universal Design for Learning (UDL), creative assignments, and reflection literature. Related Book ResourcesI have included two resources that I have developed that can be integrated directly with this assignment. Reflection Worksheet 1 [PDF] [Word] | The first is a revision of the reflective portion of the assignment in the form of a worksheet, in the hopes of engaging students who respond more easily to a structured reflection process. Reflection Worksheet 2 [PDF] [Word] | The second is a potential addition to this process in the form of a (reflective) peer review worksheet; the combination of reflective writing and peer review allows students to engage with multiple perspectives simultaneously, while also positioning them as expert readers in their own right. There are also a number of excellent resources available only for developing creative assignments in the classroom. One that I particularly like comes from Columbia University’s Center for Teaching and Learning and includes an extensive bibliography (Creative Assignments Resources). There are also a lot of good resources on reflection in the classroom, with practical suggestions and research; my go-to is from Purdue University’s OWL (Reflective Writing in Teaching Resources). Discussion Questions What teaching challenge is the chapter’s assignment trying to address, and how does that challenge show up in your own courses? How does the chapter’s use of the TILT framework (purpose, task, criteria) change the learning experience described, and what parallels do you see in your own teaching? What assumptions about students or learning does the chapter surface, and how might those assumptions influence assignment design? How does the assignment described in the chapter support student agency, autonomy, or choice? How does the chapter illustrate the connection between assignment design and deeper learning (e.g., critical thinking, metacognition, synthesis)? What evidence does the chapter provide that the assignment worked, and what additional evidence would you want to see? How does the chapter’s assignment align with or challenge your current beliefs about effective assessment? What aspects of the assignment design could be adapted to your discipline, and what would need to change? If you were to implement a version of this chapter’s assignment, what would be your first step—and what potential barriers would you anticipate? Share:
