Designing Creative
Assignments
Introduction to College
Teaching II
October 31, 2007
Colleen B. Kennedy (French)
& Lara Pudwell (Math)
Building a creative classroom
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Engage students in their
learning
Focus assessment &
assignments on course goals
Multiply the voices of authority
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Invite guest speakers to class
Give assignments that help
students teach each other
Introductory discussion
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TOPIC #1:
– What is the most
engaging assignment
you’ve completed as a
student?
– Why was it an
effective assignment?
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TOPIC #2:
– What is the most
creative assignment
you’ve developed as a
teacher/TA?
– Was it effective?
– How was it received
by the students?
Creating effective assignments
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When designing assignments for a course,
consider:
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Frequency
Length
Clarity of task(s) given
Weight in final grade
Class size
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Do you have time to provide sufficient support for all students?
Purpose of assignment in context of syllabus
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Does it foreshadow? Review? Both?
Creating effective assignments
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Questions to ask yourself:
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What goals of the course are met by completing
this assignment?
How will this assignment be connected to future
evaluations (tests, quizzes, etc.)?
What criteria will determine the grade?
What skills will students demonstrate or develop
by completing this assignment?
What methods should they use in their research?
Assignment Scope
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Bloom’s taxonomy (in Jacobs & Chase, Ch. 2)
lists 6 cognitive levels:
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Knowledge (recall)
Comprehension (explain)
Application (transfer)
Analysis (separate)
Synthesis (combine)
Evaluation (judge)
Defining your target
Assignment Scope (continued)
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Consider drawing from multiple parts of
Bloom’s taxonomy.
Consider the level of your class.
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Introductory classes may require traditional
assignments that reinforce basic knowledge &
comprehension
Upper-level classes may include in-depth
analysis, synthesis, and evaluation of material
Creative assignments at all levels can also
help engage students.
Advantages of creative
assignments
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Creative assignments can engage students’
multiple intelligences, enhancing their
understanding of the subject.
New approaches to standard material can
help prevent plagiarism.
Effective use of creativity in the classroom
and in assignments can enhance your
teaching portfolio!
Multiple Intelligence Theory
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Developed in 1983 by Howard Gardner (photo)
According to Gardner:
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Intelligences can be strengthened or weakened over
time, and can work either independently or together.
All people possess all nine intelligences in
different amounts
Assignments that address students’ multiple
intelligences can enhance the classroom
experience.
Source: http://www.thirteen.org/edonline/concept2class/mi/index.html
Gardner’s Nine Intelligences
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9.
Verbal-Linguistic Intelligence
Mathematical-Logical Intelligence
Musical Intelligence
Visual-Spatial Intelligence
Bodily-Kinesthetic Intelligence
Interpersonal Intelligence
Intrapersonal Intelligence
Naturalist Intelligence
Existential Intelligence
Applying Multiple Intelligence theory
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Students who understand their own balance of
multiple intelligences can:
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Better manage their own learning
Learn to value their individual strengths
Instructors who apply M.I. theory can:
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Provide more opportunities for students to cultivate their
talents and improve their weaknesses
Engage students with course material in ways that make
sense to them
Source: http://www.thirteen.org/edonline/concept2class/mi/index.html
In brief: The plagiarism problem
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As many as 70% of students on any
given college campus admit to some
form of cheating
77% of students believe that Internet
plagiarism is not a very serious
issue
University-wide honor codes can
help, but instructors can also take
action to deter cheaters
Source: http://www.academicintegrity.org
Preventing plagiarism with creativity
Source: http://www2.truman.edu/~karenmc/preventplagiarism.htm
Suggested assignments:
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Locate and read articles cited in a research paper,
asking students to identify how each source
relates to the new argument
Introduce students to websites such as
http://www.plagiarismchecker.com
Have students give a multimedia presentation
Assign essays on opposing sides of the same
issue, then have an in-class debate
Choose an event and trace its coverage in various
media (TV news, newspapers, magazines,
journals, blogs, etc.)
Preventing plagiarism with creativity
Source: http://www2.truman.edu/~karenmc/preventplagiarism.htm
More assignment ideas:
 Assign an imaginary interview: students
compose possible questions for a prominent
figure (historical, political, literary, scientific,
philosophical, etc.) and propose logical answers
in that person’s voice based on their research
 Choose a single relevant topic, then have
students compare its presentation in a scholarly
article, a magazine article, a newspaper article,
and a website
 Have students research a possible career
related to the course subject and write a report
to present to the class
Creative classroom interaction
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Use classroom interaction to
complement assignments
Creative readings or reenactments
Demonstrations to complement
explanations
Debates
In-class small group work
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Role playing
Case studies (proposing one or more solutions
to a hypothetical problem)
Can computational assignments
be creative?
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Absolutely!
Example: Use the computer to generate
individualized assignments for each student
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The computer can also generate the answer key!
Formulate the problems in terms of a story that
gives students an interesting context (real-life
application is a plus!)
Can research papers be creative?
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Research papers may be unavoidable in
your discipline.
Creativity can be applied to one or more
stages of a research paper. Consider:
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your administrative role
the topic(s) you assign
required research documentation
additional requirements
Assigning creative research papers
Source: http://www2.truman.edu/~karenmc/preventplagiarism.htm
Administrative:
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Assign the paper as a process with weekly or
biweekly due dates for different components.
Assign multiple short papers
Peer review multiple drafts
Keep a writing portfolio for each student
Require students to submit their topics around
midterm (do not allow last-minute changes)
Include a section on the final exam where students
discuss the main ideas of their research papers
Assigning creative research papers
Source: http://www2.truman.edu/~karenmc/preventplagiarism.htm
Topic ideas:
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Write about issues affecting the campus or
the local community.
Provide a set list of highly specific topics
(must be changed each semester).
Ask students to write about current events.
Require detailed comparison of two
viewpoints or documents on the same issue.
Have students write an editorial or opinion
piece (could be set in historical context).
Assigning creative research papers
Source: http://www2.truman.edu/~karenmc/preventplagiarism.htm
Research documentation:
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Have students annotate their bibliography/works cited
Require photocopies of references with relevant
sections clearly marked
Require a research log (all search engines, journal
indexes, databases, librarians, and reference works)
Have students submit an outline before or with their
final draft
Set up a library class session immediately after
assigning the project; have a reference librarian
discuss how to find and use sources for their topics
Following up research projects
Source: http://www2.truman.edu/~karenmc/preventplagiarism.htm
Consider these additional requirements:
 A one-on-one conference with each student
after the paper is submitted
 An oral presentation where students answer
questions and/or defend their positions
 Group discussions and/or peer critique of the
project
 A brief in-class essay about their
project written the day of submission.
More assignment ideas
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Build a Model
In-Class Writing
Create a newsletter
Journal Writing
Public Exhibit
Writing letters
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Role Play /
Reenactment
Polling
Interviews
Speaking assignments
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Recorded or live
Small groups or one-onone
Computer assignments
Oral Presentations
Evaluating your assignments
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Did the students accomplish the goals you
outlined for the assignment?
Could you divide the assignment into smaller
segments or expand it further?
Were your grading criteria easy for you to
apply and easy for the students to interpret?
Ask colleagues for advice
Ask students for feedback (index card
survey)
Your Mission:
STEP ONE: Analyze the effectiveness of the major assignment(s)
given in a syllabus that you have taught. Consider Gardner’s
theory of multiple intelligences and Bloom’s six cognitive levels.
How many different intelligences and/or cognitive levels are
engaged when completing the assignment? Is the assignment at
risk for easy plagiarism?
STEP TWO: Revise this assignment to make it more engaging
and less susceptible to plagiarism. Consider altering the topic,
format, research requirements, or any other aspect of the project.
If possible, include new project phases or other criteria that would
expand the range of Gardner’s intelligences and Bloom’s cognitive
levels needed to effectively complete the assignment.