learning contract assignment

Self-Directed Learning: Learning Contracts

Independent study experiences can be extremely rewarding both for students and their advising instructors. As our CTE Teaching Tip: Self-Directed Learning: A Four Step Process explains, independent study gives students the opportunity to explore not only a given topic but also their own learning strategies and goals, and learning contracts can play a critical role in ensuring that this process is a successful one. Learning contracts give ownership to students over their learning at the outset of a project or class, they prompt students to reflect on how they learn, and they establish clear goals and project timelines. For instructors, learning contracts serve as an outline for independent study units and as tools to aid evaluation.

To maximize these benefits, students should develop their own learning contracts, which the advising instructor reviews to provide constructive feedback and suggestions for modification. Because the contract is an agreement between instructor and student, both should sign the final contract and, if modifications become necessary as the learning experience progresses, both should approve and sign the modified contract.

This Teaching Tip reviews the benefits and limitations of learning contracts, outlines both student and instructor responsibilities in creating learning contracts, and concludes with a sample learning contract in the resources which you can draw on when designing independent study experiences for your students. 

Learning contracts... 

• Require students to be intimately involved in the process of developing their unit of study.
• Require students to explore their readiness to learn and their self-directed learning skills.
• Maximize students’ motivation to learn because they have chosen the agenda.
• Help to keep less independent learners on course with specific and concrete goals and deadlines.
• May include a schedule of regular meetings with the advising instructor.
• Encourage independence of students, which can result in fewer demands made on instructors’ time.
• Provide a formal way to structure learning goals and activities as well as the evaluation of learning goals, which helps to minimize misunderstandings and poorly communicated expectations.
• Schedule and enable the continual feedback about student progress.
• Enable advising faculty instructors  to encourage use of a wide variety of resources (e.g., peers, library, community, experiences).

Limitations

Learning contracts...

• May be challenging to create for students who are used to lecture/exam types of courses.
• May not be suitable for content with which students are totally unfamiliar — some initial guidance may be required.
• May require modification as the unit progresses — careful thought is needed for how much modification is acceptable, which could be defined at the outset of each unit.
• Require that instructors redefine their traditional roles and make the transition from teacher to advisor.

Responsibilities for the learning contract

Student responsibilities.

• Propose a written learning contract of what you want to learn and how you plan to learn it.
• Develop a detailed schedule that has you working on contract activities each week.
• Take the initiative to contact your advising instructor immediately to get the assistance you need (with, for example, motivation, resources, feedback, problems).
• Meet with your advising instructor regularly to review progress and discuss material.

Instructor responsibilities

• Assist in developing learning contract and ensure its completion and good quality.
• Recommend learning resources, such as books, journals, people, agencies, library materials.
• Be available as a resource for information, but allow the student to take initiative in asking for assistance with learning.
• Meet regularly with the student to review progress, share ideas, and encourage learning.
• Evaluate the student’s work as described in the learning contract.

If you would like support applying these tips to your own teaching, CTE staff members are here to help.  View the  CTE Support  page to find the most relevant staff member to contact. 

• Knowles, M. S. (1986).  Using learning contracts: Practical approaches to individualizing and structuring learning . London: Jossey-Bass Publications.
• Sample learning contract (template and completed example) (.docx)

CTE teaching tips

• Self-Directed Learning: A Four-Step Process

Independent Studies: Unit Planning Decision Guide

• Independent Studies: Readiness to Learn

Making Group Contracts

Other resources

• Kim, R., Olfman, L., Ryan, T., & Eryilmaz, E. (2014).  Leveraging a personalized system to improve self-directed learning in online educational environments .  Computers & Education , 70, 150-160.
• Waterloo’s  Student Success Office
• Waterloo’s  Office of Academic Integrity

  This Creative Commons license  lets others remix, tweak, and build upon our work non-commercially, as long as they credit us and indicate if changes were made. Use this citation format:  Self-Directed Learning: Learning Contracts. Centre for Teaching Excellence, University of Waterloo .

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Learning contract and evaluation activities

Contact field education.

[email protected]

The School of Social Work currently is exploring and developing frameworks and applications of a trauma-informed and human rights (TI-HR) perspective across all levels of social work practice.

Trauma-Informed and Human Rights Perspective Activities

Please select a student type and learning objective to see a list of related Field Education activities. Activities relevant to a [TI-HR] perspective are labeled as such.

Student Type

• 8/21/18 Advanced Year
• 8/21/18 Foundation Year

Email us at [email protected]

Sample Learning Contract Projects for In-person or Remote Field Learning

These assignments can be useful adjuncts to in-person fieldwork as well as for when a disruption or stoppage in fieldwork occurs related to a public health issue or other event. They should be incorporated into student learning contracts and connected to relevant competencies.  

Examples include the following:

• Development of agency trainings on topics of self-care, ethics, etc.
• Development of curricula for groups or workshops on things like life skills, grief, trauma, intimate partner violence, etc.
• Development of written materials, such as handouts, flyers or brochures, for service recipients or wider community on topics such as voting rights, informed consent, etc.
• Agency-specific policy review with written recommendations on topics such as safety, use of social mediate, utilization of technology, etc. 
• Legislative policy review paper on laws and policies impacting the population students work with (ex- Indian Child Welfare Act, Emergency Mental Health Holds, Homeless Camping Ban, etc.) and provide a synopsis of key takeaways or prepare advocacy materials (letter to editor, develop key talking points, etc.)  
• Literature review on field-specific topics, i.e. effectiveness of an intervention, how interruption of services impacts mental health or economic stability, etc.
• Grant work, including researching potential funding opportunities and/or preparing specific sections of a proposal. 
• Community networking and Resource development, i.e. teleconferencing with various service providers, participating in resource mapping, and develop a list of resources for clients with services offered, referral process, etc. 
• Completing on-line trainings and providing a certification of completion and/or a written reflection paper.
• Engaging in volunteer work related to population served, or in response to community crisis and providing a written reflection paper. 

Assignments

Creating a virtual social work office: an innovative way to engage clients (5-10 hours).

Social workers are finding new and creative ways to engage clients in the pandemic. One way is through creating a virtual office. Clients can "visit," see helpful resources and activities, and schedule appointments. In this activity, students will enhance their technology skills and create a product that will help them engage with clients at their field agency. To participate, you can:

• View this presentation
• View Bitmoji Classroom Tutorial [19:12 min YouTube video]
• Create a virtual office using the instructions in the presentation
• Send out links and instructions for the virtual office to stakeholders at your field site

Watch Creating a Virtual Social Work Office: An Innovative Way to Engage Clients [10:02 min]

To cite: Shanahan, M. & Lynch, M. (2020). Creating a Virtual Social Work Office: An Innovative Way to Engage Clients. Retrieved from  http://socialwork.buffalo.edu/field-educators-liaisons/field-educator-resources/orientation-and-training-new/learning-contracts-and-performance-evaluations/learning-contract-evaluation-activity-search.html .

Self-Care Assignment (4-5 Hours)

Self-care is an important component of social work practice (and life in general), especially in times of stress. While many of you will have already seen some of these resources, and certainly given thought to your personal self-care, it is important to regularly re-visit our self-care plans and activities. We are in a time of unprecedented uncertainty and we want to encourage and ensure that students are taking care of themselves in positive and healthy ways. For this assignment, we want to students to spend around five hours engaging in the study of self-care, and developing a personal plan for yourself.

Review the following:

• Self-Care for Social Workers During the Coronavirus Pandemic (NASW Podcast)
• Six Domains of Self-Care: Attending to the Whole Person (Butler, et al. 2019)
• Kristin Neff: The Three Components of Self-Compassion (Youtube video)
• UBSSW Self-Care Starter Kit
• Kristin Neff: The Three Componentsof Self-Compassion (Youtube video)

Field Podcast Assignment (35-40 Hours)

This assignment can be done individually or with a partner. The purpose of this assignment is to help students learn about assessment, evaluation, and/or intervention skills while also learning about technology tools and resources that will help them be informed about social work practice. In this assignment you will also demonstrate your ability to present yourself in a professional manner, self-awareness, and ability to engage in critical peer consultation.

An audio podcast is a digital audio file made available on the Internet for downloading to a portable media player, computer, or other device. The content of a podcast can inspire, inform, or entertain an audience. An audio format can be used as a way to capture people’s attention and direct their concern to the topic you cover in ways that you cannot do in writing. You will save your audio file in an mp3 or mp4 format, which is the default for most recording devices.

Before you record, edit, and upload your podcast, you will:

• Listen to a podcast and rate it using the attached rubric
• Review attached material about storytelling best practices and audio technology
• Review YouTube videos related to creating podcasts
• Listen to a podcast that is similar to the type of podcast you will create
• Choose a topic, audience, and interview or discussion guide for your podcast. Draft your narrative: what’s the story you want to tell? What do you imagine will flow from this story? What will listeners want to know about your topic? How will you elicit or develop this information?

For your podcast - your podcast should focus on a topic that is relevant to your field agency, the podcast can then be shared with your field site to use as a resource. For example, if you are placed in a school, any topic about education and/or children and youth would be relevant. You could also highlight how your agency is adapting to the changes and stresses associated with the Corona Virus pandemic.

The podcast assignment has three parts:

1. Create a podcast between 15-20 minutes in length, including intro. 

• The intro should be 1-4 minutes and identify you (name and your role as a social work student), and any other people, include the date of the recording, and explain what is talked about during the podcast. It should also mention any distractions (that can’t be edited out) that happen during the podcast. You might also discuss background or relevance of the topic to social work, and what audience might benefit from listening. For best results, this should be created after the podcast is recorded.
• If you are conducting an interview, questions should help weave a story. If you are not interviewing, your narrative should still help weave a story. See story arc presentation handout.
• The podcast should end with a thank you (if interview) or other clear ending (where to find more information on the topic, etc.)
• The interview should be edited to cut distractions where possible, pauses, and add a very short (a few sec) intro/exit music or other appropriate sounds that enhance the recording.
• If you have external references, mention the website/article/etc as “show notes” which will be posted alongside your podcast if shared widely.

2. Have a peer review your podcast using the attached rubric. After the review, you may choose to re-record or edit any part of the podcast to address changes. Complete the reflection portion of your assignment. Your reflection should answer these questions: (a) what did it take to create your podcast; (b) what did you learn from creating the podcast, about technology and your topic; (c) how is podcasting similar and different to writing a paper on the topic; (d) how will you use podcasts in the future; (e) if you worked with a partner, describe how you divided the work and who did what.

3. Complete a short survey about this assignment. This survey is worth one hour of field time. You will upload the last page of the survey (confirmation of submission) to receive the extra credit. Your answers to the survey will not impact your grade, but will be used to improve the assignment in the future, and the information will also be anonymized and used for research if you give consent. The survey will ask you about your learning and strengths/weaknesses of this assignment.

Complete a reflection paper that covers: (a) what did it take to create your podcast; (b) what did you learn from creating the podcast, about technology and your topic; (c) how is podcasting similar and different to writing a paper on the topic; (d) how will you use podcasts in the future; (e) if you worked with a partner, describe how you divided the work and who did what.

Consider sharing your podcast with the Field Team at [email protected] and/or via social media. For example, your podcast can be published with accompanying text via Wordpress or other blogging site, and a link to your post can be shared on Twitter or other platform using the hashtag #UBSSW. 

• Digital Storytelling: Tools, Techniques, and Traditions (Sage et al., 2020)
• Three files posted below, Podcasting for Social Work, Consent Form, and Rubric and Checklist

Cultural Humility Assignment (9-15 Hours)

The online version of this module, Conversations About Culture: Video and Lesson Plan, can be found on this website .

The content is designed to facilitate skills for effective cross cultural communication and collaboration. The very important concept of cultural humility is a central focus. Cultural humility entails acknowledging difference, and positioning ourselves as people interested in learning and understanding. Cultural humility is particularly relevant to a trauma-informed, human-rights-based approach to social work practice; it underscores the dignity and value of the individual and empowers the client as expert in their experience.

Because the process of self-reflection is so important for the development of cultural humility, sample reflection exercises are provided. Learning objectives include the following:

• Define the concept of cultural humility;
• Discuss the difference between cultural competence and cultural humility;
• Highlight the role cultural humility plays in social work practice;
• Explore the dynamics of difference;
• Reflect on the knowledge, skills, and attitudes which are associated with becoming culturally self-aware and valuing diversity;
• Increase awareness of unconscious cultural stereotypes, and the impact of these on service recipients.
• Introduction Video - This video defines the concept of cultural humility and highlights related components. Cultural humility is defined as an ongoing process of self- reflection and self-critique. It entails working collaboratively with clients, and embracing difference. Students, faculty and practitioners reflect on the role of cultural humility in their work and share their insights.
• Cultural Humility: People, Principles and Practice s Video
• Standards and Indicators for Cultural Competence (NASW)
• Retrieve from UB Libraries: Fisher-Borne, Jessie Montana Cain & Suzanne L. Martin (2015). From Mastery to Accountability: Cultural Humility as an Alternative to Cultural Competence, Social Work Education, 34:2, 165-181, DOI: 10.1080/02615479.2014.977244
• Optional Additional Readings and Videos

Technology in a Pandemic Assignment (4-5 Hours)

The use of technology, both personally and professionally has profound impacts on our lives and our work. Recently, CSWE and NASW have put out standards for the ethical use of technology and making tech proficiency a critical component of social work education. This assignment allows students to explore various uses of technology and their implications for practice and self-care.

• Listen to the following podcast: New York Times: Alone Together podcast (7 minutes)
• Review at least 4 blog posts on Laurel Hitchcock’s Social Work Technology Blog
• Read: The Tech That Could Be Our Best Hope for Fighting Covid-19—and Future Outbreaks
• Watch: How Technology is Being Utilized to Mitigate the Covid-19 Virus
• What ways are you using technology for self care and to stay connected to peers?
• How have you been using technology in your field placement? Do you have any new or innovative ideas of ways that technology can be implemented in your field placement?
• How can technology be used in social work to improve practice?
• Do new technology (social media) pose any unique risks or threats in an environment that the Covid-19 pandemic?

Training or Volunteer Participation Reflection Assignment

This sample reflection paper assignment can be used in conjunction with training, volunteer or other activities assigned by the Field Educator. 

Write a Reflection Paper (at least 3-5 pages) on the training you attended, responding to the prompts below, and addressing where possible connections to competencies 1-9. 

Submission instructions: Students can submit their reflections, noting number of completed training hours plus time spent completing this reflection, directly to their Field Educator. 

(1-2 Pages) Respond to the following prompts

• What I learned
• What I would do differently
• My thoughts going forward

(1-2 Pages) Next, consider any connections to the nine Social Work competencies.

• Competency 1: Demonstrate Ethical and Professional Behavior
• Competency 2: Engage Diversity and Difference in Practice
• Competency 3: Advance Human Rights and Social, Economic, and Environmental Justice
• Competency 4: Engage In Practice-informed Research and Research-informed Practice
• Competency 5: Engage in Policy Practice
• Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities
• Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities
• Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities
• Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities

How to Write a Learning Contract and Realize Your Goals

• Tips For Adult Students
• Getting Your Ged

• B.A., English, St. Olaf College

We often know what we want, but not how to get it. Writing a learning contract with ourselves can help us create a roadmap that compares our current abilities with desired abilities and determine the best strategy for bridging the gap. In a learning contract, you'll identify learning objectives, available resources, obstacles and solutions, deadlines, and measurements.

How to Write a Learning Contract

• What are you going back to school to learn?
• What job do you want?
• What knowledge, skills, and abilities do you need to have in order to get the job you desire?
• Determine your current abilities based on prior learning and experience. Make a list of the knowledge, skills, and abilities you already have from prior school and work experience. It can be helpful to ask people who know you or have worked with you. We often overlook talents in ourselves that are easily noticed by others.
• Compare your two lists and make a third list of the skills you need and don't yet have. This is called gap analysis. What knowledge, skills, and abilities will you need for your dream job that you haven't yet developed? This list will help you determine the appropriate school for you and the classes you'll need to take.
• Write objectives for learning the skills you listed in Step 3. Learning objectives are very similar to SMART goals . SMART goals are: S pecific (Give a detailed description.) M easurable (How will you know you've achieved it?) A chievable (Is your objective reasonable?) R esults-oriented (Phrase with the end result in mind.) T ime-phased (Include a deadline.)

Example: Learning objective: To speak conversational Italian fluently enough before traveling to Italy on (date) that I can travel without speaking English.

• Is there a local school that teaches your subjects?
• Are there online courses you can take?
• What books are available to you?
• Are there study groups you can join?
• Who will help you if you get stuck?
• Is there a library accessible to you?
• Do you have the computer technology you need?
• Do you have the finances you need ?
• Create a strategy for using those resources to meet your objectives. Once you know the resources available to you, choose the ones that match the way you learn best. Know your learning style . Some people learn better in a classroom setting, and others prefer the solitary study of learning online. Choose the strategy that will be most likely to help you succeed.
• Identify potential obstacles. What problems might you encounter as you begin your study? Anticipating problems will help you be ready to overcome them, and you won't be thrown off course by a nasty surprise. Think of everything that might become an obstacle and write it down. Your computer could break. Your daycare arrangements could fall through. You might get sick. What if you don't get along with your teacher ? What will you do if you don't understand the lessons? Your spouse or partner complains you're never available.
• Identify solutions to each obstacle. Decide what you will do if any of the obstacles on your list actually happen. Having a plan for potential problems frees your mind of worry and allows you to focus on your studies.
• Specify a deadline for meeting your objectives. Each objective may have a different deadline, depending on what's involved. Choose a date that is realistic, write it down, and work your strategy. Objectives that don't have a deadline have a tendency to go on and on forever. Work toward a specific goal with a desired end in mind.
• Will you pass a test?
• Will you be able to perform a specific task in a certain manner?
• Will a particular person evaluate you and judge your competency?
• Your objectives are realistic given your personality and study habits
• They know of other resources available to you
• They can think of any other obstacles or solutions
• They have any comments or suggestions regarding your strategy
• Make the suggested changes and begin. Edit your learning contract based on the feedback you receive, and then begin your journey. You've got a map drawn specifically for you and designed with your success in mind. You can do this.
• When you're thinking of the people in your life you might be able to ask for input, consider the ones who will tell you the truth, not the ones who will tell you what you want to hear or say only nice things. Your success is at stake. You need to know the good things and the bad. Ask the people who will be honest with you.
• Online forums are great places to talk with other people who share your goals. Participate by posting your questions, responding to other people's questions, and getting to know people who are interested in the same things you are.
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How to create your first learning contract for your elementary students

Learning contracts are agreements between you and your students that outline specific learning goals, expectations, and steps necessary in order to achieve those goals. This activity is often used as a tool for promoting student ownership and self-directed learning among other benefits for you and your class.

In this article we’ll take you through the process of creating your first learning contract, how to implement this learning tactic in your classroom, and how to overcome challenges associated with learning contracts. Let’s get started!

Understanding Learning Contracts

Benefits of learning contracts, student benefits.

Learning contracts have a number of benefits for your student that make them a great addition to the classroom. Here are a few of the benefits you can expect from using learning contracts in elementary school:

• Student ownership and engagement : Learning contracts empower students to take more ownership of their learning. By involving them in setting their own goals and determining how they will achieve them, student engagement and motivation increases .
• Goal setting and reflection : With your help, learning contracts encourage students to set specific and measurable goals. Through the process of reflecting on their progress, students can develop valuable self-regulation and metacognitive skills from this experience.
• Autonomy and independence : Learning contracts can help foster a sense of autonomy and independence in your students. They have the opportunity to make decisions, choose strategies, and take ownership of their learning process, building confidence and self-efficacy along the way.

Teacher benefits

While the student benefits are great, you also can expect to see a number of benefits from using learning contracts including:

• Individualized instruction :  Learning contracts help you incorporate personalized and differentiated instruction in your classroom. This means you can tailor the content, pace, and activities to match students' unique learning needs, styles, and interests to promote a more meaningful and relevant learning experience for every student.
• Collaboration and communication : Learning contracts provide a platform for collaboration and communication between you and your students.. By opening the door for ongoing conversation, feedback, and support, you are enhancing the teacher-student relationship which will help many other aspects of your classroom.
• Classroom Management : Learning contracts promote a positive classroom environment by setting clear expectations and fostering student responsibility. When your students understand and take ownership of their learning goals and behaviors, it can reduce disruptive behavior and create a more focused and productive learning atmosphere.
• Parent engagement : Learning contracts also facilitate communication and involvement with parents. They provide a transparent view of the learning goals, expectations, and progress, enabling parents to support their child's learning journey effectively as well.

When to Use Learning Contracts

Learning contracts can be used in a number of different instances depending on the needs of your students. Here are some of the most common times you could use a learning contract:

• Project-Based Learning : Learning contracts can be used in project-based learning (PBL) situations. In PBL, students engage in extended, in-depth investigations of real-world problems. Learning contracts can outline project goals, tasks, and timelines, empowering your students to manage their own learning within the project framework you agree on.
• Individualized Learning Plans : Learning contracts are beneficial when working with students who have Individualized Education Programs or Individualized Learning Plans. They can help specify the goals, accommodations, and modifications for each student, ensuring that their unique learning needs are being met.
• Behavior Management : Learning contracts can also be used as part of a behavior management plan. When students struggle with behavior issues, a contract can outline expected behaviors, rewards, and consequences, providing your student a clear structure for promoting positive behaviors and self-regulation.
• Academic Support and Interventions : Learning contracts can be implemented when providing academic support or interventions to students who require additional assistance. They can outline targeted goals, strategies, and progress monitoring, providing a framework for individualized intervention plans.

Elements of a Learning Contract

A learning contract typically includes several key elements that outline the expectations, goals, and strategies for student learning. While the specific elements may vary based on the grade level and context, here’s what you should typically include in a learning contract:

• Learning Goals and Objectives : Clearly state the specific learning goals or objectives that students are expected to achieve. These goals should be specific, measurable, attainable, relevant, and time-bound.
• Activities : Describe the activities or tasks that students will engage in to achieve the learning goals. These activities should align with your overall learning objectives.
• Timelines : Set a timeline or schedule for completing the tasks and activities outlined. This helps students manage their time and ensure they make progress towards the learning goals within a designated time frame.
• Evaluation Criteria : Specify how student learning will be assessed and evaluated. This gives your students clarity on how they will be assessed and promotes transparency in the process.
• Signature or Commitment : Require both the student and yourself to sign the learning contract as a commitment to fulfill the expectations and responsibilities outlined. This formalizes the agreement and reinforces the importance of shared accountability.

Example Learning Contract

Let’s imagine you want to create a learning contract with your students for them to use a programming game like Kodable on an iPad or chromebook. 

Learning Goals

Kodable learning goals include creating and solving programming problems, explaining programming concepts, and testing and debugging their own code. Other learning goals include building problem solving and logical thinking skills.

There are a number of self-paced coding lessons and unlimited creative opportunities! You can specify which types of activities in the app that you want students to use if you’d like.

Students can access Kodable during designated classroom times, when it is an activity option to pick from, or as an anchor activity after finishing their other assigned tasks.

Evaluation Criteria

Students will be evaluated based on treating their tech devices with care and respect, as well as the digital property of their fellow students.

Signature or Commitment

Have your students sign and acknowledge!

Create your own free Kodable account today to bring this programming game into your classroom.

Steps for Implementing Learning Contracts

When it comes to putting your learning contracts into practice here’s a quick three step process you can follow.

• Plan and Prepare : In this step, you’ll use your knowledge of your student to determine specific learning goals or objectives that you want to achieve through this process.
• Contract Creation : Next, you’ll use your information from step one to create a contract template for you and your student to collaborate on to fill in specific details.
• Implement and Monitor : Finally sign and have your student sign the contract to implement it. After signing be sure to monitor how your student is doing with the plan and if there are any other interventions that are needed.

Tips for Effective Learning Contracts

No two learning contracts may be the same but there are still some helpful hints to make this process easier for both new and returning teachers.

• Make sure your learning goals are aligned with your curriculum standards
• Provide students with ample opportunities to contribute their ideas
• Break down the tasks into manageable steps
• Offer students choice and flexibility in activities
• Provide ongoing support and feedback
• Celebrate student achievements, both big and small

Now that we’ve covered the elements of a learning contract and how to roll them out in your classroom, let’s look at how to overcome common challenges teachers face when using this tactic.

Addressing Common Challenges in Learning Contracts

While the benefits of learning contracts are great, there are also some challenges you may face when bringing these into your classroom. Here are the most common challenges associated with learning contracts and how you can work around them.

Student Accountability

Some students may struggle with taking ownership of their learning and completing tasks independently. To address this, provide regular check-ins, offer support and guidance, and monitor students' progress closely. Celebrate their successes and help them develop self-monitoring skills to stay on track.

Time Management

Managing multiple learning contracts and providing ongoing support to students can quickly become time-consuming. It can help to establish a routine and schedule dedicated time for students to work on their learning contracts. Use classroom management strategies to promote independent work and encourage students to seek assistance from peers before approaching you when appropriate.

Parent Involvement

Engaging parents in understanding and supporting your learning contract approach can be a challenge when everyone isn’t on the same side. Communicate the purpose, benefits, and expectations of learning contracts to parents through newsletters, parent-teacher conferences, or dedicated information sessions to help establish the reason for your approach. Share examples of student work and success stories to showcase the effectiveness of the approach. 

Learning contracts are a great way to help get your students more engaged in their own education. However, like anything you do in your classroom, the process needs to work for both you and your students to be an effective classroom strategy. Using the strategies outlined in this post you can effectively bring this new method of learning into your classroom while avoiding the common pitfalls along the way. Happy teaching!

Learning contracts are just one example of a differentiated instruction strategy to help tailor your teaching to meet the needs of all of your students. Check out our guide on this topic to see more examples to pair with learning contracts.

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About this course

• 11 hours study
• 1 Level 1: Introductory
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Learning contracts

A learning contract is an agreement, written collaboratively between a learner and a teacher that details what is to be learned, how it will be learnt, and how that learning will be verified. It sometimes involves the learner’s parents. Learning contracts allow learners to decide what they wish to strive for, which activities they will engage in, and how they will demonstrate that they have satisfactorily completed their studies.

• Identify the learning objectives in relation to the curriculum and determine where the learner should be in regard to each competency. Ensure that the objectives describe what learners will learn, not what they will do.
• Develop a rubric clearly indicating learning objectives, measurable criteria, tasks and levels of achievement required, and grading system.
• Specify the material and human resources needed, and the methods and strategies (techniques, tools) that will be employed.
• Specify realistic target dates for follow-up meetings and for completion of the contract.
• Carry out the contract.
• A tutor or a mentor can be assigned to assist the learner during the implementation of the learning contract.
• Learning contracts usually include the learner’s name and details, the course name and level, the expected outcomes, the form and outline of submission (project, portfolio, video, or product), the resources and assistance needed and the teacher and learner’s signatures.

 Methods/ Learning stations                                        Techniques for Active Teaching and Learning   

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Learning Contracts

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Learning contracts have been a successful feature of many university/continuing education programmes over the last 20 years but many staff are still unfamiliar with them or have difficulty using them. This guide introduces the learning contract to those considering using them on their courses.

TABLE OF CONTENTS

Part i | 32  pages, introduction, chapter 1 | 8  pages, what is a learning contract, chapter 2 | 7  pages, why use learning contracts, chapter 3 | 16  pages, steps in developing a learning contract, part ii | 44  pages, the elements of a learning contract, chapter 4 | 5  pages, writing learning objectives, chapter 5 | 4  pages, identifying resources and strategies for learning, chapter 6 | 4  pages, deciding what will be produced, chapter 7 | 8  pages, determining assessment criteria, chapter 8 | 22  pages, examples of learning contracts, part iii | 38  pages, taking account of learners' and advisers' needs, chapter 9 | 8  pages, learners' experiences of learning contracts, chapter 10 | 8  pages, orienting advisers, chapter 11 | 9  pages, orienting learners, chapter 12 | 7  pages, other strategies for assisting learners, chapter 13 | 5  pages, organizational implementation, part iv | 26  pages, extending the range of learning contracts, chapter 14 | 10  pages, variations in use, chapter 15 | 8  pages, applications in work-based learning, chapter 16 | 7  pages, limits to learning contracts.

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Sample learning contract.

ENG 101 Learning Contract

Sign and submit the following to the Unit 1 Assignments folder by the first Thursday of class.  No work in the course will be graded until this learning contract is signed.

I understand and accept the following expectations for work within our course:

• I recognize that the course has both a schedule and syllabus. From the outset of the class, I am responsible for accessing either document for any updates, policies or due dates.
• A professional approach to complex subject matter means I will use appropriate language to discuss the assigned material.
• Failure to submit an on-time rough draft—defined as a paper of the same minimum length and citing at least the minimum number of required sources—means that my final copy will not earn passing credit. Also, I will earn failing credit within the discussion.
• No further work will be accepted until and unless each major assignment gets submitted.
• I realize that annotation, or the marking up of the texts, is a college-level survival skill.
• MLA style must be used for all Assignment area work, which is to be submitted as a Word file using Times or Arial 10-12-point font. No other fonts are accepted for scoring.
• I will only use academic sources of information. Nonacademic sources may only be used if I submit an email with both the URL and an explanation of why a nonacademic source is valid for use in the paper.
• My punctual and consistent work habits are necessary for course success, so that the first post is required within forty-eight hours of any board’s opening.
• I know that participation requires me to do more than the minimum. I will lose one-third of the total participation points in a board for each gap in activity of seventy-two hours or more (three days), and that my posts must be varied so that I am not posting every two days and twenty-three hours.
• I will quote any used words; unquoted quotes can be evidence of plagiarism even if cited .
• I am aware any extended absence from course work must be communicated—as it nearly always can—as soon as possible to an event requiring me to be away from the course.
• I will write a short sentence for every posting subject, as adult learners appreciate the information being presented in this manner.
• My formatting choices impact my credibility as a writer. When citing to show credit, I will place the period only after the parenthetical citation.  I know to avoid basic MLA errors such as adding extra spaces between double-spaced paragraphs, failing to reword and reorder completely when paraphrasing, or putting “pg.” before the page number.
• Inactivity of two weeks or more means I have abandoned the course, earning a Y grade.
• I know that late work is only accepted with prior permission.
• When completing homework, I will use my own wording rather than the wording of the question, making it clear what I am answering and citing specific details in MLA style.

____________________________________

Student Signature

• Sample Learning Contract. Authored by : Joshua Dickinson. Provided by : Jefferson Community College. Located at : http://www.sunyjefferson.edu . Project : ENG 101. License : CC BY-SA: Attribution-ShareAlike

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• Guide to Field Education for MSW Students
• Section 7: Evaluation and Grading in Field Practicum

7.1 Competency-Based Learning Agreements and Task Assignments

The learning agreement.

The competency-based Learning Agreement is a written understanding between the student, the field placement agency-based Field Instructor and the Field Consultant about the nature and content of the student's field experience. This written understanding provides a focus for mutual planning in the development of the placement, and serves as a reference point for ongoing evaluation of the student’s progress toward achieving expected competencies. The agreement is also a basis for the resolution of any disagreement that might later arise among the various stakeholders and partners in student field education.

The Field Instructor has lead responsibility for overseeing the development of the Learning Agreement. This means providing guidance throughout the process including initiating discussion about the agreement, selecting appropriate assignments with the student's input, and making sure that the document is completed in a timely manner.

The student is responsible for producing the Learning Agreement document, including preparation of drafts for discussion and submitting a final draft of the document to the Social Welfare MSW field education program on time.

The Field Consultant is responsible for meeting with the student and Field Instructor to review the Learning Agreement and approve it when it is finalized.

Discussions about field task assignments to include in the Learning Agreement should begin as soon as the student starts placement. The normal timeline for completing the required Learning Agreement is one month (please refer to the current Field Education Calendar for exact due dates each semester).

All Learning Agreement forms are available electronically through our online database, Sonia.

Field Task Assignments

Typically, several general types of assignments are developed each year. These assignments are selected by the Field Instructor, in discussion with the student, and should take into account the student's interests and readiness, the skills the student needs to acquire, and the range of available learning opportunities and activities in the agency.

Field placement tasks and duties should be identified that will advance student progress toward achieving each of the nine practice competencies established for the Social Welfare MSW field education program. All of the competencies should be addressed each year, although specific learning activities will differ for first and second year students.

• Learning opportunities and activities for first-year students should reflect learning and performance at a beginning and foundational level of generalist social work practice.
• Learning opportunities and activities for second-year students should approach performance levels appropriate for an entry-level practitioner in a specific area or method of specialized social work practice.

The agency may also require the student to perform additional tasks which are viewed as necessary for competent, ethical service and social work practice in the agency context. These additional tasks should be discussed with the student and Field Consultant, and explicitly noted in the Learning Agreement to clarify expectations and prevent potential misunderstandings.

The intention is for students to be assigned work in field placement that explicitly prepares them for master’s-level social work. Thoughtfully assigning duties located in the student’s proximal growth zone is essential. Students should not be regularly assigned clerical tasks beyond those normally required for successful work with their active clients or for completing assigned projects. We also request field placement settings refrain from assigning duties to students that are well beyond their expected skill or competency level, duties at which they already excel, or duties that are more commensurate with paraprofessional responsibilities.

Each student and Field Instructor are also asked to identify at least two to three assignments per academic year upon which feedback will be given based upon direct observation, audiovisual observation, or transcription/process recording review of the student’s work. For direct practice students, this may involve the Field Instructor observing the student conducting an intake, a counseling or case management session, or group; for a macro practice student, this may involve the Field Instructor observing the student leading a meeting, giving a public presentation, or interviewing or conferring with a stakeholder. Similarly, we ask each student and field instructor to identify at least two to three tangible deliverables or work products per academic year upon which competency-based feedback will be provided. This can include psychosocial assessments, court reports, case presentations, group curricula, written protocols, grant proposals, needs assessments, program evaluations, presentation slides and materials, and other work products related to their task assignments.

Learning Agreement Modifications in Extenuating Circumstances

If extenuating circumstances arise in or around field learning that are likely to impact a student’s or agency’s ability to fulfill commitments made in the Learning Agreement, the Social Welfare MSW field program may request or recommend that agreements be modified. In these instances, MSW students and their agency-based Field Instructor will interact to develop and propose modifications to the Learning Agreement that may allow the student to continue progress toward achieving all of the required competencies while balancing the protection of learning with any identified or emergent health or safety risks. 

When modifications to Learning Agreements are mandated due to extenuating circumstances, students and agencies should be candid, honest, and transparent with supervising field faculty about any concerns related to risk, health and safety, or the student’s ability to successfully continue with the field placement under current operating conditions. Students and agencies are further guided by field program policies on Suspension of In-Person Field Education and Safety and Security of Remote and Tele-Health Services.

All modifications to a student’s field placement work requirements must be clearly documented in the Learning Agreement. Supervising Field Consultant faculty will approve all Learning Agreements and modifications, and facilitate addressing and responding to any concerns in a timely manner.

Learning Contracts for Employee Success

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Human Resource Management Plan Document Control 2 Version Control 2 Release 2 Conditions of Use 2 3 Human Resource Approach 4 Project Organizational Structure 5 Project Team Agreement 5 Project Team D lg ...

Fostering harmonious group membership within the organization lg ..., diversity learning strategy and stakeholder management lg ..., effective teamwork strategies and skills lg ..., increasing employee outcomes using reflection lg ..., the counsellors gain skills and knowledge lg ....

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Monitoring, Evaluation, Reporting and Learning Specialist (SB 4 / Peg III) - (For Nepalese Nationals Only)

Kathmandu, NEPAL

Type of Contract :

Starting date :.

01-Oct-2024

Application Deadline :

10-Aug-24 (Midnight New York, USA)

Post Level :

Duration of initial contract :.

One year with possibility of extension

Time left :

Languages required :.

English  

Expected Duration of Assignment :

Until the end of project

UNDP is committed to achieving workforce diversity in terms of gender, nationality and culture. Individuals from minority groups, indigenous groups and persons with disabilities are equally encouraged to apply. All applications will be treated with the strictest confidence. UNDP does not tolerate sexual exploitation and abuse, any kind of harassment, including sexual harassment, and discrimination. All selected candidates will, therefore, undergo rigorous reference and background checks.

Enhancing Access to Justice through Institutional Reform Project-II (A2J) implementing under Nationally Implemented Modality (NIM), is the second Phase of Access to Justice project closed in 2021. Under the overall leadership of the Ministry of Law, Justice and Parliamentary Affairs (MoLJPA), the project will be implemented jointly and in a close partnership with UNDP Nepal.

The A2J Project II aims to enhance access to justice of women and other marginalized communities by strengthening the integrated legal aid services and criminal justice system in Nepal.  Furthermore, the  project focuses mainly on supporting the implementation of integrated legal aid frameworks by  establishing necessary frameworks to deliver the justice at the local level, strengthening justice sector institutions to provide effective remedies to protect and promote the rights of women and marginalized groups as per the national and international commitment and empower women, and other marginalized groups, in particular Dalit, PWD, LGBTIQ + and Poor ones to claim their rights and participate in judicial governance/civic life.

The project will be implemented in a close coordination and partnership with government stakeholders at Federal, Provincial and Local level. The Attorney General Office, Justice sector actors, Nepal Bar, Province and Local Governments including Judicial Committees will be the partners to work in a coordinated manner to achieve overall goals of the project.

The Project aims to be implemented in four provinces namely: Sudurpaschim, Karnali, Madhesh and Koshi. The districts and local level will be selected through a rapid mapping exercise.

The MERL Specialist will work directly under the supervision and guidance of National Programme Manager and collaboration with Project Management Specialsit (PMS) and will assist in developing plans, capturing learnings, and preparing periodic reports of the Project. The incumbent is expected to spend a significant proportion of time in supervising in maintaining quality of works done under the Project. Beside this, s/he should also be responsible to establish and maintain coordination with the concern implementing partner(s) for effective implementation of the Project activities and the timely achievement of its objectives. The incumbent will not only establish and operate going field activities and initiatives, but will coordinate field visits from development partners, implementing partners and UN officials and will generally be responsible for ensuring that local-level initiatives and activities are communicated to central level actors, both at UNDP and within the Government.

Duties and Responsibilities

T he overall responsibilities of the assignments are to:

• Provide technical support to prepare the overall Monitoring,Evaluation, Reporting and Learning frameworks and systems;
• Develop necessary system to constantly track down the results for overall oversights for better quality of the projects and ensure well documentation by develop Recording and Reporting Forms and Formats.
• Support to the review of Programme /Monitor, Evaluation, Reporting/Communication  and Learning to systematically document lessons and good practices
• Support the capacity building efforts  of the partners on monitoring, evaluation reporting and documentation 
• Collabrate with Project and prepareMonthly, Quaterly and Annual Reports of the project ensuring necessary level of quality;
• Mainstream gender and social including into planning, monitoring, evaluation as well as reporting  by devising necessary forms and formats

1. Provide technical support to prepare the overall Monitoring and Evaluation, Reporting  and Learning frameworks and systems;

• Provide strategic support to the NPM and other as required for the Project planning based on Project document, Annual work plan (AWP)  and quarterly work plan backed up with M&E / Result frameworks;
• Update the tracking tools to monitor the Project activities at federal, provincial and local  level,
• Update as necessary Monitoring and Evaluation plans, consistent with the annual  M&E framework, in consultation with all the coordinators including NPM;
• Update the progress and provide timely analysis to develop and update the Project overall strategic framework, impact chains and intervention logics;
• Assist the Project management team in developing sector-wise work plans, overall monitoring framework including capturing of learnings and achievements;
• Assist professional staff in preparing Indicator protocol sheets (indicator description/ profile) of each project indicators mentioned in RRF;
• Develop a comprehensive baseline of basic services and socioeconomic conditions in the target areas and collect periodic data and information against the baseline to assess and report on the overall progress of these areas; 
• Coordinate  process of the Project target setting in County Office Annual business Plan / integrated Wok Plan (IWP), Result tracker and Annual M&E framework preparation;
• Take lead in developing monitoring evaluation and monitoring tools and process.
• Collaborate with the Project’s information, communications and technology (ICT) related team to develop and maintain the monitoring, reporting and reporting technology system, including updating, troubleshooting, and promptly addressing all problems as they arise.
• Coordinate with Monitoring and Evaluation Unit of the UNDP Country Office and get corporate guidance and updates on the policy and guideline on M&E.

2 . Develop necessary system to constantly track down the results for overall oversights for better quality of the projects and ensure well documentation by develop Recording and Reporting Forms and Formats

• Develop and implement an effective M & E mechanism for programme activities;
• Establishment of internal control system and Standard Operating Procedures in Results Management and control of the workflows in the team;
• Ensure quality control of results (from formulation to implementation and to closure) to achieve the stated program results; 
• Develop appropriate formats and monitoring toolkits for collecting data from different sources collaborating with PMS;
• Develop effective intranet and the sound database systems of the Project;
• Ensure any disparities between planned and actual outputs are addressed.
• Facilitate review of progress on a quarterly basis and ensure problem solving through remedial actions,  and
• Provide technical guidance for the implementation of the M&E plan, through training and other on-site support; 

3. Support to Programme Review/Monitor, Evaluation, Reporting/Communication and learning to systematically document lessons and good practices

• Design and conduct a system for field visits,  and data verifications in order to ensure that the quality of information that partners are reporting is accurate, timely and relevant;
• Facilitate regular field monitoring visits to the Project locations areas through closely working with regional field coordinators for community mobilization activities and conduct qualitative and quantitative assessment of the implementation status;
• Support for the field level monitoring be undertaken by the Project, implementing partners and UNDP;
• Assists in liaising with development partners in close consultation and coordination with the Project teams in resolving any issues related to results;  
• Take the lead role in organizing and facilitating the final Project evaluation, work closely with the monitoring team for communication and public information activities and establish the link to the entire outcome and input for the effective implementation of the Project, undertake other related tasks as instructed by the supervisor;
• Organize and lead the review process of Project results on a regular basis in close consultation with the Project teams and concerned implementing partners.
• Document the learnings and good practices of the Project quarterly basis to systematically inform the project planning process and share the learnings with the project team, partners and stakehonders.

4. Support to build the capacity of the partners on monitoring, evaluation,reporting  and documentation. 

• Identify needs and capacity gaps of the concerned stakeholders and implementing partners at central and local level and coordinate closely to enhance their capacity in planning, monitoring and evaluation;
• Provide technical support to the implementing partners and local framework of the programme to strengthen their monitoring and evaluation systems;
• Organize trainings and briefing sessions  to staff on monitoring and reporting; and orient them on corporate requirements on data collection including gender, sex and social group disaggregation, and reporting requirements;
• Ensure the Project activities are planned and implemented in a gender sensitive and inclusive manner and that all implementing partners are sensitized and trained in monitoring and reporting of gender and social inclusion sensitive results;
• Undertake any other duties as assigned by the National Programme Manager.

5. Collabrate with Project and prepare Monthly, Quaterly and Annual Reports of the project ensuring necessary level of quality

• Collate and compile A2J’s progress reports on activities, outputs and outcomes from the implementing partners and team members;
• Analyze the data and information, prepare monthly progress reports on the major activities and submit to NPM, and others as per the necessity of the Project;
• Producing news letters, write up narrative monthly, quarterly and annual reports including other relevant sectoral reports as the need of the Project under the guidance of NPM;
• Organize the planning for project data quality audits and monitor and coordinate routine data quality audits, compile results at the level of a project and develop actions plans to implement corrective measures;
• Ensure accuracy and timely submission of project reports.

6. Mainstream gender and social including into planning, monitoring, evaluation as well as reporting  by devising necessary forms and formats.

• Develop activity log sheet to track disaggregated data to reflect in the planning cycle;
• Highlight GESI related results in monitoring and evaluation plan and reflect them in the reporting;
• Ensure all communications/ documentations produced are GESI sensitive;Actively promote Prevention of Sexual Exploitation and Abuse (PSEA) standards within project  and amongst its beneficiaries.

Impact of Results

• Legal aid system is strengthened and made readily available for the women, people with disability, and marginalized people at the provincial level
• Coordination and collaboration between all the justice sector stakeholders for the effective functioning of legal aid system is ensured
• Gender and social inclusion is mainstreamed into planning and programming at the province level and strengthen legal aid outreach for women 

Competencies

? Corporate competencies

• Demonstrated high moral integrity by modelling the UN’s values and ethical standards, sound political judgment as well as diplomacy, impartiality and discretion and proven capacity of initiative, discretion and leadership.
• Displays cultural, gender, religious, race, nationality and age sensitivity.
• Accountability
• Creative Problem Solving
• Effective Communication
• Inclusive Collaboration
• Stakeholder Engagement
• Leading by Example

Functional Competencies

• Strong knowledge of Results Based Management, project cycle management
• Proven ability to conceptualize, develop, plan and manage human rights interventions as well as transfer of knowledge and skills. 
• Good interpersonal skills with experience of networking with partners at all level and knowledge of technology and usages of computer applications.
• Good understanding of legal aid, access to justice related stakeholders and issues
• Ability to establish priorities and to plan, coordinate and lead work of others, ability to make timely decisions.
• Displays cultural, gender, religion, race, and age sensitivity and adaptability and capacity to work effectively in the multicultural environment.
• Ability to coach, mentor, motivate and develop staff and encourage good performance.
• In-depth knowledge of results-based planning, monitoring, reporting, evaluation & programme management.
• Willingness to undertake regular travel to pilot districts, build partnerships with local actors, monitor Project activities and report back to central level programme officials with concise analysis and advice

Development and Operational Effectiveness

• Ability to lead strategic planning, results based management and reporting.
• Ability to lead the formulation, implementation, monitoring and evaluation of the law and governance related project.
• Ability to implement new systems and affect staff behavioural/attitudinal change.

Management and Leadership

• Builds strong relationships with clients, focuses on impact and results for the client and responds positively to feed-back.
• Consistently approaches work with energy and a positive, constructive attitude.
• Effective communications skills and ability to establish good working relationships with national and international interlocutors.
• Demonstrated openness to change and ability to manage complexities.
• Ability to work and act under pressure and with discretion in a politically sensitive, fast paced environment with a minimum of comfort.
• Ability to travel under harsh conditions within the country whenever required.

Required Skills and Experience

Education:  

• Master’s degree in Management and Administration, Social Sciences, Economics, communications and Statistics or other relevant field;

Experience:   

• At least five years relevant experience in developing project monitoring and evaluation, preferably in the government or international institutions.
• Proven experience in designing M&E and reporting system,conducting evaluations and documentation.
• Proven ability to produce analytical reports with quantitative data analysis.
• Proven experience in documenting learnings of project outcomes.
• Proven ability to organize and present information in an effective manner.
• Sound knowledge of the gender and social inclusion issues and analysis.
• M &E experience in UNDP and/or other international agencies is desirable.
• Excellent report writing skills.
• Experience in the usage of computers and office software packages (MS Word, Excel etc.) and advance knowledge of spread sheet and database packages, experience in handling of web based management systems.

Language requirements:  

• Fluency in English and Nepali, both written and oral, at professional level is essential;
• Knowledge of any of the local languages will be an added advantage.