Beyond Objectives: The Heart of Student Expectations
What is the difference between a Learning Objective and Student Expectation in a digital media classroom? Schuyler Middle School’s Media Specialist and Broadcasting teacher, Shanda Hall, said the Learning Objective is the “what’ students do and student expectations is the ‘why.’
Student expectations is where the art of teaching comes in, going beyond the technicalities of learning objectives. It’s about connecting with students on a personal level, showcasing the ‘why’ behind every project.
Throughout the Q&A, Shanda guides teachers on transparent communication, reiterating the importance of conveying the real-world relevance of tasks and helping students understand the ‘why’ behind objectives and projects.
The Impact of Transparency and Timely Feedback
The first way Shanda approaches setting clear expectations is by putting objectives front and center, aligning her lessons with CTE standards, and communicating a daily agenda for each project her class works on.
Digital media and broadcasting teachers can enhance classroom dynamics by adopting these strategies, ensuring students feel engaged and find purpose and pride in their work.
The emphasis on immediate feedback and level-up techniques transforms the learning experience into an ongoing conversation between students and educators.
Pivoting Mid-Objective and Encouraging Student Creativity
In the fast-paced world of digital media, Shanda knows first-hand the challenges of doing too much at once.
Teachers can relate to the struggle and learn from her advice on breaking down lessons into manageable tasks.
There are going to be lessons when you’re teaching, where you will have to pivot. DO IT!
By allowing students to pivot mid-objective and explore their ideas, teachers can nurture creativity and resilience, demonstrating that it’s okay to take risks and learn from failure.
Encouraging Growth after Failed Expectations
Not every project goes as planned. But how do you reconcile failed expectations while fostering motivation and encouragement?
Shanda can attest that ongoing feedback throughout the creative process significantly reduces the chances of outright failure.
In cases where things don’t go well, allow for resubmission and turn it back on the students by asking, “Are you proud of what you submitted?” This allows them not only to take ownership, but also find pride in their work, creating an environment where setbacks become opportunities for growth.
Student-Centered Learning in Digital Media Classrooms
Digital media classrooms are a hub for creativity, and Shanda urges teachers to embrace the subjective nature of the field.
Digital media is art, and art is subjective. Lean into that and watch as students find unique and new ways of interpreting lessons and activities.
Encourage student negotiations and let them advocate for their projects. Praise students in front of the class for taking risks. And don’t be afraid of letting go and letting students to take control of their projects.
As a teacher, you don’t need absolute control, just enough to guide students if they fall offtrack. Promote a student-centered approach that empowers students to navigate their own unique creative processes, knowing that learning comes from creativity.
Shanda’s insights provide practical guidance on building connections, fostering creativity, and transforming setbacks into opportunities for growth in the dynamic world of digital media education.
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