How can I get students to do the reading/homework?

See if any of these resources might be helpful with ideas for getting students to do the reading in your courses:

Technology Tools

These tools can be used in conjunction with readings to help improve student participation and engagement with the materials:

  • Perusall – a free social ebook reader – “No annoying quizzes; no repetitive forums or email lists — Perusall keeps students focused on the text, aided by modern communication methods.  Only 20-30% of students in the average classroom do assigned reading; in Perusall classes, >90% consistently do the reading.”  Perusall can integrate with Canvas.  Although Perusall asks you to select a textbook you are using, you can just upload your own documents instead.
  • Hypothesis – a free, open source social web & document annotation tool.  Use this tool more for articles and web pages, whereas Perusall leans more for toward textbooks.  There is integration between Hypothesis and Canvas available, but it is still in development.

Getting students to do the reading in STEM courses

Other resources on teaching reading skills

What are some techniques a college instructor can use to get more of their students to do and understand the readings and homework assignments?

Engaging students with readings in a college setting can be challenging, but there are several effective techniques instructors can use to encourage participation and comprehension:

Active Learning Strategies

  1. Discussion Questions: Provide thought-provoking questions related to the reading material to stimulate discussion.
  2. Group Work: Organize small groups to discuss specific sections of the readings, then share their insights with the class.
  3. Jigsaw Technique: Assign different sections of the reading to different groups, and then have them teach their section to the rest of the class.

Assessment and Accountability

  1. Reading Quizzes: Administer short quizzes at the beginning of the class to ensure students have completed the readings.
  2. Reflection Papers: Ask students to write brief reflection papers on the readings, summarizing key points and their reactions.
  3. Annotated Bibliographies: Have students create annotated bibliographies summarizing and evaluating the readings.

Incentives and Relevance

  1. Connect to Real Life: Relate the readings to real-world examples or current events to make the material more relevant.
  2. Application Projects: Design projects or assignments that require students to apply concepts from the readings to practical scenarios.
  3. Participation Grades: Include reading participation as part of the overall grade to emphasize its importance.

Use of Technology

  1. Online Forums: Create online discussion boards where students can post questions, comments, and engage in discussions about the readings.
  2. Interactive Reading Platforms: Use platforms that allow for interactive annotations and note-sharing among students.

Scaffolding and Support

  1. Reading Guides: Provide reading guides or outlines to help students focus on key points and important concepts.
  2. Supplementary Materials: Offer additional resources such as videos, podcasts, or articles to complement the readings and provide different perspectives.
  3. Office Hours: Encourage students to visit during office hours to discuss the readings and clarify any confusion.

Engaging Class Activities

  1. Role-Playing: Assign roles related to the readings for in-class role-playing activities.
  2. Debates: Organize debates on controversial topics covered in the readings.
  3. Case Studies: Use case studies from the readings to discuss real-world applications and implications.

 

License

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HCC Teaching Guide (Draft) by Hillsborough Community College is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License, except where otherwise noted.

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