These changes were highly effective in both increasing student engagement and boosting their confidence in their work. The introduction of the toolkit allowed students to engage more deeply with the learning outcomes and assessment requirements, helping them to move beyond theoretical understanding and into practical application.
By offering a tangible, visual resource, students gained a clearer understanding of how to meet the expectations, which enhanced their ability to apply these concepts to their own work. As a result, students not only felt more confident in their creative process but also showed a deeper comprehension of how to align their work with the unit’s goals, ultimately improving both their academic performance and overall learning experience.
The timing of the intervention proved to be well-suited (something I was unsure of a few weeks ago and reflected on my Step 3: ARC post), as students appeared to benefit significantly and expressed appreciation for its implementation during this phase of the unit. It aligned with the momentum of their learning, allowing them to reflect on their progress and engage meaningfully with the material as they approached the unit’s conclusion. However, incorporating the intervention earlier could enhance its impact by helping students stay on track with the unit’s pace, avoiding the need to dedicate additional time later. By introducing the cards earlier, we (team) can ensure students are better positioned to maintain consistent progress, making the learning experience more seamless and effective.