Case Study: Individual Reports
Gael Walker, Humanities & Social Sciences
In communication Studies always a close correspondence between what is being done in the classroom and what students expect to be doing in their workplace.
"it may sound theoretical - group relationships, organisational communications - but there are practical applications throughout that field."
"In writing a report on their topic, students are practicing a work-place skill they really need to do, there's a practical impact."
Students taught formats for presentation of information, formal constraints and conventions to operate within.
"they must understand the readers expectations."
Team teaching used as a model.
"we're showing them that all opinions are welcome, and as a result students become very responsive and participatory."
Lecturer may present an idea, give examples, provide theoretical assumptions that underlie it - in workshops students practice what they have understood.
"They're continually constructing a whole new set of approaches and capacities to act."
Students learn report skills, concepts of subject area and a systematic approach to their work.
"They need to set the situation, give the background, then define the objectives and analyse other peoples work - they need a good sense of critique."
Reports not intended to be standard, although they may have certain sections that have to be included.
"Within each section they must have an explanation, a rationale for every decision they make."
Reports can include graphics and charts. Word count is irrelevant.
"the key is evidence of strategic thinking, including a reflective conclusion of what the student has learned."
Formative during mini case studies/in-class exercises.Summative on final submission. Comfortable using something that has a pattern.
"They know what's meant to be there."
Structure helpful for assessment.
"Easier to mark and able to assess how well the report meets it's own goals."
Structure of the report directs the content.Easily learned structure and purpose directed, not aimless writing.Students feel clever and competent.
"The structure has an eco-system - you can see everything on the outside, what's meant to be there."
"A weaker student can be given a report and has sections to fill in."
"It's not the terror of the blank sheet, there is a known pattern."
Integration to whole approach to teaching and students.Work with students, helping them experience new ways of learning.Must be clearly aligned with subject objectives.
"It's important that what you do is cumulative and links to the assignment which builds on the things they learn."
"Assessment should be a continuation of the learning experience as opposed to testing."