Spectrum ZRV EN

The lecturer regulates

Explicit learning outcomes and succes criteria

Give meaningful feedback

Implement self-tests

Explicit and model

Activate students to learn from each other

Teach students how to learn (with each other)

Believe in your students' potential

Identify succesfull experiences

Activate prior knowledge

The lecuterer and (fellow)students co-regulate

Make students aware of the phases of making an assignment

Define the relevance of your course unit

Let students assess each other's work and process

The student determines own learning goals

Let students practice in a safe environment

The student demonstrates an attitude of lifelong learning

Give students assignments without clear answers

Have students name the steps in their thinking or doing

The student actively seeks out feedback

Be authentic

Students self-regulates in an authentic context

Let students reflect (together) on the three steps in carrying out a groupassignment

The student proposes learning content of their own

The student reflects on the quality of their learning process

The student self-regulates

Empower students with authentic assignments

Cognitive skills

Believe in your Students' Potential

Show that you believe in each student's growth and learning opportunities, regardless of their current level or background. Adopt a mindset focused on growth, where mistakes are learning opportunities, effort leads to progress, and skills can be developed.

MetaCognitive skills

Motivational skills

How?

• Express your belief in growth explicitly and show confidence. Say things like: I know this is hard, but I’m sure you will manage. I know this is challenging, but I’m convinced you can do this. I’m convinced you will achieve good results, even if it is demanding.

• Normalise difficulties. Tell your students that it is perfectly normal to experience difficulties, whether due to academic challenges (finding their bearings as university students, tackling tough course units) or psychological challenges (dealing with a life-changing situation). Point your students to the existing support services (study counsellors, university psychologists, etc.).

• Use the Metaphor of the Learning Pit: learning always dips into a challenging phase of insecurity or frustration. You fall into a pit, so to speak, and you struggle. That struggle can foster real growth and understanding.

• Appreciate a student's contribution during class, even if it is not correct. Say things like: “Good/Interesting you should say this, you're obviously thinking along.” Ask further questions: “Can you explain how you came to this idea?” Build on their contribution - “What you are saying reminds me of....” Or “Your contribution helps us see where the confusion often arises.”

• Tell your students about challenging moments or assignments in your career: how did you get started, what did you think and feel when something went wrong, and what helped you persevere?

More information

Education Tip: Referral Card: What Referral Services Are There?

Cognitive skills

Let students reflect on the three steps in carrying out a assignment

MetaCognitive skills

Ask students to reflect on the three steps in carrying out a (group) assignment: determining the goals and course of actions, monitoring the progress, adjusting the learning process and assessing what went well and what they would handle differently in the future.

Motivational skills

How?

• • Ask your students to answer the following questions:
• Determining the goals and course of action:
• What did we aim to achieve with this assignment?
• How did we decide on our course of action? Who took which role?
• Were our goals clear and achievable?

• Monitoring the progress:
• How did we monitor our progress?
• Which of our agreements worked well? Which went less smoothly?
• How did we handle unexpected obstacles?

• Assessing and adjusting the learning process:
• What have we learnt about working together and our course of action?
• What went smoothly and can be sustained in the future?
• What would we do differently on a future assignment?

• Show students how to use the Eisenhower matrix (or Urgent-Important matrix) to order and prioritise tasks. Students will organise their tasks using the four quadrants (do first, schedule, delegate, don't do) of the matrix to visualise what is important and urgent. By comparing and discussing their choices afterwards, students will learn to use their time more consciously and organise their study process more efficiently.

Cognitive skills

Define the relevance of your course unit

Show your students why the learning content is important and meaningful. Establish links between the course content and practice, the future profession, or the social context to help your students understand the meaning of what they are learning. This will boost students' motivation and foster deep learning.

MetaCognitive skills

Motivational skills

How?

• Explain to your students how the knowledge and skills from your course unit will serve them throughout their studies, their professional futures, or their daily lives. If students understand how what they learn aligns with their future, their involvement and motivation will increase.

• Contextualise your course unit within the study programme as a whole (you are taking this course unit now because...).

• Use examples and situations recognisable to students. Linking the learning content to their daily lives will make it more meaningful to them.

• Create assignments that replicate real-life situations from the professional field. Students will learn how to apply the learning content, and their motivation to engage will increase.

• • Start a class or broach a new topic with a recognisable, topical and relevant issue rather than pure theory. Let the students discover how the learning contents can help them solve this problem. The more they recognise its usefulness, the greater their motivation to learn.

• Encourage students to reflect on why specific knowledge or skills are valuable. This will help them connect the learning content to their own goals and ambitions.

• • Show that you are passionate about your discipline. A lecturer's enthusiasm is contagious and can heighten students' curiosity and eagerness to learn.

Cognitive skills

Give meaningful feedback

MetaCognitive skills

Betekenisvolle feedback stimuleert zelfinzicht en eigenaarschap bij studenten en motiveert om te blijven leren. There are three components: Feed-up sets the objective (where am I going?), feedback addresses the current situation (where am I now?), and feed-forward focuses on the future (what is the next step?).

Motivational skills

How?

• Make sure your feedback is specific and constructive: identify what goes well and explain why.

• Foster a supportive learning environment with a focus on what goes well. This way, you encourage your students to get to work on improvement suggestions and adjustments.

• •Frame feedback as an invitation to grow rather than a judgement. Avoid labels like ‘right’ or ‘wrong’ and focus on the student's further development.

• Give feedback on the process, not on the individual. Don’t say ‘you're smart’, but ‘you have chosen an innovative strategy to tackle this problem’. Don't say ‘this is wrong’, but ‘it's interesting how you're dealing with this. Let's find out where it went wrong,’ or ‘your line of reasoning is clear, but there's a step we need to reconsider,’ or ‘this exercise requires a different line of reasoning.

• Establish a dialogue when you give feedback: let students assess their own work before you give feedback. Afterwards, ask them which suggestions they will take to heart and why.

• Collect the most frequently made mistakes from former students and use them to support your current students during feedback.

• Tell your students clearly that feedback is continuous and integrated into your teaching practice rather than a moment explicitly labelled ‘feedback’. Mention this from time to time when such a moment occurs.

More information

Education Tip: ‘Feedback: (Almost) Everything You Need to Know’

Feedback During Your Studies’ learning pathway

Cognitive skills

The student demonstrates an attitude of lifelong learning

MetaCognitive skills

A self-regulating student is curious, develops and adapts when circumstances change. The student is not afraid to reflect on their own actions and evolves with new knowledge, chancing professional contexts and societal evolutions.

Motivational skills

How?

• Let students choose and participate in symposia, study days or webinars (that suit their interests and needs), and ask them to briefly report on the insights they gained.

• Let them explore the lifelong learning offer to find courses or further training and discuss which may be relevant to their professional development.

• Point students to alumni websites or online communities. Let them find out what opportunities there are to share knowledge and find job offers.

• Introduce students to trade associations and ask them to find out which advantages, training, or networking opportunities they offer.

• Ask students to network actively, for example, by conducting a professional field survey during their work placement, inviting a guest lecturer, collecting contact details, or creating a professional profile.

More information

Webpage 'Levenslang leren aan UGent'

Cognitive skills

Teach students how to learn (with each other)

MetaCognitive skills

Explicitly focus on the acquisition and application of learning strategies in class. Students will learn to order and remember information more efficiently.

Motivational skills

How?

• Ask students to make flash cards to process the learning content actively and remember it better. On one side, they write a question or concept; on the other, they write the answer or explanation. This technique, called active recall, involves actively retrieving knowledge, thereby strengthening students' concentration, understanding, and long-term memory.

• Ask students to summarise the learning content individually, then discuss and compare notes in small groups. This will teach them to distinguish between fundamental and incidental information, add information, and structure the learning content.

• Ask them to prepare quiz questions on the learning content. At the end of class, appoint one student as the quiz master to ask the rest of the group the questions they prepared.

• Ask your students to go through the Study Skills learning pathway. See more information.

• Students make a mind map, individually or in a group, which is a visual representation of information that centres on a key theme, with various sub-themes, concepts, or ideas branching out from it. The use of keywords, colours, lines, and symbols help students establish connections between the fundamental and incidental parts of the learning content, which in turn deepens their understanding and makes it easier to retain the information.

• Ask your students to exchange and discuss their mind maps. Do they capture the essence of a particular chapter at one glance? What would they retain, delete, or add? Finally, let them improve their mind map or diagram based on the peer feedback they received.

More information

‘Study Skills’ learning pathway, https://view.genially.com/6454fa38774a78001659c6f6

Cognitive skills

Activate students to learn from each other

MetaCognitive skills

Use teaching methods that will give students the opportunity to deepen their knowledge and hone their skills through collaboration and peer feedback, thereby strengthening their learning and that of others.

Motivational skills

How?

• Think-pair-share: Start from a problem or question, ask students to think about their answer individually, let hem discuss in pairs afterwards, and then share their ideas with the group.

• Ask students to regroup and form a new pair after the first shared experience. This will help them further disseminate the knowledge from the previous discussion. Pair-Share-Repeat

• Buzz-group: • Divide the students into pairs or small groups and ask them to hold a brief, intensive discussion on a specific issue and formulate and answer together. Then disccus the question plenary.

• Ask students to discuss a question in groups of four using the place mat discussion. Divide a large sheet of paper into four sections. Write the key question in the centre, and ask each student to jot down their answers individually. Afterwards, begin the debate to reach a substantiated answer. Add the final answer to the question in the centre.

• After dealing with a challenging concept or complex theory in class, ask students to explain it to a fellow student in their own words. This helps them actively process the learning content and supports each other in understanding it better. Moreover, explaining to each other (peer teaching) ensures better retention of the learning content.

• By holding discussions, you challenge students to formulate and defend opinions or to make meaningful contributions to a conversation. You can hold discussions in class and online.

More information

Education tip: ‘Moderating Class Discussions’

Cognitive Skills

Activate Prior Knowledge

MetaCognitive skills

If you can connect new learning content to prior knowledge, you usually process it more thoroughly. Tap into that prior knowledge in your class.

Motivational skills

How?

• Ask students to do a brain dump: let them write down everything they remember about a particular topic or question without using their textbooks. Explain that this will yield a clear picture of what they know and what is still unclear. After a brain dump, students will be able to decide what to skip and what to focus on while studying.

• A preparatory assignment introduces students to the learning content beforehand, through a review of the course materials or articles. If you add reflection questions to the assignment, you will encourage students to think critically and come to class better prepared.

• Give students something tangible to start from through a visual overview, a brief explanation, a set of expectations, a story that ties in with the topic, or by comparing the new learning content with what students already know. Students will see what comes next, recognise the prior knowledge they can draw on, and form a mental map to which they can add new information.

• Give students one minute to jot down everything they associate with a specific keyword (including the most straightforward and the most far-fetched associations). Ask them to explain afterwards. This will bring out prior knowledge and experiences spontaneously and give students and the lecturer a clear picture of where links can be established with the new learning content.

• The Quote Minus One teaching method can encourage students to think actively about a relevant quote by leaving out one crucial word. Having to guess the missing word will pique students' curiosity and increase their commitment to the topic.

More information

Education Tip: 'Motivating Your Students to Come to Class Prepared’'

Cognitive skills

Let students assess each other's work and process

MetaCognitive skills

By assessing each other's work and learning process, students learn to understand the quality criteria, the learn to critically analyse their work and the work of others and formulate strengths and opportunities for improvement.

Motivational skills

How?

• Rubrics are assessment diagrams that convey the relevant criteria and levels of achievement for an assignment or skill. The use of rubrics gives students a better understanding of what is expected of them, helps them assess their work more effectively, and makes feedback more transparent and consistent.

• 'The Feedback during Your Studies' learning pathway helps students understand, receive and apply feedback. You can incorporate this learning pathway into your course unit to teach students to handle feedback purposefully, regulate their learning process and develop their reflective and metacognitive skills.

• During a gallery walk, students review and discuss each other's work, project or process. Each student briefly pitches their work, followed by feedback from fellow students based on predetermined criteria. This way, students can learn from each other's approaches, regulate their own learning processes, and develop their feedback skills (both receiving and giving).

More information

Education Tip 'Rubrics: a Useful Assessment Tool’.

Learning pathway 'Feedback tijdens je studies'

Cognitive skills

Implement self-tests

MetaCognitive skills

A self-test is an (online) test that allows students to identify gaps in knowledge and skills and recieve immediate feedback to adjust their learning process. As a lecturer you gain insight into common difficulties and you can adjust your teaching practice.

Motivational skills

How?

• Use Ufora to make a self-test (with automated feedback). You can do this at the start of the term to map the students' starting competencies, in the course of the term to monitor their progress, in response to a particular chapter or topic to stimulate active processing, or at the end of the term in preparation for the exam.

• Give students a question they must answer using the four-step brain-book-buddy-boss method: (1) independently (brain), (2) with the help of their course materials (book), (3) in tandem with a fellow student (buddy), and (4) by checking their answer against the lecturer (boss).

• Use an exit ticket with a few short questions about the previous class: what is the most important thing you have learnt today, which examples or concepts will you take away, what helped you most in your learning, what remains unclear to you, etc.

• At the end of the class, ask the students what they found the muddiest point: what part was most challenging, what part don't you understand (yet)?

• •“SOS Piet”: at the end of the class, ask the students to write down their top three most important things they have learnt.

More information

Education Tip ‘Interim Assessment: an Overview of the Possibilities’.

Cognitive skills

The student actively seeks out feedback

MetaCognitive skills

A student who self-regulates does not wait for the lecturer's feedback, but seeks feedback on the quality of their learning process and achievements.

Motivational skills

How?

• Encourage students to ask specific questions about any uncertainties they may have about the assignment.

• Use clear assessment criteria to give students a clear idea of how quality will be assessed.

• Encourage students in their self-assessment:
• How much time and effort did I spend on this assignment?
• Is this the best I can do?
• Which part requires feedback? Be specific and ask for a particular point of improvement. If necessary, ask for further clarification.
• Did I choose the best approach? Are there alternatives?
• What do I like and dislike about this section?
• Who is best suited to give feedback: a fellow student, a lecturer, a mentor, an expert, or AI? How (often) can I ask for feedback? Be critical when using AI!

• Make room for feedback from various angles.
• Organise peer feedback sessions with clear guidelines and division of responsibilities.
• Encourage students to seek external feedback (e.g., from their placement supervisors, professionals in the field, online sources, or academic literature).

Extra

Learning pathway 'Feedback tijdens je studies'

Cognitive skills

Give students assignments without clear answers

MetaCognitive skills

Empower your students by giving them assignments without clear answers. Students determine their approach, pace, and implementation to some extent on their own.

Motivational skills

Hoe?

• Set up assignments with undefined solutions and road maps.

• Let students determine their learning content and the corresponding task.

• Let them determine their approach, planning, and implementation. This will increase their ownership and involvement.

• Introduce the teaching method of challenge-based education. Give students an open, realistic challenge and encourage them to formulate their learning objectives, activate their prior knowledge, and choose appropriate tools and sources.

• Introduce the teaching method of community service learning. Ask students to apply academic knowledge and skills to address the specific needs of an organisation or community. The focus on critical reflection in CSL will strengthen their learning process and deepen their understanding.

More information

Education Tip ‘Case-Based Education: Using Real-Life Contexts’

Education Tip Community Service Learning: Connecting Students and Society

Cognitive skills

The student proposes learning content of their own

MetaCognitive skills

A self-regulating student proposes learning content of their own to enrich the lecturer’s. The learning content matches the learning goals and themes of the course.

Motivational skills

How?

• The assignment and quality criteria for the new learning content should be clear, with a focus on relevance, reliability, and academic value. .

• Make your expectations explicit: discuss what you expect in terms of duration, preparation or format.

• Give the students formats to choose from: posters, mini-classes, podcasts, blog posts, knowledge clips, excursions, an additional chapter or an extension of the syllabus.
• e.g., a student proposes a topical academic article on a specific topic and moderates a brief class discussion, linking theory and practice.
• o e.g., a student looks up contrasting or alternative perspectives in the available literature and presents them during a mini-debate.

• e.g., a student organises an excursion for (a part of) the class group.
• e.g., a student creates a podcast, a knowledge clip, or an infographic to explain a challenging concept to their fellow students.
• e.g., students make a poster on a group project and present their findings orally at a “mini-conference” the lecturer organises.
• o e.g., students write a new chapter to add to the syllabus and give a brief class on it to the group.

• Ask the students to substantiate their contributions: why are these learning contents valuable and how do they contribute to the course competencies (learning outcomes)?

Cognitive skills

The student determines own learning goals

MetaCognitive skills

A student who self-regulates sets their own learning goals within the course competencies (learning outcomes). This is possible in course units such as Project Work, Work Placement or Master's Dissertation.

Motivational skills

Hoe?

• Ask students to write down their learning goals and share them with the supervisor, mentor or lecturer. Together, they set these learning goals as part of their contract or portfolio.

• Assume a coaching role and transfer responsibility for learning to the students. Help them fine-tune and prioritise their learning goals, e.g., using the SMART method (Specific, Measurable, Achievable, Realistic and Time-Bound). Stimulate independent learning by asking in-depth questions and providing feedback.

• Give students space to apply and develop their expertise and skills. Share your expertise only when students ask for advice.

• Be transparent about your role: tell them when you will be available for questions, advice, and feedback. Are students expected to initiate contact? Have you scheduled interim coaching or intervision moments? Let students take the lead during those moments.

• Adopt a basic attitude of inquisitiveness and openness. Have faith in your students' abilities and challenge them to go that extra mile.

Cognitieve vaardigheden

Identify Successful Experiences

Explicitly identifying and naming these instances of success will help students see where and how they are making progress. They will learn to recognise their successful experiences and use them as a source of motivation.

MetaCognitieve vaardigheden

Motivationele vaardigheden

How?

• Regularly build in small moments of success: give the students progressively more difficult exercises so that they can gradually experience that they master the topic(s). Ask students to revise their work and identify the revisions/improvements they made.

• Name the progress you see very specifically and focus on the approach (not the individual): "I've noticed that you... now", "Since last time, I can see that you...", "You have experimented with a different approach, and it has paid off."

• Establish a link between success, effort and strategy. Clearly visualise the path to success to show that it is not an innate quality or a matter of chance. For example: "This is a clear presentation because you applied the theory step by step."

• Teach your students to recognise moments of success. Teach them to reflect by asking questions such as: "What went better than last time?" and "What was your approach to this?"

• •Share a group's success (during a lecture, for example) and discuss class-wide progress: "Today, you took a big step towards understanding/applying..."

Cognitive skills

Have students name the steps in their thinking or doing

MetaCognitive skills

Putting those processes into words and recognising the phases will increase awareness of one's learning and thought processes.

Motivational skills

How?

• Deliberately include a mistake when explaining a theorem, exercise or theory, and warn students beforehand. Ask them to find the mistake and stop you once they have discovered it. That way, you stimulate students to think actively and listen critically.

• Ask a student to demonstrate a specific skill, action or technique to the group. In doing so, the student actively practises the learning content while the others gain an understanding of the process and potential challenges. In addition, it reveals where additional support or explanation is needed.

• Ask a dummy student to complete an assignment based on instructions from fellow students. The student only follows the instructions given by their peers, so the threshold to participate is low. At the same time, the other students are encouraged to think actively, formulate clear instructions, and support their peers.

• Demonstrate a specific skill or explain a paradigm, theory or order. Draw students in by stimulating reflection on the different phases. A demonstration visualises concepts, thus supporting the learning process. Actively involve students by asking for reflections before action (predicting what will happen), in action (observing and identifying potential mistakes), and on action (thinking about conclusions and lessons learnt).

More information

Education Tip ‘Demonstration: Visualisation in Class’

Cognitive skills

The student reflects on the quality of their learning process

MetaCognitive skills

A student who self-regulates not only looks back on what they have learnt but also on how that learning worked out. Which strategies were effective (and why), how did they overcome challenges and what does this mean for future learning experiences.

Motivational skills

How?

More information

• Encourage reflection and offer structure, for example, through Korthagen's model.

• If you use reflection formats or rubrics, make a clear distinction between content and process. Ensure students reflect on the content (what do I know now, or what am I able to do that I wasn't before?) as well as on the process (how did I go about this assignment, what helped or hindered my learning process, how did I solve the problems I encountered or adjust my course of action?).

• Help students look ahead at their future actions: how can I apply what I have learnt to a future assignment or context? What are the key points to remember?

• Give them templates of a reflection report, portfolio, log, etc.

Education Tip ‘Reflection: What, How, Why?

Study Skills learning pathway - ‘Better Next Time, But How?’ https://view.genially.com/668e8937379f9072b4c04d54

Cognitive skills

Be authentic

Show who you are, including your experiences and learning processes. Being open about personal or professional moments of learning (be they successful or not), you show your vulnerability and authenticity. This way, you build trust and boost your students' involvement and motivation.

MetaCognitive skills

Motivational skills

Hoe?

• Show that you are passionate about your discipline. A lecturer's enthusiasm is contagious and can heighten students' curiosity and eagerness to learn.

• Tell them about your learning process, for example, your own struggle with a topic or issue. This will show them that learning is a growth process.

• Do not just share successes but also share learning experiences or mistakes, and explain what you have learnt from them. This will normalise failure and encourage students to take risks in their learning process.

• Promote an open learning environment based on mutual respect so that you and the students feel comfortable sharing experiences and asking questions.

• Use real-life examples from your practice or career to make abstract theories more tangible. This will show students how knowledge can be applied in practice. Such tangible examples are particularly helpful while studying, as they help them better understand the learning content.

• Choose examples relevant to the course content or the learning process, and maintain a professional attitude at all times. Authenticity does not mean oversharing. It means being sincere and human.

More information

Education Tip ‘Lecturers: How to Be Approachable?

Cognitive skills

Explicit learning outcomes and succes criteria

MetaCognitive skills

To make the course competencies (learning outcomes) and success criteria explicit, you explain to students what they need to learn and what successful delivery looks like. This way, they know what is expected and can better manage their learning process.

Motivational skills

How?

• Clearly state what you expect of your students: information before the start of class, using Ufora, the term schedule, course support (contact hours and accessibility), participation, ...

• Make your learning goals/course competencies concrete and challenging, and align them with the place of your course unit in the curriculum. Complete your course sheet correctly.

• Repeat the learning outcomes/course competencies often and in your own words throughout your classes. Briefly explain the goals of each class before the start. Explain to students what they will learn today and how this contributes to the course unit’s bigger picture and the study programme. This will clearly reveal the common thread across the classes. Show how the learning goals/course competencies are linked to the content, exercises, teaching methods or assignments you use. Students will thus understand how each activity contributes to their learning process. Use the syllabus to clearly convey the learning goals and expectations.

• If you want to explore the meaning of successful execution further, show the students a good example of a successful assignment or exercise. Discuss with the students why this particular example is successful and formulate clear success criteria.

• Based on these success criteria, ask students to assess anonymised examples (individually or in pairs). They will learn to recognise quality and develop an understanding of their own work.

More information

Education Tip 'How te complete your course sheets correctly'

Eucaion Tip 'Structuring you lecture series: from the bigger picture to the syllabus'

Education Tip 'Learning materials: how to make them clear and accessible'

Cognitive skills

Empower students with authentic assignments

MetaCognitive skills

Students work on real-life tasks where they can make decisions for themselves and take responsibility for their actions. They experience the relevance of what they are learning, take ownership of their learning process, and work on real-life problems in a meaningful and stimulating way.

Motivational skills

How?

• Set up assignments that mimic real-life situations from the students' professional future or practice. This will make them realise the relevance of what they are learning.

• A case study, for instance, confronts students with a concise and well-defined issue from professional practice. Give them something in writing or a video clip, for instance. Give the student several answers, have them choose the most suitable response or action, and explain why.

• Organise meaningful and realistic assignments that require students to apply their skills as they would in real life. This piques students' interest and encourages them to complete the assignment. Find a sponsor from the professional field or a particular research discipline, or work with senior students.

• Collaborate with professionals, organisations or partners in the professional field to provide feedback or assign tasks. This increases the credibility and relevance of the learning experience.

• Introduce challenge-based education as a teaching method. Give students an open, realistic challenge and encourage them to formulate their learning objectives, activate their prior knowledge, and choose appropriate tools and sources.

• Introduce community service learning as a teaching method. Ask students to apply academic knowledge and skills to answer the specific needs of an organisation or community. The focus on critical reflection in CSL will strengthen their learning process and deepen their understanding.

More information

Education Tip' Challenge-Based Education: What, Why, How?

Education Tip' Community Service Learning: Connection Students and Society'

Cognitive skills

Make students aware of the phases of making an assignment

MetaCognitive skills

Each assignment hass three phases. Before: setting the goal and making a plan. During: monitoring progress and approach, making necessary adjustments. And after: reflecting on what went well and where there is room for improvement. Students learn that studying and doing assignment is more than “simply getting started”.

Motivational skills

How?

• Use a visual to explain the three phases.

• Give students a specific assignment to practise each phase:
• Before: Make a concise preparatory plan (goals, timing, expected challenges).
• During: Build in brief but fixed check-ins (“Am I still doing what was asked?”).
• After: Reflect on the process in a group using guiding questions. Ensure the answers come mainly from the students, while also allowing them to devise solutions to frequently encountered challenges.
• Before: According to you, what is the most crucial pitfall in this assignment?
• During: What did you do when you hit a snag?
• After: If you could start again, what would you do differently?

• Use exam wrappers to encourage students to reflect on the preparation, execution and outcome of an exam or assignment. This will help them plan, evaluate and improve their study approach, and study more consciously and purposefully in the future.

More information

Study Skills’ learning pathway https://view.genially.com/6454fa38774a78001659c6f6