September 13th, 2017

Reflections on Learning: Giving Students Assignments They Hate


Frustrated student in library

Questions for teaching-learning discussion groups or individual reflection

In this week’s Teaching Professor Blog, I offered strategies to help move our conversations about teaching beyond the “tips and tricks” to the kind of thought-provoking discussions that help promote, motivate, and sustain our growth as teachers.

Here I have outlined potential questions that can be used in a discussion group or for individual reflection. The exercise centers on those unpopular assignments that we sometimes give our students and is based on an article in this Journal on Excellence in College Teaching:

DeWall, N., (2016). Millennials by heart: Memorization as an active learning strategy for the SparkNotes Generation. Journal on Excellence in College Teaching, 27 (4), 77-91.

A synopsis: Nichole DeWall gives students an assignment they hate. Students must scan, paraphrase, and memorize a self-selected passage or poem from one of the assigned texts. Then they recite the memorized material in private to her, and teach the passage to classmates in a short, interactive presentation. Finally, they write a low-stakes reflective essay about the experience.

The article explores the rationale behind the assignment, why it’s appropriate, especially for Millennial students, and what they learn by doing it.

Even though it’s an article about an assignment few faculty will ever use, it’s well-worth reading and even more worth discussing because it raises issues much larger than the details of her assignment.


Should we give students an assignment they hate?

“The assignment’s ability to make students uncomfortable increases its value.” (p. 80)

“Piercing Millennial students’ egos allows them to be open to truly transformational learning. Therefore it is neither necessary nor desirable for the classroom to feel like a seamless extension of our Millennial student’s native worlds.” (p. 80)

“Students sharpen their metacognitive skills when they memorize, teach, and reflect upon their poems; they also leave my classes with constant companions that may just help them make sense out of their lives. For these reasons, I continue to ask my students to commit verse to memory every semester, despite their objections (and, often, my colleagues, bewilderment).” (p. 87)

How do students see classrooms? Do they act the same way in the classroom as they do everywhere else because we have failed to make classroom spaces look and feel different from everywhere else?

Does an assignment that causes discomfort produce a different kind of learning? If so, how is it different and is it a better kind of learning?

How much discomfort is enough, too much, and how does a teacher make that determination?

Most faculty work to make classroom environments feel safe and comfortable. Does giving an assignment that makes students uncomfortable compromise that objective?

How many of our assignments cause discomfort? Enough? Not enough?

This is a Teaching Professor Article

To continue reading, you must be a Faculty Focus Premium Member.
Please log in or sign up for full access.

Log In