Mid-course check-in
Halfway through the course: how it is going for you, while there is still time to shape the second half.
Worth a look
- The first 20 hours: how to learn anythingJosh Kaufman, TEDxCSUYou don't need 10,000 hours to get decent at something. About 20 focused ones, and he learns the ukulele on stage to prove it. (opens in a new tab)
- The Expert MythVeritasiumThe four things real expertise needs, including fast feedback and practice just past your comfort zone. A good test for any course you just took. (opens in a new tab)
- Brain Hack: 6 secrets to learning faster, backed by neuroscienceLila Landowski, TEDxHobartA neuroscientist's six habits that help new things stick, most of which cost nothing. (opens in a new tab)
- Learning how to learnBarbara Oakley, TEDxOaklandUniversityAn engineering professor who flunked maths as a kid on focused versus wandering thinking, and why stepping away is part of learning. (opens in a new tab)
- Learning How to Learn: Powerful mental tools to help you master tough subjectsBarbara Oakley & Terrence Sejnowski, CourseraThe free course behind that talk: short lessons on memory, procrastination and practice. (opens in a new tab)
More (2)
- How to get better at the things you care aboutEduardo Briceño, TEDWhy working hard isn't the same as getting better: the learning zone versus the performance zone. (opens in a new tab)
- Keep your goals to yourselfDerek Sivers, TEDThree minutes on why announcing a plan can feel so good you never do it. Worth knowing before you tell anyone your next step. (opens in a new tab)
The conviction read: a class can look settled at halfway and still split on 'know what I need to do to do well'. Few say so in front of the class; a slow, hedged answer there often means someone is guessing at what counts.
What's in the template
- I know what I need to do to do well in this course. puck
- The feedback on my work shows me how to improve. puck
- The workload fits around the rest of my week. puck
- I feel able to ask a question when I am lost. puck
- Each session so far has built on the last one. puck
- I am getting what I hoped for from this course. puck
Questions about this template
Can I use it with a school class?
It is written for adult learners and students aged sixteen and over, since respondents need to be at least that age. For younger classes, send it to the teaching team instead and ask how the course is landing from where they stand.
What should I do with a spread on the workload item?
A spread there often follows people's lives outside the course more than the course itself. Look for deadlines that bunch together before cutting content, and tell the class in the next session what you changed.