Review the “How do I Know I am Learning” resource located in the Topic 2 Resources and answer the following questions:
• What is the relationship between the topic objectives, the assignment, and the rubric? How is each component important to completing an assignment?
• What are some strategies you have learned from the readings and assignments in this course so far that will help you complete your assignments both accurately and efficiently?
First, it’s insightful to recognize that the course objectives lay the foundation for what will be covered and their relative importance. This allows you as the student to structure your studies accordingly. Similarly, the assignments are designed to demonstrate your mastery of those objectives through practical application of the concepts. In this way, they serve as checkpoints to confirm your comprehension.
The rubric then provides transparency into how your work will be evaluated by detailing the criteria and standards you need to meet. This promotes accountability while also guiding you on how to present your understanding to receive the best marks. Used in tandem, the objectives, assignments, and rubrics form a coherent framework for optimizing your learning.
Your strategies around time management and utilizing the course tools are excellent plans to support your success. Some additional recommendations based on research include spacing out your study sessions across the week rather than cramming,[1] actively recalling content rather than re-reading,[2] and seeking assistance from peers or instructors when you encounter difficulties.[3] Collaborative learning has been shown to boost retention and performance.[4]
In closing, I commend your proactive approach and wish you the best in maximizing your learning experience. Please feel free to reach out if you have any other questions as you progress through the course.
[1] Seidenberg, M. S. (2017). Language at the speed of sight: How we read, why so many can’t, and what can be done about it. Basic Books.
[2] Karpicke, J. D., & Blunt, J. R. (2011). Retrieval practice produces more learning than elaborative studying with concept mapping. Science, 331(6018), 772-775.
[3] O’Donnell, A. M., & King, A. (Eds.). (2014). Cognitive perspectives on peer learning. Routledge.
[4] Johnson, D. W., Johnson, R. T., & Smith, K. A. (2014). Cooperative learning: Improving university instruction by basing practice on validated theory. Journal on Excellence in College Teaching, 25(3-4), 85-118.