for Education

  • Google Classroom
  • Google Workspace Admin
  • Google Cloud

Easily distribute, analyze, and grade student work with Assignments for your LMS

Assignments is an application for your learning management system (LMS). It helps educators save time grading and guides students to turn in their best work with originality reports — all through the collaborative power of Google Workspace for Education.

  • Get started
  • Explore originality reports

TBD

Bring your favorite tools together within your LMS

Make Google Docs and Google Drive compatible with your LMS

Simplify assignment management with user-friendly Google Workspace productivity tools

Built with the latest Learning Tools Interoperability (LTI) standards for robust security and easy installation in your LMS

Save time distributing and grading classwork

Distribute personalized copies of Google Drive templates and worksheets to students

Grade consistently and transparently with rubrics integrated into student work

Add rich feedback faster using the customizable comment bank

Examine student work to ensure authenticity

Compare student work against hundreds of billions of web pages and over 40 million books with originality reports

Make student-to-student comparisons on your domain-owned repository of past submissions when you sign up for the Teaching and Learning Upgrade or Google Workspace for Education Plus

Allow students to scan their own work for recommended citations up to three times

Trust in high security standards

Protect student privacy — data is owned and managed solely by you and your students

Provide an ad-free experience for all your users

Compatible with LTI version 1.1 or higher and meets rigorous compliance standards

Google Classroom picture

Product demos

Experience google workspace for education in action. explore premium features in detail via step-by-step demos to get a feel for how they work in the classroom..

“Assignments enable faculty to save time on the mundane parts of grading and...spend more time on providing more personalized and relevant feedback to students.” Benjamin Hommerding , Technology Innovationist, St. Norbert College

student work assignment

Classroom users get the best of Assignments built-in

Find all of the same features of Assignments in your existing Classroom environment

  • Learn more about Classroom

Explore resources to get up and running

Discover helpful resources to get up to speed on using Assignments and find answers to commonly asked questions.

  • Visit Help Center

PDF

Get a quick overview of Assignments to help Educators learn how they can use it in their classrooms.

  • Download overview

PDF

Get started guide

Start using Assignments in your courses with this step-by-step guide for instructors.

  • Download guide

student work assignment

Teacher Center Assignments resources

Find educator tools and resources to get started with Assignments.

  • Visit Teacher Center

Video

How to use Assignments within your LMS

Watch this brief video on how Educators can use Assignments.

  • Watch video

Turn on Assignments in your LMS

Contact your institution’s administrator to turn on Assignments within your LMS.

  • Admin setup

student work assignment

Explore a suite of tools for your classroom with Google Workspace for Education

You're now viewing content for a different region..

For content more relevant to your region, we suggest:

Sign up here for updates, insights, resources, and more.

student work assignment

WELCOME!     Find what you need

student work assignment

Elementary Math

student work assignment

Elementary Ela-Reading

student work assignment

Teaching Tips

student work assignment

Career Exploration

How to assign student work with google classroom.

Here’s an easy step-by-step guide for teachers about how to assign work to students using Google Classroom for digital classroom lessons and remote teaching.

Google Classroom is user-friendly, but anything new can be confusing for teachers who aren’t tech-savvy.

how-to-assign-work-with-google-classroom

Here’s a quick, easy-to-follow guide for assigning student work with Google Classroom . You can do this!

Go ahead and open Google Classroom and create your class. Give your classes names like “Period 1” or “Morning ELA” so you can quickly identify the class you want.

how-to-create-an-assignment-in-google-classroom-1

1) Your class’s unique code is identified here. You’ll need that code when adding students to your class. You can add students directly or give the code to students, and they can join the class.

Click Classwork .

setting-up-a-google-classroom-assignment-for-distance-learning

2) Click Create, then click on the dropdown menu and choose Assignment .

creating-digital-assignments-for-students

3) Give your new assignment a title, and then you choose to add instructions to your students, points, due date, an optional rubric, and choose to which students you want the work assigned.

how-to-use-google-classroom-for-paperless-classrooms

4) Click the ADD tab, and you can attach a Google Drive assignment, link to a website, add a file (such as a PDF, Word, or PowerPoint document), or attach a YouTube video for students to watch.

setting-up-distance-learning-with-google-classroom

5) Find the file you want to share with your students and double-click on it. That will bring up a box with a dropdown menu.

adding-files-and-creating-google-classroom-lessons

6) IMPORTANT : On the dropdown menu, choose Make a copy for each student .

You want to make sure each student receives their own copy of the file, so your original file won’t be shared and changed when they begin to interact with it! Ultimately, you want students to make changes on their own individual copies.

digital-distance-learning-with-google-classroom

7) Next, you should double-check the points, due date, and other details to make sure you didn’t forget to add anything important.

8) Click the Assign button.

*You can also choose the down arrow by Assign and choose the Schedule option if you’d like to select a future date. A calendar will open up, and you can choose the date and the time you want the assignment posted.

More about converting resources to digital and using Google

Step-By-Step: Convert Worksheets for Distance Learning

How to Assign Just One or Two Slides in Google Classroom

If you plan to use Google Classroom, there’s also a FREE Google Chrome Extension you can use.

Try Kami (free) for Learning Management Systems:

Here’s a tutorial from Kami you’ll find helpful:

Kami Tutorial

Shop this article

Interested in the graph paper math resources shown above? Click the image below to learn more and visit my Teachers Pay Teachers shop.

multiplication and long division graph paper teaching bundle of resources at Teachers Pay Teachers

Please follow me on Teachers Pay Teachers , Pinterest , Facebook , and Instagram if you found this article helpful. I post educational content that can help you in your own classroom.

Thank you for being a part of the Caffeine Queen Teacher community! Your support means a lot to me. Together, we can make learning fun and interesting!

student work assignment

Hi, I’m Jules

Find it fast, browse the blog, visit my teachers pay teachers shop.

how-to-assign-work-with-google-classroom

Center for Teaching

Grading student work.

Print Version

What Purposes Do Grades Serve?

Developing grading criteria, making grading more efficient, providing meaningful feedback to students.

  • Maintaining Grading Consistency in Multi-Sectioned Courses

Minimizing Student Complaints about Grading

Barbara Walvoord and Virginia Anderson identify the multiple roles that grades serve:

  • as an  evaluation of student work;
  • as a  means of communicating to students, parents, graduate schools, professional schools, and future employers about a student’s  performance in college and potential for further success;
  • as a  source of motivation to students for continued learning and improvement;
  • as a  means of organizing a lesson, a unit, or a semester in that grades mark transitions in a course and bring closure to it.

Additionally, grading provides students with feedback on their own learning , clarifying for them what they understand, what they don’t understand, and where they can improve. Grading also provides feedback to instructors on their students’ learning , information that can inform future teaching decisions.

Why is grading often a challenge? Because grades are used as evaluations of student work, it’s important that grades accurately reflect the quality of student work and that student work is graded fairly. Grading with accuracy and fairness can take a lot of time, which is often in short supply for college instructors. Students who aren’t satisfied with their grades can sometimes protest their grades in ways that cause headaches for instructors. Also, some instructors find that their students’ focus or even their own focus on assigning numbers to student work gets in the way of promoting actual learning.

Given all that grades do and represent, it’s no surprise that they are a source of anxiety for students and that grading is often a stressful process for instructors.

Incorporating the strategies below will not eliminate the stress of grading for instructors, but it will decrease that stress and make the process of grading seem less arbitrary — to instructors and students alike.

Source: Walvoord, B. & V. Anderson (1998).  Effective Grading: A Tool for Learning and Assessment . San Francisco : Jossey-Bass.

  • Consider the different kinds of work you’ll ask students to do for your course.  This work might include: quizzes, examinations, lab reports, essays, class participation, and oral presentations.
  • For the work that’s most significant to you and/or will carry the most weight, identify what’s most important to you.  Is it clarity? Creativity? Rigor? Thoroughness? Precision? Demonstration of knowledge? Critical inquiry?
  • Transform the characteristics you’ve identified into grading criteria for the work most significant to you, distinguishing excellent work (A-level) from very good (B-level), fair to good (C-level), poor (D-level), and unacceptable work.

Developing criteria may seem like a lot of work, but having clear criteria can

  • save time in the grading process
  • make that process more consistent and fair
  • communicate your expectations to students
  • help you to decide what and how to teach
  • help students understand how their work is graded

Sample criteria are available via the following link.

  • Analytic Rubrics from the CFT’s September 2010 Virtual Brownbag
  • Create assignments that have clear goals and criteria for assessment.  The better students understand what you’re asking them to do the more likely they’ll do it!
  • letter grades with pluses and minuses (for papers, essays, essay exams, etc.)
  • 100-point numerical scale (for exams, certain types of projects, etc.)
  • check +, check, check- (for quizzes, homework, response papers, quick reports or presentations, etc.)
  • pass-fail or credit-no-credit (for preparatory work)
  • Limit your comments or notations to those your students can use for further learning or improvement.
  • Spend more time on guiding students in the process of doing work than on grading it.
  • For each significant assignment, establish a grading schedule and stick to it.

Light Grading – Bear in mind that not every piece of student work may need your full attention. Sometimes it’s sufficient to grade student work on a simplified scale (minus / check / check-plus or even zero points / one point) to motivate them to engage in the work you want them to do. In particular, if you have students do some small assignment before class, you might not need to give them much feedback on that assignment if you’re going to discuss it in class.

Multiple-Choice Questions – These are easy to grade but can be challenging to write. Look for common student misconceptions and misunderstandings you can use to construct answer choices for your multiple-choice questions, perhaps by looking for patterns in student responses to past open-ended questions. And while multiple-choice questions are great for assessing recall of factual information, they can also work well to assess conceptual understanding and applications.

Test Corrections – Giving students points back for test corrections motivates them to learn from their mistakes, which can be critical in a course in which the material on one test is important for understanding material later in the term. Moreover, test corrections can actually save time grading, since grading the test the first time requires less feedback to students and grading the corrections often goes quickly because the student responses are mostly correct.

Spreadsheets – Many instructors use spreadsheets (e.g. Excel) to keep track of student grades. A spreadsheet program can automate most or all of the calculations you might need to perform to compute student grades. A grading spreadsheet can also reveal informative patterns in student grades. To learn a few tips and tricks for using Excel as a gradebook take a look at this sample Excel gradebook .

  • Use your comments to teach rather than to justify your grade, focusing on what you’d most like students to address in future work.
  • Link your comments and feedback to the goals for an assignment.
  • Comment primarily on patterns — representative strengths and weaknesses.
  • Avoid over-commenting or “picking apart” students’ work.
  • In your final comments, ask questions that will guide further inquiry by students rather than provide answers for them.

Maintaining Grading Consistency in Multi-sectioned Courses (for course heads)

  • Communicate your grading policies, standards, and criteria to teaching assistants, graders, and students in your course.
  • Discuss your expectations about all facets of grading (criteria, timeliness, consistency, grade disputes, etc) with your teaching assistants and graders.
  • Encourage teaching assistants and graders to share grading concerns and questions with you.
  • have teaching assistants grade assignments for students not in their section or lab to curb favoritism (N.B. this strategy puts the emphasis on the evaluative, rather than the teaching, function of grading);
  • have each section of an exam graded by only one teaching assistant or grader to ensure consistency across the board;
  • have teaching assistants and graders grade student work at the same time in the same place so they can compare their grades on certain sections and arrive at consensus.
  • Include your grading policies, procedures, and standards in your syllabus.
  • Avoid modifying your policies, including those on late work, once you’ve communicated them to students.
  • Distribute your grading criteria to students at the beginning of the term and remind them of the relevant criteria when assigning and returning work.
  • Keep in-class discussion of grades to a minimum, focusing rather on course learning goals.

For a comprehensive look at grading, see the chapter “Grading Practices” from Barbara Gross Davis’s  Tools for Teaching.

Creative Commons License

Teaching Guides

  • Online Course Development Resources
  • Principles & Frameworks
  • Pedagogies & Strategies
  • Reflecting & Assessing
  • Challenges & Opportunities
  • Populations & Contexts

Quick Links

  • Services for Departments and Schools
  • Examples of Online Instructional Modules

Templates for college and university assignments

Include customizable templates in your college toolbox. stay focused on your studies and leave the assignment structuring to tried and true layout templates for all kinds of papers, reports, and more..

college tools photo

Keep your college toolbox stocked with easy-to-use templates

Work smarter with higher-ed helpers from our college tools collection. Presentations are on point from start to finish when you start your project using a designer-created template; you'll be sure to catch and keep your professor's attention. Staying on track semester after semester takes work, but that work gets a little easier when you take control of your scheduling, list making, and planning by using trackers and planners that bring you joy. Learning good habits in college will serve you well into your professional life after graduation, so don't reinvent the wheel—use what is known to work!

16 Ideas for Student Projects Using Google Docs, Slides, and Forms

July 31, 2016

' src=

Can't find what you are looking for? Contact Us

Google-Pin

As you probably know, Google Drive is far more than a place to store files online. It also includes a suite of versatile creation tools, many of which perform the same functions as the ones we use in other spaces. These include  Google Docs,  a word processing program that behaves similarly to Microsoft Word,  Google Slides,  a presentation program similar to PowerPoint, and  Google Forms,  a survey-creation tool similar to Survey Monkey.  Although Drive also includes other tools, these three are particularly useful for creating rigorous, academically robust projects. If your school uses Google Classroom or at least gives students access to Google Drive, your students are probably already using these tools to write papers or create slideshow presentations, but there are other projects they could be doing that you may not have thought of.

Below I have listed 16 great ideas for projects using Google Docs, Slides, and Forms.

Annotated Bibliography By the time a student reaches the later years of high school, and certainly by the time she’s gotten to college, it’s likely that she’ll be required to write an annotated bibliography, a list of resources that not only includes the bibliographical information of each source, but also a short paragraph summarizing the resource and reflecting on its usefulness for a given project. Usually an annotated bibliography is required as a part of a larger research paper, but it could stand alone as an assignment that tasks students with seeking out and evaluating sources just for the practice of doing so. And the research tools in Google Docs allow students to locate, read, and cite their sources all in one place. To learn more, see this guide from Cornell University Library on How to Prepare an Annotated Bibliography .

Book Review Instead of a book report, have students write a book review instead. This is certainly not a new idea, but publishing the work electronically allows students to enhance the final product with the book’s cover image, a link to the book’s page on Amazon, and even links to other titles the author has written or articles on related topics. For models and inspiration, elementary and middle school students can read student-written reviews on sites like Spaghetti Book Club . Older or advanced students might work toward more sophisticated, nuanced review styles like book reviews written on Oprah.com .

Collaborative Story Because Google Docs is cloud-based, multiple people can work on a Doc at the same time. So students can work together on a story, a script for a play, or any other kind of group writing project. They can use the comments feature to give each other feedback and make decisions together. And because students can work from any location with an Internet connection, collaboration isn’t restricted to school hours; each group member can work on the project from any location whenever they have time.

Media-Rich Research Paper Any kind of research paper can be given a big boost when done in a Google Doc, because students can insert images, drawings, and links to other relevant resources, like articles and videos. Using the research tools built into Docs, students can research their topics and include in-text citations with footnotes.

Super Simple Blog If you don’t want to mess with actual blogging platforms, but want students to be able to experience writing blog posts that contain images and hyperlinks to other websites, this could be accomplished easily in a single running Google Doc.

Table Being able to organize information visually is an important skill, and students who understand how to build a table in Google Docs will have a skill for presenting all kinds of information in the future. They can be used as a compare and contrast exercise, to display data from an experiment, or even put together a schedule. Yes, you could do these things yourself, print them, and have students fill them out, but why not have students practice creating the tables themselves? 

Choose-Your-Own-Adventure Story Because slides can contain hyperlinks to other slides, students could build a whole story where the reader chooses different options at key points in the story, leading them down completely different paths. The reader would consume the content as a slideshow, clicking on the links themselves as they go through. This could be a pretty massive undertaking, but we all know students who would be totally up for the challenge.

E-book These could take a variety of forms: mini-textbooks, children’s books, cookbooks or how-to manuals, personal art or writing portfolios, even yearbook-style memory books. To learn more about the possibilities, see my post from earlier this year on  Student E-Books .

Magazine Along the same lines as an e-book, students could use a similar template to create a PDF magazine or newsletter that is shared online on a regular schedule. The possibilities here are endless, useful for student clubs or sports teams, classroom or grade-level newsletters, or magazines put out by groups of students who share a common interest, like gaming systems, soccer, or books.

Museum Kiosk Imagine if we could enhance science fair projects with a looping video display that provides the audience with vivid visuals and text about our topic. Or imagine an art show, where a self-running informational slideshow could be placed beside an art display to share the story behind the piece and photos of the work in progress? This is possible and EASY in Google Slides: Simply create a slideshow, then use the “Publish to the Web” feature to create a slideshow that auto-advances and has no need for a presenter. Pop that up on an iPad or laptop and you’re all set. This mock-up of a slideshow on Coral Reefs shows you what it could look like (click the image to open in a new window).

Short Film Students can upload their own images and add text boxes to a slideshow to create an animated story, then record the slideshow with a Google extension called Screencastify . They can either record their own voice as narration, add background music, or both. There are so many different kinds of films students could produce: illustrated stories or poems, final reflections for a 20 Time or Genius Hour project, video textbooks on content-related topics, or news-like feature stories of school or community events. In this quick sample, I added music from YouTube’s library of royalty-free music that anyone can use to enhance their recordings:

Video Tutorial Using the same screencasting software mentioned above, students could also create their own video tutorials by creating a Slides presentation on their topic (such as “How to Open a Combination Lock”), then recording the slideshow with narration. This would make a nice final product for a unit on informational writing or a way for students to demonstrate their learning at the end of a unit in science (“How to Take Care of Lab Equipment”), social studies (“How to Measure Distance on a Map”), or math (“How to Multiply Fractions”). Student-made tutorials could even be created to teach classroom procedures. And any tutorials students make could be stored for later, so other students can also benefit from them.  Learn more about how Screencastify works right inside Chrome .

Peer Survey Whenever students need to gather data to support an argumentative essay or speech, let them gather data quickly and easily by creating a survey with Google Forms. Links to the survey can be sent out via email, QR codes , or through a post in a learning management system like Edmodo or Google Classroom. When results come in, students can use them to support whatever claim they are trying to make in their argument, or make adjustments based on what they discover in their research.

Feedback Form Have students provide feedback to each other’s presentations, speeches, even videos using Google Forms. Here’s how it would work: Each student creates her own form, asking for the kind of feedback she wants on the project. As other students view or the project, they can be sent to a form to offer praise or constructive criticism, which the creator would then be able to view privately and use to improve the project. Students could even use their feedback to write a reflection on their process after the project is done.

Quiz One great way to learn material is to create a test or quiz over the content. Have students use Google Forms to create their own multiple-choice, True/False, fill-in-the-blank, or open-ended quizzes on the content they are learning.

Visual Representation of Data Sets Whenever people enter responses to a Form, Google allows the form creator to view responses in charts and graphs. Have students gain a better understanding of how data can be represented visually by accepting responses (or entering their own fake ones) into a Form, then looking at how the numbers are represented in graphs. This could work well as a series of math lessons.

Way Beyond Worksheets

Just this morning on Twitter, someone posted a comment along these lines: “A worksheet on a Google Doc is STILL a worksheet. Students should be using tech to create!” I’ve heard this sentiment over and over, and it’s exactly why I’ve put this list together. Google offers some incredibly powerful tools if we know how to use them. I hope this list has given you a few new ideas to put into your students’ hands. ♦

What to Read Next

student work assignment

Categories: Instruction , Technology

Tags: assessment , content area literacy , English language arts , Grades 3-5 , Grades 6-8 , Grades 9-12 , project-based learning , teaching with tech , tech tools

51 Comments

' src=

This is wonderful.

' src=

This is my first year teaching in an alternative high school. All students have IEP’s as well as social and emotional disabilities. I really want to focus on literacy as many are well below grade-level, ability wise. Writing of course is a big part of literacy. I’m looking for ideas that they can collaborate on, via Google Docs, Slides, etc. Any thoughts would be appreciated.

' src=

Check out Boomwriter: A Fun Twist on Collaborative Writing . Lots of good resources there that you might like. Also take a look at Student-Made E-Books: A Beautiful Way to Demonstrate Learning .

' src=

I am an RSP teacher in Anaheim. For summer school I am going to have them build a “Bucket List” in Google slides.

' src=

Thanks for compiling these resources. I use many already but haven’t tried Screencastify yet. My district uses Google Classroom, but the forms app is blocked on student accounts- I think because it’s a perfect medium for under-the-radar cyberbullying (“How much do you hate Linda?…A little, a lot, a ton…”). Before teachers plan a lesson using forms, they should make sure the feature is enabled for students in their district. In my district, students can access forms and create them but they cannot send them to other students.

' src=

Thanks, Robyn. Good to know!

' src=

I love these ideas! You are so creative and now I have GREAT ideas for my SS project! Thanks! XD

' src=

this is all true

' src=

Our district is allowing extra credit this year and I have always been totally opposed to offering extra credit. These ideas are worth extra credit, and my focus this year is on what the students can teach me and the rest of their peers.

' src=

This gave me some good ideas for culminating activities. Thanks!

' src=

Thank you so much for sharing these ideas about creating projects by using the Google Drive! The middle school I teach at implemented a 1:1 program last year with Chromebooks, so the students have easy access to all of the Google apps. I had always grown up using Word docs and I was a little hesitant to start using Google docs at first. After just a few weeks, I absolutely fell in love with it! It is amazing how you can access all of your docs, forms, slides that you create from any device you’re using and the fact that everything automatically saves is just the cherry on top. I am grateful for this feature, especially working in a middle school where it is easy for students to forget to save something before exiting out. Although I teach Math, I found a lot of your project ideas to be utilized cross-curriculum and I truly appreciate it. I got my feet wet last year and had my students create google slides presentations in groups. At the beginning of this year, I started with a google form I created where students answered review questions from 6th grade Math. I love that when you get the results from all of the forms, you can easily see which areas students are struggling in and which areas they are proficient in because it is presented the results in graphs and charts. I just learned recently that you can create quizzes now, which is awesome because all of the testing in my district is done on the computers, so this will help prepare my students. I want to borrow your idea of having students create peer surveys that they can post on Google classroom in order to gather information and analyze results. This is a great skill for students to have. Thanks again, I truly enjoy reading your blogs!

' src=

Be positive at all time

' src=

Great collection of resources! Easy to read and very helpful for teachers who often do not get the tutorials they need to instruct with GAFE. I particular like the Museum Kiosk idea. It will work great will my history classes.

– Kevin

' src=

Hi everyone! I also would like to suggest my own (free) templates site. Im designing these presentations using “free” resources from other sites such as FreePik, FlatIcon,… and I think the result is pretty good. I invite you to have a look. The site is https://slidesppt.com

' src=

In the section of student blog posts, can you clarify how all the students in one class could be writing and posting a running blog which everyone in the class can read and respond to ?

' src=

This is Holly Burcham, a Customer Experience Manager. The idea Jenn laid out here is to simply create a shared Google Doc where each student would basically be responsible for his/her own page (literally page 1, page 2, etc.). Within a shared Doc, everyone with permission can be in and typing at the same time. Once “posts” are written, students can go in and add comments to others’ work. The comments would show up in the margins and would be arranged by corresponding content, not time like a typical blog post.

But, as you can imagine, this could quickly become very convoluted and a bit messy. The thought behind using Docs as a student blog is more for writing practice, getting the feel for writing a blog post without doing the real thing…

So, if you’re interested in your students truly creating a blog, we highly recommend checking out Edublogs and Kidblog . Hope this helps!

' src=

How are these good for projects? you said that these are for kid presentations, all I see are essay templates and idea’s for teachers to map out their classroom jobs(other then the coral)

Hi, Isaac! I’m not sure what could be used to map out classroom jobs specifically from this post, and I think the ideas here go way beyond essay outlines–please get back to me to clarify exactly what you’re referring to, because we believe all the ideas here are good for student use. Thanks!

' src=

You might update this post. Google Forms now supports branching which would be much easier to create a “choose your own” adventure type experience.

Thanks for the suggestion. I can picture how that would work, yes, but I guess the aesthetic experience might be lacking in a Google Form. With Slides you have complete creative freedom to design the slides like a real book. I guess it would be a matter of personal preference?

' src=

Where do I go to find accessibility features of Google docs, slides, and forms? I am a teacher of the blind and visually impaired. This technology is wonderful but without the ability to navigate the site independently, my students are at a lost. Can you direct me?

Hi! A couple of things that may be of help: Go to “Tools” in the menu bar and select Voice Typing (use Google Chrome). You can also click on Add-Ons in the menu bar and add the Speech Recognition Soundwriter extension for free. Here’s a link to find more Google Accessibility features — you just have to spend a bit of time looking through the list to see what may be relevant to your needs. I hope this helps!

' src=

You can also combine Google forms and docs to simplify book reports for elementary students: https://electriceducator.blogspot.com/2016/03/elementary-book-report-machine.html?m=1

' src=

Is there an available rubric or assessment piece for the museum kiosk activity?

Hi Colleen! No, sorry, I don’t have anything on that!

' src=

Hi I am a teacher at a elementary school and I was wondering if you had any ideas for what I could do for an autobiography book report.

Hi Madison,

There really are so many things you can have the kids do — I would first think about what you’re expecting the kids to be able to do in the end. What will actually be assessed and what will they be accountable for? (I suggest checking out Understanding Backward Design if you haven’t already.) From there, they can choose how to present what they learned, meeting the assessment criteria. I think using some of the ideas in the Slides section of the post could work really well, especially Student Made E-Books , or making a short film.

' src=

Madison, I love the idea of using Google Slides for autobiography book report. I’m thinking about Jennifer’s Slides suggestions and just tailoring it to your book report criteria/rubric. Thoughts?

' src=

thank you very much!!

' src=

Thank you! I can’t wait to explore some of these options more. This list is very much appreciated! 🙂

' src=

I really appreciate your kindness and your efforts and I’m going to try everything you have mentioned in this wonderful article

' src=

Thanks. Higher Ed ESOL Prof -no lesson prep for me… but I DO have my reading list for the next several (10-12) hours! All suggestions added to the original post are appreciated.

' src=

I am a huge fan of Google resources, but you have showed me some new ways I can use these. Thank you for sharing!

' src=

Thanks for some great ideas! I have another suggestion that I have used before- my students really liked it- a collaborative Google Slides presentation. I did this for types of organic molecules as an intro to organic chemistry. Each pair of students in the class was assigned a specific molecule to research. They had to create 1 slide with some specific information and add to a collaborative google slides presentation that I shared on Google Classroom. When the slideshow was complete, they could all access it, and they used it to take notes.

' src=

Great suggestion Susan! Thanks so much for sharing this idea.

' src=

I am wondering if I can find similar google instructions to send to my students now that we are teaching remotely and 90% of them probably don’t know how to use Google. This would be a fantastic use of their time. Thank you

Take a look at Jenn’s Google Drive Basics video course ! I think it’s got what you’re looking for – it’s for teachers and students!

' src=

I am thinking about doing a Rap Challenge in which they (as teams based on which class period they are in) create lyrics using WWII vocabulary we have used.

I create raps for my students and my though was that I would take parts of ALL of their submissions and create a WWII rap to add to the collection they have heard already.

Which of the Google Drive features would be my best bet for collaboration like that while the students are all working from home?

Hi Jim! I think this could be done in Google Docs pretty easily, as they are just writing a script, correct? If you want to share video or audio, you can just put these files into a shared folder in Drive and give all students access to those files. I hope this helps!

' src=

Amazing ideas

' src=

An innovative way to eliminate paper.

' src=

Hi! I love this site. I am beginning to use technology in my higehr education classroom. Could you help me to suggest some kind of game to use in Communication Skilss? Thanks a lot

Hi! Check out our Gamification Pinterest board and see what might be relevant. Hope this helps!

' src=

I’m a college student (who is now a nanny which brought me to this page) and for the screen recording, I highly reccomend Loom over Screencastify. In my experience using both during the remote learning period, the video quality is much higher on Loom, the user interface is easier, and you can’t edit Screencastify videos in an external editor like iMovie. (I had to do a group presentation and since partner lived in Kuwait we used this vs Zoom, etc. to record the presentation since we weren’t recording at the same time. It was very difficult to figure out how to merge our parts of the presentation into a single file.)

Also with screencastify the time limit per video on the free version (5 min I think) was frustrating as my work was longer. May not be a problem for students but for educators using the tool who don’t have the premium, this could be highly inconvenient. With Loom there isn’t a time limit.

' src=

What an adventure for me, who’s relatively new to this google drive thing. Mind blowing resources. It’s amazing. I’m excited as to what I can do with and in google drive. I’m definitely taking it one day at a time, will surely enjoy this ‘CRUISE’. Thank you Jennifer.

' src=

What does it mean to type I am from Germany?

Hi Flannery! It can mean a few different things depending on the context–either typing on a keyboard or the “kind” of something (“What type of ice cream do you like?”). We’d love to give a specific answer, so please let us know which part of the post or which comment you saw that you’d like more clarification on. Thanks!

' src=

Thanks for sharing these ideas. July 2021

' src=

I love all the awesome ways to incorporate technology in the classroom. This post had so many options to choose from and some that I personally loved when I was in school. There are so many different ways to make learning fun with technology!

' src=

So glad you enjoyed the post!

Leave a Reply

Your email address will not be published.

The Tech Edvocate

  • Advertisement
  • Home Page Five (No Sidebar)
  • Home Page Four
  • Home Page Three
  • Home Page Two
  • Icons [No Sidebar]
  • Left Sidbear Page
  • Lynch Educational Consulting
  • My Speaking Page
  • Newsletter Sign Up Confirmation
  • Newsletter Unsubscription
  • Page Example
  • Privacy Policy
  • Protected Content
  • Request a Product Review
  • Shortcodes Examples
  • Terms and Conditions
  • The Edvocate
  • The Tech Edvocate Product Guide
  • Write For Us
  • Dr. Lynch’s Personal Website
  • The Edvocate Podcast
  • Assistive Technology
  • Child Development Tech
  • Early Childhood & K-12 EdTech
  • EdTech Futures
  • EdTech News
  • EdTech Policy & Reform
  • EdTech Startups & Businesses
  • Higher Education EdTech
  • Online Learning & eLearning
  • Parent & Family Tech
  • Personalized Learning
  • Product Reviews
  • Tech Edvocate Awards
  • School Ratings

13 Ways to Move on After Being Dumped by Your Girlfriend

10 ways to tell if a nerdy guy likes you, how to get a girl to fall for you, 3 ways to remove an ink stain from a couch, 3 ways to test yourself for hpv genital warts, 3 ways to get along with your child’s in-laws, how to become an mma champion, how to register a company in india, easy ways to melt aluminum cans, how to watch sports on apple tv, google classroom tip #43: 48 ways to manage student assignments.

student work assignment

Along with instruction and assessment, assignments form the foundation of the teaching and learning process. They provide opportunities for students to practice the skills and apply the knowledge that they have been taught in a supportive environment. It also helps the teacher gauge how well students are learning the material and how close they are to mastery.

Because of the nature of assignments, managing them can get hectic. That’s why its best to use a platform like Google Classroom to help you manage assignments digitally. In today’s tip, we will discuss 48 ways that you can use Classroom to manage student assignments.

  • Assignment Status – Easily check how many students turned in an assignment as well as how many assignments have been graded by going to the Classwork tab and clicking on the title of the assignment.
  • Assign to Multiple Classes – Post an assignment to multiple classes by using the “for” drop-down menu when creating an assignment.
  • Brainstorm – Use Google Docs, Sheets, Slides, or Drawings to brainstorm for class assignments.
  • Calendar of Due Dates – Link a Google Calendar with due dates for assignments, tests, and other important dates into Classroom.
  • Check Homework – Classroom makes checking homework easy with a quick glance at the assignment page. If more detailed grading is needed, just access the grading interface for the assignment.
  • Choice Boards – Give students a choice in how they demonstrate what they know by creating a choice board and uploading it as an assignment. Choice boards allow students to choose between several assignments and can be created directly in Classroom, using Google Docs, or with third-party apps.
  • Co-Teach Classes – Invite others to co-teach in your Classroom. Each teacher is able to create assignments and post announcements for students.
  • Create Questions Before a Socratic Seminar – Create an assignment for students to develop questions before a Socratic seminar. During the collaborative process, students can eliminate duplicate questions.
  • Detention Assignment Sheet – Create a detention assignment sheet using Google Docs. The assignment sheet can then be shared with the detention teacher and individual students privately through Classroom.
  • Differentiate Assignments – Assign work to individual students or groups of students in Classroom.
  • Differentiate by Product – Differentiate by product in Classroom by providing a challenge, variety, or choice or by using a continuum with assignments.
  • Digital Portfolios – Students can create digital portfolios of their work by uploading documents, pictures, artifacts, etc. to Classroom assignments.
  • Directions Document – Use Google Docs to create instruction documents for assignments in Classroom.
  • Distribute Student Work/Homework – Use Classroom to distribute student assignments or homework to all students, groups of students, or individual students.
  • Diversify Student Submissions – Create alternative submission options for students through the assignment tool. For example, one group of students may be required to submit a Google Doc while another group is required to submit a Slides presentation.
  • Do-Now Activities – Use Classroom to post Do-Now Activities.
  • Draft Assignments – Save posts as drafts until they are ready for publishing.
  • Feedback Before Student Submits – Provide feedback to students while their assignment is still a work in progress instead of waiting until submission. This will help the student better understand assignment expectations.
  • Get Notified of Late Assignments – Select notification settings to get notified each time an assignment is turned in late.
  • Global Classroom – Partner with international teachers to create a co-teaching classroom without borders where students can work on collaborative assignments.
  • Graphic Organizers – Upload graphic organizers for students to collaborate on assignments and projects.
  • Group Collaboration – Assign multiple students to an assignment to create a collaborative group. Give students editing rights to allow them access to the same document.
  • HyperDocs – Create and upload a hyperdoc as an assignment.
  • Link to Assignments – Create links to assignments not created in Classroom.
  • Link to Class Blog – Provide the link to a class blog in Classroom.
  • Link to Next Activity – Provide a link to the next activity students must complete after finishing an assignment.
  • Make a Copy for Each Student – Chose “make a copy for each student” when uploading assignment documents to avoid students having to share one copy of the document. When a copy for each student is made, Classroom automatically adds each student’s name to the document and saves it to the Classroom folder in Google Drive.
  • Move to Top/Bottom – Move recent assignments to the top of the Classwork feed so students can find new tasks more quickly.
  • Multiple File Upload – Upload multiple files for an assignment in one post.
  • Naming Conventions for Assignments – Create a unique naming system for assignments so they can be easily found in the Classroom folder in Google Drive.
  • Offline Mode – Change settings to allow students to work in offline mode if internet connections are weak. Once an internet connection is established, students can upload assignments to Classroom.
  • One Student One Sheet – In Google Sheets, assign one tab (sheet) per student for the student to complete the assignment.
  • One Student One Slide – In Google Slides, assign one slide to each student to present findings on a topic or to complete an assignment.
  • Organize Student Work – Google Classroom automatically creates calendars and folders in Drive to keep assignments organized.
  • Peer Tutors – Assign peer tutors to help struggling students with assignments.
  • Protect Privacy – Google Classroom only allows class members to access assignments. Also, it eliminates the need to use email, which may be less private than Classroom.
  • Provide Accommodations – Provide accommodations to students with disabilities in Google Classroom by allowing extra time to turn in assignments, using text to speech functions, and third-party extensions for colored overlays.
  • Reorder Assignments by Status – Instead of organizing assignments by student first or last name, organize them by status to see which students have or have not turned in work.
  • Reuse Posts – Reuse post from prior assignments or from other Classrooms.
  • See the Process – Students don’t have to submit their assignments for you to see their work. When you chose “make a copy for each student” for assignments, each student’s work can be seen in the grading tool, even if it’s not submitted. Teachers can make comments and suggestions along the way.
  • Share Materials – Upload required materials such as the class syllabus, rules, procedures, etc. to a Class Resources Module, or upload assignment materials within the assignment.
  • Share Resources – Create a resource list or a resource module for students.
  • Share Solutions to an Assignment – Share solutions to an assignment with a collaborator or students after all assignments have been turned in.
  • Stop Repeating Directions – By posting a directions document to assignments, the need to continually repeat directions is lessened, if not eliminated altogether. Keep in mind that some students will still need directions to read orally or clarified.
  • Student Work Collection – Use Classroom to collect student work from assignments.
  • Summer Assignments – Create summer assignments for students through Classroom.
  • Templates – Create templates for projects, essays, and other student assignments.
  • Track Assignments Turned In – Keep track of which students turned in assignments by going to the grading tool.

What did we miss?

Using Amazon Alexa for Classroom Management

10 things everyone should know about today’s ....

' src=

Matthew Lynch

Related articles more from author, how does google classroom manage student data and privacy, google classroom tip #31: using videos to boost academic achievement, google classroom tip #10: create authentic assessments, google classroom tip #41: create a virtual learning environment, google classroom tip #9: assignment status, how can i use google classroom to differentiate instruction.

This browser is no longer supported.

Upgrade to Microsoft Edge to take advantage of the latest features, security updates, and technical support.

Assignments in Teams for Education

  • 24 contributors
  • Applies to: Microsoft Teams

The Assignments and Grades features in Teams for Education allow educators to assign tasks, work, or quizzes to their students. Educators can manage assignment timelines, instructions, add resources to turn in, grade with rubrics, and more. They can also track class and individual student progress in the Grades tab.

Learn more about Assignments and Grades in Teams for Education .

For details about Teams assignments on different platforms, see Teams features by platform .

Assignments integrations in the Microsoft Teams admin center

Using the admin settings in the Microsoft Teams admin center, you can turn features on or off for educators within your organization and their students.

To view and manage Assignment settings, go to Education > Assignment settings in the Teams admin center.

The following are settings related to Assignments:

Weekly guardian email digest

Guardian emails are sent each weekend to parents or guardians. The email contains information about assignments from the previous week and for the upcoming week. The Parent and Guardian Sync can be setup using School Data Sync .

Import parent contact information via Parent and Guardian Sync in SDS. For instructions on how to enable Parent and Guardian Sync, see Enabling Parent and Guardian Sync .

Turn on the Guardian Setting in the Microsoft Teams admin center, as the setting is turned off by default. This will enable teachers to send out a weekly digest.

Teachers can opt-out of the digest by deselecting the setting inside their own personal class team ( Assignment Settings > Parent/Guardian Emails ).

To verify that Parents will get the email, the following three items must be true:

Email address attached to the student profile in SDS and tagged as Parent or Guardian . For details, see Parent and Guardian Sync File Format .

Students belong to at least one class in which e-mail isn't disabled by the teacher in assignment settings .

The emails will contain information about assignments that have a due date from the previous week or in the upcoming week.

Default setting for this feature is - Off .

Microsoft MakeCode is a block-based coding platform that brings computer science to life for all students.

MakeCode is a Microsoft product that is subject to the Microsoft terms of use and privacy policies.

To enable MakeCode assignments in Teams, go to the Teams Admin Center , navigate to the Assignments section, and turn the MakeCode toggle option to On . Select Save . Allow a few hours for these settings to take effect.

For more information on how this feature works, watch this video demonstration .

Learn more about MakeCode .

Turnitin is an academic integrity service. This is a third-party service that is subject to its own terms and privacy policy. You're responsible for your use of any third-party products and services.

To enable Turnitin for your organization, you'll need a Turnitin subscription. Then, you can input the following information, which can be found in your Turnitin admin console:

  • TurnitinApiKey : This is a 32-character GUID found in the admin console under Integrations.
  • TurnitinApiUrl : This is the HTTPS URL of your Turnitin admin console.

Here are some instructions to help you obtain this information.

The TurnitinApiUrl is the host address of your admin console. Example: https://your-tenant-name.turnitin.com

The admin console is where you can create an integration and an API key associated with the integration.

Select Integrations from the side menu, then select Add Integration and give the integration a name.

Screenshot showing adding a new integration.

The TurnitinApiKey will be given to you after you follow the prompts. Copy the API key and paste it into the Microsoft Teams admin center. This is the only time you can view the key.

Screenshot showing copying the API key.

Upon clicking the Save button in the admin center for this setting, allow a few hours for these settings to take effect.

Assignments data

Assignments stores information that is generated both by teachers and students. All the data is co-shared between teacher and the specific student for which the information is intended in class. There are two stores of this data, SharePoint and outside of SharePoint.

The same rules also apply to first-party integrations such as Reading Progress.

Assignments data in SharePoint document libraries

Students' files associated with a Submission for Assignment are stored in a document library (named: Student Work ). Files associated with Assignments that are created by teachers and accessible by Students are stored in another document library (named: Class Files ) in the corresponding Class Team SharePoint site. First-party integrations may also store Assignments data in the same corresponding Class Team SharePoint site (named: Assignments title + time stamp ).

Files associated with the student

IT admins can use the Content Search tool to search for student files ( Student Work , Class Files , or other 1st-party integration files) that are related to assignment submissions and files that are related to assignments. For example, an admin could search all SharePoint sites in the organization and use the student's name and class or assignment name in the search query to find data relevant to a data subject request (DSR).

Files associated with the teacher

IT admins can use the Content Search tool to search for teacher files ( Student Work , Class Files , or other 1st-party integration files) that are related to assignments and files distributed to students by the teachers within a class on assignments. For example, an admin could search all SharePoint sites in the organization and use the teacher's name and class or assignment name in the search query to find data relevant to a DSR.

Assignments data outside of SharePoint document libraries

Some data related to Assignments isn't stored in the class team SharePoint site, which means it's not discoverable with Content Search. This includes:

  • Student grades and feedback from the teacher
  • The list of documents submitted for an assignment by each student
  • Assignment details like Due Date, etc.
  • First-party integration data like Reading Progress passages or student pronunciation data

For this type of data, an IT admin or data owner, such as a teacher, may have to go into the assignment in the class team to find data relevant to a DSR. The admin can add themselves as an owner to the class and view all the assignments for that class team.

If a student is no longer part of the class, their data might still be present in the class as no longer enrolled . The student will have to provide the tenant admin the list of such classes that they were ever a part of.

Bulk Export assignment data outside of SharePoint document libraries

For a student.

To bulk export a single student's data, before removing the student from the classes they're part of, run the script and provide the userId . If the student has been removed from the site, either the admin can add the student back to the class before running the script, or the admin can provide the userId and the classId that the student was ever a part of.

The data about the student submissions will be exported.

For a teacher

Bulk Export assignment data works the same way for a student, but all submissions that the teacher has access to will be exported.

Bulk Delete assignment data outside of SharePoint document libraries

To bulk delete a single student's data, before removing the student from the classes they're part of, run the script and provide the userId . If the student has been removed from the site, either the admin can add the student back to the class before running the script, or the admin can provide the userId and the classId that the student was ever a part of.

Providing a ClassId will allow the admin to only delete information about the student from a specific class.

Since an assignment's data for a teacher is shared across the class, there's no bulk delete option. Instead the admin can add themselves to the class, go to the app, and delete the assignment.

For more information, see Configure assignments for Teams .

Removing Assignments and Grades

You can also use Teams policies to remove Assignments and Grades for a specific user or for your entire tenant.

To remove Assignments and Grades for an individual user, go to Teams Admin Center and navigate to Teams apps > Permission policies to create a new app permission policy definition. When creating the new policy definition, set the Microsoft apps policy to Block specific apps and allow all others and add Assignments and Grades to the list of blocked applications. Once your new policy definition is saved, assign it to the appropriate users.

To remove Assignments and Grades for your entire tenant, go to Teams Admin Center , navigate to Teams apps > Manage apps , and search for and select Assignments and Grades from the application list. Change the status setting within the applications' settings page to Blocked .

Assignments diagnostic tool for users

Microsoft Support has created a tool to collect diagnostic data for the Microsoft engineering team to investigate issues related to the Assignments feature.

This tool can be accessed inside of Assignments on any screen the users experience an issue.

To pull up the diagnostic tool in Teams, users can:

  • Select Ctrl+/
  • Touch the screen with two fingers and rotate fingers 45 degrees, or
  • Tap on the screen with three fingers for 15 seconds

Once the diagnostic tool pops up, users will see a list of data that may be needed by Microsoft technical support.

The data pulled may include:

  • Assignment ID
  • Submission ID

This data isn't automatically sent to Microsoft. Users need to copy and paste the data to a Microsoft support agent regarding a support ticket.

If a user pulls up the diagnostic tool then closes it, no data is sent.

When the data is sent to a Microsoft support agent, it's handled as Support Data under your organization's Microsoft 365 service agreements.

For instructions on using this diagnostic tool that you can share with educators and students, see Get diagnostic data to troubleshoot Assignments .

Was this page helpful?

Coming soon: Throughout 2024 we will be phasing out GitHub Issues as the feedback mechanism for content and replacing it with a new feedback system. For more information see: https://aka.ms/ContentUserFeedback .

Submit and view feedback for

Additional resources

  • Help Center
  • Privacy Policy
  • Terms of Service
  • Submit feedback
  • Announcements
  • Grade and track assignments
  • Grade assignments

View all your students' work

This article is for teachers. This feature is only available in the computer version of Classroom.

You can get a quick overview of work you assigned across all your classes. You can see which work is turned in, graded or not graded, or returned. You can also mark work reviewed.

See work across all classes

Go to classroom.google.com  and click Sign In.

Sign in with your Google Account. For example,  [email protected] or [email protected] .  Learn more .

  • Click a title to view submissions.

student work assignment

Mark work as reviewed

  • At the top, click  To review .
  • (Optional) To filter your work by class, click All classes and select a class.

student work assignment

After you mark work as reviewed, you can see it in the Reviewed list.

  • View all of a student's work in one place

You can see a list of an individual student’s assignments, grades, and missing work all in one place. You can filter the list by status—turned in, returned with grade, or missing. You can also email it to the student and their guardian.

  • Click the class.

Note: You can only view the work of a student who has joined the class.

  • The list of the student’s assigned work for the class—assignments, questions, or quizzes—with the due date, if there is one.
  • The status of work assigned, turned in, late, or missing.
  • Any grades for classwork.

student work assignment

  • (Optional) To filter the student's work, under Filters , click Turned in , Returned with grade , or Missing .

You can email the list to the student. You can also email it to the student's guardian if email summaries for guardians are turned on. For more details, see Set up guardian email summaries .

  • At the top, click People and then the student's name.
  • At the top, click Classwork and then click an assignment or question and on the left, click the student’s name. Then, on the right, click their name again.

student work assignment

  • (Optional) Enter a message.
  • Check the Include student work summary box and click Send .

Related topics

  • Grade and return an assignment

Was this helpful?

Need more help, try these next steps:.

Center for Teaching Innovation

Resource library.

  • Examples of Collaborative Learning or Group Work Activities

Getting Started with Designing Group Work Assignments

  • Getting Started with Evaluating Group Work
  • Team-Based Learning Collaborative

First, think about the course learning outcomes  and how group work might address them. Then consider how groups will be organized, how student learning and group processes will be supported, and how students will be evaluated, if at all.    Short in-class activities may take less planning, but it is still important to consider how the process will play out in a classroom situation.    How will you introduce the activity? How much time is required? How will you debrief as a group? For in-class collaborative activities, focus on  asking effective questions  that engage students in the types of learning you are trying to encourage.    For more involved projects that take place over a longer period of time and for which students will be graded, plan each stage of the group work. 

How Will Groups be Formed?

Allowing students to form their own groups will likely result in uneven groupings. If possible, arrange groups by skills and/or backgrounds. For example, ask students to rate their comfort/ability-level on a number of skills (research, background knowledge of course topics, work experience, etc.) and try to arrange groups that include “experts” in different areas. Another possibility is to do a preliminary assessment and then based on the results, purposefully create groups that blend abilities. 

How Will you Ensure that Students are Productive?

Set aside time early in the semester to allow for icebreakers and team-building activities. Consider using class time for group work to eliminate students having to coordinate meeting times outside of class. Much of the group work can be done collaboratively online, again, lessening the difficulty of coordination. See more on how to manage groups in the next question. 

What Technology Might Assist the Group Work?

If technology use is required, you will need to incorporate learning activities around the use of the technology. At the beginning, do a low stakes activity that helps students become familiar with the technology. If other types of technology can facilitate the group work processes, guide students in its use. 

What can the Students do?

Choose assignment topics or tasks that are related to the real-world and can be connected to students’ lives. For example, have students try to analyze and solve a current local or international problem. Or have students complete tasks that involve using and developing skills that they will likely use in their future professional lives, such as writing a proposal or collaborating online. Here are some other considerations for creating effective group work activities: 

  • Break a larger assignment into smaller pieces and set multiple deadlines to ensure that students work toward reaching milestones throughout the process rather than pulling it all together at the last minute.
  • Incorporate  peer assessments  at each milestone to encourage self-awareness and to ensure ongoing feedback.
  • Tie in-class activities and lectures to the group assignment. For example, during class sessions, provide clues that will assist students in their group projects.
  • Be sure to explain how students will be evaluated and  use a rubric  to communicate these expectations. See more on how to evaluate group work in Getting Started with Evaluating Group Work .
  • Utility Menu

University Logo

GA4 Tracking Code

Home

fa51e2b1dc8cca8f7467da564e77b5ea

  • Make a Gift
  • Join Our Email List

Many students have had little experience working in groups in an academic setting. While there are many excellent books and articles describing group processes, this guide is intended to be short and simply written for students who are working in groups, but who may not be very interested in too much detail. It also provides teachers (and students) with tips on assigning group projects, ways to organize groups, and what to do when the process goes awry.

Some reasons to ask students to work in groups

Asking students to work in small groups allows students to learn interactively. Small groups are good for:

  • generating a broad array of possible alternative points of view or solutions to a problem
  • giving students a chance to work on a project that is too large or complex for an individual
  • allowing students with different backgrounds to bring their special knowledge, experience, or skills to a project, and to explain their orientation to others
  • giving students a chance to teach each other
  • giving students a structured experience so they can practice skills applicable to professional situations

Some benefits of working in groups (even for short periods of time in class)

  • Students who have difficulty talking in class may speak in a small group.
  • More students, overall, have a chance to participate in class.
  • Talking in groups can help overcome the anonymity and passivity of a large class or a class meeting in a poorly designed room.
  • Students who expect to participate actively prepare better for class.

Caveat: If you ask students to work in groups, be clear about your purpose, and communicate it to them. Students who fear that group work is a potential waste of valuable time may benefit from considering the reasons and benefits above.

Large projects over a period of time

Faculty asking students to work in groups over a long period of time can do a few things to make it easy for the students to work:

  • The biggest student complaint about group work is that it takes a lot of time and planning. Let students know about the project at the beginning of the term, so they can plan their time.
  • At the outset, provide group guidelines and your expectations.
  • Monitor the groups periodically to make sure they are functioning effectively.
  • If the project is to be completed outside of class, it can be difficult to find common times to meet and to find a room. Some faculty members provide in-class time for groups to meet. Others help students find rooms to meet in.

Forming the group

  • Forming the group. Should students form their own groups or should they be assigned? Most people prefer to choose whom they work with. However, many students say they welcome both kinds of group experiences, appreciating the value of hearing the perspective of another discipline, or another background.
  • Size. Appropriate group size depends on the nature of the project.  If the group is small and one person drops out, can the remaining people do the work? If the group is large, will more time be spent on organizing themselves and trying to make decisions than on productive work?
  • Resources for students. Provide a complete class list, with current email addresses. (Students like having this anyway so they can work together even if group projects are not assigned.)
  • Students that don't fit. You might anticipate your response to the one or two exceptions of a person who really has difficulty in the group. After trying various remedies, is there an out—can this person join another group? work on an independent project?

Organizing the work

Unless part of the goal is to give people experience in the process of goal-setting, assigning tasks, and so forth, the group will be able to work more efficiently if they are provided with some of the following:

  • Clear goals. Why are they working together? What are they expected to accomplish?
  • Ways to break down the task into smaller units
  • Ways to allocate responsibility for different aspects of the work
  • Ways to allocate organizational responsibility
  • A sample time line with suggested check points for stages of work to be completed

Caveat: Setting up effective small group assignments can take a lot of faculty time and organization.

Getting Started

  • Groups work best if people know each others' names and a bit of their background and experience, especially those parts that are related to the task at hand. Take time to introduce yourselves.
  • Be sure to include everyone when considering ideas about how to proceed as a group. Some may never have participated in a small group in an academic setting. Others may have ideas about what works well. Allow time for people to express their inexperience and hesitations as well as their experience with group projects.
  • Most groups select a leader early on, especially if the work is a long-term project. Other options for leadership in long-term projects include taking turns for different works or different phases of the work.
  • Everyone needs to discuss and clarify the goals of the group's work. Go around the group and hear everyone's ideas (before discussing them) or encourage divergent thinking by brainstorming. If you miss this step, trouble may develop part way through the project. Even though time is scarce and you may have a big project ahead of you, groups may take some time to settle in to work. If you anticipate this, you may not be too impatient with the time it takes to get started.

Organizing the Work

  • Break up big jobs into smaller pieces. Allocate responsibility for different parts of the group project to different individuals or teams. Do not forget to account for assembling pieces into final form.
  • Develop a timeline, including who will do what, in what format, by when. Include time at the end for assembling pieces into final form. (This may take longer than you anticipate.) At the end of each meeting, individuals should review what work they expect to complete by the following session.

Understanding and Managing Group Processes

  • Groups work best if everyone has a chance to make strong contributions to the discussion at meetings and to the work of the group project.
  • At the beginning of each meeting, decide what you expect to have accomplished by the end of the meeting.
  • Someone (probably not the leader) should write all ideas, as they are suggested, on the board, a collaborative document, or on large sheets of paper. Designate a recorder of the group's decisions. Allocate responsibility for group process (especially if you do not have a fixed leader) such as a time manager for meetings and someone who periodically says that it is time to see how things are going (see below).
  • What leadership structure does the group want? One designated leader? rotating leaders? separately assigned roles?
  • Are any more ground rules needed, such as starting meetings on time, kinds of interruptions allowed, and so forth?
  • Is everyone contributing to discussions? Can discussions be managed differently so all can participate? Are people listening to each other and allowing for different kinds of contributions?
  • Are all members accomplishing the work expected of them? Is there anything group members can do to help those experiencing difficulty?
  • Are there disagreements or difficulties within the group that need to be addressed? (Is someone dominating? Is someone left out?)
  • Is outside help needed to solve any problems?
  • Is everyone enjoying the work?

Including Everyone and Their Ideas

Groups work best if everyone is included and everyone has a chance to contribute ideas. The group's task may seem overwhelming to some people, and they may have no idea how to go about accomplishing it. To others, the direction the project should take may seem obvious. The job of the group is to break down the work into chunks, and to allow everyone to contribute. The direction that seems obvious to some may turn out not to be so obvious after all. In any event, it will surely be improved as a result of some creative modification.

Encouraging Ideas

The goal is to produce as many ideas as possible in a short time without evaluating them. All ideas are carefully listened to but not commented on and are usually written on the board or large sheets of paper so everyone can see them, and so they don't get forgotten or lost. Take turns by going around the group—hear from everyone, one by one.

One specific method is to generate ideas through brainstorming. People mention ideas in any order (without others' commenting, disagreeing or asking too many questions). The advantage of brainstorming is that ideas do not become closely associated with the individuals who suggested them. This process encourages creative thinking, if it is not rushed and if all ideas are written down (and therefore, for the time-being, accepted). A disadvantage: when ideas are suggested quickly, it is more difficult for shy participants or for those who are not speaking their native language. One approach is to begin by brainstorming and then go around the group in a more structured way asking each person to add to the list.

Examples of what to say:

  • Why don't we take a minute or two for each of us to present our views?
  • Let's get all our ideas out before evaluating them. We'll clarify them before we organize or evaluate them.
  • We'll discuss all these ideas after we hear what everyone thinks.
  • You don't have to agree with her, but let her finish.
  • Let's spend a few more minutes to see if there are any possibilities we haven't thought of, no matter how unlikely they seem.

Group Leadership

  • The leader is responsible for seeing that the work is organized so that it will get done. The leader is also responsible for understanding and managing group interactions so that the atmosphere is positive.
  • The leader must encourage everyone's contributions with an eye to accomplishing the work. To do this, the leader must observe how the group's process is working. (Is the group moving too quickly, leaving some people behind? Is it time to shift the focus to another aspect of the task?)
  • The leader must encourage group interactions and maintain a positive atmosphere. To do this the leader must observe the way people are participating as well as be aware of feelings communicated non-verbally. (Are individuals' contributions listened to and appreciated by others? Are people arguing with other people, rather than disagreeing with their ideas? Are some people withdrawn or annoyed?)
  • The leader must anticipate what information, materials or other resources the group needs as it works.
  • The leader is responsible for beginning and ending on time. The leader must also organize practical support, such as the room, chalk, markers, food, breaks.

(Note: In addition to all this, the leader must take part in thc discussion and participate otherwise as a group member. At these times, the leader must be careful to step aside from the role of leader and signal participation as an equal, not a dominant voice.)

Concerns of Individuals That May Affect Their Participation

  • How do I fit in? Will others listen to me? Am I the only one who doesn't know everyone else? How can I work with people with such different backgrounds and expericnce?
  • Who will make the decisions? How much influence can I have?
  • What do I have to offer to the group? Does everyone know more than I do? Does anyone know anything, or will I have to do most of the work myself?

Characteristics of a Group that is Performing Effectively

  • All members have a chance to express themselves and to influence the group's decisions. All contributions are listened to carefully, and strong points acknowledged. Everyone realizes that the job could not be done without the cooperation and contribution of everyone else.
  • Differences are dealt with directly with the person or people involved. The group identifies all disagreements, hears everyone's views and tries to come to an agreement that makes sense to everyone. Even when a group decision is not liked by someone, that person will follow through on it with the group.
  • The group encourages everyone to take responsibility, and hard work is recognized. When things are not going well, everyone makes an effort to help each other. There is a shared sense of pride and accomplishment.

Focusing on a Direction

After a large number of ideas have been generated and listed (e.g. on the board), the group can categorize and examine them. Then the group should agree on a process for choosing from among the ideas. Advantages and disadvantages of different plans can be listed and then voted on. Some possibilities can be eliminated through a straw vote (each group member could have 2 or 3 votes). Or all group members could vote for their first, second, and third choices. Alternatively, criteria for a successful plan can be listed, and different alternatives can be voted on based on the criteria, one by one.

Categorizing and evaluating ideas

  • We have about 20 ideas here. Can we sort them into a few general categories?
  • When we evaluate each others' ideas, can we mention some positive aspects before expressing concerns?
  • Could you give us an example of what you mean?
  • Who has dealt with this kind of problem before?
  • What are the pluses of that approach? The minuses?
  • We have two basic choices. Let's brainstorm. First let's look at the advantages of the first choice, then the disadvantages.
  • Let's try ranking these ideas in priority order. The group should try to come to an agreement that makes sense to everyone.

Making a decision

After everyone's views are heard and all points of agreement and disagreement are identified, the group should try to arrive at an agreement that makes sense to everyone.

  • There seems to be some agreement here. Is there anyone who couldn't live with solution #2?
  • Are there any objections to going that way?
  • You still seem to have worries about this solution. Is there anything that could be added or taken away to make it more acceptable? We're doing fine. We've agreed on a great deal. Let's stay with this and see if we can work this last issue through.
  • It looks as if there are still some major points of disagreement. Can we go back and define what those issues are and work on them rather than forcing a decision now.

How People Function in Groups

If a group is functioning well, work is getting done and constructive group processes are creating a positive atmosphere. In good groups the individuals may contribute differently at different times. They cooperate and human relationships are respected. This may happen automatically or individuals, at different times, can make it their job to maintain the atmospbere and human aspects of the group.

Roles That Contribute to the Work

Initiating —taking the initiative, at any time; for example, convening the group, suggesting procedures, changing direction, providing new energy and ideas. (How about if we.... What would happen if... ?)

Seeking information or opinions —requesting facts, preferences, suggestions and ideas. (Could you say a little more about... Would you say this is a more workable idea than that?)

Giving information or opinions —providing facts, data, information from research or experience. (ln my experience I have seen... May I tell you what I found out about...? )

Questioning —stepping back from what is happening and challenging the group or asking other specific questions about the task. (Are we assuming that... ? Would the consequence of this be... ?)

Clarifying —interpreting ideas or suggestions, clearing up confusions, defining terms or asking others to clarify. This role can relate different contributions from different people, and link up ideas that seem unconnected. (lt seems that you are saying... Doesn't this relate to what [name] was saying earlier?)

Summarizing —putting contributions into a pattern, while adding no new information. This role is important if a group gets stuck. Some groups officially appoint a summarizer for this potentially powerful and influential role. (If we take all these pieces and put them together... Here's what I think we have agreed upon so far... Here are our areas of disagreement...)

Roles That Contribute to the Atmosphere

Supporting —remembering others' remarks, being encouraging and responsive to others. Creating a warm, encouraging atmosphere, and making people feel they belong helps the group handle stresses and strains. People can gesture, smile, and make eye-contact without saying a word. Some silence can be supportive for people who are not native speakers of English by allowing them a chance to get into discussion. (I understand what you are getting at...As [name] was just saying...)

Observing —noticing the dynamics of the group and commenting. Asking if others agree or if they see things differently can be an effective way to identify problems as they arise. (We seem to be stuck... Maybe we are done for now, we are all worn out... As I see it, what happened just a minute ago.. Do you agree?)

Mediating —recognizing disagreements and figuring out what is behind the differences. When people focus on real differences, that may lead to striking a balance or devising ways to accommodate different values, views, and approaches. (I think the two of you are coming at this from completely different points of view... Wait a minute. This is how [name/ sees the problem. Can you see why she may see it differently?)

Reconciling —reconciling disagreements. Emphasizing shared views among members can reduce tension. (The goal of these two strategies is the same, only the means are different… Is there anything that these positions have in common?)

Compromising —yielding a position or modifying opinions. This can help move the group forward. (Everyone else seems to agree on this, so I'll go along with... I think if I give in on this, we could reach a decision.)

Making a personal comment —occasional personal comments, especially as they relate to the work. Statements about one's life are often discouraged in professional settings; this may be a mistake since personal comments can strengthen a group by making people feel human with a lot in common.

Humor —funny remarks or good-natured comments. Humor, if it is genuinely good-natured and not cutting, can be very effective in relieving tension or dealing with participants who dominate or put down others. Humor can be used constructively to make the work more acceptable by providing a welcome break from concentration. It may also bring people closer together, and make the work more fun.

All the positive roles turn the group into an energetic, productive enterprise. People who have not reflected on these roles may misunderstand the motives and actions of people working in a group. If someone other than the leader initiates ideas, some may view it as an attempt to take power from the leader. Asking questions may similarly be seen as defying authority or slowing down the work of the group. Personal anecdotes may be thought of as trivializing the discussion. Leaders who understand the importance of these many roles can allow and encourage them as positive contributions to group dynamics. Roles that contribute to the work give the group a sense of direction and achievement. Roles contributing to the human atmosphere give the group a sense of cooperation and goodwill.

Some Common Problems (and Some Solutions)

Floundering —While people are still figuring out the work and their role in the group, the group may experience false starts and circular discussions, and decisions may be postponed.

  • Here's my understanding of what we are trying to accomplish... Do we all agree?
  • What would help us move forward: data? resources?
  • Let's take a few minutes to hear everyone's suggestions about how this process might work better and what we should do next.

Dominating or reluctant participants —Some people might take more than their share of the discussion by talking too often, asserting superiority, telling lengthy stories, or not letting others finish. Sometimes humor can be used to discourage people from dominating. Others may rarely speak because they have difficulty getting in the conversation. Sometimes looking at people who don't speak can be a non-verbal way to include them. Asking quiet participants for their thoughts outside the group may lead to their participation within the group.

  • How would we state the general problem? Could we leave out the details for a moment? Could we structure this part of the discussion by taking turns and hearing what everyone has to say?
  • Let's check in with each other about how the process is working: Is everyone contributing to discussions? Can discussions be managed differently so we can all participate? Are we all listening to each other?

Digressions and tangents —Too many interesting side stories can be obstacles to group progress. It may be time to take another look at the agenda and assign time estimates to items. Try to summarize where the discussion was before the digression. Or, consider whether there is something making the topic easy to avoid.

  • Can we go back to where we were a few minutes ago and see what we were trying to do ?
  • Is there something about the topic itself that makes it difficult to stick to?

Getting Stuck —Too little progress can get a group down. It may be time for a short break or a change in focus. However, occasionally when a group feels that it is not making progress, a solution emerges if people simply stay with the issue.

  • What are the things that are helping us solve this problem? What's preventing us from solving this problem?
  • I understand that some of you doubt whether anything new will happen if we work on this problem. Are we willing to give it a try for the next fifteen minutes?

Rush to work —Usually one person in the group is less patient and more action-oriented than the others. This person may reach a decision more quickly than the others and then pressure the group to move on before others are ready.

  • Are we all ready-to make a decision on this?
  • What needs to be done before we can move ahead?
  • Let's go around and see where everyone stands on this.

Feuds —Occasionally a conflict (having nothing to do with the subject of the group) carries over into the group and impedes its work. It may be that feuding parties will not be able to focus until the viewpoint of each is heard. Then they must be encouraged to lay the issue aside.

  • So, what you are saying is... And what you are saying is... How is that related to the work here?
  • If we continue too long on this, we won't be able to get our work done. Can we agree on a time limit and then go on?

For more information...

James Lang, " Why Students Hate Group Projects (and How to Change That) ," The Chronicle of Higher Education (17 June 2022).

Hodges, Linda C. " Contemporary Issues in Group Learning in Undergraduate Science Classrooms: A Perspective from Student Engagement ,"  CBE—Life Sciences Education  17.2 (2018): es3.

  • Designing Your Course
  • A Teaching Timeline: From Pre-Term Planning to the Final Exam
  • The First Day of Class
  • Group Agreements
  • Classroom Debate
  • Flipped Classrooms
  • Leading Discussions
  • Polling & Clickers
  • Problem Solving in STEM
  • Teaching with Cases
  • Engaged Scholarship
  • Devices in the Classroom
  • Beyond the Classroom
  • On Professionalism
  • Getting Feedback
  • Equitable & Inclusive Teaching
  • Advising and Mentoring
  • Teaching and Your Career
  • Teaching Remotely
  • Tools and Platforms
  • The Science of Learning
  • Bok Publications
  • Other Resources Around Campus

Academic Assignment Writing Jobs Let Enjoy Freedom

Monetize your time and efforts

  • WritingCreek is a freelance academic writing company which can offer you a trustworthy long-term cooperation.
  • A simple application process, continuous career growth, a wide range of disciplines and subjects, are among the benefits of WritingCreek

student work assignment

Get decent freelance job

Simple application process.

Begin earning money in 3 days!

student work assignment

We believe you have all it takes

  • Excellent communication skills
  • Proficiency in the particular area of study
  • Ability to conduct a research
  • Original content writing
  • Advanced level of English

Continuous career growth

Earn from $ 4 - 12 per page

  • 1+ completed orders
  • 5+ completed orders
  • 80% + Success Rate
  • 30+ completed orders
  • 90% + Success Rate
  • 50+ completed orders
  • 95% + Success Rate

Reveal your skillset in academic writing

  • Humanities 0 %
  • Applied sciences 0 %
  • Social sciences 0 %
  • Formal sciences 0 %
  • Natural sciences 0 %
  • Other academic fields 0 %

Share of orders in the system for this branch of science

student work assignment

Some of the latest orders

Find the one that fits your expertise

You must have heard plenty of times about perks of specific jobs allowing to work without leaving your house on a permanent basis. They are true. Freelance occupation lets:

Determine your workload yourself. Due to this factor, you will not face the extreme fatigue when any amount of money for one more task doesn’t represent any interest because all you want to do is to fall asleep for a couple of days. With freelance writing jobs online, you are your own boss. You know how many regular duties you need to fulfill. You know how much time you need to devote to your significant other, your family, friends, hobby, sports, sleep, healthy lifestyle, etc. You are fully aware of how much time you need to spend on anything else but work to be happy. And only you can determine the golden middle!

Set the working hours. Striving to optimization of working process, you can set the hours when you feel like working most of all to focus on your tasks easier. When you have chosen one of the freelance writing jobs online , you are free to set the working hours. It is a very useful prerogative! You don’t have to ask if you can go home earlier today because you need to take your child from school or because you have a competition. You don’t need to provide explanations for being late for 15 minutes at the beginning of the day. You are the boss. Being one of the essay writers or those who accepted an offer of grant writing jobs, you become independent.

Choose tasks yourself. Having joined the team of freelance writers, you are given an opportunity to select your assignments: take the one you like and reject the one that seems not your cup of tea. You will no longer have to deal with a bundle of tasks you’d wish to burn. Freelance writing jobs give you a chance deal only with the tasks that are of interest to you. Thus, you will easily boost your knowledge and skills in professional sphere.

Such is a kind of position we gladly offer to experts in the wide variety of spheres:

  • Human and social sciences. We invite for collaboration experts in Sociology, Psychology, Arts, Political science, Economics, Law, Management, Journalism, Pedagogics, Philosophy, Aesthetics, Linguistics, Law, and many other areas belonging to this group. On our website, you will find grant writing jobs to make use of your knowledge.
  • Natural sciences. We are looking for freelance writers in Biology, Physics, Chemistry, Geology, Geography, Ecology, and Astronomy. If you have in-depth knowledge in Quantum or Cell biology, Space physics, or Nuclear chemistry (just as well as the rest of domains), and are looking for a position that gives you freedom in organizing your working hours – choose freelance writing jobs at biz.
  • Technical studies. We are looking for specialists in Engineering, Informatics, Transport, Telecommunication, Architecture, Technology, Avionics, Food manufacturing industry, Computer science, Electronics, etc. We assume, we need writers specialized in any area of listed studies. Taking grant writing jobs at our website, you take your chance for independence. On our list, we include both the most common and the rarest spheres: from Radio electronics, Electrical engineering, and Modern architecture to Space syntax, Biological engineering, and Sumerian architecture.
  • Exact studies. The connoisseurs of this group are always in high demand: due to the difficulties with assignments related to the subjects of this kind, every second student is looking for assistance with exact studies. Choose our freelance writing jobs! Make use of favorable terms of collaboration with a trustworthy website. Freelance experts in Algebra, Mathematical analysis, Geometry, Accounting, Trigonometry, Calculus, Discrete math, and Algorithms, welcome to biz.

Are you still hesitating? It’s high time to speed up your success with freelance writing.

You need to Log in or Sign up for a new account in order to create account

Please enter your email to proceed

By clicking "Continue", you agree to our terms of service and privacy policy. We`ll occasionally send you promo and account related emails.

PrepScholar

Choose Your Test

Sat / act prep online guides and tips, how to do homework: 15 expert tips and tricks.

author image

Coursework/GPA

feature-homework-stress-biting-pencil

Everyone struggles with homework sometimes, but if getting your homework done has become a chronic issue for you, then you may need a little extra help. That’s why we’ve written this article all about how to do homework. Once you’re finished reading it, you’ll know how to do homework (and have tons of new ways to motivate yourself to do homework)! 

We’ve broken this article down into a few major sections. You’ll find: 

  • A diagnostic test to help you figure out why you’re struggling with homework
  • A discussion of the four major homework problems students face, along with expert tips for addressing them 
  • A bonus section with tips for how to do homework fast

By the end of this article, you’ll be prepared to tackle whatever homework assignments your teachers throw at you . 

So let’s get started! 

body-stack-of-textbooks-red

How to Do Homework: Figure Out Your Struggles 

Sometimes it feels like everything is standing between you and getting your homework done. But the truth is, most people only have one or two major roadblocks that are keeping them from getting their homework done well and on time. 

The best way to figure out how to get motivated to do homework starts with pinpointing the issues that are affecting your ability to get your assignments done. That’s why we’ve developed a short quiz to help you identify the areas where you’re struggling. 

Take the quiz below and record your answers on your phone or on a scrap piece of paper. Keep in mind there are no wrong answers! 

1. You’ve just been assigned an essay in your English class that’s due at the end of the week. What’s the first thing you do?

A. Keep it in mind, even though you won’t start it until the day before it’s due  B. Open up your planner. You’ve got to figure out when you’ll write your paper since you have band practice, a speech tournament, and your little sister’s dance recital this week, too.  C. Groan out loud. Another essay? You could barely get yourself to write the last one!  D. Start thinking about your essay topic, which makes you think about your art project that’s due the same day, which reminds you that your favorite artist might have just posted to Instagram...so you better check your feed right now. 

2. Your mom asked you to pick up your room before she gets home from work. You’ve just gotten home from school. You decide you’ll tackle your chores: 

A. Five minutes before your mom walks through the front door. As long as it gets done, who cares when you start?  B. As soon as you get home from your shift at the local grocery store.  C. After you give yourself a 15-minute pep talk about how you need to get to work.  D. You won’t get it done. Between texts from your friends, trying to watch your favorite Netflix show, and playing with your dog, you just lost track of time! 

3. You’ve signed up to wash dogs at the Humane Society to help earn money for your senior class trip. You: 

A. Show up ten minutes late. You put off leaving your house until the last minute, then got stuck in unexpected traffic on the way to the shelter.  B. Have to call and cancel at the last minute. You forgot you’d already agreed to babysit your cousin and bake cupcakes for tomorrow’s bake sale.  C. Actually arrive fifteen minutes early with extra brushes and bandanas you picked up at the store. You’re passionate about animals, so you’re excited to help out! D. Show up on time, but only get three dogs washed. You couldn’t help it: you just kept getting distracted by how cute they were!

4. You have an hour of downtime, so you decide you’re going to watch an episode of The Great British Baking Show. You: 

A. Scroll through your social media feeds for twenty minutes before hitting play, which means you’re not able to finish the whole episode. Ugh! You really wanted to see who was sent home!  B. Watch fifteen minutes until you remember you’re supposed to pick up your sister from band practice before heading to your part-time job. No GBBO for you!  C. You finish one episode, then decide to watch another even though you’ve got SAT studying to do. It’s just more fun to watch people make scones.  D. Start the episode, but only catch bits and pieces of it because you’re reading Twitter, cleaning out your backpack, and eating a snack at the same time.

5. Your teacher asks you to stay after class because you’ve missed turning in two homework assignments in a row. When she asks you what’s wrong, you say: 

A. You planned to do your assignments during lunch, but you ran out of time. You decided it would be better to turn in nothing at all than submit unfinished work.  B. You really wanted to get the assignments done, but between your extracurriculars, family commitments, and your part-time job, your homework fell through the cracks.  C. You have a hard time psyching yourself to tackle the assignments. You just can’t seem to find the motivation to work on them once you get home.  D. You tried to do them, but you had a hard time focusing. By the time you realized you hadn’t gotten anything done, it was already time to turn them in. 

Like we said earlier, there are no right or wrong answers to this quiz (though your results will be better if you answered as honestly as possible). Here’s how your answers break down: 

  • If your answers were mostly As, then your biggest struggle with doing homework is procrastination. 
  • If your answers were mostly Bs, then your biggest struggle with doing homework is time management. 
  • If your answers were mostly Cs, then your biggest struggle with doing homework is motivation. 
  • If your answers were mostly Ds, then your biggest struggle with doing homework is getting distracted. 

Now that you’ve identified why you’re having a hard time getting your homework done, we can help you figure out how to fix it! Scroll down to find your core problem area to learn more about how you can start to address it. 

And one more thing: you’re really struggling with homework, it’s a good idea to read through every section below. You may find some additional tips that will help make homework less intimidating. 

body-procrastination-meme

How to Do Homework When You’re a Procrastinator  

Merriam Webster defines “procrastinate” as “to put off intentionally and habitually.” In other words, procrastination is when you choose to do something at the last minute on a regular basis. If you’ve ever found yourself pulling an all-nighter, trying to finish an assignment between periods, or sprinting to turn in a paper minutes before a deadline, you’ve experienced the effects of procrastination. 

If you’re a chronic procrastinator, you’re in good company. In fact, one study found that 70% to 95% of undergraduate students procrastinate when it comes to doing their homework. Unfortunately, procrastination can negatively impact your grades. Researchers have found that procrastination can lower your grade on an assignment by as much as five points ...which might not sound serious until you realize that can mean the difference between a B- and a C+. 

Procrastination can also negatively affect your health by increasing your stress levels , which can lead to other health conditions like insomnia, a weakened immune system, and even heart conditions. Getting a handle on procrastination can not only improve your grades, it can make you feel better, too! 

The big thing to understand about procrastination is that it’s not the result of laziness. Laziness is defined as being “disinclined to activity or exertion.” In other words, being lazy is all about doing nothing. But a s this Psychology Today article explains , procrastinators don’t put things off because they don’t want to work. Instead, procrastinators tend to postpone tasks they don’t want to do in favor of tasks that they perceive as either more important or more fun. Put another way, procrastinators want to do things...as long as it’s not their homework! 

3 Tips f or Conquering Procrastination 

Because putting off doing homework is a common problem, there are lots of good tactics for addressing procrastination. Keep reading for our three expert tips that will get your homework habits back on track in no time. 

#1: Create a Reward System

Like we mentioned earlier, procrastination happens when you prioritize other activities over getting your homework done. Many times, this happens because homework...well, just isn’t enjoyable. But you can add some fun back into the process by rewarding yourself for getting your work done. 

Here’s what we mean: let’s say you decide that every time you get your homework done before the day it’s due, you’ll give yourself a point. For every five points you earn, you’ll treat yourself to your favorite dessert: a chocolate cupcake! Now you have an extra (delicious!) incentive to motivate you to leave procrastination in the dust. 

If you’re not into cupcakes, don’t worry. Your reward can be anything that motivates you . Maybe it’s hanging out with your best friend or an extra ten minutes of video game time. As long as you’re choosing something that makes homework worth doing, you’ll be successful. 

#2: Have a Homework Accountability Partner 

If you’re having trouble getting yourself to start your homework ahead of time, it may be a good idea to call in reinforcements . Find a friend or classmate you can trust and explain to them that you’re trying to change your homework habits. Ask them if they’d be willing to text you to make sure you’re doing your homework and check in with you once a week to see if you’re meeting your anti-procrastination goals. 

Sharing your goals can make them feel more real, and an accountability partner can help hold you responsible for your decisions. For example, let’s say you’re tempted to put off your science lab write-up until the morning before it’s due. But you know that your accountability partner is going to text you about it tomorrow...and you don’t want to fess up that you haven’t started your assignment. A homework accountability partner can give you the extra support and incentive you need to keep your homework habits on track. 

#3: Create Your Own Due Dates 

If you’re a life-long procrastinator, you might find that changing the habit is harder than you expected. In that case, you might try using procrastination to your advantage! If you just can’t seem to stop doing your work at the last minute, try setting your own due dates for assignments that range from a day to a week before the assignment is actually due. 

Here’s what we mean. Let’s say you have a math worksheet that’s been assigned on Tuesday and is due on Friday. In your planner, you can write down the due date as Thursday instead. You may still put off your homework assignment until the last minute...but in this case, the “last minute” is a day before the assignment’s real due date . This little hack can trick your procrastination-addicted brain into planning ahead! 

body-busy-meme-2

If you feel like Kevin Hart in this meme, then our tips for doing homework when you're busy are for you. 

How to Do Homework When You’re too Busy

If you’re aiming to go to a top-tier college , you’re going to have a full plate. Because college admissions is getting more competitive, it’s important that you’re maintaining your grades , studying hard for your standardized tests , and participating in extracurriculars so your application stands out. A packed schedule can get even more hectic once you add family obligations or a part-time job to the mix. 

If you feel like you’re being pulled in a million directions at once, you’re not alone. Recent research has found that stress—and more severe stress-related conditions like anxiety and depression— are a major problem for high school students . In fact, one study from the American Psychological Association found that during the school year, students’ stress levels are higher than those of the adults around them. 

For students, homework is a major contributor to their overall stress levels . Many high schoolers have multiple hours of homework every night , and figuring out how to fit it into an already-packed schedule can seem impossible. 

3 Tips for Fitting Homework Into Your Busy Schedule

While it might feel like you have literally no time left in your schedule, there are still ways to make sure you’re able to get your homework done and meet your other commitments. Here are our expert homework tips for even the busiest of students. 

#1: Make a Prioritized To-Do List 

You probably already have a to-do list to keep yourself on track. The next step is to prioritize the items on your to-do list so you can see what items need your attention right away. 

Here’s how it works: at the beginning of each day, sit down and make a list of all the items you need to get done before you go to bed. This includes your homework, but it should also take into account any practices, chores, events, or job shifts you may have. Once you get everything listed out, it’s time to prioritize them using the labels A, B, and C. Here’s what those labels mean:

  • A Tasks : tasks that have to get done—like showing up at work or turning in an assignment—get an A. 
  • B Tasks : these are tasks that you would like to get done by the end of the day but aren’t as time sensitive. For example, studying for a test you have next week could be a B-level task. It’s still important, but it doesn’t have to be done right away. 
  • C Tasks: these are tasks that aren’t very important and/or have no real consequences if you don’t get them done immediately. For instance, if you’re hoping to clean out your closet but it’s not an assigned chore from your parents, you could label that to-do item with a C. 

Prioritizing your to-do list helps you visualize which items need your immediate attention, and which items you can leave for later. A prioritized to-do list ensures that you’re spending your time efficiently and effectively, which helps you make room in your schedule for homework. So even though you might really want to start making decorations for Homecoming (a B task), you’ll know that finishing your reading log (an A task) is more important. 

#2: Use a Planner With Time Labels 

Your planner is probably packed with notes, events, and assignments already. (And if you’re not using a planner, it’s time to start!) But planners can do more for you than just remind you when an assignment is due. If you’re using a planner with time labels, it can help you visualize how you need to spend your day.

A planner with time labels breaks your day down into chunks, and you assign tasks to each chunk of time. For example, you can make a note of your class schedule with assignments, block out time to study, and make sure you know when you need to be at practice. Once you know which tasks take priority, you can add them to any empty spaces in your day. 

Planning out how you spend your time not only helps you use it wisely, it can help you feel less overwhelmed, too . We’re big fans of planners that include a task list ( like this one ) or have room for notes ( like this one ). 

#3: Set Reminders on Your Phone 

If you need a little extra nudge to make sure you’re getting your homework done on time, it’s a good idea to set some reminders on your phone. You don’t need a fancy app, either. You can use your alarm app to have it go off at specific times throughout the day to remind you to do your homework. This works especially well if you have a set homework time scheduled. So if you’ve decided you’re doing homework at 6:00 pm, you can set an alarm to remind you to bust out your books and get to work. 

If you use your phone as your planner, you may have the option to add alerts, emails, or notifications to scheduled events . Many calendar apps, including the one that comes with your phone, have built-in reminders that you can customize to meet your needs. So if you block off time to do your homework from 4:30 to 6:00 pm, you can set a reminder that will pop up on your phone when it’s time to get started. 

body-unmotivated-meme

This dog isn't judging your lack of motivation...but your teacher might. Keep reading for tips to help you motivate yourself to do your homework.

How to Do Homework When You’re Unmotivated 

At first glance, it may seem like procrastination and being unmotivated are the same thing. After all, both of these issues usually result in you putting off your homework until the very last minute. 

But there’s one key difference: many procrastinators are working, they’re just prioritizing work differently. They know they’re going to start their homework...they’re just going to do it later. 

Conversely, people who are unmotivated to do homework just can’t find the willpower to tackle their assignments. Procrastinators know they’ll at least attempt the homework at the last minute, whereas people who are unmotivated struggle with convincing themselves to do it at a ll. For procrastinators, the stress comes from the inevitable time crunch. For unmotivated people, the stress comes from trying to convince themselves to do something they don’t want to do in the first place. 

Here are some common reasons students are unmotivated in doing homework : 

  • Assignments are too easy, too hard, or seemingly pointless 
  • Students aren’t interested in (or passionate about) the subject matter
  • Students are intimidated by the work and/or feels like they don’t understand the assignment 
  • Homework isn’t fun, and students would rather spend their time on things that they enjoy 

To sum it up: people who lack motivation to do their homework are more likely to not do it at all, or to spend more time worrying about doing their homework than...well, actually doing it.

3 Tips for How to Get Motivated to Do Homework

The key to getting homework done when you’re unmotivated is to figure out what does motivate you, then apply those things to homework. It sounds tricky...but it’s pretty simple once you get the hang of it! Here are our three expert tips for motivating yourself to do your homework. 

#1: Use Incremental Incentives

When you’re not motivated, it’s important to give yourself small rewards to stay focused on finishing the task at hand. The trick is to keep the incentives small and to reward yourself often. For example, maybe you’re reading a good book in your free time. For every ten minutes you spend on your homework, you get to read five pages of your book. Like we mentioned earlier, make sure you’re choosing a reward that works for you! 

So why does this technique work? Using small rewards more often allows you to experience small wins for getting your work done. Every time you make it to one of your tiny reward points, you get to celebrate your success, which gives your brain a boost of dopamine . Dopamine helps you stay motivated and also creates a feeling of satisfaction when you complete your homework !  

#2: Form a Homework Group 

If you’re having trouble motivating yourself, it’s okay to turn to others for support. Creating a homework group can help with this. Bring together a group of your friends or classmates, and pick one time a week where you meet and work on homework together. You don’t have to be in the same class, or even taking the same subjects— the goal is to encourage one another to start (and finish!) your assignments. 

Another added benefit of a homework group is that you can help one another if you’re struggling to understand the material covered in your classes. This is especially helpful if your lack of motivation comes from being intimidated by your assignments. Asking your friends for help may feel less scary than talking to your teacher...and once you get a handle on the material, your homework may become less frightening, too. 

#3: Change Up Your Environment 

If you find that you’re totally unmotivated, it may help if you find a new place to do your homework. For example, if you’ve been struggling to get your homework done at home, try spending an extra hour in the library after school instead. The change of scenery can limit your distractions and give you the energy you need to get your work done. 

If you’re stuck doing homework at home, you can still use this tip. For instance, maybe you’ve always done your homework sitting on your bed. Try relocating somewhere else, like your kitchen table, for a few weeks. You may find that setting up a new “homework spot” in your house gives you a motivational lift and helps you get your work done. 

body-focus-meme

Social media can be a huge problem when it comes to doing homework. We have advice for helping you unplug and regain focus.

How to Do Homework When You’re Easily Distracted

We live in an always-on world, and there are tons of things clamoring for our attention. From friends and family to pop culture and social media, it seems like there’s always something (or someone!) distracting us from the things we need to do.

The 24/7 world we live in has affected our ability to focus on tasks for prolonged periods of time. Research has shown that over the past decade, an average person’s attention span has gone from 12 seconds to eight seconds . And when we do lose focus, i t takes people a long time to get back on task . One study found that it can take as long as 23 minutes to get back to work once we’ve been distracte d. No wonder it can take hours to get your homework done! 

3 Tips to Improve Your Focus

If you have a hard time focusing when you’re doing your homework, it’s a good idea to try and eliminate as many distractions as possible. Here are three expert tips for blocking out the noise so you can focus on getting your homework done. 

#1: Create a Distraction-Free Environment

Pick a place where you’ll do your homework every day, and make it as distraction-free as possible. Try to find a location where there won’t be tons of noise, and limit your access to screens while you’re doing your homework. Put together a focus-oriented playlist (or choose one on your favorite streaming service), and put your headphones on while you work. 

You may find that other people, like your friends and family, are your biggest distraction. If that’s the case, try setting up some homework boundaries. Let them know when you’ll be working on homework every day, and ask them if they’ll help you keep a quiet environment. They’ll be happy to lend a hand! 

#2: Limit Your Access to Technology 

We know, we know...this tip isn’t fun, but it does work. For homework that doesn’t require a computer, like handouts or worksheets, it’s best to put all your technology away . Turn off your television, put your phone and laptop in your backpack, and silence notifications on any wearable tech you may be sporting. If you listen to music while you work, that’s fine...but make sure you have a playlist set up so you’re not shuffling through songs once you get started on your homework. 

If your homework requires your laptop or tablet, it can be harder to limit your access to distractions. But it’s not impossible! T here are apps you can download that will block certain websites while you’re working so that you’re not tempted to scroll through Twitter or check your Facebook feed. Silence notifications and text messages on your computer, and don’t open your email account unless you absolutely have to. And if you don’t need access to the internet to complete your assignments, turn off your WiFi. Cutting out the online chatter is a great way to make sure you’re getting your homework done. 

#3: Set a Timer (the Pomodoro Technique)

Have you ever heard of the Pomodoro technique ? It’s a productivity hack that uses a timer to help you focus!

Here’s how it works: first, set a timer for 25 minutes. This is going to be your work time. During this 25 minutes, all you can do is work on whatever homework assignment you have in front of you. No email, no text messaging, no phone calls—just homework. When that timer goes off, y ou get to take a 5 minute break. Every time you go through one of these cycles, it’s called a “pomodoro.” For every four pomodoros you complete, you can take a longer break of 15 to 30 minutes. 

The pomodoro technique works through a combination of boundary setting and rewards. First, it gives you a finite amount of time to focus, so you know that you only have to work really hard for 25 minutes. Once you’ve done that, you’re rewarded with a short break where you can do whatever you want. Additionally, tracking how many pomodoros you complete can help you see how long you’re really working on your homework. (Once you start using our focus tips, you may find it doesn’t take as long as you thought!) 

body-hand-number-two

Two Bonus Tips for How to Do Homework Fast 

Even if you’re doing everything right, there will be times when you just need to get your homework done as fast as possible. (Why do teachers always have projects due in the same week? The world may never know.) 

The problem with speeding through homework is that it’s easy to make mistakes. While turning in an assignment is always better than not submitting anything at all, you want to make sure that you’re not compromising quality for speed. Simply put, the goal is to get your homework done quickly and still make a good grade on the assignment! 

Here are our two bonus tips for getting a decent grade on your homework assignments , even when you’re in a time crunch. 

#1: Do the Easy Parts First 

This is especially true if you’re working on a handout with multiple questions. Before you start working on the assignment, read through all the questions and problems. As you do, make a mark beside the questions you think are “easy” to answer . 

Once you’ve finished going through the whole assignment, you can answer these questions first. Getting the easy questions out of the way as quickly as possible lets you spend more time on the trickier portions of your homework, which will maximize your assignment grade. 

(Quick note: this is also a good strategy to use on timed assignments and tests, like the SAT and the ACT !) 

#2: Pay Attention in Class 

Homework gets a lot easier when you’re actively learning the material. Teachers aren’t giving you homework because they’re mean or trying to ruin your weekend... it’s because they want you to really understand the course material. Homework is designed to reinforce what you’re already learning in class so you’ll be ready to tackle harder concepts later. 

When you pay attention in class, ask questions, and take good notes, you’re absorbing the information you’ll need to succeed on your homework assignments. (You’re stuck in class anyway, so you might as well make the most of it!) Not only will paying attention in class make your homework less confusing, it will also help it go much faster, too. 

body_next_step_drawing_blackboard

What’s Next? 

If you’re looking to improve your productivity beyond homework, a good place to begin is with time management. After all, we only have so much time in a day...so it’s important to get the most out of it! To get you started, check out this list of the 12 best time management techniques that you can start using today.

You may have read this article because homework struggles have been affecting your GPA. Now that you’re on the path to homework success, it’s time to start being proactive about raising your grades. This article teaches you everything you need to know about raising your GPA so you can

Now you know how to get motivated to do homework...but what about your study habits? Studying is just as critical to getting good grades, and ultimately getting into a good college . We can teach you how to study bette r in high school. (We’ve also got tons of resources to help you study for your ACT and SAT exams , too!) 

Need more help with this topic? Check out Tutorbase!

Our vetted tutor database includes a range of experienced educators who can help you polish an essay for English or explain how derivatives work for Calculus. You can use dozens of filters and search criteria to find the perfect person for your needs.

Connect With a Tutor Now

Ashley Sufflé Robinson has a Ph.D. in 19th Century English Literature. As a content writer for PrepScholar, Ashley is passionate about giving college-bound students the in-depth information they need to get into the school of their dreams.

Student and Parent Forum

Our new student and parent forum, at ExpertHub.PrepScholar.com , allow you to interact with your peers and the PrepScholar staff. See how other students and parents are navigating high school, college, and the college admissions process. Ask questions; get answers.

Join the Conversation

Ask a Question Below

Have any questions about this article or other topics? Ask below and we'll reply!

Improve With Our Famous Guides

  • For All Students

The 5 Strategies You Must Be Using to Improve 160+ SAT Points

How to Get a Perfect 1600, by a Perfect Scorer

Series: How to Get 800 on Each SAT Section:

Score 800 on SAT Math

Score 800 on SAT Reading

Score 800 on SAT Writing

Series: How to Get to 600 on Each SAT Section:

Score 600 on SAT Math

Score 600 on SAT Reading

Score 600 on SAT Writing

Free Complete Official SAT Practice Tests

What SAT Target Score Should You Be Aiming For?

15 Strategies to Improve Your SAT Essay

The 5 Strategies You Must Be Using to Improve 4+ ACT Points

How to Get a Perfect 36 ACT, by a Perfect Scorer

Series: How to Get 36 on Each ACT Section:

36 on ACT English

36 on ACT Math

36 on ACT Reading

36 on ACT Science

Series: How to Get to 24 on Each ACT Section:

24 on ACT English

24 on ACT Math

24 on ACT Reading

24 on ACT Science

What ACT target score should you be aiming for?

ACT Vocabulary You Must Know

ACT Writing: 15 Tips to Raise Your Essay Score

How to Get Into Harvard and the Ivy League

How to Get a Perfect 4.0 GPA

How to Write an Amazing College Essay

What Exactly Are Colleges Looking For?

Is the ACT easier than the SAT? A Comprehensive Guide

Should you retake your SAT or ACT?

When should you take the SAT or ACT?

Stay Informed

student work assignment

Get the latest articles and test prep tips!

Looking for Graduate School Test Prep?

Check out our top-rated graduate blogs here:

GRE Online Prep Blog

GMAT Online Prep Blog

TOEFL Online Prep Blog

Holly R. "I am absolutely overjoyed and cannot thank you enough for helping me!”

Never forget a class or assignment again.

Unlock your potential and manage your classes, tasks and exams with mystudylife- the world's #1 student planner and school organizer app..

school timetable app hourly planner

School planner and organizer

The MyStudyLife planner app supports rotation schedules, as well as traditional weekly schedules. MSL allows you to enter your school subjects, organize your workload, and enter information about your classes – all so you can effortlessly keep on track of your school calendar.

Homework planner and task tracker

Become a master of task management by tracking every single task with our online planner – no matter how big or small.

Stay on top of your workload by receiving notifications of upcoming classes, assignments or exams, as well as incomplete tasks, on all your devices.

student work assignment

“Featuring a clean interface, MyStudyLife offers a comprehensive palette of schedules, timetables and personalized notifications that sync across multiple devices.”

” My Study Life is a calendar app designed specifically for students. As well as showing you your weekly timetable– with support for rotations – you can add exams, essay deadlines and reminders, and keep a list of all the tasks you need to complete. It also works on the web, so you can log in and check your schedule from any device.”

“MyStudyLife is a great study planner app that makes it simple for students to add assignments, classes, and tests to a standard weekly schedule.”

“I cannot recommend this platform enough. My Study Life is the perfect online planner to keep track of your classes and assignments. I like to use both the website and the mobile app so I can use it on my phone and computer! I do not go a single day without using this platform–go check it out!!”

“Staying organized is a critical part of being a disciplined student, and the MyStudyLife app is an excellent organizer.”

student work assignment

The ultimate study app

The MyStudyLife student planner helps you keep track of all your classes, tasks, assignments and exams – anywhere, on any device.

Whether you’re in middle school, high school or college MyStudyLife’s online school agenda will organize your school life for you for less stress, more productivity, and ultimately, better grades.  

school planner

Take control of your day with MyStudyLife

student work assignment

Stay on top of your studies. Organize tasks, set reminders, and get better grades, one day at a time.

student work assignment

We get it- student life can be busy. Start each day with the confidence that nothing important will be forgotten, so that you can stay focused and get more done.

student work assignment

Track your class schedule on your phone or computer, online or offline, so that you always know where you’re meant to be.

student work assignment

Shift your focus back to your goals, knowing that MyStudyLife has your back with timely reminders that make success the main event of your day

student work assignment

Say goodbye to last minute stress with MyStudyLife’s homework planner to make procrastination a thing of the past.

student work assignment

Coming soon!

MyStudyLife has lots of exciting changes and features in the works. Stay tuned!

Stay on track on all of your devices.

All your tasks are automatically synced across all your devices, instantly.

school timetable app hourly planner

Trusted by millions of students around the world.

student work assignment

School can be hard. MyStudyLife makes it easier.

Our easy-to-use online study planner app is available on the App Store, the Google Play Store and can be used on desktop. This means that you can use MyStudyLife anywhere and on any device.

Discover more on the MyStudyLife blog

See how MyStudyLife can help organize your life.

Mastering Organization: Your Ultimate Guide to ADHD School Planners

Mastering Organization: Your Ultimate Guide to ADHD School Planners

10 อันดับ เครื่องมือปัญญาประดิษฐ์ (AI) ที่ช่วยให้นักเรียนได้เรียนรู้เร็วขึ้นในปี 2024

10 อันดับ เครื่องมือปัญญาประดิษฐ์ (AI) ที่ช่วยให้นักเรียนได้เรียนรู้เร็วขึ้นในปี 2024

Filter by category.

  • Career Planning
  • High School Tips and Tricks
  • Productivity
  • Student News
  • University Advice
  • Using MyStudyLife

Hit enter to search or ESC to close

cookie

WOULD YOU LIKE ACCESS TO ALL THE FREEBIES FOR ELEMENTARY TEACHERS? ➔

student work assignment

Teacher Organization Tips for Managing Student Assignments in 2024

Before I share some teacher organization tips for managing student assignments in your classroom, I would like you to pause and think about this question: In which of the two classrooms described below would you rather be the teacher?

Classroom A has 3 kids thrusting papers in your face, 2 dropping their work on your desk, 8 yelling out “I’m done. What do I do next?” and at least 3 who had no idea what to do in the first place. Their desks are jammed with unfinished tasks and you don’t know where to begin catching them up.

Classroom B has all students working on task with the completed assignments neatly placed in a labeled container. You can tell at a glance who has fallen behind on their workload and have the ability to tell within a minute exactly which assignments each student has completed.

I know which one I prefer!

Kids work at different paces, on differentiated assignments, and come and go from interventions and services throughout the day. That’s why it’s so important to have clear expectations, routines, and procedures for turning in and completing assignments in your classroom. Read below to get some teacher organization tips and ideas to help you manage student assignments!

student work assignment

  • 5 Teacher Organization Tips for Managing Student Assignments

If you feel disorganized, stressed and overwhelmed, try these 5 easy-to-implement teacher organization tips for streamline managing student assignments.

1. Determine what you will  be collecting and grading each week.

As you write your weekly lesson plans, write down exactly what written assignments the students will need to complete. Enter these into a checklist. This will provide you with a simple way to definitively track completed assignments. These teacher checklists may be helpful!

buy now button

2. Designate spaces for turning in assignments.

Never utter the words, “put that on my desk.”. Instead, have containers set out in permanent spots for students to place their work in when completed. I recommend having a designated spot for each subject area. This will be the one central area that all completed assignments get turned in. Students will learn this procedure and be able to quickly turn in their work and move onto the next activity. This will prevent them from wasting time standing around waiting to ask, “What do I do with this now that I’m done?”

Tips for Setting Up Turn-In Bins

Let’s talk about turn in bins. Below are my best tips for setting up turn-in bins.

Choose a Type of Container.

I found dishpans worked great, but other teachers have found success with boxes, baskets, binders, folders, and other containers. It doesn’t matter what you use; however, there are some things to consider. First and foremost, you need to make sure it is large enough to hold 8.5 x 11 papers or larger. Another thing to consider is using a different color bucket for each subject area with color-coordinated folders. Also consider using an ELA bucket as opposed to a reading bucket, a word study bucket, and a writing bucket. Finally, if you alternate between teaching a science and social studies unit like I did in my classroom, put those two labels (science and social studies) on opposite sides of the same bucket. You can rotate it around to reflect which subject you are teaching.

Label Your Containers

Label each container with the subject area. You can stick laminated labels to containers easily using tape, glue, hot glue, or Modge Podge. You could also tie it on using string. You may find these turn-in bin labels helpful !

Tips for Managing Turn-In Bins

Utilize student helpers.

At designated times during the day (e.g. snack and dismissal), have students help you. They can first sort the work into piles by assignment. Next, they can arrange them in numerical order using the number in the corner. Finally, they can clip them together with a number sheet on top. By doing so, you are able to quickly see who has not turned in an assignment. 

Log Grades Weekly

Consider using a printable to track the assignments. If it is being graded, record the grades directly onto these sheets. I log grades in once a week. This lets me return the graded work quicker. It also makes it easy for me to record grades when I do sit down to do that.

Store District Assessments

You may find that your district requires you to hold on to certain assessments. It is helpful to set up a box, file drawer or plastic tub in advance for this purpose. I have a box designated for this purpose. At the end of each marking period, I staple together any assignments that serve as support for a student’s grade and house them in this same box. Typically I don’t need to revisit these documents, but they are handy to have if a parent questions a report card grade or I decide to bring a child up for testing.

turn-in work set up in an elementary classroom

The picture above gives a glimpse into how I set up my turn-in work area. I designated one specific space in our classroom to house all of the incoming and outgoing papers. As you can see, I used a single shelf in the front of the classroom for everything students need to turn in (folders, worksheets, homework, etc.). I included a basket for the students to place their folders into each morning as well as a tray for collecting homework. In addition, I provided labeled bins for the students to use when passing in their assignments. This whole bookcase was dedicated to managing so many of the papers we deal with daily. 

In addition to those materials, I used the bookshelf to house my daily lesson plans and daily work boxes. The only other thing I kept in this area was the district-wide assessments that the children take throughout the year on the bottom shelf as well.

3. Use student numbers.

A third teacher organization tip is to use student numbers. Train your students to not only write their name on every paper but to also write their student number in the top right corner of each page. This will enable you (or better yet a student assigned to do the task as part of your classroom job system) to place the piles in numerical order for quick checklist completion. Check out these student number cards !

student number card labels

4. Invest in Unfinished Work Boxes.

Buy a sturdy paper sorter and label the slots with numbers. Each student will use the box with his number to house unfinished work.

As a side note, I purchased two literature organizers. One was for student mailboxes and the other was for unfinished work. These two organization tools, as well as a large paper sorter for construction paper are some of my all-time best classroom investments. The time they saved was priceless!

Never ever ever ever ever (to infinity) have your students place their papers into their desk. Instead, instruct them to place all unfinished work into their designated spot within the sorter. This will enable you, at a quick glance, to see exactly how much work each student has to do. 

This system is great because it allows the teacher to tell at a glance who is falling behind on classwork. You can easily see who has work to complete and who has A LOT of work to complete. You can also tell when children are making “may do” choices when they should be doing their unfinished work from the “must do” board.

It is beneficial to have everything in one place. Your “late finishers” are often your more disorganized students. You no longer need to spend time helping them find their missing assignments before they could finish it. Now it’s all in one central location.

student work boxes for unfinished work

Tips for Setting Up and Managing Unfinished Work Boxes

Assign each student a box.

I used a paper sorter so each student had a slot that was labeled with their student number. I chose to label them with student numbers rather than student names so I wouldn’t have to replace the labels every school year.

Empty the Box at the End of the Week

At the end of each week, empty the unfinished work boxes. You could have students come in before school or after school to finish the work. Another option is to send it home to be completed over the weekend.

Don’t Keep Long Term Projects in Unfinished Work Boxes

If you are working on a whole-class ongoing project, collect the student work and hold onto it until the next time they are going to work on it. However, if the children have not completed work during the allotted time, tell them to put it into their unfinished box. The students will then slide their assignment into their box until a time arises when they can finish it. 

5. Create a “Must Do / May Do” Assignment Board.

The last teacher organization tip on this list it to create a Must Do May Do Board . You can do this using a whiteboard or pocket charts and is easily one of the most effective classroom management tools I’ve ever used.

Divide the board into two columns. Label the left “Must Do” and the right “May Do.” As you give an assignment, list it on the must-do side. Include specific page numbers and any other information needed. This tells the students which tasks must be completed and provides a reference for those who may not comprehend or remember auditory directions.

Use the right side to list the activities they “May Do” when all their work is finished. I highly suggest making the may do choices be purposeful, but not so inviting that students rush through the required assignments. Avoid things like “free choice” or “technology time” if you don’t think your students will put forth their best efforts. Some of the activities I found to be perfect as may do choices include: monthly writing prompts, read to self, student book clubs, and enrichment activities such as animal research or making a game to reinforce skills.

If you want to save time, I do have printable resources available for labeling turn in bins as well as planning and tracking assignments and creating a Must Do and May Do Board . Not only will you not need to take the time to design them, but they are offered at a price that is less than the clipart to make them would cost you. There are editable components which means you customize and print components from the resource. You can also alter the look of them by mounting them on colored card stock or patterned scrapbook paper to match your classroom theme or classroom color scheme.

Must Do May Do board for managing students

Each of these are available on their own via the links below or as part of my Classroom Management Bundle . That bundle includes an eBook with tons of tips and ideas for all aspects of classroom management, an editable teacher workbook to guide you to planning out how you will effectively manage your classroom and 30 printable resources.

Teachers can improve classroom management by creating a system for managing student assignments. This article explains how to create an easy plan to log and track student assignments so elementary school students always know what is expected.

We hope you found this post about teacher organization tips for managing student assignments helpful! If you did, then you may also be interested in these posts:

  • Behavior Management Strategies for Elementary Teachers
  • 10 Strategies For Increasing Student Engagement
  • Fast Finisher Activities and Ideas
  • Absent Students: How Teachers Can Keep Track of Makeup Work

Check out these easy classroom organization tips and strategies for how to manage paper and student assignments through using must do and may do activities, student work boards, fast finisher activities, long term projects, packets, printables, and more!

  • Read more about: CLASSROOM MANAGEMENT

You might also like these posts...

Activities for native american heritage month for students in 2nd, 3rd, and 4th grade, autumn reading comprehension activities for 2nd, 3rd, and 4th grade, women’s history month reading comprehension activities for 2nd, 3rd, and 4th grade.

student work assignment

LET'S CONNECT

Hey there! I’m Jodi. I am a National Board Certified teacher with 17 years of experience in the classroom.

I created Clutter-Free Classroom to support busy elementary teachers like you!

FREEBIES FOR TEACHERS

Join the 75,000+ elementary teachers who receive free resources from us each week.

© Jodi Durgin | Clutter-Free Classroom, LLC • Website by KristenDoyle.co

Get Your Classroom Decor FREEBIE!

classroom decor guide

logo that says helpful professor with a mortarboard hat picture next to it

51 Constructive Feedback Examples for Students

Constructive feedback is feedback that helps students learn and grow.

Even though it highlights students’ weaknesses, it is not negative feedback because it has a purpose. It is designed to help them identify areas for improvement.

It serves both as an example of positive reinforcement and a reminder that there is always room for further improvement. Studies show that students generally like feedback that points them in the right direction and helps them to improve. It can also increase motivation for students.

Why Give Constructive Feedback?

Constructive feedback is given to help students improve. It can help people develop a growth mindset by helping them understand what they need to do to improve.

It can also help people to see that their efforts are paying off and that they can continue to grow and improve with continued effort.

Additionally, constructive feedback helps people to feel supported and motivated to keep working hard. It shows that we believe in their ability to grow and succeed and that we are willing to help them along the way.

How to Give Constructive Feedback

Generally, when giving feedback, it’s best to:

  • Make your feedback specific to the student’s work
  • Point out areas where the student showed effort and where they did well
  • Offer clear examples of how to improve
  • Be positive about the student’s prospects if they put in the hard work to improve
  • Encourage the student to ask questions if they don’t understand your feedback

Furthermore, it is best to follow up with students to see if they have managed to implement the feedback provided.

General Constructive Feedback Examples for Students

The below examples are general templates that need to be edited so they are specific to the student’s work.

1. You are on the right track. By starting to study for the exam earlier, you may be able to retain more knowledge on exam day.

2. I have seen your improvement over time. As a next step, it is a good idea to…

3. You have improved a lot and should start to look towards taking on harder tasks for the future to achieve more self-development.

4. You have potential and should work on your weaknesses to achieve better outcomes. One area for improvement is…

5. Keep up the good work! You will see better results in the future if you make the effort to attend our study groups more regularly.

6. You are doing well, but there is always room for improvement. Try these tips to get better results: …

7. You have made some good progress, but it would be good to see you focusing harder on the assignment question so you don’t misinterpret it next time.

8. Your efforts are commendable, but you could still do better if you provide more specific examples in your explanations.

9. You have done well so far, but don’t become complacent – there is always room for improvement! I have noticed several errors in your notes, including…

10. It is great that you are trying your best, but don’t stop here – keep pushing yourself to get even better results. It would be good to see you editing your work to remove the small errors creeping into your work…

11. You have put in a lot of hard work, and it is starting to show. One area for improvement is your tone of voice, which sometimes comes across too soft. Don’t be afraid to project your voice next time.

12. You are making good progress, but don’t forget to focus on your weaknesses too. One weakness to focus on is…

13. Your efforts are commendable, but it would have been good to have seen you focus throughout as your performance waned towards the end of the session.

15. While your work is good, I feel you are becoming complacent – keep looking for ways to improve. For example, it would be good to see you concentrating harder on providing critique of the ideas explored in the class.

16. It is great that you are trying your best, but don’t stop here – keep pushing yourself to get even better results! Try to improve your handwriting by slowing down and focusing on every single letter.

17. You have put in a lot of hard work, and it is starting to show. Keep up the good work and you will see your grades slowly grow more and more. I’d like to see you improving your vocabulary for future pieces.

18. You are making good progress, but don’t forget to focus on your weaknesses too. One weakness to focus on is…

19. You have potential and should work on your using more appropriate sources to achieve better outcomes. As a next step, it is a good idea to…

Constructive Feedback for an Essay

1. Your writing style is good but you need to use more academic references in your paragraphs.

2. While you have reached the required word count, it would be good to focus on making sure every paragraph addresses the essay question.

3. You have a good structure for your essay, but you could improve your grammar and spelling.

4. You have made some good points, but you could develop them further by using more examples.

5. Your essay is well-written, but it would be helpful to provide more analysis of the topic.

6. You have answered the question well, but you could improve your writing style by being more concise.

7. Excellent job! You have covered all the key points and your writing is clear and concise.

8. There are a few errors in your essay, but overall it is well-written and easy to understand.

9. There are some mistakes in terms of grammar and spelling, but you have some good ideas worth expanding on.

10. Your essay is well-written, but it needs more development in terms of academic research and evidence.

11. You have done a great job with what you wrote, but you missed a key part of the essay question.

12. The examples you used were interesting, but you could have elaborated more on their relevance to the essay.

13. There are a few errors in terms of grammar and spelling, but your essay is overall well-constructed.

14. Your essay is easy to understand and covers all the key points, but you could use more evaluative language to strengthen your argument.

15. You have provided a good thesis statement , but the examples seem overly theoretical. Are there some practical examples that you could provide?

Constructive Feedback for Student Reports

1. You have worked very hard this semester. Next semester, work on being more consistent with your homework.

2. You have improved a lot this semester, but you need to focus on not procrastinating.

3. You are doing well in most subjects, but you could improve your grades by paying more attention in class and completing all your homework.

4. You are doing well in most subjects, but you could still improve your grades by studying more and asking for help when you don’t understand something.

5. You have shown great improvement this semester, keep up the good work! However, you might want to focus on improving your test scores by practicing more.

6. You have made some good progress this semester, but you need to continue working hard if you want to get good grades next year when the standards will rise again.

7. Next semester, focus on completing all your homework on time and paying more attention in class.

8. You have worked hard this semester, but you could still improve your grades by taking your time rather than racing through the work.

9. Next semester, focus on completing all your homework in advance so you have time to check it over before submission.

10. While you usually understand the instructions, don’t forget to ask for help when you don’t understand something rather than guessing.

11. You have shown great improvement this semester, but you need to focus some more on being self-motivated rather than relying on me to keep you on task.

Constructive feedback on Homework

1. While most of your homework is great, you missed a few points in your rush to complete it. Next time, slow down and make sure your work is thorough.

2. You put a lot of effort into your homework, and it shows. However, make sure to proofread your work for grammar and spelling mistakes.

3. You did a great job on this assignment, but try to be more concise in your writing for future assignments.

4. This homework is well-done, but you could have benefited from more time spent on research.

5. You have a good understanding of the material, but try to use more examples in your future assignments.

6. You completed the assignment on time and with great accuracy. I noticed you didn’t do the extension tasks. I’d like to see you challenging yourself in the future.

Related Articles

  • Examples of Feedback for Teachers
  • 75 Formative Assessment Examples

Giving and receiving feedback is an important part of any learning process. All feedback needs to not only grade work, but give advice on next steps so students can learn to be lifelong learners. By providing constructive feedback, we can help our students to iteratively improve over time. It can be challenging to provide useful feedback, but by following the simple guidelines and examples outlined in this article, I hope you can provide comments that are helpful and meaningful.

Chris

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

  • Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 50 Durable Goods Examples
  • Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 100 Consumer Goods Examples
  • Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 30 Globalization Pros and Cons
  • Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 17 Adversity Examples (And How to Overcome Them)

2 thoughts on “51 Constructive Feedback Examples for Students”

' src=

Very helpful to see so much great developmental feedback with so many different examples.

' src=

Great examples of constructive feedback, also has reinforced on the current approach i take.

Leave a Comment Cancel Reply

Your email address will not be published. Required fields are marked *

  • Skip to main content
  • Keyboard shortcuts for audio player

K-12 students learned a lot last year, but they're still missing too much school

Cory Turner - Square

Cory Turner

Headshot of Sequoia Carrillo

Sequoia Carrillo

student work assignment

From 2022-2023, chronic absenteeism declined in 33 of the 39 states AEI looked at. But it was still a persistent problem: In a handful of places, including Nevada, Washington, D.C., Michigan, New Mexico and Oregon, roughly 1 in 3 students – or more – were chronically absent. LA Johnson/NPR hide caption

From 2022-2023, chronic absenteeism declined in 33 of the 39 states AEI looked at. But it was still a persistent problem: In a handful of places, including Nevada, Washington, D.C., Michigan, New Mexico and Oregon, roughly 1 in 3 students – or more – were chronically absent.

It's going to take aggressive interventions to repair the pandemic's destructive impact on kids' schooling.

That's the takeaway of two big new studies that look at how America's K-12 students are doing. There's some good news in this new research, to be sure – but there's still a lot of work to do on both student achievement and absenteeism. Here's what to know:

1. Students are starting to make up for missed learning

From spring 2022 to spring 2023, students made important learning gains, making up for about one-third of the learning they had missed in math and a quarter of the learning they had missed in reading during the pandemic.

That's according to the newly updated Education Recovery Scorecard , a co-production of Harvard University's Center for Education Policy Research and The Educational Opportunity Project at Stanford University.

6 things we've learned about how the pandemic disrupted learning

6 things we've learned about how the pandemic disrupted learning

The report says, "Students learned 117 percent in math and 108 percent in reading of what they would typically have learned in a pre-pandemic school year."

In an interview with NPR's All Things Considered , Stanford professor Sean Reardon said that's surprisingly good news: "A third or a quarter might not sound like a lot, but you have to realize the losses from 2019 to 2022 were historically large."

When the same team of researchers did a similar review last year, they found that, by spring of 2022, the average third- through eighth-grader had missed half a grade level in math and a third of a grade level in reading. So, the fact that students are now making up ground is a good sign.

These results do come with a few caveats, including that the researchers were only able to review data and draw their conclusions from 30 states this year.

2. Despite that progress, very few states are back to pre-pandemic learning levels

The Harvard and Stanford study of student learning includes one sobering sentence: "Alabama is the only state where average student achievement exceeds pre-pandemic levels in math." And average achievement in reading has surpassed pre-pandemic levels in just three of the states they studied: Illinois, Louisiana and Mississippi. Every other state for which they had data has yet to reach pre-pandemic levels in math and reading.

"Many schools made strong gains last year, but most districts are still working hard just to reach pre-pandemic achievement levels," said Harvard's Thomas Kane, one of the learning study's co-authors.

3. Chronic absenteeism also improved in many places ... slightly

The rate of chronic absenteeism – the percentage of students who miss 10% or more of a school year – declined from 2022 to 2023. That's according to research by Nat Malkus at the conservative-leaning American Enterprise Institute (AEI). He found chronic absenteeism declined in 33 of the 39 states he studied.

Yes, "the differences were relatively small," Malkus writes, but it's improvement nonetheless: "the average chronic absenteeism rate across these states in 2023 was 26 percent, down from 28 percent for the same 39 states in 2022."

Glass half-full: Things aren't getting worse.

4. But, again, chronic absenteeism is still high

Malkus found chronic absenteeism was at 26% in 2023. Before the pandemic, in 2019, those same states reported a rate of 15%. That adds some painful context to the "good news" two-point decline in absenteeism from 2022 to 2023. Sure, it's down, but it's still so much higher than it was and should be.

Think of it this way: In 2023, roughly 1 student out of 4 was still chronically absent across the school year.

In a handful of places, including Nevada, Washington, D.C., Michigan, New Mexico and Oregon, roughly 1 in 3 students – or more – were chronically absent. That's a crisis.

Research shows a strong connection between absenteeism and all kinds of negative consequences for students, including an increased likelihood of dropping out of school.

Chronic absenteeism also hurts the students who don't miss school. That's because, as the learning study's authors point out, when absent students return, they require extra attention and "make it hard for teachers to keep the whole class moving."

5. Poverty matters (as always)

Both the learning and the chronic absenteeism studies capture the headwinds that constantly buffet children in poverty.

"No one wants poor children to foot the bill for the pandemic," said Harvard's Kane, "but that is the path that most states are on."

On learning: Reardon told NPR "the pandemic really exacerbated inequality between students in high-poverty and low-poverty districts and students of different racial and ethnic backgrounds."

In 2023, students' academic recovery was relatively strong across groups, which is good – but it means "the inequality that was widened during the pandemic hasn't gotten smaller, and in some places it's actually gotten larger," Reardon told NPR.

In fact, the report says, "in most states, achievement gaps between rich and poor districts are even wider now than they were before the pandemic." The learning study singles out Massachusetts and Michigan as the states where those gaps in math and reading achievement widened the most between poor and non-poor students.

Similarly, Malkus, at AEI, found that, between 2019 and 2022, rates of chronic absenteeism rose much more in high-poverty districts (up from 20% to 37%) than in low-poverty districts (up from 12% to 23%).

"Chronic absenteeism has increased the most for disadvantaged students," Malkus writes, "those who also experienced the greatest learning losses during the pandemic and can least afford the harms that come with chronic absenteeism."

6. Families must play an important role in learning recovery

Both studies acknowledge that families must play an important role in helping students – and schools – find a healthy, post-pandemic normal. The problem is, surveys show parents and guardians often underestimate the pandemic's toll on their children's learning . "Parents cannot advocate effectively for their children's future if they are misinformed," says the learning study.

To combat this, the learning researchers propose that districts be required to inform parents if their child is below grade-level in math or English. Those parents could then enroll their students in summer learning, tutoring and after-school programs, all of which have benefitted from federal COVID relief dollars. That funding is set to expire this fall, and some of these learning recovery opportunities may dry up, so the clock is ticking.

7. There's a "culture problem" around chronic absenteeism

Reducing chronic absenteeism, Malkus says, will also depend on families.

"This is a culture problem," Malkus tells NPR. "And in schools and in communities, culture eats policy for breakfast every day."

By "culture problem," Malkus is talking about how families perceive the importance of daily attendance relative to other challenges in their lives. He says some parents seem more inclined now to let their students miss school for various reasons, perhaps not realizing the links between absenteeism and negative, downstream consequences.

"Look, the patterns and routines of going to school were disrupted and to some degree eroded during the pandemic," Malkus says. "And I don't think we've had a decisive turn back that we need to have, to turn this kind of behavior around, and it's going to stay with students until that culture changes."

How do you do that? Malkus points to some low-cost options — like texting or email campaigns to increase parental involvement and encourage kids to get back in school – but says these, alone, aren't "up to the scale of what we're facing now."

Higher-cost options for schools to consider could include door-knocking campaigns, sending staff on student home-visits and requiring that families of chronically absent students meet in-person with school staff.

The learning study goes one step further: "Elected officials, employers, and community leaders should launch public awareness campaigns and other initiatives to lower student absenteeism." Because, after all, students can't make up for the learning they missed during the pandemic if they don't consistently attend school now.

What both of these studies make clear is there is no one solution that will solve these problems, and success will require further investment, aggressive intervention and patience.

Malkus says, even the high-cost, high-return options will likely only drive down chronic absenteeism by about four percentage points. A big win, he says, "but four percentage points against 26% isn't going to get us where we need to go."

Edited by: Nicole Cohen Visual design and development by: LA Johnson and Aly Hurt

What's Hot

School art teacher accused of secretly selling kids' assignments.

Nina Golgowski

Breaking News Reporter, HuffPost

student work assignment

A schoolteacher in Canada is facing legal action after being accused of instructing his young students to create artwork in the style of Jean-Michel Basquiat and then selling copies of their creations without their knowledge or consent.

Art instructor Mario Perron of Westwood High School, Junior, in Saint-Lazare, Quebec, was served a legal notice Tuesday, along with his school board, on behalf of two parents following the alleged discovery last week that an online store featured the children’s assignments under his name.

Joel DeBellefeuille, one of the two parents taking legal action, said he’s shocked and sickened by the discovery.

In 2013, visitors look at an untitled painting by Jean-Michel Basquiat before an auction at Christie's in London. On Tuesday in Quebec, two parents took legal action after their children's assignments to create art in the style of Basquiat allegedly turned up for sale on an online site.

“I’m still very much baffled and in disbelief that this guy thought it was OK to have his own little sweatshop of 12- and 13-year-old children and just benefit off of them financially by stealing their homework,” DeBellefeuille told HuffPost on Wednesday.

Perron did not immediately respond to HuffPost’s requests for comment Wednesday.

Darren Becker, a spokesperson for the Lester B. Pearson School Board in the Montreal area, confirmed receiving the legal notice in a statement to HuffPost and said that the board is “taking these allegations very seriously.”

“An investigation is underway so the school board cannot comment on this matter any further,” the statement said.

The artwork was the alleged result of Perron instructing his students to make an original “creepy portrait” of themselves or a classmate in the late Basquiat’s style, according to a copy of the Jan. 19 homework instructions shared with HuffPost.

“I do think that it is bothering him in the sense that trust was broken between student and teacher.” - Joel DeBellefeuille

The instructions explicitly warned not to directly copy one of Basquiat’s images “because it is considered plagiarism.” Those five words were underlined for apparent emphasis.

DeBellefeuille said his son, Jax, was absent due to illness but that his classmate created a portrait of him for the assignment. This portrait was then discovered online on Thursday when Perron’s students did a Google search on Perron’s professional achievements and found his online store, according to a copy of the legal notice against Perron and the school board.

“I do think that it is bothering him in the sense that trust was broken between student and teacher,” DeBellefeuille said of his son.

Perron’s alleged page on FineartAmerica.com , which was no longer operating on Wednesday, listed thousands of items featuring the artwork of 96 students, said DeBellefeuille. These items, including mugs, tote bags, towels and jigsaw puzzles, had price tags of up to $120, according to the legal notice.

DeBellefeuille said the items initially had Perron’s full name listed as the artist under each item but that over the weekend, shortly after the allegations against Perron were made public by local news outlets, the name changed to just Perron’s initials.

“So he took his time to remove his name, but he left all the artwork and merchandise still up there, which is beyond me that he thought that that was OK. This shows clear intent on his side to continue doing what he did,” he said.

The legal notice demands $350,000 to cover moral and punitive damages as well as copyright infringement penalties under Canadian law. It also demands a formal apology, the art’s removal from the teacher’s website, and the temporary or permanent suspension of the teacher.

The school board and Perron were given until Monday to respond.

Support HuffPost

Our 2024 coverage needs you.

At HuffPost, we believe that everyone needs high-quality journalism, but we understand that not everyone can afford to pay for expensive news subscriptions. That is why we are committed to providing deeply reported, carefully fact-checked news that is freely accessible to everyone.

Whether you come to HuffPost for updates on the 2024 presidential race, hard-hitting investigations into critical issues facing our country today, or trending stories that make you laugh, we appreciate you. The truth is, news costs money to produce, and we are proud that we have never put our stories behind an expensive paywall.

Would you join us to help keep our stories free for all? Your contribution of as little as $2 will go a long way.

As Americans head to the polls in 2024, the very future of our country is at stake. At HuffPost, we believe that a free press is critical to having well-informed voters. That's why our journalism is free for everyone, even though other newsrooms retreat behind expensive paywalls.

We cannot do this without your help. Support our newsroom by contributing as little as $2 to keep our news free for all.

As Americans head to the polls in 2024, the very future of our country is at stake. At HuffPost, we believe that a free press is critical to creating well-informed voters. That's why our journalism is free for everyone, even though other newsrooms retreat behind expensive paywalls.

Our journalists will continue to cover the twists and turns during this historic presidential election. With your help, we'll bring you hard-hitting investigations, well-researched analysis and timely takes you can't find elsewhere. Reporting in this current political climate is a responsibility we do not take lightly, and we thank you for your support.

Contribute as little as $2 to keep our news free for all.

Popular in the Community

From our partner, more in world news.

student work assignment

Classroom Q&A

With larry ferlazzo.

In this EdWeek blog, an experiment in knowledge-gathering, Ferlazzo will address readers’ questions on classroom management, ELL instruction, lesson planning, and other issues facing teachers. Send your questions to [email protected]. Read more from this blog.

How to Help Students With Their Writing. 4 Educators Share Their Secrets

student work assignment

  • Share article

Teaching students to write is no easy feat, and it’s a topic that has often been discussed on this blog.

It’s also a challenge that can’t have too much discussion!

Today, four educators share their most effective writing lessons.

‘Three Practices That Create Confident Writers’

Penny Kittle teaches first-year writers at Plymouth State University in New Hampshire. She was a teacher and literacy coach in public schools for 34 years and is the author of nine books, including Micro Mentor Texts (Scholastic). She is the founder and president of the Book Love Foundation, which annually grants classroom libraries to teachers throughout North America:

I write almost every day. Like anything I want to do well, I practice. Today, I wrote about the wild dancing, joyful energy, and precious time I spent with my daughter at a Taylor Swift concert. Then I circled back to notes on Larry’s question about teaching writers. I wrote badly, trying to find a through line. I followed detours and crossed out bad ideas. I stopped to think. I tried again. I lost faith in my words. I will get there , I told myself. I trust my process.

I haven’t always written this easily or this much. I wouldn’t say I’m a “natural” writer because I don’t believe they exist. Writing is work. When I entered college, I received a C-minus on my first paper. I was stunned. I had never worked at writing: I was a “first drafter,” an “only drafter.” And truthfully, I didn’t know how or what to practice. I was assigned writing in high school and I completed it. I rarely received feedback. I didn’t get better. I didn’t learn to think like a writer; I thought like a student.

I’ve now spent 40 years studying writing and teaching writers in kindergarten, elementary school, middle school, and high school, as well as teachers earning graduate degrees. Despite their age, writers in school share one remarkably similar trait: a lack of confidence. Confidence is a brilliant and fiery light; it draws your eyes, your heart, and your mind. But in fact, it is as rare as the Northern Lights. I feel its absence every fall in my composition courses.

We can change that.

Confidence blooms in classrooms focused on the growth of writers.

This happens in classrooms where the teacher relies less on lessons and more on a handful of practices. Unfortunately, though, in most classrooms, a heap of time is spent directing students to practice “writing-like” activities: restrictive templates for assignments, with detailed criteria focused on rules. Those activities handcuff writers. If you tell me what to do and how to do it, I will focus on either completing the task or avoiding it. That kind of writing work doesn’t require much thinking; it is merely labor.

Practice creating, on the other hand, is harder, but it is how we develop the important ability to let our ideas come and then shaping them into cohesive arguments, stories, poems, and observations. We have misunderstood the power of writing to create thinking. Likewise, we have misunderstood the limitations of narrow tasks. So, here are my best instructional practices that lead to confidence and growth in writers.

1. Writing Notebooks and Daily Revision. Writers need time to write. Think of it as a habit we begin to engage in with little effort, like serving a tennis ball from the baseline or dribbling a basketball or sewing buttonholes. Writers need daily time to whirl words, to spin ideas, to follow images that blink inside them as they move their pen across the page. In my classroom, writing time most often follows engagement with a poem.

Likewise, writers need guidance in rereading their first drafts of messy thinking. I’ve seen teachers open their notebooks and invite students to watch them shape sentences. They demonstrate how small revisions increase clarity and rhythm. Their students watch them find a focus and maintain it. Teachers show the effort and the joy of writing well.

Here’s an example: We listen to a beautiful poem such as “Montauk” by Sarah Kay, her tribute to growing up. Students write freely from lines or images that spring to them as they listen. I write in my notebook as students write in theirs for 4-5 minutes. Then I read my entry aloud, circling subjects and detours ( I don’t know why I wrote so much about my dog, but maybe I have more to say about this … ). I model how to find a focus. I invite students to do the same.

2. Writers Study Writing . Writers imitate structures, approaches, and ways of reaching readers. They read like writers to find possibilities: Look what the writer did here and here . A template essay can be an effective tool to write for a test, but thankfully, that is a very small and insignificant part of the whole of writing for any of us. Real writing grows from studying the work of other writers. We study sentences, passages, essays, and articles to understand how they work, as we create our own.

3. Writers Have Conversations as They Work . When writers practice the skills and embrace the challenges of writing in community, it expands possibilities. Every line read from a notebook carries the mark of a particular writer: the passion, the voice, the experiences, and the vulnerability of each individual. That kind of sharing drives process talk ( How did you think to write about that? Who do you imagine you are speaking to? ), which showcases the endless variation in writers and leads to “writerly thinking.” It shifts conversations from “right and wrong” to “how and why.”

Long ago, at a local elementary school, in a workshop for teachers, I watched Don Graves list on the chalkboard subjects he was considering writing about. He read over his list and chose one. From there, he wrote several sentences, talking aloud about the decisions he was making as a writer. Then he turned to accept and answer questions.

“Why do this?” someone asked.

“Because you are the most important writer in the room,” Don said. “You are showing students why anyone would write when they don’t have to.” He paused, then added, “If not you, who?”

confidenceblooms

Developing ‘Student Voice’

A former independent school English teacher and administrator, Stephanie Farley is a writer and educational consultant working with teachers and schools on issues of curriculum, assessment, instruction, SEL, and building relationships. Her book, Joyful Learning: Tools to Infuse Your 6-12 Classroom with Meaning, Relevance, and Fun is available from Routledge Eye on Education:

Teaching writing is my favorite part of being a teacher. It’s incredibly fun to talk about books with kids, but for me, it’s even more fun to witness students’ skills and confidence grow as they figure out how to use written language to communicate what they mean.

A lesson I used to like doing was in “voice.” My 8th graders had a hard time understanding what I meant when I asked them to consider “voice” in their writing. The best illustration I came up with was playing Taylor Swift’s song “Blank Space” for students. Some students groaned while others clapped. (Doesn’t this always happen when we play music for students? There’s no song that makes everyone happy!) But when they settled down, I encouraged them to listen to the style: the arrangement, her voice as she sang, the dominant instruments.

Then, I played a cover of “Blank Space” by Ryan Adams. Eyes rolled as the song unfurled through the speakers, but again I reminded students to listen to the arrangement, voice, and instruments. After about 60 seconds of the Adams version, heads nodded in understanding. When the music ended and I asked students to explain voice to me, they said it’s “making something your own … like your own style.” Yes!

The next step was applying this new understanding to their own writing. Students selected a favorite sentence from the books they were reading, then tried to write it in their own voice. We did this a few times, until everyone had competently translated Kwame Alexander into “Rosa-style” or Kelly Link into “Michael-style.” Finally, when it was time for students to write their own longer works—stories, personal essays, or narratives—they intentionally used the words and sentence patterns they had identified as their own voice.

I’m happy to report this method worked! In fact, it was highly effective. Students’ papers were more idiosyncratic, nuanced, and creative. The only change to this lesson I’d make now is trying to find a more zeitgeist-y song with the hope that the groans at the beginning die down a little faster.

itsfun

Teaching ELLs

Irina McGrath, Ph.D., is an assistant principal at Newcomer Academy in the Jefferson County school district in Kentucky and the president of KYTESOL. She is also an adjunct professor at the University of Louisville, Indiana University Southeast, and Bellarmine University. She is a co-creator of the ELL2.0 site that offers free resources for teachers of English learners:

Reflecting on my experience of teaching writing to English learners, I have come to realize that writing can be daunting, especially when students are asked to write in English, a language they are learning to master. The most successful writing lessons I have taught were those that transformed the process into an enjoyable experience, fostering a sense of accomplishment and pride in my students.

To achieve this, I prioritized the establishment of a supportive learning environment. At the beginning of each school year, I set norms that emphasized the importance of writing for everyone, including myself as their teacher. I encouraged students to write in English and their native language and I wrote alongside my English learners to demonstrate that writing is a journey that requires hard work and dedication, regardless of age or previous writing experiences. By witnessing my own struggles, my students felt encouraged to persevere.

My English learners understood that errors were expected and that they were valuable opportunities for growth and improvement. This created a comfortable atmosphere where students felt more confident taking risks and experimenting with their writing. Rather than being discouraged by mistakes, they viewed them as steppingstones toward progress.

In my most effective writing lessons, I provided scaffolds such as sentence stems, sentence frames, and word banks. I also encouraged my students to use translation tools to help generate ideas on paper. These scaffolds empowered English learners to independently tackle more challenging writing assignments and nurtured their confidence in completing writing tasks. During writers’ circles, we discussed the hard work invested in each writing piece, shared our work, and celebrated each other’s success.

Furthermore, my most successful writing lessons integrated reading and writing. I taught my students to read like writers and utilized mentor texts to emulate the craft of established authors, which they could later apply to their own writing. Mentor texts, such as picture books, short stories, or articles, helped my students observe how professional writers use dialogue, sentence structure, and descriptive language to enhance their pieces.

Instead of overwhelming students with information, I broke down writing into meaningful segments and taught through mini lessons. For example, we analyzed the beginnings of various stories to examine story leads. Then, collaboratively, my students and I created several leads together. When they were ready, I encouraged them to craft their own leads and select the most appropriate one for their writing piece.

Ultimately, my most effective lessons were those in which I witnessed the joyful smiles on my English learners’ faces as they engaged with pages filled with written or typed words. It is during those moments that I knew my writers were creating and genuinely enjoying their work.

To access a self-checklist that students and EL teachers can use when teaching or creating a writing piece in English, you can visit the infographic at bit.ly/ABC_of_Writing .

iprovided

‘Model Texts’

Anastasia M. Martinez is an English-language-development and AVID Excel teacher in Pittsburg, Calif.:

As a second-language learner, writing in English had not always been my suit. It was not until graduate school that I immersed myself in a vast array of journals, articles, and other academic works, which ultimately helped me find my academic voice and develop my writing style. Now, working as an ESL teacher with a diverse group of middle school multilingual learners, I always provide a model text relevant to a topic or prompt we are exploring.

When students have a model text, it gives them a starting point for their own writing and presents writing as less scary, where they get stuck on the first sentence and do not know how to start.

At the start of the lesson, prior to using a model text, I create a “do now” activity that guides my students’ attention to the topic and creates a relevant context for the text. After students share their ideas with a partner and then the class, we transition to our lesson objectives, and I introduce the model text. We first use prereading strategies to analyze the text, and students share what they notice based on the title, images, and a number of paragraphs. Then, depending on the students’ proficiency level, I read the text to the class, or students read the text as partners, thinking about what the text was mostly about.

After students read and share their ideas with partners and then the whole class, we transition to deconstructing the text. These multiple reengagements with the text help students become more familiar with it, as well as help students build reading fluency.

When deconstructing the model text, I guide my students through each paragraph and sentence. During that time, students orally share their ideas determining the meaning of specific paragraphs or sentences, which we later annotate in the model text using different colored highlighters or pens. Color coding helps visually guide students through similar parts of the model text. For instance, if we highlight evidence in paragraph 2 in one color, we also highlight evidence in the same color in the following paragraph. It helps students see the similarities between the paragraphs and discover the skeleton of the writing. Additionally, color coding helps students during their writing process and revision. Students can check if they used all parts of the writing based on the colors.

Furthermore, one of the essential pieces during deconstructing model texts that I draw my students’ attention to is transition words and “big words,” or academic vocabulary. We usually box them in the text, and I question students about why the author used a particular word in the text. Later, when students do their own writing, they can integrate new vocabulary and transition words, which enhances their vocabulary and language skills.

As the next step, I invite students to co-create a similar piece of writing with a partner or independently using our model text as their guide. Later, our model text serves as a checklist for individual and partner revisions, which students could use to give each other feedback.

Model texts are an essential part of the writing process in any content-area class. As educators, we should embrace the importance of model texts, as they provide a solid foundation upon which students can develop their unique writing skills, tone, and voice.

modeltexts

Thanks to Penny, Stephanie, Irina, and Anastasia for contributing their thoughts!

Consider contributing a question to be answered in a future post. You can send one to me at [email protected] . When you send it in, let me know if I can use your real name if it’s selected or if you’d prefer remaining anonymous and have a pseudonym in mind.

You can also contact me on Twitter at @Larryferlazzo .

Just a reminder; you can subscribe and receive updates from this blog via email . And if you missed any of the highlights from the first 12 years of this blog, you can see a categorized list here .

The opinions expressed in Classroom Q&A With Larry Ferlazzo are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

Sign Up for EdWeek Update

Edweek top school jobs.

First grade students illustrate a story they wrote together in Megan Gose’s classroom at Moorsbridge Elementary School in Portage, Mich., on Nov. 29, 2023.

Sign Up & Sign In

module image 9

  • Office of Curriculum, Assessment and Teaching Transformation >
  • CATT Blog >

Turnitin in UB Learns

Turnitin Logo.

Published February 21, 2024

Ensuring your students uphold Academic Integrity Standards is an important part of being an instructor. As artificial intelligence (AI) becomes more prominent in everyday use, we need to be more vigilant in how our students are incorporating generative AI into their assignments.

UB Learns has a third party plagiarism tool called   Turntitin (TII). This tool allows instructors to choose whether to run student submissions through a program that checks for plagiarism, checks for AI-generated work and can be used to provide feedback to students.

The following information can be used to enable TII and use it to enhance your grading experience.

Enable Turnitin for your Assignments

If the concern is about plagiarism and AI for an assignment, it is important to first enable Turnitin through the “Manage Turnitin” setting. Instructors must enable Turnitin for each assignment separately. It is not possible to enable Turnitin for an entire course.

Enabling Turnitin on Assignments

1. choose the assignment you wish to add tii to, select edit assignment.

Zoom image: Click on the chevron next to the assignment you wish to enable Turnitin on, then select Edit Assignment.

Click on the chevron next to the assignment you wish to enable Turnitin on, then select Edit Assignment.

When in the Assignments tool in UB Learns, click on the chevron next to the assignment you wish to enable Turnitin on. Next, click Edit Assignment from the pop-up menu.

2. Under Evaluation and Feedback, click on Manage Turnitin

Zoom image: Under Evaluation and Feedback, click on Manage Turnitin.

Under Evaluation and Feedback, click on Manage Turnitin.

In the Edit Assignment window, expand Evaluation & Feedback . At the bottom, click the Manage Turnitin hyperlink.

3. Enable TII features, click Save

Zoom image: Select the Turnitin features you would like to enable for the assignment.

Select the Turnitin features you would like to enable for the assignment.

In the Turnitin Integration menu, select the integrations you would like to enable for the assignment. Options include:

  • Enabling a Similarity Report .
  • Enable feedback and grading within the Turnitin Feedback Studio

Once you have made your selections, click Save .

4. Verify the integrations are active

Zoom image: Once back in the Edit Assignment window, in the Evaluation & Feedback, you will see verification of  which Turnitin features are enabled. 

Once back in the Edit Assignment window, in the Evaluation & Feedback, you will see verification of  which Turnitin features are enabled. 

In the Edit Assignment window, under Evaluation & Feedback, you will now see which Turnitin integrations enabled for the assignment.

5. Select Save and Close

Once all integrations have been enabled for your assignment, click Save and Close in the Edit Assignment window.

Excluding Verbiage or Guidance From the Similarity Report

If the assignment has guidance or verbiage that is included with the submission, there is an option to create a template so that those words won’t count as part of the plagiarism detector. 

Enabling Exclusions in Turnitin

1. in the turnitin integrations window, select more options.

Zoom image: Click on More Options button in the Turnitin Integrations menu.

Click on More Options button in the Turnitin Integrations menu.

To exclude verbiage or guidance from being labelled as plagiarized in Turnitin, naviage to the Turnitin Integration menu for the assignment (see above). Once in the Turnitin Integration menu, click More Options . 

2. Under Exclude Assignment Template, upload an existing template or create a new template

Zoom image: Under the header, Exclude Assignment Template, you can choose to upload an existing template or create a new template.

Under Exclude Assignment Template, you can choose to upload an existing template or create a new template.

  • Please note: If you choose Create Custom Template , you will have to manually type in the guidance or verbiage you would like to exclude from the plagiarism check.

3. Submit and Save

Once done, click Submit . Next, click Save in the Turnitin Integrations window. Finally, click Save and Close in the Assignment window.

Using Turnitin to Detect AI Use

When your students submit an assignment with TII enabled, it is important to review the submissions. The similarity report will not only show you any plagiarism it has detected, but it can also provide an estimate of how much AI-generated text a student has used in place of their writing. When a student submits the assignment, they will only receive a plagiarism report if it was enabled, but will not be given a suspected AI use score. Even if Turnitin shows a score of “0%” for similarity, the AI-use score might be different.

Turnitin Report in a Student Assignment Submission

Zoom image: An example submission with Turnitin Similarity Report Enabled. The score is 14%, which may seem low and neglible, but it does not show the AI use in the score. Click on the percentage to show the AI detection feature.  

An example submission with Turnitin Similarity Report Enabled. The score is 14%, which may seem low and neglible, but it does not show the AI use in the score. Click on the percentage to show the AI detection feature.  

This score of 14% may seem to be low, leading some instructors to not click on the Similarity Report. However, if you go into the report by clicking on the percentage, you will see a more in-depth analysis of the student’s work.

Turnitin Feedback Studio Side Bar

Here we see that even though the report had a low similarity, the AI Detector, located at the bottom of the list, indicates that 2% of the student writing could be AI generated.

Zoom image: The AI Detection is at the bottom of the list. It indicates that 2% of the student writing could be AI generated.

The AI Detection is at the bottom of the list. It indicates that 2% of the student writing could be AI generated.

Caveat of Using Turnitin for AI Detection

Do not be quick to assume the AI check is accurate. TurnItIn acknowledges that low AI scores could indicate a false positive. We recommend reaching out to a student and initiating Academic Integrity protocols if the AI Writing Score is at least 35 - 45%. If the score is lower than this threshold, it is still important to reach out to the student and see if they utilized AI in creating their assignment.

Zoom image: This is the disclaimer for the Turnitin AI Detector. It specifically mentions that low scores have a higher likelihood of false positives.

This is the disclaimer for the Turnitin AI Detector. It specifically mentions that low scores have a higher likelihood of false positives.

Need additional help?

If you have any questions about how TII is integrated into UB Learns, please reach out to our UB Learns Support Team . You can  learn more about Turnitin at their website.

Additional Resources

Michelle Connolly.

Senior Learning Designer and LMS Support Specialist Office of Curriculum, Assessment and Teaching Transformation

Jeffrey Kohler.

Associate Director Office of Curriculum, Assessment and Teaching Transformation

Editor and Contributor

Jacqueline Conroy.

Project Manager for Communications and Outreach Office of Curriculum, Assessment and Teaching Transformation

Office of Curriculum, Assessment and Teaching Transformation 716-645-7700 [email protected]

IMAGES

  1. Group of Young Students Doing Assignment Stock Photo

    student work assignment

  2. University Student Doing Homework

    student work assignment

  3. FREE 9+ Sample Assignment Sheet Templates in PDF

    student work assignment

  4. Tips to know how to complete school work and assignments

    student work assignment

  5. Assignment Overview

    student work assignment

  6. School assignment

    student work assignment

VIDEO

  1. Assignment 0

  2. online student work join class 8668106412 Magheswari Beautycare Academy

COMMENTS

  1. Get Started with Assignments

    Assignments is an application for your learning management system (LMS). It helps educators save time grading and guides students to turn in their best work with originality reports — all...

  2. How to Assign Student Work with Google Classroom

    Click Classwork. 2) Click Create, then click on the dropdown menu and choose Assignment. 3) Give your new assignment a title, and then you choose to add instructions to your students, points, due date, an optional rubric, and choose to which students you want the work assigned. 4) Click the ADD tab, and you can attach a Google Drive assignment ...

  3. Grading Student Work

    Use different grading scales for different assignments. Grading scales include: letter grades with pluses and minuses (for papers, essays, essay exams, etc.) 100-point numerical scale (for exams, certain types of projects, etc.) check +, check, check- (for quizzes, homework, response papers, quick reports or presentations, etc.)

  4. Templates for college and university assignments

    Work smarter with higher-ed helpers from our college tools collection. Presentations are on point from start to finish when you start your project using a designer-created template; you'll be sure to catch and keep your professor's attention. Staying on track semester after semester takes work, but that work gets a little easier when you take control of your scheduling, list making, and ...

  5. 16 Ideas for Student Projects Using Google Docs, Slides, and Forms

    Older or advanced students might work toward more sophisticated, nuanced review styles like book reviews written on Oprah.com. Book Review. Collaborative Story. Because Google Docs is cloud-based, multiple people can work on a Doc at the same time. So students can work together on a story, a script for a play, or any other kind of group writing ...

  6. Google Classroom Tip #43: 48 Ways to Manage Student Assignments

    Distribute Student Work/Homework - Use Classroom to distribute student assignments or homework to all students, groups of students, or individual students. Diversify Student Submissions - Create alternative submission options for students through the assignment tool.

  7. What Are The Best Tips for Sharing and Displaying Student Work?

    If you involve students in the process and have them help it will be easier to get your displays up. 1. Less is More When Sharing and Displaying Student Work. If you think everything we've talked about so far sounds great and you are ready to get going, take a deep breath.

  8. Assignments for Teams

    The Assignments and Grades features in Teams for Education allow educators to assign tasks, work, or quizzes to their students. Educators can manage assignment timelines, instructions, add resources to turn in, grade with rubrics, and more. They can also track class and individual student progress in the Grades tab.

  9. Create an assignment

    This article is for teachers. When you create an assignment, you can post it immediately, save a draft, or schedule it to post at a later date. After students complete and turn in their work,...

  10. View all your students' work

    At the top, click Classwork and then click an assignment or question and on the left, click the student's name. Then, on the right, click their name again. Click Email . Next to Student, click the Down arrow and select Student, Guardians, or Student and guardians. (Optional) Enter a message. Check the Include student work summary box and ...

  11. Getting Started with Designing Group Work Assignments

    Home Getting Started with Designing Group Work Assignments Engaging Students First, think about the course learning outcomes and how group work might address them. Then consider how groups will be organized, how student learning and group processes will be supported, and how students will be evaluated, if at all.

  12. PDF Student Work Protocols

    • quality of student understanding (student mastery, level of student ownership) The protocol focuses on the quality of a single task within a lesson or unit. Assignment Review Protocols (TNTP, 2018) Similar to EQuIP, this protocol focuses on quality of task and quality of student understanding. TNTP also has an extensive student work library ...

  13. PDF FOCUSING ON ASSIGNMENTS AND STUDENT WORK

    Lesson Study Guide2. Step : Create or Redesign the Lesson. Determine the goal of the Lesson Study group and situate the goal within a sequence of learning. Use the Guide to Develop an ELA/Literacy Lesson for Lesson Study to record key elements. Step : Teach and Observe the Lesson.

  14. The 5 Best Homework Help Websites (Free and Paid!)

    Best Paid Homework Help Site: Chegg. Price: $14.95 to $19.95 per month. Best for: 24/7 homework assistance. This service has three main parts. The first is Chegg Study, which includes textbook solutions, Q&A with subject experts, flashcards, video explanations, a math solver, and writing help.

  15. Group Work

    Cambridge, MA 02138. [email protected]. p: 617.495.4869. Join Our Email List. Many students have had little experience working in groups in an academic setting. While there are many excellent books and articles describing group processes, this guide is intended to be short and simply written for students who are working in groups, but ...

  16. Online assignment writing ‖ Start assignment writing jobs with

    Academic Assignment Writing Jobs Let Enjoy Freedom Monetize your time and efforts get started WritingCreek is a freelance academic writing company which can offer you a trustworthy long-term cooperation. A simple application process, continuous career growth, a wide range of disciplines and subjects, are among the benefits of WritingCreek

  17. 17 Ways to Get Your Students to Actually Do Their Work

    Don't coddle your students, but teach them that if they do their work, they will succeed. If they don't, they won't. - Reynolds B. Develop a school-wide plan. If assignment completion is a problem throughout your school, discuss this with your administration and see if you can come up with some school-wide solutions.

  18. How to Do Homework: 15 Expert Tips and Tricks

    Assignments are too easy, too hard, or seemingly pointless ; Students aren't interested in (or passionate about) the subject matter; Students are intimidated by the work and/or feels like they don't understand the assignment ; Homework isn't fun, and students would rather spend their time on things that they enjoy

  19. 7 best student planner apps

    Android, iOS, and desktop: Free or $4.99 per year for Premium. The myHomework student planner is a clean and simple planner app for education. Many teachers have already adopted it for e-learning or online instruction, but it's great for individual use as well. Source: iGeeksBlog.

  20. MyStudyLife

    The ultimate study app. The MyStudyLife student planner helps you keep track of all your classes, tasks, assignments and exams - anywhere, on any device. Whether you're in middle school, high school or college MyStudyLife's online school agenda will organize your school life for you for less stress, more productivity, and ultimately ...

  21. Teacher Organization Tips for Managing Student Assignments in 2024

    If you feel disorganized, stressed and overwhelmed, try these 5 easy-to-implement teacher organization tips for streamline managing student assignments. 1. Determine what you will be collecting and grading each week. As you write your weekly lesson plans, write down exactly what written assignments the students will need to complete.

  22. AI Homework Assignment Generator

    A homework assignment is a task assigned by educators as an extension of classroom work typically intended for students to complete outside of class. Written exercises, reading and comprehension activities, research projects, and problem-solving exercises are a few examples of homework varieties.

  23. 51 Constructive Feedback Examples for Students (2024)

    Constructive feedback on Homework. 1. While most of your homework is great, you missed a few points in your rush to complete it. Next time, slow down and make sure your work is thorough. 2. You put a lot of effort into your homework, and it shows. However, make sure to proofread your work for grammar and spelling mistakes.

  24. Students are still absent and making up for missed learning post ...

    There's some good news in this new research, to be sure - but there's still a lot of work to do on both student achievement and absenteeism. Here's what to know: 1. Students are starting to make ...

  25. School Art Teacher Accused Of Secretly Selling Kids' Assignments

    DeBellefeuille said his son, Jack, was absent due to illness but that his classmate created a portrait of him for the assignment. This portrait was then discovered online on Thursday when Perron's students did a Google search on Perron's professional achievements and found his online store, according to a copy of the legal notice against Perron and the school board.

  26. How to Help Students With Their Writing. 4 Educators Share Their

    Unfortunately, though, in most classrooms, a heap of time is spent directing students to practice "writing-like" activities: restrictive templates for assignments, with detailed criteria ...

  27. Turnitin in UB Learns

    When a student submits the assignment, they will only receive a plagiarism report if it was enabled, but will not be given a suspected AI use score. ... you will see a more in-depth analysis of the student's work. Turnitin Feedback Studio Side Bar. Here we see that even though the report had a low similarity, the AI Detector, ...