marcusodonnell.com

Being specific is an essential part of the teaching deal. Being specific about expectations and objectives as well as being grounded and specific in your teaching examples is one of the most important ways we can build a supportive learning environment.

It is an essential part of the scaffolding process.

I am particularly careful to be specific in outlining the detail of assessment tasks. This involves:

• multiple presentations of the task in different mediums - handouts, class powerpoints, web resources
• ongoing discussions and dialogue
• opportunities for work in progress reports

For me being specific is not just about a specified itteration by the teacher (although this is an important starting point) but it is about providing opportunities for the specifics of a task to be explored and defined in an ongoing collaborative learning process.

I have for example developed a detailed handout (download pdf) on the development of a major research assignment that I use across two courses that I teach. It has three elements:

• a reiteration of the task, objectives, learning outcomes and assessment criteria from the official course outline
• a detailed analysis of how to develop a topic outline with examples of well formulated and poorly formulated questions
• a set of tips about how to structure the essay, again with examples

I use a sample essay topic throughout the handout to contrast good and poor practice.

This handout, presentation and discussion then forms the first stage of an online negotiation process which leads to the choice and confirmation of essay topics.