In the ever-evolving landscape of education, teachers continually seek methods to enhance their teaching practices, striving to create an environment that fosters deep learning and student success. Recently, my teaching philosophy underwent a transformation, sparked by the principles of transparent assignment design and student-centered instruction that were discussed in the Kaneb Center Course Design Academy. In this blog post, I share my reflections on this journey and how it has positively impacted my approach to teaching applied mathematics.
Transparent assignment design is a pedagogical framework that emphasizes clarity, equity, and relevance in course assignments. It involves clearly articulating the purpose, task, and criteria for evaluation to students, empowering them to understand the expectations and rationale behind each assignment.
Adopting this approach has been a game-changer in my teaching practice. By providing transparent guidelines to my calculus students, I noticed a remarkable improvement in student engagement and performance. Students no longer seem to perceive assignments as arbitrary lists of problems to solve, but rather as (I hope) meaningful opportunities for learning and mathematical growth.
A different class that I teach is notorious for having “too much content” in it. By using transparent assignment design and connecting assignments back to the course objectives, I have been able to identify what content is truly important and what has just been “busywork.” In preparation for next semester, I have revamped many of the assignments, and I am excited to see how it changes student perspectives on the course.
One of the other key benefits of transparent assignment design is its ability to promote equity and inclusivity in the classroom. By explicitly stating the criteria for evaluation, students from diverse backgrounds have a clearer understanding of what is expected, reducing the likelihood of ambiguity or bias in grading. Moreover, transparent assignments encourage students to develop metacognitive skills, enabling them to reflect on their own learning processes and take ownership of their academic journey. Students in one of my classes come from a variety of mathematical backgrounds, and communicating clear expectations will help all students reach more of the learning objectives for the semester.
In tandem with transparent assignment design, I have also begun to embrace more student-centered, interactive instruction as a guiding principle in my teaching practice. Student-centered instruction prioritizes the needs, interests, and abilities of learners, placing them at the center of the educational experience. This approach contrasts with traditional teacher-centered models, shifting the focus from lecturing to facilitating interactive learning and collaboration among students. I have already incorporated more active learning strategies like guided notes, poll questions, scavenger hunts, and others in many of my classes. My next goal is to create Python-based collaborative labs for another one of my classes to further enhance student learning.
Implementing student-centered instruction has been really cool to watch in my classroom. Instead of being passive recipients of information, students are actively involved in the learning process, participating in discussions, problem-solving activities, and group projects. This active engagement not only deepens their understanding of the mathematics but also cultivates critical thinking, creativity, and communication skills essential for success in the 21st century.
Furthermore, student-centered instruction fosters a sense of community and mutual respect among students, creating a supportive learning environment where everyone feels valued and empowered to contribute. Students even feel comfortable making mistakes, allowing them to learn and grow. By embracing diversity of thought and encouraging peer collaboration, I have witnessed the emergence of many intellectual exchanges and innovative ideas within my classroom. Students are actually beginning to make their own meaning of topics in mathematics.
As I reflect on my journey of incorporating transparent assignment design and student-centered instruction into my teaching practice, I am struck by the impact it has already had on both myself and my students. Not only have I become a more reflective and responsive educator, but my students have also grown into confident mathematicians and self-directed learners. The principles of transparent assignment design and student-centered instruction have certainly reshaped my approach to teaching and helped me really empower my students to reach their full potential.
Catie Adamo is an assistant teaching professor in Notre Dame’s Department of Applied and Computational Mathematics and Statistics. She was a participant in the 2023–24 Kaneb Center Course Design Academy.