educational journey assignment

1.2 Your Academic Journey and Personal Story

Questions to Consider:

• How can your academic journey develop skills needed for college success?
• How can your personal story prepare you for applying to college?

Your Academic Journey

Now that you have a better understanding of what college can do for you, it is time to focus on how high school is preparing you for college, or better yet, how you can prepare yourself in high school to become college ready. It is clear that what you do (or don’t do) in high school can affect your ability to get into the colleges of your choice, but there is more to preparing yourself than just earning a high GPA or class rank. Your high school education can provide you with ample opportunity to help you hone your academic skills.

Take Difficult Courses

Any student who is serious about applying to college should consider taking challenging classes while in high school. Why? Because those classes can help lay a foundation of high expectations and hard work and they are often highly regarded by college admissions counselors. These classes are sometimes called Advanced Placement (AP), International Baccalaureate (IB), or honors/advanced classes. If you are considering taking such courses, talk to your guidance counselor or current teachers. They may be able to offer suggestions for how to get selected (if there is an application process) and give you a realistic picture of what will be expected. There is no need to take all AP, IB, or advanced classes to prove you are ready for college, but taking a few can provide a college admissions committee evidence that you are open to challenge.

Manage Time and Tasks

If there is one skill that you can develop now that will help you throughout your college career, it is the ability to manage your time and complete tasks. If you already use a planner to track what you need to do and when it is due , then you are on the right track. You can enhance these skills by setting reminders for yourself—and not relying on teachers or parents to tell you when to complete or submit an assignment. The most important part of managing your time and tasks effectively is to build in time well before something is due to complete the work and to overestimate (at least initially) how long you need, which can provide time “buffers” that will keep you from rushing through work to finish it.

Learn to Learn

Earlier, you were introduced to the argument that the purpose of college is to become a learner. You don’t have to wait until college, though, to figure out how best to learn different subject matters. This is one reason you should consider taking challenging classes–they require that you put more time and effort in them to learn the material. And those skills will make transitioning to college much easier. How can you “learn to learn”? You may have little control over what you are learning and how you are tested, but you can control how you approach the learning. One way to learn how to learn is to space out your learning over time (as best as you can—sometimes teachers like to give you a pop quiz when you least expect it!). Reviewing a bit of material for a short amount of time over several days (as opposed to cramming it in right before a test) produces better results. Another way to learn how to learn is to monitor how well your learning strategies work. Did you do well on a test? Take some time to reflect on what you did that resulted in a good grade. Did you space out your studying? Did you look for connections in the material? Likewise, if you do poorly on a test, determine what led to the result. The more you can identify what works and doesn’t for you, the easier it is to make improvements in your learning strategies.

Demonstrate Integrity and Ownership of Learning

Being a high school student often means having a lot on your plate. It can be easy to put off homework and studying, not do it at all, or cut corners to complete the work. While you may be able to get away with some stumbles like forgetting to turn in an assignment, other behaviors, such as getting someone (including Artificial Intelligence software) to do your homework or write a paper for you can get you into trouble. Now is the time to build the skills you will need later in college. Taking full responsibility for your learning as well as demonstrating integrity in all assignments no matter how big or small are the foundation of those skills. How do you do this? For one, you acknowledge that every action or inaction will produce a result. If you put in the work to write the paper, you will earn the grade you receive. If you do not put in the work or find a way to shortcut the process by using someone else’s writing, then you have missed an opportunity to improve your writing, your thinking, and your project management skills. Plus, you may get into trouble for academic dishonesty, which could mean failing an assignment or a course, or getting a more substantial punishment, such as expulsion. The stakes only get higher when you are in college.

Keep Test Scores in Perspective

You will learn more about standardized test scores and their purpose for getting into college later in this chapter, but it is worth noting that while what you make on the ACT, SAT, or equivalent standardized test, may factor into your ability to get into and pay for the college of your dreams, it is not necessarily a reflection of who you are and what you are capable of. Definitely do all you can to raise your test scores through practicing, prepping, and doing your best on the day of the test. But do not assume that a low test score will be the end of your long-term goals or educational journey. They are just one piece of information by which an institution may evaluate your potential, but it shouldn’t be the only thing that tells who you are.

Your Personal Story

Just as important as your academic journey is your personal story. You will need to develop and reflect on both for your applications to college and scholarships. Those who read about you will want to know not only about your accomplishments, but also your challenges and how you have overcome them.

What Makes You Unique

It may seem cliché to say “There is only one you!” But there is some truth in the fact that you are unique—there is no one else like you. To that end, you may want to draw upon those unique characteristics as you begin to shape the story that you will share with college admissions staff and scholarship committees. Will you be the first in your family to go to college? Do you live on a working farm and feed the goats, cows, and horses every morning before school? Can you ride a unicycle or juggle or both? There may be both personal characteristics as well as experiences that make you stand out from others, and if there are, consider weaving these details into the tapestry of your story. Start by making a list of your characteristics—no trait is too small or typical at this point. You can eliminate items later when you start building your story, but for now, create the list and add to it as you think of new things that you are or can do.

Getting Gritty

Many college essay prompts include an opportunity to share a time in your life in which you faced adversity and overcame it. For some students, this prompt is difficult for they have either not experienced a life-changing setback or not considered themselves challenged. It is important to remember that any setback or disappointment—no matter how inconsequential it may seem to you—can be the basis for an essay that responds to such a prompt. There is no need to embellish the circumstance if it is truly not harrowing, but it is acceptable to frame the experience as something that was difficult for you. Most readers of essays are less looking for a made-for-Hollywood story and more wanting to see someone who has demonstrated tenacity, resilience, and reflection no matter how big or small the adversity is. Even if you are not required to write an essay on a time in your life in which you failed or experienced disappointment, having a story handy for interviews (for scholarships, internships, or jobs) can help you share insight into your personality and strengths in a succinct way.

Finding the Themes of Your Life

In Katharine Brooks’ (2010) book You Majored in What? 3 she shares a writing and reflecting activity called “Wandering Pathways and Butterfly Moments” that guides readers through a series of prompts to develop a list of life experiences for the purpose of discovering what career pathway may be most fruitful for them to pursue. These life experiences could be as monumental as moving to a new state and starting a new school or they can be as mundane as spending the summers fishing. The goal of the exercise is to record what you have done or what has happened to you to get a sense of a “story.” These stories are built upon the connections and themes that you see in the experiences. Here are some of the life experiences Brooks wants you to consider when you are crafting your personal story.

• What have you done during the summer or holiday breaks from school?
• What did you play when you were a young child?
• What are some of your major life experiences (e.g. family events such as births, deaths, marriages, divorces)?
• What do people say you do well or have a talent for or seek you out for?
• What do you consider your greatest achievements?
• What jobs have you had?
• What groups have you belonged to?
• What awards have you won?
• What lessons have you learned?
• What do you like to do for fun?
• What kind of “secret” talent do you have?

The goal of answering the questions is to capture as much about who you are and how you have been shaped to develop clear connections among the life elements and create themes. These themes can drive your personal story that can share on a deeper level who you are or who you are becoming.

Consider this scenario: Raphael has taken the time to write down his life experiences so he can build his personal narrative. Some of the answers to the questions above include the following:

• Raphael’s jobs: lifeguard, babysitter for his nieces and nephews, tutor, art teacher for elementary students
• Raphael’s hobbies and interests: watching old movies, volunteering at the library, creating original jewelry from natural objects
• Raphael’s awards and accolades: he won a writing contest in 11th grade, his friends come to him for advice, he has earned high grades in all of his classes
• Raphael’s major life events: parents divorced when he was 6 years old, he started a new school in junior high, his aunt passed away when he was 14 years old

From this short list, Raphael can begin to draw out themes that he can use to create a detailed picture of who he is. He has found himself in teaching roles with his jobs. He has a love for the arts as evidenced by his hobbies. He is a good communicator evidenced by his awards and accolades, and relationships are an important part of his life. Raphael can use those themes—and details from his experiences—to craft his story as someone who has demonstrated an interest in connecting with and helping others by sharing his expertise and experience.

Recognizing the themes in your life helps you to describe how you've become the person you are now, and helps you to understand who you will become.

"For me, becoming isn't about arriving somewhere or achieving a certain aim. I see it instead as forward motion, a means of evolving, a way to reach continuously toward a better self. The journey doesn't end" —former First Lady Michelle Obama , Becoming (2018)

Analysis Question

In what ways is your academic journey in high school shaping your personal narrative? Describe how the following experiences are helping you “become":

• The classes that you are taking
• The activities you participate in as part of school (e.g., sports, performing arts, etc.)
• The learning that you are doing outside of school (e.g., community language class)

In what ways are your personal experiences shaping your story? Describe how the following experiences are helping you “become”:

• Major life events
• Favorite activities
• Awards and accomplishments
• Jobs or volunteer work
• 3 Brooks, K.(2010). You majored in what? Plume.

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Best Education Essay Examples

Educational journey.

619 words | 3 page(s)

After graduating from high school a few years ago, I had achieved a significant milestone in my educational journey. I had to take some time and think about the kind of future that was suitable for me, one that would lead me to a fulfilling and happy life. I had to choose from a variety of promising options that all seemed to hold a bright future for me. I decided to pursue a career in nursing as I felt it would be fulfilling and at the same time I would have a chance to help people in the community as I work. I knew that the journey would not be easy, and I hoped and prayed that it would be worth the struggle eventually. I believed that education would provide me with opportunities and put me in a better position while competing for career opportunities, and improve my financial situation. The journey has been eventful, with a variety of challenges, detours and sacrifice.

Since enrolling in college, I have learned a lot academically and through various practical experiences in the course of my studies. Being in college has expanded my views and the way I perceive the world, built on my self-confidence levels, and most importantly built on critical interpersonal skills and the courage to face challenges of enormous proportions. Before enrolling in college, I was always looking forward to being in college but my finances were a little squeezed, and I was running on a tight budget. Eventually, I decided to work part-time as it would help with my experience and improve my financial situation.

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My educational journey has not been without challenges. As a single mother, I was struggling to support my family and raise my daughter the best way I could. I had to work and go to school, and at the same time, I was raising my young girl. I worked in low paying jobs on different occasions just to improve my financial situation. I worked as a health caregiver, a certified nurse aide, a licensed practical nurse and eventually as a registered nurse when I got my license to practice as a nurse. Working, raising a child and studying is not easy. Sometimes I could be too tired to study, and I had to make a few sacrifices such as taking personal and family time to study and do research.

I have not missed any significant opportunities; I have been fortunate to make it through various stages in which I was struggling. My best aunt Patricia has been an inspiration and encouraged me to do the best I can. She always told me that the future would be different when I overcome the challenges and stay focused on completing my studies and get a license. Being a nurse herself, she played an essential role in my life and influenced my choice to become a nurse. Having been through nursing school before me, she guided me and made my studies a little less complicated. She helped me whenever she could, and I’m forever grateful to her. She helped me get some of the low paying jobs that helped me through college when my finances were insufficient. I could not have come this far without her.

I have had the pleasure of interacting with influential teachers since day one of college, and I look forward to meeting more of them. It is right to acknowledge the role that teachers and instructors play in shaping us to be the people we want to be in life. I have lost contact with some of these teachers but their legacies influenced me in my practice as well as educational endeavors, and they helped me become a better person.

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What is a "Learning Journey Roadmap?" and How to Implement One in Your Course or Program

By Karen Velasquez, Director of Experiential Learning

Students participate in many different courses, programs, activities, and experiential learning experiences during their time at UD. They are asked to connect the dots among these experiences when it comes time to write a cover letter for an employer or complete a reflection assignment in a capstone course, for example. I wondered what would happen if I we asked students to visualize their educational journeys on paper in the form a “roadmap?”  As an anthropologist of education interested in how people represent their learning experiences in diverse ways, I wanted to find a different medium for students to creatively express their unique stories (beyond text or oral history formats).

As part of our monthly Experiential Learning Lab workshops, The Office of Experiential Learning (OEL) asked over a dozen students from different majors and backgrounds to draw out their learning journeys in the form of personal roadmaps to illustrate key learning moments they’ve had along the way. Students use markers, colored pencils, and a large piece of paper to visually represent their unique path through college. They write down key courses and programs they’ve participated in, as well as the skills and lessons they’ve learned through those experiences, which led them to next steps in their personal journey. (See roadmap gallery below)

Students were also asked to write a text narrative as an accompaniment to their roadmaps. After drawing and writing, students were asked to share their roadmaps and narratives with peers and OEL student employees, which resulted in deep and meaningful dialogue. I implemented this activity in EL Lab workshops with students from different majors and backgrounds, who were at different stages in their college journey (sophomores through seniors, mostly). The roadmap activity was also adopted by an instructor from the Office of Learning Resources, in his course for students on academic probation.

Key findings from the learning journey roadmaps:

• Catching student at different stages of their development is a beneficial learning experience. We can ask students to return to an earlier roadmap and reflect on what they drew in the past, to see how they have grown and transformed over time.
• Students enjoy having a map of their experiences on paper; most remarked that they had never seen their educational journey displayed in such a way.
• Time to reflect and engage the senses through drawing activities such as this one are beneficial particularly for busy students who may not take the time out of their normal daily schedules to take a step back and appreciate all they have accomplished.
• We can see how individuals learn in diverse ways. Sometimes they get involved in activities through friends, or are encouraged by their professors and other mentors. Through these roadmaps we gain an appreciation of the often spontaneous or unplanned moments of learning which are unique to each student and which can result in drastic changes in direction.
• Prompting students to include challenging moments can also be beneficial for learning. Sometimes we skip over the difficult times instead of taking a moment to think about what we learned from those challenges, and how they’ve shaped us.

Students are not the only ones who may benefit from creating a visual representation of their journeys.  We know that the process of finding our path(s) can be a lifelong one, and we continue to learn how to navigate different opportunities and challenges well beyond college years. These roadmaps can help us understand the choices we’ve made in more tangible ways, and highlight the realizations we’ve had through our vocational journeys.

To see the full learning journey roadmap and roadmap narrative instructions click here>>.

For more examples of student roadmaps and narratives click here>>.

For a video illustration of students drawing and explaining their roadmaps, see Sophia Williamson’s roadmap here>> and Christopher Miller’s roadmap YouTube video here>> .

• Experiential Learning

I Interviewed Over 20 Faculty About EL and Here’s What They Had to Say.

Experiential learning academic catalog 2019-2020.

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Assignment # 1 – Life Map Narrative Writing

On this page:

• Assignment Purpose
• Connection to Learning Outcomes

Assignment Description

Assignment guidelines, assignment templates for teaching.

The purpose of this assignment is to communicate your story so far. Through the description of significant events of your life and your educational journey so far, this assignment provides you with an opportunity to communicate your experiences with your instructor and your peers. It also allows you an opportunity to reflect on key moments throughout your life and consider how those moments have shaped who you are and how you would like to continue to grow.

Connection to Learning Outcome(s)

This assignment contributes to the following course learning outcomes:

• Communicate clearly, precisely, and persuasively at an academic level (WRITE)
• Participate in discussion of real-life issues as informed, critical members of the group (INQUIRY)
• Identify and apply appropriate note-taking, study skills, and time management strategies to their academic studies, as well as understanding the variety of resources on campus that can support their learning (AWARENESS)
• Illustrate effective use of online learning tools (DIGITAL AWARENESS)

“Autobiographical writing is a type of narrative which focuses on making meaning of an individual’s experiences.” (Godfrey, 2003)

Create a Life Map Timeline representing significant life events and highlighting your own educational journey. Be prepared to share your narrative with a peer.

You should have approximately 10 significant events (7 past and 3 future). Some examples may be: your birth, starting school, moving or losing a friend, family events such as marriages, divorces, and teachers/coaches who inspired/challenged you. You will need to represent approximately 3 events that you hope or wish will happen in the future. These can be goals, dreams and plans for your future.

Record your age at each event you represent on your map. Each event or future goal can be represented with an image, symbol or photo as well as a narrative text describing the event and the significant impact it has had on your life.

Success Criteria: Approximately 10 significant events, thoughtfully represented on your map, including some highlighted events connecting to your educational journey. The final product is thorough, organized, insightful, and creative.

Please review your Course Syllabus for the due date.

Choose one of the following modalities to represent your Life Map Narrative Timeline:

• Traditional Narrative Essay
• Digital Platform Creation (Sutori or another digital timeline tool)

Traditional Narrative Essay (guidelines)

• 2-3 pages double spaced Calibri 11 or Times New Roman 12 pt. font
• Friend or family member

Digital Platform Creation – Sutori (guidelines)

Please note, these are the guidelines for creating your timeline in Sutori, you are free to use another digital timeline tool if you like as long as you ensure that the guideline criteria are still being adhered to.

• “Sutori is an educational presentation tool in a timeline format. Sutori follows the 4Cs framework, promoting collaboration, communication, creativity and critical thinking.”
• Create a story using the multiple features in Sutori: banner, headers, text, links, video, and images. Create, have fun and enjoy!
• Length: Your story should include approximately 10 segments, using a variety of tools with substantial texts and images to represent your narrative (equivalent to 2-3 page essay).

If you would like to revise these documents for your own teaching and learning settings, we have provided a number of templates (listed below) that you may access, download, and adapt for your own contexts for this assignment:

Godfrey, T. (2003). Writing in the critical spaces: Autobiographical narrative and reflective practice . University of Lethbridge, Alberta.

TransitionU: Community, Identity, and Inquiry Copyright © by Jill Greenwood, Lakehead University is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Cultural/Educational Maps: Storying a Pedagogical Journey

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This chapter explores the use of cultural/educational journey maps during a semester-long class for teachers on equity and diversity. I share how I asked the students to complete these maps as a way of outlining their teacher identity development. I look inward at my own pedagogy and outward toward the experiences of the teachers in my class.

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Ulanoff, S.H. (2022). Cultural/Educational Maps: Storying a Pedagogical Journey. In: Raj, A.G., Ulanoff, S.H. (eds) Storying a Reflexive Praxis for Pedagogy. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-06588-0_2

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Embarking on an Exciting Educational Journey: How to Make the Most of Your Learning Experience

Embarking on an educational journey is a transformative experience that not only equips individuals with knowledge, but also shapes their perspective and unlocks their potential. It is an opportunity to delve into a world of limitless possibilities and expand horizons. To truly maximize the learning experience, it is crucial to employ effective learning strategies that cater to individual needs and learning styles.In today’s fast-paced world, where information is readily available at our fingertips, lifelong learning has become more important than ever. It is not just about acquiring knowledge for the sake of it, but about continuously growing and adapting to the ever-evolving demands of the world around us. By embracing lifelong learning, individuals can stay ahead of the curve, develop new skills, broaden their understanding, and remain intellectually curious.To ensure an effective educational journey and optimize the learning experience at every stage, it is essential to implement a range of proven strategies. These include setting clear goals and objectives, prioritizing active engagement in the learning process through discussions and practical applications, utilizing technology-driven tools such as AI-powered writing assistants for enhanced productivity and quality content creation.By incorporating these strategies into one’s educational journey, learners can take control of their own growth and development while reaping the rewards of a well-rounded education that goes beyond mere memorization. Remember, education should be seen as an ongoing pursuit rather than a finite destination – embrace every opportunity to learn and let your thirst for knowledge lead you towards success.

Balancing Structured Learning with Independent Study for a Well-rounded Education

In today’s educational landscape, finding the right balance between structured learning and independent study is crucial for achieving a well-rounded education. While structured learning provides a solid foundation and guidance, independent study allows students to explore their own interests and develop critical thinking skills. Structured learning offers numerous benefits. It provides a clear curriculum and framework that ensures students cover essential subjects and acquire fundamental knowledge. It also fosters discipline, time management, and accountability as students follow a set schedule and complete assignments within specific deadlines. Additionally, structured learning often involves collaborative activities that promote teamwork and social interaction. On the other hand, independent study empowers students to take ownership of their education. It allows them to delve deeper into topics they find intriguing or pursue specialized areas of interest not covered in traditional curricula. Independent study encourages self-motivation, resourcefulness, and problem-solving skills as students navigate through various resources such as books, online materials, or mentorships. Moreover, it nurtures creativity by giving learners the freedom to explore alternative perspectives and develop innovative solutions. By striking a balance between these two approaches to education, students can reap the benefits of both structured learning and independent study. Structured learning provides a strong foundation while ensuring essential knowledge is acquired. Meanwhile, independent study encourages intellectual curiosity and personal growth by allowing students to pursue their passions. A well-rounded education combines the structure provided by traditional classroom settings with the flexibility offered by self-directed exploration. It equips learners with not only foundational knowledge but also critical thinking abilities necessary for success in an ever-evolving world. Ultimately, finding harmony between structured learning and independent study empowers individuals to become lifelong learners who are adaptable and equipped with diverse skills for future challenges.

The Role of Mentors and Teachers in Guiding Your Educational Journey

In the realm of education, mentors and teachers play a vital role in shaping the educational journey of students. With their unwavering guidance and support, they create an enriching learning experience that goes beyond textbooks and classrooms. These exceptional individuals provide not just knowledge but also valuable life lessons, helping students navigate the complexities of the world.Mentors serve as beacons of wisdom, sharing their expertise and experiences to inspire and empower students. They act as guiding lights, illuminating the path towards success and personal growth. Through their mentorship, students gain invaluable insights that can only be acquired through real-world interactions.Teachers, on the other hand, are entrusted with imparting knowledge to young minds. They possess a unique ability to foster curiosity and ignite a passion for learning within their students. Through innovative teaching methods and engaging classroom activities, teachers create an environment conducive to exploration and intellectual development.Together, mentors and teachers form an indomitable duo that shapes the educational journey of individuals. Their unwavering dedication propels students towards achieving their full potential. The impact they leave extends far beyond academic achievements; it encompasses character development, resilience-building, and fostering a lifelong love for learning.In this ever-evolving world, where information is readily accessible at our fingertips, mentors and teachers remain irreplaceable pillars in education. Their presence not only cultivates knowledge but also instills values such as perseverance, empathy, and critical thinking skills – qualities that are essential for success in all aspects of life.So let us celebrate these extraordinary individuals who dedicate their lives to inspiring minds through mentorship, guiding them through challenges while nurturing their growth. Without them, our Without the transformative power it possesses today, the educational landscape would fall short in delivering the impactful changes that students and educators alike rely on. The integration of technology, particularly Artificial Intelligence, has revolutionized the way knowledge is imparted and received. By harnessing the potential of AI writing assistants, educational institutions can tap into a wealth of possibilities to enhance teaching methodologies, curate engaging content, and create personalized learning experiences.

Maintaining Motivation and Overcoming Challenges Along the Educational Journey

Maintaining motivation and overcoming challenges are essential aspects of any educational journey. It is common for students to face various obstacles that can hinder their progress. However, with the right mindset and strategies, these challenges can be conquered. One key factor in maintaining motivation is setting clear goals. By identifying what you want to achieve, you create a sense of purpose and direction. Break down your goals into smaller, manageable tasks, and celebrate each milestone along the way. This will keep you motivated as you see your progress unfold. Another important aspect is staying organized and managing your time effectively. Create a schedule or study plan that allows for regular breaks and avoids burnout. Prioritize tasks based on their importance and deadlines, ensuring that you allocate enough time for each subject or assignment. Additionally, seeking support from peers, mentors, or educators can greatly contribute to overcoming challenges. Collaborating with others not only provides different perspectives but also fosters a sense of community and accountability. Don’t hesitate to ask for help when needed; it is a sign of strength rather than weakness. Furthermore, maintaining a positive mindset is crucial when facing obstacles along the educational journey. Embrace failures as opportunities for growth and learning rather than setbacks. Celebrate your achievements no matter how small they may seem; this will reinforce your motivation and boost your confidence. Lastly, remember to take care of yourself physically and mentally throughout the educational journey. Get enough restful sleep, eat nutritious meals, exercise regularly, and engage in activities that bring joy or relaxation. Taking care of yourself holistically will provide the energy and resilience needed to overcome challenges. In conclusion, maintaining motivation and overcoming challenges are vital components of a successful educational journey. By setting clear goals, staying organized, seeking support from others, cultivating a positive mindset, and prioritizing self-care – you can navigate through any obstacle that comes your way with determination and resilience.

Embarking on an Exciting Educational Journey: A Guide to Achieving Academic Success and Personal Growth

Embarking on an educational journey is truly a transformative experience that not only paves the way for academic success but also fosters personal growth. With the aid of a reliable guide, such as an AI writing assistant, this voyage becomes even more enriching. These cutting-edge tools assist students and learners of all ages in various aspects of their educational endeavors, offering invaluable support and resources that propel them towards achieving their goals.When it comes to academic success, AI writing assistants have proven to be indispensable assets. They effortlessly streamline the writing process by providing comprehensive guidance on grammar, structure, and style. Their intelligent algorithms analyze vast amounts of data to offer tailored suggestions that enhance the clarity and coherence of written work. By harnessing the power of these assistants, students can elevate their academic performance to new heights.However, the benefits extend far beyond achieving stellar grades. The presence of AI writing assistants encourages personal growth by empowering individuals to become more confident and effective communicators. As users engage with these tools regularly, they develop a deeper understanding of language nuances and refine their written expression skills. This newfound proficiency not only enhances academic pursuits but also equips individuals with essential skills for professional success in today’s highly competitive world.Moreover, AI writing assistants serve as constant companions throughout an individual’s educational journey. They adapt seamlessly to varying requirements across different subjects and disciplines, serving as versatile companions that provide reliable assistance across diverse tasks such as essay composition, research paper organization, or even generating creative content ideas. With their comprehensive knowledge base and flexibility in addressing distinct needs, these tools become indispensable allies for learners at every stage.In summary, embracing an AI writing assistant as a trusted guide on one’s educational journey is a wise decision that promises manifold benefits. From facilitating academic achievement by optimizing written work quality to nurturing personal growth by honing communication skills, these cutting-edge tools play an instrumental role in empowering individuals to reach new heights in their pursuit of knowledge and success.

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Designing Assignments for Learning

The rapid shift to remote teaching and learning meant that many instructors reimagined their assessment practices. Whether adapting existing assignments or creatively designing new opportunities for their students to learn, instructors focused on helping students make meaning and demonstrate their learning outside of the traditional, face-to-face classroom setting. This resource distills the elements of assignment design that are important to carry forward as we continue to seek better ways of assessing learning and build on our innovative assignment designs.

On this page:

Rethinking traditional tests, quizzes, and exams.

• Examples from the Columbia University Classroom
• Tips for Designing Assignments for Learning

Reflect On Your Assignment Design

Connect with the ctl.

• Resources and References

Cite this resource: Columbia Center for Teaching and Learning (2021). Designing Assignments for Learning. Columbia University. Retrieved [today’s date] from https://ctl.columbia.edu/resources-and-technology/teaching-with-technology/teaching-online/designing-assignments/

Traditional assessments tend to reveal whether students can recognize, recall, or replicate what was learned out of context, and tend to focus on students providing correct responses (Wiggins, 1990). In contrast, authentic assignments, which are course assessments, engage students in higher order thinking, as they grapple with real or simulated challenges that help them prepare for their professional lives, and draw on the course knowledge learned and the skills acquired to create justifiable answers, performances or products (Wiggins, 1990). An authentic assessment provides opportunities for students to practice, consult resources, learn from feedback, and refine their performances and products accordingly (Wiggins 1990, 1998, 2014). 

Authentic assignments ask students to “do” the subject with an audience in mind and apply their learning in a new situation. Examples of authentic assignments include asking students to: 

• Write for a real audience (e.g., a memo, a policy brief, letter to the editor, a grant proposal, reports, building a website) and/or publication;
• Solve problem sets that have real world application; 
• Design projects that address a real world problem; 
• Engage in a community-partnered research project;
• Create an exhibit, performance, or conference presentation ;
• Compile and reflect on their work through a portfolio/e-portfolio.

Noteworthy elements of authentic designs are that instructors scaffold the assignment, and play an active role in preparing students for the tasks assigned, while students are intentionally asked to reflect on the process and product of their work thus building their metacognitive skills (Herrington and Oliver, 2000; Ashford-Rowe, Herrington and Brown, 2013; Frey, Schmitt, and Allen, 2012). 

It’s worth noting here that authentic assessments can initially be time consuming to design, implement, and grade. They are critiqued for being challenging to use across course contexts and for grading reliability issues (Maclellan, 2004). Despite these challenges, authentic assessments are recognized as beneficial to student learning (Svinicki, 2004) as they are learner-centered (Weimer, 2013), promote academic integrity (McLaughlin, L. and Ricevuto, 2021; Sotiriadou et al., 2019; Schroeder, 2021) and motivate students to learn (Ambrose et al., 2010). The Columbia Center for Teaching and Learning is always available to consult with faculty who are considering authentic assessment designs and to discuss challenges and affordances.   

Examples from the Columbia University Classroom 

Columbia instructors have experimented with alternative ways of assessing student learning from oral exams to technology-enhanced assignments. Below are a few examples of authentic assignments in various teaching contexts across Columbia University. 

• E-portfolios: Statia Cook shares her experiences with an ePorfolio assignment in her co-taught Frontiers of Science course (a submission to the Voices of Hybrid and Online Teaching and Learning initiative); CUIMC use of ePortfolios ;
• Case studies: Columbia instructors have engaged their students in authentic ways through case studies drawing on the Case Consortium at Columbia University. Read and watch a faculty spotlight to learn how Professor Mary Ann Price uses the case method to place pre-med students in real-life scenarios;
• Simulations: students at CUIMC engage in simulations to develop their professional skills in The Mary & Michael Jaharis Simulation Center in the Vagelos College of Physicians and Surgeons and the Helene Fuld Health Trust Simulation Center in the Columbia School of Nursing; 
• Experiential learning: instructors have drawn on New York City as a learning laboratory such as Barnard’s NYC as Lab webpage which highlights courses that engage students in NYC;
• Design projects that address real world problems: Yevgeniy Yesilevskiy on the Engineering design projects completed using lab kits during remote learning. Watch Dr. Yesilevskiy talk about his teaching and read the Columbia News article . 
• Writing assignments: Lia Marshall and her teaching associate Aparna Balasundaram reflect on their “non-disposable or renewable assignments” to prepare social work students for their professional lives as they write for a real audience; and Hannah Weaver spoke about a sandbox assignment used in her Core Literature Humanities course at the 2021 Celebration of Teaching and Learning Symposium . Watch Dr. Weaver share her experiences.  

​Tips for Designing Assignments for Learning

While designing an effective authentic assignment may seem like a daunting task, the following tips can be used as a starting point. See the Resources section for frameworks and tools that may be useful in this effort.  

Align the assignment with your course learning objectives 

Identify the kind of thinking that is important in your course, the knowledge students will apply, and the skills they will practice using through the assignment. What kind of thinking will students be asked to do for the assignment? What will students learn by completing this assignment? How will the assignment help students achieve the desired course learning outcomes? For more information on course learning objectives, see the CTL’s Course Design Essentials self-paced course and watch the video on Articulating Learning Objectives .  

Identify an authentic meaning-making task

For meaning-making to occur, students need to understand the relevance of the assignment to the course and beyond (Ambrose et al., 2010). To Bean (2011) a “meaning-making” or “meaning-constructing” task has two dimensions: 1) it presents students with an authentic disciplinary problem or asks students to formulate their own problems, both of which engage them in active critical thinking, and 2) the problem is placed in “a context that gives students a role or purpose, a targeted audience, and a genre.” (Bean, 2011: 97-98). 

An authentic task gives students a realistic challenge to grapple with, a role to take on that allows them to “rehearse for the complex ambiguities” of life, provides resources and supports to draw on, and requires students to justify their work and the process they used to inform their solution (Wiggins, 1990). Note that if students find an assignment interesting or relevant, they will see value in completing it. 

Consider the kind of activities in the real world that use the knowledge and skills that are the focus of your course. How is this knowledge and these skills applied to answer real-world questions to solve real-world problems? (Herrington et al., 2010: 22). What do professionals or academics in your discipline do on a regular basis? What does it mean to think like a biologist, statistician, historian, social scientist? How might your assignment ask students to draw on current events, issues, or problems that relate to the course and are of interest to them? How might your assignment tap into student motivation and engage them in the kinds of thinking they can apply to better understand the world around them? (Ambrose et al., 2010). 

Determine the evaluation criteria and create a rubric

To ensure equitable and consistent grading of assignments across students, make transparent the criteria you will use to evaluate student work. The criteria should focus on the knowledge and skills that are central to the assignment. Build on the criteria identified, create a rubric that makes explicit the expectations of deliverables and share this rubric with your students so they can use it as they work on the assignment. For more information on rubrics, see the CTL’s resource Incorporating Rubrics into Your Grading and Feedback Practices , and explore the Association of American Colleges & Universities VALUE Rubrics (Valid Assessment of Learning in Undergraduate Education). 

Build in metacognition

Ask students to reflect on what and how they learned from the assignment. Help students uncover personal relevance of the assignment, find intrinsic value in their work, and deepen their motivation by asking them to reflect on their process and their assignment deliverable. Sample prompts might include: what did you learn from this assignment? How might you draw on the knowledge and skills you used on this assignment in the future? See Ambrose et al., 2010 for more strategies that support motivation and the CTL’s resource on Metacognition ). 

Provide students with opportunities to practice

Design your assignment to be a learning experience and prepare students for success on the assignment. If students can reasonably expect to be successful on an assignment when they put in the required effort ,with the support and guidance of the instructor, they are more likely to engage in the behaviors necessary for learning (Ambrose et al., 2010). Ensure student success by actively teaching the knowledge and skills of the course (e.g., how to problem solve, how to write for a particular audience), modeling the desired thinking, and creating learning activities that build up to a graded assignment. Provide opportunities for students to practice using the knowledge and skills they will need for the assignment, whether through low-stakes in-class activities or homework activities that include opportunities to receive and incorporate formative feedback. For more information on providing feedback, see the CTL resource Feedback for Learning . 

Communicate about the assignment 

Share the purpose, task, audience, expectations, and criteria for the assignment. Students may have expectations about assessments and how they will be graded that is informed by their prior experiences completing high-stakes assessments, so be transparent. Tell your students why you are asking them to do this assignment, what skills they will be using, how it aligns with the course learning outcomes, and why it is relevant to their learning and their professional lives (i.e., how practitioners / professionals use the knowledge and skills in your course in real world contexts and for what purposes). Finally, verify that students understand what they need to do to complete the assignment. This can be done by asking students to respond to poll questions about different parts of the assignment, a “scavenger hunt” of the assignment instructions–giving students questions to answer about the assignment and having them work in small groups to answer the questions, or by having students share back what they think is expected of them.

Plan to iterate and to keep the focus on learning 

Draw on multiple sources of data to help make decisions about what changes are needed to the assignment, the assignment instructions, and/or rubric to ensure that it contributes to student learning. Explore assignment performance data. As Deandra Little reminds us: “a really good assignment, which is a really good assessment, also teaches you something or tells the instructor something. As much as it tells you what students are learning, it’s also telling you what they aren’t learning.” ( Teaching in Higher Ed podcast episode 337 ). Assignment bottlenecks–where students get stuck or struggle–can be good indicators that students need further support or opportunities to practice prior to completing an assignment. This awareness can inform teaching decisions. 

Triangulate the performance data by collecting student feedback, and noting your own reflections about what worked well and what did not. Revise the assignment instructions, rubric, and teaching practices accordingly. Consider how you might better align your assignment with your course objectives and/or provide more opportunities for students to practice using the knowledge and skills that they will rely on for the assignment. Additionally, keep in mind societal, disciplinary, and technological changes as you tweak your assignments for future use. 

Now is a great time to reflect on your practices and experiences with assignment design and think critically about your approach. Take a closer look at an existing assignment. Questions to consider include: What is this assignment meant to do? What purpose does it serve? Why do you ask students to do this assignment? How are they prepared to complete the assignment? Does the assignment assess the kind of learning that you really want? What would help students learn from this assignment? 

Using the tips in the previous section: How can the assignment be tweaked to be more authentic and meaningful to students? 

As you plan forward for post-pandemic teaching and reflect on your practices and reimagine your course design, you may find the following CTL resources helpful: Reflecting On Your Experiences with Remote Teaching , Transition to In-Person Teaching , and Course Design Support .

The Columbia Center for Teaching and Learning (CTL) is here to help!

For assistance with assignment design, rubric design, or any other teaching and learning need, please request a consultation by emailing [email protected] . 

Transparency in Learning and Teaching (TILT) framework for assignments. The TILT Examples and Resources page ( https://tilthighered.com/tiltexamplesandresources ) includes example assignments from across disciplines, as well as a transparent assignment template and a checklist for designing transparent assignments . Each emphasizes the importance of articulating to students the purpose of the assignment or activity, the what and how of the task, and specifying the criteria that will be used to assess students. 

Association of American Colleges & Universities (AAC&U) offers VALUE ADD (Assignment Design and Diagnostic) tools ( https://www.aacu.org/value-add-tools ) to help with the creation of clear and effective assignments that align with the desired learning outcomes and associated VALUE rubrics (Valid Assessment of Learning in Undergraduate Education). VALUE ADD encourages instructors to explicitly state assignment information such as the purpose of the assignment, what skills students will be using, how it aligns with course learning outcomes, the assignment type, the audience and context for the assignment, clear evaluation criteria, desired formatting, and expectations for completion whether individual or in a group.

Villarroel et al. (2017) propose a blueprint for building authentic assessments which includes four steps: 1) consider the workplace context, 2) design the authentic assessment; 3) learn and apply standards for judgement; and 4) give feedback. 

References 

Ambrose, S. A., Bridges, M. W., & DiPietro, M. (2010). Chapter 3: What Factors Motivate Students to Learn? In How Learning Works: Seven Research-Based Principles for Smart Teaching . Jossey-Bass. 

Ashford-Rowe, K., Herrington, J., and Brown, C. (2013). Establishing the critical elements that determine authentic assessment. Assessment & Evaluation in Higher Education. 39(2), 205-222, http://dx.doi.org/10.1080/02602938.2013.819566 .  

Bean, J.C. (2011). Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom . Second Edition. Jossey-Bass. 

Frey, B. B, Schmitt, V. L., and Allen, J. P. (2012). Defining Authentic Classroom Assessment. Practical Assessment, Research, and Evaluation. 17(2). DOI: https://doi.org/10.7275/sxbs-0829  

Herrington, J., Reeves, T. C., and Oliver, R. (2010). A Guide to Authentic e-Learning . Routledge. 

Herrington, J. and Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational Technology Research and Development, 48(3), 23-48. 

Litchfield, B. C. and Dempsey, J. V. (2015). Authentic Assessment of Knowledge, Skills, and Attitudes. New Directions for Teaching and Learning. 142 (Summer 2015), 65-80. 

Maclellan, E. (2004). How convincing is alternative assessment for use in higher education. Assessment & Evaluation in Higher Education. 29(3), June 2004. DOI: 10.1080/0260293042000188267

McLaughlin, L. and Ricevuto, J. (2021). Assessments in a Virtual Environment: You Won’t Need that Lockdown Browser! Faculty Focus. June 2, 2021. 

Mueller, J. (2005). The Authentic Assessment Toolbox: Enhancing Student Learning through Online Faculty Development . MERLOT Journal of Online Learning and Teaching. 1(1). July 2005. Mueller’s Authentic Assessment Toolbox is available online. 

Schroeder, R. (2021). Vaccinate Against Cheating With Authentic Assessment . Inside Higher Ed. (February 26, 2021).  

Sotiriadou, P., Logan, D., Daly, A., and Guest, R. (2019). The role of authentic assessment to preserve academic integrity and promote skills development and employability. Studies in Higher Education. 45(111), 2132-2148. https://doi.org/10.1080/03075079.2019.1582015    

Stachowiak, B. (Host). (November 25, 2020). Authentic Assignments with Deandra Little. (Episode 337). In Teaching in Higher Ed . https://teachinginhighered.com/podcast/authentic-assignments/  

Svinicki, M. D. (2004). Authentic Assessment: Testing in Reality. New Directions for Teaching and Learning. 100 (Winter 2004): 23-29. 

Villarroel, V., Bloxham, S, Bruna, D., Bruna, C., and Herrera-Seda, C. (2017). Authentic assessment: creating a blueprint for course design. Assessment & Evaluation in Higher Education. 43(5), 840-854. https://doi.org/10.1080/02602938.2017.1412396    

Weimer, M. (2013). Learner-Centered Teaching: Five Key Changes to Practice . Second Edition. San Francisco: Jossey-Bass. 

Wiggins, G. (2014). Authenticity in assessment, (re-)defined and explained. Retrieved from https://grantwiggins.wordpress.com/2014/01/26/authenticity-in-assessment-re-defined-and-explained/

Wiggins, G. (1998). Teaching to the (Authentic) Test. Educational Leadership . April 1989. 41-47. 

Wiggins, Grant (1990). The Case for Authentic Assessment . Practical Assessment, Research & Evaluation , 2(2). 

Wondering how AI tools might play a role in your course assignments?

See the CTL’s resource “Considerations for AI Tools in the Classroom.”

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A Stoplight Model for Guiding Student AI Usage

Giving students guidelines for AI use on assignments—via a green, yellow, or red light—provides clarity around this powerful technology.

Artificial intelligence (AI) has the potential to revolutionize the way we teach and learn. However, with great power comes great responsibility. It’s crucial for us as educators to establish clear guidelines for students on when and where AI can be used in the classroom. This ensures that the technology serves as an aid to learning, rather than a crutch or a tool of academic dishonesty.

As teachers returned to school with an eagerness to incorporate AI into their instruction, our coaching team began helping them to develop clear guidelines for students on when it’s appropriate to use AI and when it is not. We believe that every summative assignment should include AI guidelines as part of the instructions, guidelines, and rubrics that students are already given.

To make it easy and rememberable, we condensed these guidelines into three actionable options: red light, yellow light, green light . 

Red Light: AI Usage Is Not Permitted in This Activity

This option is straightforward and leaves no room for interpretation. It is particularly useful for assessments or activities where the primary goal is to evaluate individual student understanding and skills. By explicitly stating that AI collaboration is not allowed, educators can maintain the integrity of the assessment process.

For assignments that fall under the “red light” category, think of traditional quizzes, exams, or short-answer questions that are designed to assess individual knowledge and skills. These are activities where the primary goal is to evaluate each student’s understanding of the material. Is the activity designed to assess individual understanding? Is it a formative assessment where collaboration could skew the results?

It’s essential to explain the rationale behind this restriction. Students are more likely to comply with rules when they understand the reasoning behind them. In these cases, teachers can have conversations with students about the importance of individual assessment. They can explain how this type of evaluation helps identify areas where improvement is needed and why academic honesty is a skill that will serve them well throughout their educational journey and beyond. Providing context helps students see the bigger picture and appreciate the importance of adhering to guidelines.

Providing clarity is especially important when students are working independently from home. When students are not physically present in the classroom, it can be tempting for them to seek AI assistance when they shouldn’t. Thus, it becomes paramount for educators to set clear expectations about when AI collaboration is permitted and when it is not. Just as teachers have guidelines for plagiarism, citing sources, etc., so can they have guidelines around AI use.

While it’s true that some students may not always adhere to the guidelines when working from home, it’s crucial to recognize that teaching responsible AI usage is a valuable educational opportunity. Instead of simply restricting AI access, we should aim to empower students with the knowledge and understanding they need to make responsible choices.

Yellow Light: permission from teacher required before using AI

This option offers a balanced approach, allowing for the possibility of AI usage while maintaining a level of oversight. The “yellow light” option is particularly useful for long-term projects that require extensive research, group activities where individual contributions are part of a collective grade, or case studies that could benefit from multiple perspectives. 

Incorporating AI tools into the classroom, such as Magicschool.ai, Diffit, and Perplexity, can enhance the learning experience in these scenarios. These technologies offer valuable resources that, when used with guidance and permission, can amplify students’ abilities to explore, learn, and contribute collectively. It is in these nuanced situations that the “yellow light” approach shines, facilitating the responsible integration of AI into the learning process, promoting teamwork, and fostering a deeper understanding of the subject matter.

When students ask for permission to use AI, it opens the door for a meaningful dialogue. Teachers can ask students to articulate what they hope to achieve with the aid of AI and how it aligns with the objectives of the activity. This conversation also provides an opportunity to discuss the ethical considerations of using AI, such as the importance of citing sources when incorporating external content. By requiring permission, educators can ensure that students have a clear understanding of the activity’s objectives and how AI can appropriately aid in achieving them.

Green light: Students are encouraged to use AI software

This option is the most open, encouraging students to explore the capabilities of AI in their learning journey. Assignments that are ideal for the “green light” option include creative writing tasks where AI can serve as a brainstorming tool, research projects that involve gathering and analyzing large sets of data, or activities that encourage innovation, such as coding projects or design tasks. 

However, the openness of this option necessitates a robust framework for ethical usage and academic integrity. Before diving in, students are required to discuss their planned approach with the teacher. This ensures that the use of AI complements rather than replaces human effort. The conversation also serves as a checkpoint for discussing how to properly indicate AI collaboration in their work and reinforcing the importance of transparency and ethical conduct.

Managing the “green light” option when dealing with a large number of students will certainly require planning. One strategy that teachers can employ to effectively oversee this open approach is to establish online discussion forums or collaboration spaces where students can share their plans for integrating AI into their work. These platforms can provide students with a space to post their ideas, seek feedback from both peers and the teacher, and foster a sense of collaboration.

Conversations and Considerations

These guidelines serve as a framework for teachers when assigning work. They are communicated explicitly at the outset of any assignment or activity where AI collaboration could be a factor. The advance notice is crucial; students are more likely to adhere to rules when they are aware of them beforehand and understand the reasoning behind them.

The conversation between educator and student during the “permission phase” of the yellow and green light options is invaluable. It serves not just as a checkpoint but as a teachable moment, helping students learn the nuances of academic integrity and ethical technology usage.

A valuable strategy to manage a full roster of students is to schedule regular check-in sessions, either individually or in small groups. During these sessions, teachers can discuss each student’s AI usage plan, offer personalized guidance, and ensure that ethical standards are upheld. 

The integration of AI in education is not a matter of if but when. As educators, we have the responsibility to guide our students in navigating this new landscape ethically and effectively. By being clear about the guidelines for AI usage in classroom activities, we can foster an environment that encourages innovation while maintaining academic integrity.

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My Educational Journey

Updated 18 October 2023

Subject Learning ,  Experience

Downloads 41

Category Education ,  Life

Educational Journeys

Educational journeys provide people with an opportunity to share their educational journey with others an everyone has a story to tell. Reflecting back a few years, my education journey began in a public school system. This type of school system especially when I was in middle school made me ambitious, and I do remember dreaming of becoming an important and respected individual in my community. As a young student, the ambition helped develop some strengths such as creativity and problem-solving skills when I was in high school. However, I also had some weaknesses which included not taking criticism well, and I was, and still, I am critical of others. As a student, I had trouble with multitasking where it was hard for me to carry out more than two tasks at a time. Reflecting back to the young me, I would like to hold on to the strong work ethic open-mindedness traits I had since they can play an important role in goal setting. However, I would like to get rid of the impulsive trait since it has costed me in the past.

Current Semester

Fast forwarding to this semester, I believe that I am still an ambitious student, a team player and someone who loves reading with the objective of gathering more knowledge. This description of myself can be affirmed by first the fact I always push myself to work alone as an individual when completing class assignments and when I am trying to understand the class materials. Secondly, to gain a more understanding of what was covered in a class, I always engage myself in serious conversations with other students who are different from me in terms of race, personal values, political opinion, and religious belief with the objective of understanding how people who are different from me think. Thirdly, I always discuss ideas from reading materials covered in class with the faculty members outside of class evaluating what I have learned. Lastly, I am a member of a learning community formed by a few students in my class. All members of his community share common academic goals and attitude providing an avenue for regular collaboration on classwork. I believe that all the four leaning behaviors can help me be successful and none of them can hurt me.

Lessons Learned

From the materials of this course, I have learned that first motivation comes from within. It is clear to me that as a student with ambition, I have to push myself to make the most of what this institution has to offer. Secondly, I have learned that comparing myself to others will not get me anywhere since there are different paths and opportunities for everyone. Lastly, I have learned that as a student, I do not have to have everything figured out since learning is a process. As a student, the major strengths include being organized and always working hard. I always have several reading lists, and therefore it is vital for me to be organized which include having a calendar that has all my projects marked out. Moreover, I always work hard where sometimes I can stay at the library late at night to complete my assignments. When it comes to my weaknesses, I sometimes face the issue of procrastination where I sometimes find smaller things to do even when I have large tasks at hand, but currently, I am motivated to work on strengthening this area.

Future Goals

By the end of the semester, I want to be a student of value to my community. To do so, I need to start getting involved in community service where I will have the opportunity to share the knowledge I have gained with the aim of improving the community. To improve myself as a student and be helpful to my community, I need to work on my involvement in community outreach programs. This can begin with enrolling in some of the programs that aim at improving the lives of students. To steer myself towards this direction, I can try organizing for social actions, forming coalitions, and involving myself in social planning. The steps for these strategic changes will be trying to involve people in my community efforts since the people are the heart of the community. This can be done through formal methods of recruitment, going door to door, and informal conversations.

All in all, analyzing my educational journey has played an important role in formulating effective learning experience which has helped me design a purposeful educational journey. I have also realized that as a learner I have limited time, and therefore it is important for me to make efficient use of the time I have. Lastly, attitude and learning behaviors can alter every aspect of an individual’s personal life, education included. Learners’ attitude and learning behaviors determine their willingness and ability to learn where negative attitudes and learning behaviors may affect the motivation to learn.

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The Importance of Parent Involvement in Education: Support, not Hover

Home » Blogs » The Importance of Parent Involvement in Education: Support, not Hover

As a parent, you play an essential role in your child’s education journey. Some things that you may prioritize are their well-being, happiness, and academic success. However, finding the right balance between providing adequate support and overbearing hovering that may negatively impact your child’s academic progress can be challenging.

What exactly does it mean to be an overbearing parent that constantly hovers? It means that you are always monitoring and examining your child’s learning behaviors, scores, and every move. While it’s important to know how your child is doing in school, excessive micromanaging can potentially cause your child to develop anxiety and stress, which can be detrimental to their academic progress. But before we delve into tips on how to create healthy parent involvement in education, parents should understand why actively participating in their child’s education is crucial.

The Importance of Parent Involvement in Education

Below are four main reasons why parental involvement is crucial for their children’s education:

1. It Increases Children’s Achievement

Parent involvement increases children’s motivation to learn, which typically results in higher grades. The extent of parents’ involvement plays a crucial role in producing a high impact on children’s achievement. The higher the involvement, the more significant the impact on the child’s academic performance. A study  examines and identifies three levels of parental involvement – high, medium, and low. The study’s findings indicate higher academic achievement among students from highly and moderately involved parents compared to those from less involved families.

2. It Promotes Better Behavior

This  study  finds that a parent who’s engaged in a child’s academic journey makes a big impact on the student. This parental support results in:

• Enhanced self-esteem for the student.
• The ability for the child to maintain positive relationships with teachers and peers.
• Improved attitude toward school.
• Less disobedience.

Conversely,  research  indicates that uninvolved parents may harm the child’s behavior. This effect may lead to the child developing a negative attitude towards the teachers.

3. It Reduces Absenteeism

Parental involvement is essential to ensure that children go to school regularly. Research shows that when parents are effectively involved in their child’s education, truancy rates are reduced.

For example, a study conducted on middle school students in a public school found a clear link between parental involvement and lower rates of absenteeism. As parents became more involved, the number of missed school days dropped.

High rates of absenteeism can have serious consequences. Research from the University of California highlights how it can negatively impact social-emotional learning (SEL), impeding the development of vital skills such as self-efficacy, social awareness, self-management, and a growth mindset.

Furthermore, absenteeism is closely tied to decreased academic performance. Studies have consistently shown that when students miss classes, their grades suffer.

Moreover, absenteeism can increase the risk of students dropping out of school. Jason A. Schoeneberger, author of the Longitudinal Attendance Patterns study, underscores this point. Dropping out can lead to long-term challenges like low income, unemployment, and higher involvement in criminal activities. Thus, reducing absenteeism through parental involvement is crucial for ensuring students’ academic success and future prospects.

4. It Improves Parent and Teacher Satisfaction

Other than promoting student achievements, parental involvement in education proves advantageous for both parents and teachers. It develops a positive relationship characterized by mutual respect. This collaboration benefits the child’s teacher in the following ways:

• Parents develop an understanding of the challenges that teachers face. This boosts the teacher’s morale and improves their performance.
• The interaction between the parent and the teacher enables the teacher to gain insights into the student’s personality, allowing them to teach in a personalized manner.
• Facilitates better communication between teachers, parents, and school administrators. This will increase the likelihood that parents will help with homework completion according to the teacher’s requests.

Similarly, parents who are actively involved in their child’s learning process experience several benefits:

• Increased confidence in their parenting capabilities.
• They gain a better understanding of their child’s intellectual and emotional needs.
• Enhanced communication empowers parents to voice concerns about the school’s practices.
• Parents become knowledgeable about their children’s developmental stages and how to use positive reinforcement effectively for each stage.

Thankfully, in this digital era, many resources are available at your fingertips to help your kids succeed in the classroom. If you’re a Christian parent seeking to demonstrate healthy involvement in your children’s education, check out these helpful tips!

Tips for Healthy Parent Involvement in Education

1. things to keep in mind.

Throughout this process, it is crucial to establish trust with your child. While it’s natural to want to monitor their progress and grades closely, it’s important to instill a mindset of self-reliance and confidence in their ability to achieve success. Let your child know that you trust them and are there to support them through both the ups and downs of their academic career. It can comfort your child to know that you are not demanding perfection but rather progress. Every child is born unique, which also means that their ability and speed to master a subject differs from one another. Therefore, it is of the essence to embrace this part of their journey!

2. Encourage Independence and Ownership 

Encouraging independence in your child’s learning journey is crucial for their development. As your child grows up, they need to learn how to take responsibility and ownership of their education. An effective way to help them develop this skill is by encouraging them to take charge of their school projects, homework, and study habits. As parents, you can step in and assist your kids in the planning process by creating a schedule and action plan that is specifically tailored to them.

When it comes to older students, it’s crucial to be flexible with their busy schedules. If your kids are enrolled in middle or high school, you can teach them to utilize several tools to manage their schoolwork and extracurricular activities, such as digital calendars and habit tracker spreadsheets, so that they’re ahead of their assignments, upcoming exams, or sports games. As students grow, so does their workload, so it can be easy for them to miss a few deadlines and become unprepared for tests. By teaching them to be proactive, plan their study sessions, and become familiarized with digital tools and spreadsheets, you are bound to set them up for success!

Allowing (and encouraging) them to make their own decisions and learn from their mistakes can boost their confidence and make them feel more capable of handling challenges in the future. It’s also good to remember that making mistakes and not performing well on some assignments is inevitable. As parents, this is an excellent opportunity to guide them through their misses and see what adjustments can be made to their learning routines to prevent them from reoccurring.

Remember that while it’s important to take a step back and give them the space to grow, this is still a team effort, and as parents, there are still things you can do to assist them in achieving academic success.

3. Creating a Positive Learning Environment at Home

Establishing a conducive learning environment at home is important for your child’s academic success. Children are easily distracted; therefore, ensure that you have a dedicated, quiet, and organized space for optimal concentration and focus. In addition, it would also help to invest in a number of resources such as books, gadgets that contain learning applications, and other educational materials.

While it may sound like a simple task, ensuring they have a positive learning environment can help your children enjoy their study time and increase their motivation to learn. Regularly assess their study space and adjust it to meet their changing needs and avoid boredom. This can also be a bonding experience where you can get to know their interests beyond the classroom.

4. Learning Routines for Children

Get started on letting your children take accountability for their learning journey by setting up a study routine together. This routine can be as simple as setting aside a specific time each day to complete homework or study. For example, you could establish a routine where your child spends an hour after dinner each day to review their school work and complete any outstanding assignments. Alternatively, you might encourage your child to start each morning by reading any learning materials or practicing their math skills. By consistently following a routine, children will learn to take ownership of their progress, develop a strong work ethic, and work on their time-management skills. Lastly, you can find a time that works for you and your kids to schedule a check-in and reflect on their progress and results. Depending on your child’s needs and preferences, this can be weekly, bi-weekly, or monthly.

If your kids are taking on more complex learning materials or preparing for college entrance exams, it will help to take on a more creative study approach as opposed to depending on conventional methods. With conventional study methods, students often find themselves spending long hours in front of books while taking notes. However, this process can be ineffective and tedious for many, so make sure to practice active reading and use memory aids such as mnemonics and flashcards. Lastly, study groups are immensely helpful in this process.  By working collaboratively with their classmates, your kids can be motivated to perform their best while also learning from their peers.

5. Patience is a Virtue

Patience is a valuable virtue when it comes to guiding children with their schoolwork. Many of us can recall the times when we sought help from our parents for a tricky math problem, only to be met with frustration and anger. This kind of hostile response can discourage children from asking questions and seeking guidance in the future.

As parents, it’s important to remember that each child has their own unique learning style and pace. Some may take longer to solve a mathematical equation, while others may pick it up quickly. It’s crucial to take the time to understand your child’s individual needs and provide them with the support and encouragement they require.

Rather than becoming angry or frustrated, try to remain calm and patient when helping your child. Celebrate their successes, no matter how small, and offer constructive feedback when mistakes are made. This positive reinforcement will help your child become more motivated to study and gain confidence. Most importantly, by implementing these things, your children will understand that learning with you can be a safe space where errors are allowed in the process.

6. Establishing a Dialogue with Teachers

Your child’s teachers are present for most of their learning journey. Therefore, regular communication with them is critical to helping your children succeed in school. We all want our little ones to excel academically, but sometimes it can be challenging to know where to start. Establishing a collaborative relationship with their teachers can make the world of a difference. Most importantly, it shows that you care!

By talking with your children’s teachers about their progress, you can gain valuable insights into their performance while also identifying their pain points. Since teachers have extensive experience in assisting children, creating study plans, and addressing specific learning difficulties, they can offer creative solutions to any challenges your children may face. This would also be a good time to inquire about any learning support programs or resources that the school provides.

Read more: High School’s Roles in University Preparation Program

In addition, it’s also important to note that teachers are not only focused on your child’s academic success but also on their overall well-being. By partnering with teachers, you can stay informed about any social or behavioral issues and work together to address them.

All in all, the key to success is communication and collaboration with other figures that play a role in your child’s journey. By joining forces, you can help your children achieve their full potential and foster a positive and engaging educational experience. So don’t hesitate to reach out to their educators and start the conversation!

7. Embrace Your Children’s Interests Outside of the Classroom

Being in school from Monday to Friday, doing homework, and studying for tests in between can lead your children to burnout. Being a part of their education journey is not just about being there for parent-teacher conferences and volunteering at school events but also about showing an interest in their extracurricular activities !

Showing interest in your child’s passions, whether it be sports, music, or art, can strengthen your relationship with them. Attending their games or recitals can have a positive impact, demonstrating that you care about their interests. This reinforces the idea that you support them in all aspects of their life, not just academically. Moreover, this can be a great outlet for self-expression and a much-needed break from academic stress. Remember, supporting your child in their hobbies and interests is important in fostering a healthy, well-rounded individual.

8. Involve God in Every Step

The Bible teaches a number of key values, such as diligence, self-discipline, and perseverance. As God-fearing individuals, you can help your children develop a sense of purpose and greater meaning in their academic pursuits by encouraging them to approach learning with a Christ-like attitude. Remind them to seek guidance and support not only from parents and teachers but also from God through prayers and action. This can be done by starting each study session or exam with a prayer to seek wisdom and give thanks to Him for the outcome of their studies.

Read more: Tips to Start Family Worship Habits at Home

Being involved in your child’s education journey is crucial to their success, but finding the right balance between support and hovering is important. Always remember that every child is unique, and there’s no one-size-fits-all approach to parenting or education. By participating in their learning process, involving their teachers, encouraging extracurricular activities, and adopting a Christ-like attitude during their learning process – you are steps ahead in unlocking their full potential!

Here at Sekolah Pelita Harapan, our learning program will ensure that your children excel inside and outside the classroom while putting Christ at the center of everything they do. Click here to learn more and get started today!

Sekolah Pelita Harapan

Established in 1993, Sekolah Pelita Harapan (SPH) has become a trusted International Christian School in Jakarta providing Christian education for Indonesian and expatriate families. As a dedicated partner in education, SPH seeks to empower families with personalized programs and resources, fostering academic excellence, nurturing faith, building character, and facilitating their children's personal growth.

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Head of School at SPH Lippo Cikarang

For the past 21 years, I have been immersed in the realm of Christian Education. During 16 of those years, I held the position of Head of School at three distinct Christian institutions in South Africa. In 2017, I was honored to assume the role of Regional Director for ACSI, with its base in Johannesburg. This position entrusted me with the responsibility of providing service and support to 160 schools and school leaders in the Southern African region, which includes Zimbabwe, Eswatini, Zambia, and Malawi. This opportunity was a humbling experience as it allowed me to contribute towards the realization of authentic Christian Education within schools. Following six fruitful years with ACSI, a lifelong dream of contributing to Christian Education globally materialized, leading me to SPH Lippo Cikarang.

SPH stands distinguished for its dedication to transforming children’s lives through Christian Education in Indonesia. The far-reaching impact of Yayasan Pendidikan Pelita Harapan (YPPH) across various educational institutions throughout Indonesia is remarkable. Being aligned with the vision and practice of effecting transformation through quality and authentic education is a privilege I am proud to associate with.

Educational Background:

• Higher Diploma in Secondary Education – Pretoria College of Education
• Bachelor of Arts in History and Psychology – University of South Africa
• Bachelor of Theology – South African Theological Seminary

HELEN SCHLEPER

Academic Principal at SPH Lippo Village

I’m Helen Schleper, and I am from San Jose, California. I have had the joy of spending 19 years in education, and I am grateful for the opportunity to spend the past years at SPH Lippo Cikarang and now at SPH Lippo Village. My family and I were drawn to SPH because of its mission and vision. It is a privilege to serve at a Christian school in Indonesia that proclaims that Christ redemptively restores all things for His glory. My sincere hope for students is that they will know that God greatly loves them as they continue to grow in true knowledge, faith in Christ, and Godly character.

• Master of Education in Educational Leadership – Regent University, USA
• Bachelor of Arts in Geography – University of California at Santa Barbara, USA
• Multiple Subject Teaching Credential in California, USA.

SHELDON NORD

Head of school at sph sentul city.

Hi, I’m Sheldon Nord, the new Head of School of SPH Sentul City starting in 2023. Before serving at SPH Sentul City, I have been involved with YPPH as early as 1994 when I was involved in helping establish UPH as the first president (2007-2010). Two years later, I accepted the Presidency of Corban University in July 2012 and served until 2022. I came back here, to SPH, with expectations that we want continuous improvement, and to be aspirational, as we remain vision and mission-driven. I believe that God works in mysterious ways as we seek His will in our work or vocational assignments. We are enthusiastic about investing in students, teachers, and staff at SPH Sentul City for the sake of the Gospel of Jesus Christ and want to make ourselves however God might use us.

• B.S. Social Science – Corban University
• Ed.M. College Student Services Administration – Oregon State University
• Ph.D. Higher Education – Indiana University

The IB Diploma Programme (IB DP) is more than just academics. This rigorous program shapes young people who are ready for the challenges and expectations of the very best universities around the world.

Each year, 95% of our graduates pursue tertiary studies at top-tier universities outside Indonesia. Since growth in faith is central in everything we do, we integrate a good mix of faith lessons with quality education.

The DP curriculum consists of six (6) subject groups, namely language and literature, language acquisition, individuals and societies, sciences, math, and the arts. Aside from completing subject examinations and undergoing internal and external assessments, students must accomplish three core elements of the curriculum.

The IBDP aligns with our core values and we see the IB curriculum as the best pathway to prepare our children for higher education whether in Indonesia or other countries. It is designed to equip students with basic academic skills needed for university study, further education, and their chosen profession. Moreover, the program supports the development of values and life skills needed to live a fulfilled and purposeful life.

Our implementation of the IB DP has been demonstrated over time as our graduates have undertaken their higher education around the world and spread blessings wherever they go.

Subjects Offered

Theory of Knowledge (TOK) The Theory of Knowledge (TOK) course challenges students to consider the ways in which knowledge is developed both individually and communally. Students are challenged to explore the question: “How do I know that I know?”. This engagement with metacognition intends to help students become more thoughtful people who can engage the complexity of our global world. TOK challenges students to ask big questions, the kind of questions that form and give direction to their lives.

Extended Essay (EE) Based on a list of approved subjects, students must write an independent research essay investigating a topic within a subject being studied.

Creativity, Activity, Service (CAS) In Creativity, Activity, and Service (CAS), a mandatory core program that balances the rigorous academics in the IB DP, students may initiate their own experiences and projects under the guidance of CAS advisors. These can be based on students’ personal interests, class discussions, or other ideas. Students usually take part in a variety of experiences that involve joining, leading, and/or initiating student-led clubs, student body committees, or personal projects that contribute to communities. Thus, students become more aware of their personal interests, skills, and talents that facilitate their growth beyond the classrooms. Through CAS, SPH students learn how to bless others as they are blessed by the communities.

International Baccalaureate

The International Baccalaureate program aligns with our core values and we see the IB curriculum as the best pathway to prepare our children for higher education whether in Indonesia or other countries.

The International Baccalaureate (IB) education focuses on students ages 3 to 19 through unique learning styles, strengths and challenges. The IB puts emphasis on each student as a whole person. Thus, IB programs address not only cognitive development but social, emotional and physical well-being.

This aims to develop inquiring, knowledgeable and caring young people with adaptable skills to tackle society’s complex challenges and help make a better, more peaceful world. Comprehensive research and over 45 years of practical experience validate the efficacy of IB’s four programs.

In teaching students, IB emphasizes the value of learning as an essential, integral part of their everyday lives. IB promotes the development of schools that:

• Inspire students to ask questions, pursue personal aspirations, set challenging goals, and develop the persistence to achieve those goals
• Develop knowledgeable students with reasoned ethical judgments and who acquire the required flexibility, perseverance and confidence to bring about meaningful change, healthy relationships, individual and shared responsibility, and effective teamwork.

Measuring Outcomes

To measure what students have learned and monitor their progress, IB teachers use a range of assessment strategies. These include formative assessments that provide constant feedback used by instructors to develop their teaching and by students to identify their strengths and weaknesses, including target areas that need improvement. Teachers use summative assessments which are internationally benchmarked and criterion-referenced. This means that students are measured against a set of agreed-upon learning outcomes instead of being graded on a “bell curve” typical of norm-referenced assessments.

IB PYP (Primary Years Programme) Grades 1-6 The Primary Year Programme or PYP (Grades 1-6) is a comprehensive approach to teaching and learning, with an international curriculum model that provides guidelines for what students should learn, teaching methodologies and assessment strategies. As an excellent introduction to the Middle Years Program, it offers a framework that meets spiritual, academic, social, physical, emotional and cultural needs.

IB MYP (Middle Years Programme) Grades 7-10 The Middle Years Programme or MYP provides a framework of academic challenges and life skills for students ages 12-16. It follows naturally from the Primary Years Programme and serves as excellent preparation for the rigors of studies in the IB Diploma Programme. The program provides students discipline, skills and challenging standards, along with creativity and flexibility.

IB DP (Diploma Programme) Grades 11-12 SPH offers a Diploma Programme or DP in Years 11 and 12 at all our K-12 schools. This is an internationally recognized program with academic standards that allow students access to universities worldwide. Although this program employs a common international curriculum, IB requires “all students relate first to their own national identity – their own language, literature, history and cultural heritage – and identify with corresponding international traditions.” Conceived as a comprehensive two-year curriculum, it allows graduates to fulfill the requirements of various international educational systems.

Full IB Programme (K-12) are offered at:

IB DP Programme is also offered at:

Cambridge International

Infused with Christ-centred and bible-based perspectives to meet our student needs, the SPH Cambridge curriculum is flexible, challenging, inspiring and culturally sensitive but international in approach.

The aim of each stage’s curriculum supports the attributes of Cambridge learners to become confident, responsible, reflective, innovative and engaged. We want each student to fulfill their potential and make the most of their God-given strengths and interests. To that end, we offer a wide range of subjects and let every student pursue deeper learning in the subjects they’re best at.

We design programs – with the help of expert educators in schools and universities – to challenge students and get them excited about what they’re learning. Given the Cambridge programs’ flexibility, teachers can use content relevant to students’ local context and culture. Students learn in English and undergo assessment, which is accessible to speakers of English as a second language.

The Cambridge Examination program is divided into 3 programs, Cambridge International Primary Program (Grades 1-6), Cambridge Lower Secondary Program (Grades 7-8), and Cambridge IGCSE (Grades 9-10). Some of our campuses are affiliated with Cambridge University. Please check individual campuses for more details.

Cambridge Primary (5-11 years) Students develop skills and understanding in English, maths and science. Progression tests help teachers check their progress.

Cambridge Lower Secondary (11-14 years) Students further develop their skills and understanding in English, maths and science. Progression tests help teachers check their progress

Cambridge Upper Secondary (14-16 years) Students follow either Cambridge O Level or Cambridge IGCSE courses, leading to globally recognized qualifications. They build a broad learning program from a wide range of subjects.

Cambridge International programs up to Grade 10 are offered at these campuses:

Music & Arts:

• String ensemble
• Drama & Performing Arts

Science & Math:

• Applied Science Academy
• Science Clubs

Leadership & Events:

• Student Council
• Yearbook Committee
• TEDx Youth @SPH

Social & Community Outreach Clubs:

• Harapan Anak Indonesia

Debate & Public Speaking:

• Debate Club
• Speak-up Club
• English Club

Environmental Awareness Clubs:

• Planet not Plastic

TIMOTHY HEADING

Head of School at SPH Pluit Village

I’m Tim Heading and I have been at SPH for 3 of my almost 30 years in education. I am originally from the beautiful city of Adelaide in South Australia. Over my 14 years in international education, I have learned to enjoy the unique situation of living in such a close and supportive Christian community. I was initially drawn to SPH by the opportunity to be involved in the exciting vision of educating this next generation of Indonesians for Christ. My hope for our amazing students is that they will seek to enthusiastically impact their world as Christians.

• Bachelor of Education – Flinders University, Australia
• Master of Education in Leadership and Management – Flinders University, Australia

MARK THIESSEN

Head of School at SPH Kemang Village

My name is Mark Thiessen and I’m currently the Head of School at the Kemang Village campus of SPH. I have been working in education for more than 15 years, many of them serving in various leadership roles within Christian international schools. I was drawn immediately to the mission and vision of SPH and the tangible way it embodies these statements by supporting redemptive Christian education throughout Indonesia. For me, this pursuit of mission has continued to be a driving force behind my service and desire for Kemang Village to grow in excellence. I constantly hope that each of our students would recognize God’s grace in their lives.

• Master of Education in Administration and Leadership Education – Brock University, Ontario, Canada
• Bachelor of Science in Biological Sciences – Brock University, Ontario, Canada
• Bachelor of Education – Brock University Ontario, Canada

MATTHEW MANN

SPH Executive Director

My name is Matthew Mann and I have fifteen years of experience as a Head of School and now serve as the Executive Director of Sekolah Pelita Harapan. My task is to strengthen, unite, and grow the group of five schools. At various points in my career, I have taught French and English in Kindy, Primary, Middle School, and Senior School. My vision is for SPH to raise up new generations of leaders equipped and inspired to bless their nation and the world. I believe passionately in schools as communities, places where children are loved and know that they belong, where they are challenged by their academics and enriched by their experiences.

• Master of Education – Covenant College, USA
• Bachelor of Education – University of Ottawa, Canada

STEPHANIE RIADY

YPPH Executive Director

My journey with the Yayasan started as early as a five-year-old, entering the doors of SPH Lippo Village’s Kindy Pod as a K2 student back in the early 90s. I consider myself privileged to engage with the Yayasan as a former student, alumni, leader, and now SPH LV mom. I started as a K2 student in SPH LV back in 1993 when the school first opened its doors. I recall my first day of school in SPH when the roads were not yet fully paved. I truly believe in SPH’s holistic Christian education because I was transformed by it myself. I hope that SPH students will be deeply transformed from the inside out – a heart that loves the Lord, a mind that has a genuine thirst for learning, and hands and feet that God uses to bless other people.

• Bachelor of Arts in Philosophy – Wheaton College
• Master of Education in Educational Philosophy – Columbia University
• Doctor of Education (cand.) in Educational Leadership – University of Southern California

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Educational Journey: 5 Things to Know in the World of International School

The world of international schools is an exciting one, but it can also be a bit overwhelming. With hundreds of options to choose from, parents and students are often left with more questions on the educational journey than answers when it comes to selecting the right educational institution for their needs. However, fear not!

In this blog post, we’ll walk you through five essential things you need to know to begin your educational journey in the world of international schools.

1. Diversity is Key

When looking into international schools, it’s essential to remember that one of the main draws is the vast amount of diverse cultures and ideas that will be present. However, this comes with some adjustments.

Each student will be coming from a unique background and have their own opinions and ways of thinking. It’s important to embrace this diversity and use it as a tool for learning, rather than allowing it to cause any conflict or tension.

2. Get Ready for a Shift

Attending an international school, like RUH School in Coimbatore , requires preparation for a shift. This shift refers to being exposed to a diverse community and learning environment. In an international school, students come from different cultural backgrounds, have diverse perspectives, and bring their unique experiences.

This shift requires a motivated approach and a willingness to learn from others. It also involves adapting to different teaching methods and educational systems. This can be challenging but broadens one’s horizons.

Being ready for this shift is crucial in an international school, as it allows students to immerse themselves in a global learning experience. They can gain a deeper understanding of the world around them.

3. Research, Research, Research

Before choosing to attend an international school, it’s vital to do your research. Take the time to research different schools, their curriculum, their academic reputation, and any other relevant factors. Look into the location, transportation options, extracurricular activities, and any other features that may be important to you or your child.

4. Language Barriers in the Education Journey

As international schools draw in students from all over the world, there may be some language barriers to consider. While many international schools operate in English, there may be different accents or dialects that students will have to get used to.

For students who are non-native English speakers, there may be extra language classes or support offered. This helps to aid in their language development.

5. Find Your Support System

The transition to a new school can often be challenging, but finding a community or support network can make all the difference. Whether that’s through extracurricular activities, support groups, or finding a mentor within the school, having people to rely on can make the transition easier and help students form connections within their new community.

Experience an Enriching Educational Journey at an International School

Embarking on an educational journey at an international school is an enriching and transformative experience. By being aware of the five key things to know in the world, students can navigate and thrive in a diverse and global community.

So, leap and explore all that an international school has to offer. Start your journey today!

Looking for more tips and advice? You’re in the right place! Make sure to bookmark our page and come back to check out more interesting articles.

Divya is a writer, who loves to read and write. She is a Company Secretary by profession. She is passionate about art, reading, writing, music, and creativity. She loves to do research on ‘Parenting’ and discover new things now and then. Her passion about positive parenting pushed her to write on ‘Wonder Parenting’. Her loving daughter, Vachie, helped her to dig deep and reach new heights on Parenting. She believes that ‘Parenting is Patience’ and shares her own journey to express that parenting approach differs for every individual. Simple Living High Parenting!

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What Students Are Saying About Why School Absences Have ‘Exploded’

Chronic absenteeism has increased in American schools since the Covid-19 pandemic. We asked teenagers what they make of the trend.

By The Learning Network

Nationally, an estimated 26 percent of public school students were considered chronically absent last school year, up from 15 percent before the Covid-19 pandemic, according to the most recent data, from 40 states and Washington, D.C., compiled by the conservative-leaning American Enterprise Institute.

The increases have occurred in districts big and small, and across income and race.

In “​ Why School Absences Have ‘Exploded’ Almost Everywhere ,” Sarah Mervosh and Francesca Paris explain:

The trends suggest that something fundamental has shifted in American childhood and the culture of school, in ways that may be long lasting. What was once a deeply ingrained habit — wake up, catch the bus, report to class — is now something far more tenuous. “Our relationship with school became optional,” said Katie Rosanbalm, a psychologist and associate research professor with the Center for Child and Family Policy at Duke University.

In a related Student Opinion question , we asked teenagers if that explanation resonated with them. Had their relationship to school — and school attendance — changed since the pandemic? And if so, what did they make of this shift?

Many students said, yes, school feels different now. Why? They pointed to remote learning changing their routines, an increase in anxiety and a decrease in motivation, the ease of making up schoolwork online and much more. Read their responses in full below.

Thank you to everyone who participated in the conversation on our writing prompts this week, including students from Central Bucks South High School in Warrington, Pa .; Norwood High School in Norwood, Mass.; and West Salem High School in Salem, Ore.

Please note: Student comments have been lightly edited for length, but otherwise appear as they were originally submitted.

Remote learning made students comfortable with missing school.

I believe that there are two main contributors to missing school too much. The first is online school. Myself included. It was very easy to simply leave the call after taking attendance and the teacher wouldn’t realize. Skipping class was easy and you could still get high grades. Transitioning back to real school, kids still held that true. They knew that they could miss school and still do well because covid taught that to them. The second reason is punishment. When you miss school, nothing happens. Class goes on and you have a little extra homework the next day but that’s it. What is the issue with missing class is a very common thought and it’s true. There is very minimal downside to missing school. When I had surgery, I missed a full week of school and within a day and a half, I was fully caught up again. Missing school has just become all too easy.

— Xavier, Pennsylvania

2020 was when our lives completely changed for the worst. We all had to stay inside and stay separate from each other. It was terrible, not being able to talk to my friends, and seeing the death toll on news constantly rise. However, after a year into the pandemic, I believe students realized the power they now had, including me. Now that I am a highschooler, I am going to admit that sometimes I would just mute my class and do whatever I wanted. School became shorter and easier to pass than ever before. That’s why when we all transitioned back into school, it was weird. We all still wanted to get through class the “easy way,” yet now that we were back, it wasn’t possible. This is why we started increasing our absences. The threat of absence has become weak, students are not as afraid to stay out of school. Furthermore the threat of being infected gave just one more reason to be out of school, for the sake of “preventing others from getting sick,” when in reality you feel fine. That is most likely why the absences in school had an exponential increase.

— Joshua, Pennsylvania

Students feel like expectations are lower than they were before the pandemic.

As a student in high school, I’ve come to realize the horrible state our attendance has been in since the pandemic. The reason can be simplified into one idea: laziness. We are lazy, willing to do only enough to get by, no more, no less. If a student doesn’t need to come to a class to obtain the grade they wish to achieve, then they won’t show up. Classes are not challenging enough to make students feel that they are worth going to. My mom is used to getting texts from me during the school day, begging to be excused from a class where “we’re doing nothing” or, “I already finished the work,” which is true, yet I abuse the opportunity to miss class because I know there will be no greater coincidence, I will still be getting an A. Due to my laziness, I would rather be at home taking a nap than sitting in a class with no greater impact on my life.

— Clara, Salem, Oregon

Since the pandemic, schooling has been focused on getting students caught up to where we’re supposed to be. Consequently, more allowances are made for students who don’t do assignments or don’t even show up. And with the switch to all online because of the pandemic, things have never shifted back. If a student misses a day or even a week, they can easily see what they missed and do it and submit it from home. With this option giving them the exact same grade as it would if they actually went to school, it’s no wonder why students are choosing to stay at home or skipping class. Additionally, the pandemic had heightened anxiety levels in students, specifically social anxiety, making them less likely to show up. The allowances made by the school district for students has created a space for students to be lazy and get away with it. This is fostering a negative impact on student work ethic not only now, but also in the future when this generation will be entering the work force.

— Emma, West Salem High School

The period of school shutdowns got students out of their school routines.

When I think back to virtual learning, my brain automatically goes to how stress free it was. I was in sixth grade when Covid first hit and going through a period of my life where I was extremely anxious at school. I believe that this break is exactly what I needed at the time. However, I do believe that in the long run, this online learning time period got a lot of people into the routine of not having a routine. A lot of people at my school would turn their camera off and fall asleep or go on their phones during online learning. I believe that there were times that I did this as well. I also think that this mindset carried through into the grades where I did not have an online/hybrid option. In eighth and ninth grade, I happened to stay home sick, go into school late, or leave early a lot. I think this is due to me not taking school as seriously due to the grading methods that were being used and how some of my teachers were not grading harshly. Now that I am a sophomore in high school, I think I have finally gotten back into the routine of actual schooling and not staying home sick unless I actually feel extremely sick.

— Madison, Pennsylvania

Before the pandemic and as I was growing up, I was the kind of student that wanted perfect attendance. For some odd reason, it made me feel like a better student if I never missed a day. This included turning my parents down when they offered me to go on trips, even though I was only in fourth grade and the work that I would have missed wouldn’t have made an impact in my academic career. However, after the pandemic school began to feel optional. We felt what it was like to fall out of the routine that going to school was and were never able to fully recover from it. I think that having experienced attending school from your bed, in your pajamas has played a major role in the current trend of students receiving more absences. For me, it made me realize that the “0” next to your number of absences didn’t matter as much as I had once thought. As a now highschooler, the school days are long and every class requires an abundance of work and undivided attention that whenever there is a substitute or not much going on, it is easy to decide to leave school. With senior year approaching, everything’s purpose is college and the fact that colleges aren’t able to see how many absences a student has when they apply, does play a role in the increasing number of absences.

— Ava, Miami Country Day School

Because assignments and other materials are online, students find they can keep up with their classes even if they don’t attend school.

Schools have adjusted rules so much that it makes school feel optional. Don’t want to attend class publicly? Take online classes. Don’t want to take “required” state testing? Opt out. Before, school seemed strict, we didn’t have the option to opt out of tests, we didn’t think of taking online school. Yet now, schools make it so easy to skip because everything is simply online. Our assignments, lectures, and teachers are all online. There are no longer requirements in school. What’s the point of attending if we can graduate without taking state testing or attending advisory — also a requirement, yet I no longer have an advisory because my counselors said I don’t need to take it to graduate. It’s confusing. Students have been enabled for over 4 years now since quarantine started. School doesn’t feel mandatory, it’s optional. I’m currently enrolled into 2 AP classes, so I try my best not to miss school. But it’s inevitable, I get sick, I have family situations or maybe I simply don’t feel like attending school. But I see people skip school like nothing. “I didn’t feel like going” is a constant statement I hear. Not many students have the motivation to attend, and simply don’t go because they have a comfort in their head that they can graduate while missing multiple days of school nearly everyday.

— Olivia, Salem, OR

Current absenteeism rates have significantly impacted my learning experience for the past few years. Since the pandemic, there has been a noticeable shift in the perception of the value of education and whether or not attendance is an important factor in a student’s academic success. In the years following 2020, I found myself struggling to make it to class everyday due to my new found efficiency of working at home with my computer. I felt that even if I was not in class personally, I would be able to keep up with my work easily as it was all online regardless. Due to this I would go on trips or skip class purely because I was under the impression that I would be able to continue achieving virtually.

— Ruby, RFHS

Before the pandemic, my attendance was stable but after the pandemic, my absences were piling on. It was difficult to get back in the rhythm of in person school when I had already done a whole year online, but now my attendance in school is definitely getting better. On the other hand, students in my school tend to miss school and it is a rare sight to see a full class. Some students go as far as showing up to class once a week and just do the classwork online. After the pandemic, schools went from paperwork to all online, which is a big reason why students miss all the time, knowing that school work can just be done at home. It has definitely affected students’ grades and goals in life, but hopefully in the future, absences can lower back down.

— Emily, Atrisco Heritage Academy High School

Going to school, and finding the motivation to have as good an attendance record as possible, now feels like more of a struggle.

As students, we’ve developed a comfort in staying in bed during school without having to get ourselves ready to go outside. We had the ability to wake up five minutes before “school” started to get on our zoom calls. Now, we must wake up an hour and a half prior, and make breakfast and pack lunch, before driving to school. The process is tenuous as the article states, but because we’ve accustomed to a different lifestyle, it just makes this one seem like so much more work. I, myself have noticed my difference in attendance after COVID-19. I used to be very obsessed with perfect attendance, but I had 11 absences in my sophomore year, right after coming back from online school. Nowadays, I’m more lenient on myself when it comes to taking a mental health day, because the process can be overwhelming. School is very important, so of course I try to always come in, but sometimes it can be hard. I have not noticed this trend in the world, as well as with myself until this article. It’s enlightening to know that this had not only an effect on me, but all over the country. Hopefully the rates of absenteeism will decrease as time goes on, because we are the future.

— Anisha, New Jersey

Before virtual learning, I never made much of a habit of not turning in work or showing up for class. It was so much easier then but since virtual learning, it had become incredibly difficult for me to focus as well as keep up motivation to continue school. It was easy to skip and nobody really said much about it so it easily became a bad habit. That bad habit eventually leaked into normal school as well and it always sounds so much easier to break out of than it actually is.

— Tayy, NRHS

As the average high school class skipper (only sometimes), in my personal experience, missing out on classes hasn’t really been because of mental health concerns, but more of just lasting laziness from the pandemic. I feel as though I was relatively hard working in middle school/elementary but after a few years off with only half effort assignments, I have grown to become more sluggish and reluctant when it comes to more advanced work while in school. And it makes the option of missing out on classes because of my own reluctance a lot more appealing.

— Luke, Bali, Indonesia

My schedule during the week is get up, get ready for school, go to school, go home, do homework, go to sleep and then I repeat that everyday for 5 days. As much as I don’t want to dread going to school, it’s exhausting having the same schedule repeated everyday of the week. While in school, you have assignments assigned nearly everyday. I feel as though school has had a change in its meaning because of the COVID-19 pandemic. While in quarantine, we were looking at a screen for the whole day and lacked motivation to get assignments done. When we shifted to in person school again, it didn’t change. I now look at school as a task that I need to complete to shape my future. I need to have all my assignments perfect and turned in on time. The meaning of school has turned into a draining task rather than a place that you look forward to going to.

— Jamisan, Salem, Oregon

Some students face challenges in attending class that may have nothing to do with the pandemic.

I don’t believe that students are skipping because it is so easy to catch up and pass, despite their absences. In fact, I know that a lot of people who skip aren’t passing most of their classes. They do this because their parents don’t hold them accountable, and there is always something deeper going on in that student’s life that makes it that much harder for them to find the motivation to go to class. I don’t think making the classes harder will hold students more accountable, but in fact deter them from going to class at all. If a student is aware that they are failing and doesn’t understand the concept of the class, and the class proceeds to become harder, they are going to quickly become unmotivated to go to class in the first place, feeling out of place compared to the other — passing — students in the class. While I don’t have a solution for this problem, myself, I feel that the problem is much broader than we suspect, and the answer will be a much deeper journey to find.

— Kylie, West Salem HS

Schools can do more to get students back in class.

I attend a French school in London and attendance is closely monitored. Absences have to be justified by your parents or you could get into trouble. I think it’s important to attend school as we did before Covid - because as well as learning the curriculum, it is crucial to socialise with your friends and classmates, which is good for your mental health … I wonder if social media could be a factor? If students did not have access to social media or the internet, would they prefer to be in school with their friends? This increase in absenteeism could affect students’ chances of getting into University when they come to finish school or even their opportunities later in life. Students need to be reminded of this more and more perhaps. School helps you to learn not just about facts but also helps to build your emotional quotient & social intelligence — which are all valuable for life.

— Alexandre 14, London

As a current high school junior, my experiences with skipping have been minimal at best, however, I feel strongly that the reason behind skipping is pretty simple. Students don’t care as much about school and the system encourages it. When faced with the choice of sitting in a class and learning about the Patagorian theorem or hanging out with friends, many students are now choosing the latter. The lack of care or effort being put forth in school doesn’t even affect their grades! This is due to certain classes having minimal grades set at 50%, which is 10% away from a pass. This system is actively encouraging people to put minimal effort into a class just to get a pass and graduate. Removing courses like this would certainly raise the importance of getting the work done. Another solution to this problem would be having attendance as a grade, if your grade depends on you being in classes then most would show up. If you have to show up to class to pass then more students would be inclined to do so. The emphasis is on not bending the knee to people who don’t want to show up to class, not giving them a minimal 50%, we should mark attendance for a passing grade, and letting them fail. If we keep letting students skip with minimal consequences then their attitudes won’t change and thus hinder our students’ growth.

— Henry, Salem, OR

Learn more about Current Events Conversation here and find all of our posts in this column .

AI Chatbots to Reshape Education and Parental Roles

A s students return to school, parents often find themselves in the role of homework helpers. However, a new ally has emerged in this educational journey: AI chatbots equipped with artificial intelligence. In the realm of education, AI chatbots have become invaluable tools for both students and parents. These AI-powered assistants, including well-known ones like ChatGPT, offer unprecedented support in various educational tasks. To ensure your child’s academic success, it’s crucial to understand how AI chatbots work and their potential benefits.

AI chatbots like ChatGPT have gained immense popularity, and your child might already be familiar with them. These chatbots raise intriguing questions about their role in education. Can a machine complete homework assignments? It’s a tempting proposition for tech-savvy students.

The integration of AI in schools

Many schools are adopting AI chatbots as part of their teaching methods. It’s natural for parents to wonder if these AI tools could hinder the development of critical thinking, creativity, and moral understanding in their children. The Globe and Mail, a Canadian newspaper, delves into the concerns and insights of parents, family coaches, and media experts on this matter.

The rapid advancement of chatbots and AI-driven writing tools has left parents feeling anxious about the implications for their children’s education. To address these concerns, experts recommend open communication with children regarding their schoolwork and the responsible use of technology. Understanding the purpose and consequences of using AI tools is essential.

Many schools are developing policies around AI tool usage and distributing them to parents. It’s crucial for parents to acquaint themselves with these policies, which cover AI, writing tools, and other academic aids. Being informed allows parents to support their children’s education effectively.

Insights from child psychologists

Linda Pagani, a child psychologist, emphasizes the importance of parents understanding AI tools alongside their children. This collaborative approach helps children comprehend the utility, pitfalls, and ethical considerations of AI chatbots. Creating a conducive homework environment, such as a common area in the home, can also promote a strong work ethic.

One major concern with AI tools is the potential for cheating. Matthew Johnson, a media literacy expert, advises parents and teachers to emphasize the value of learning as an ongoing process rather than focusing solely on final grades. Encouraging self-expression, exploring museums, and cultivating interests can complement traditional education.

Open dialogues on sensitive topics

AI chatbots can sometimes provide inaccurate or harmful information. Therefore, open discussions with children are essential, ensuring they know they can seek help when faced with challenges. Building a child’s self-esteem and self-reliance is equally important. The pressure to be ultra-efficient should come later, after fundamental skills, faculties, and values have been nurtured.

Leveraging AI chatbots for positive learning

Parents can harness the power of AI chatbots to enhance their children’s education in several ways:

1. Research assistance

Utilize AI chatbots like Bing AI and Google’s Bard integrated into search engines to help with research and information gathering. These tools can complement traditional research methods and teach children about discerning information sources.

2. Clarifying Assignment Instructions

AI chatbots can explain assignment instructions and unfamiliar terms, fostering self-reliance in children as they learn to seek answers independently.

 3. Generating Practice Questions and Quizzes

Use AI chatbots to create practice questions and quizzes on specific topics. Reviewing answers together promotes independent learning while providing support.

4. Encouraging Exploration

Ask AI chatbots to suggest additional resources, such as books or websites, to expand a child’s understanding of a topic. This instills curiosity and the importance of exploring multiple sources.

Top AI Chatbots for Educational Support

Several AI chatbots cater to various educational needs:

1. ChatGPT: Developed by OpenAI, ChatGPT generates high-quality text and is a versatile educational companion.

2. Bard (Google): Google’s Bard offers similar capabilities to ChatGPT and can assist with a wide range of tasks.

3 . Bing AI (Microsoft): Bing AI incorporates ChatGPT’s technology and is a useful tool for research and information retrieval.

4. Claude (Anthropic): In beta testing, Claude focuses on creating helpful, honest, and harmless AI models.

As AI continues to reshape the educational landscape, parents play a pivotal role in guiding their children’s interaction with AI chatbots. By fostering open dialogues, nurturing critical thinking, and leveraging AI chatbots as educational aids, parents can ensure that their children benefit from technology while developing essential skills and values for the future. AI chatbots are not foes but allies in the quest for knowledge and learning.

Mindfulness in medicine: A couple’s journey in Mindfulness-Based Stress Reduction

Meet Dr. Michelle Davila and Dr. Hugo Davila-Grijalva, partners not only in marriage but in a shared mission to bring presence to healthcare and educate others in healing.

In the demanding world of healthcare, where burnout looms large and patient-centered care often gets overshadowed by endless tasks, a husband and wife team of physicians have embraced mindfulness to cast a new light on healing.

For Dr. Michelle Davila, an experienced naturopathic doctor and Dr. Hugo Davila-Grijalva, a dedicated internal medicine hospitalist, mindfulness provides a path to reconnect with their core values as caregivers.

From their varied individual journeys — Michelle’s teen years spent turning the well-thumbed pages of "Zen Mind, Beginner's Mind" to Hugo's happenstance introduction into Reiki and a transformative Vipassana retreat  — mindfulness meditation practice emerged as a calming companion in both of their lives. 

As serendipity would have it, their mutual interest in the mind-body connection led them to each other within the halls of the very same integrative medicine department, marking the start of their shared path.

A transformative experience of self-discovery

In 2020, amidst the global pandemic, Michelle and Hugo chose to formally engage with Mindfulness-Based Stress Reduction (MBSR), an 8-week evidenced-based mindfulness program developed by Jon Kabat-Zinn to address chronic pain, anxiety, depression and general stress reduction.

At the time like many on the frontlines, Hugo was struggling with stress and burnout. He hoped MBSR could guide him through that.

Michelle also felt called to deepen her mindfulness practice due to the intensity of her work as a clinician.

Often, those devoted to caring professions prioritize the needs of others over their personal well-being. But mindfulness offers the opportunity to focus on their self-care.

“During MBSR, I became acutely aware of my own pain and suffering that I never acknowledged or gave myself the opportunity to experience,” Michelle reflects. “The practice offers support for that — it helps us learn how to sit with suffering.”

During MBSR, I became acutely aware of my own pain and suffering that I never acknowledged or gave myself the opportunity to experience. The practice offers support for that — it helps us learn how to sit with suffering.

Motivated by the impact of mindfulness on their own lives, Michelle and Hugo felt inspired to share its benefits with others by teaching the practice. This led them to pursue training through Brown University’s Certificate in Mindfulness-Based Stress Reduction Teaching .

Enriching patient care with mindful presence

Since enrolling in MBSR teacher training, the couple has woven mindfulness into every aspect of their lives.

Hugo believes it’s important to fully embody mindfulness himself before he can effectively teach it to others. "When we're in class, it's basically a practice session,” he says. “As teachers, we need to cultivate mindfulness daily. Teaching it comes from a place of deep personal practice.”

He also reflects on how mindfulness enhances his patient interactions and reminds him to stay present even among constant demands on his time and energy.

“Mindfulness really permeates everything that I do in healthcare,” Hugo explains. Taking a mindful approach when he’s in the hospital seeing patients helps him engage with the full experience of caretaking and being present in each encounter, rather than feeling scattered from one patient to the next. He says, “Mindfulness has truly helped me be in touch with what brings the most fulfillment and joy in practicing medicine.”

Mindfulness has truly helped me be in touch with what brings the most fulfillment and joy in practicing medicine. It has helped me connect with my patients and with the full experience of taking care of people.

Michelle echoed the idea of mindfulness improving bedside manner and quality of care. "A lot of the way we benefit patients is just how we are with them — being attentive, self-regulating so we’re not caught up in our own experience, having comfort with discomfort and suffering, and really bearing witness to what the patient is going through," she says.

Bringing mindfulness to medical education

As Qualified Teachers, the pair has taught a few MBSR programs in English and Spanish, and a mindfulness in nature course. They look forward to teaching more programs and short courses, and bringing mindfulness education into healthcare settings, including their own. 

Hugo is also working with the American College of Physicians to offer mindfulness programs for its members, while Michelle has already instructed medical students at their affiliated university.

As they continue their journey towards certification at Brown, Michelle and Hugo remain committed to their own mindfulness practice and the wellbeing of those around them.

Hugo says, "There's an understanding in mindfulness that one practices for oneself, and as a consequence, everybody else benefits."

Get Started

In collaboration with the Mindfulness Center at Brown, the School of Professional Studies provides a variety of programs for newcomers, seasoned practitioners and teachers in-training.

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