Brainstorm a list of WIIFM (what’s in it for me?) from a student perspective.

If you can’t think of more than “because you should know it,” then you need to talk to your students and get a better sense of where they are in their learning and where they are going.

If you know your students well but you still have a hard time determining the relevance of a particular learning outcome, perhaps you should consider removing this content from your course.

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“What’s That?” flickr photo by Andy Morffew https://flickr.com/photos/andymorffew/16273602209 shared under a Creative Commons (BY) license

 

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18 Responses Completed for this Activity

  • Comprendre les inégalités, quel avantage? (Emmanuel Nadeau, @nadeau_emmanuel)

    Dans le cadre de mon cours, les étudiants sont portés à comprendre les inégalités sous tous ses aspects. Cette compréhension leur donnera une nouvelle paire de lunette à travers de laquelle ils peuvent percevoir la réalité. Plus concrètement, ils développent une maîtrise d’un des plus grands enjeux sociaux de notre temps, ainsi que les racines… Read more »

  • What's in it for me? (Ronald Menard, @RonaldMenard9)

      Central to our approach, as well, is the concept of real-world writing, learners of English need to tackle skills of critical thinking, critical reading, and writing essays and making presentations in logical sequence. One must make distinctions among students’ emotional reactions, opinions, and inferences. In Essentials of Business Communication, they need extra support not… Read more »

  • What's in it for me? (Ronald Menard, @dr.ron.live)

    The question of “What’s in it for me?” is important to show students their “Intrinsic Motivations” and  the necessity to move on to “Extrinsic Motivation”.  Then, we all have succeeded to bridge past knowledge to new conceptual paradigms.

  • What's in it for Me? (Lynn Cartan, @LynnCartan)

    My response to WIIFM, which looks at not just what’s in it for the student at a high level but also considers the WIIFM perspective for specific topics.

  • Getting an M.Ed: WIIFM? (Jessica Lederman, @jessicalederma4)

    I recently completed my M.Ed online through UOIT.  Throughout my studies, I was teaching – often at more than one college at a time.  When I was feeling overwhelmed (which was often!), I would create a very similar list for myself to help keep me on track: Expand my knowledge Increase my self confidence Build… Read more »

  • WIIFM (Pamela Koski Bryant, @BryantKoski)

    Ontario Extend Activity. I gathered a few students during the open house and we brainstormed some What’s in it for me (WIIFM) points about the Environmental program here at Cambrian College….came up with some neat points!!!

  • The Never Ending Question: What's In It For Me (WIIFM)? (Lynn Chartrand, @lynn_chartrand)

    What’s in it for me? The rewards of your profession of course.

  • OER-Enabled Pedagogy: What's in it for Me? (Jessica O'Reilly, @Cambrian_Jess)

    In this post, I discuss how Wiley and Hilton’s (2018) article “Defining OER-Enabled Pedagogy” has helped me anticipate student questions regarding the purpose and value of engaging in open practices. Writing the blog post has helped me consolidate my understanding of the article, reframe some of its content to help me plan OER-enabled asessments, and… Read more »

  • WIIFM – English Class (Mel Young, @melyoung00)

    Selling the importance of reading, writing and communicating properly is a hard sell. This idea of WIIFM is a great way to have students brainstorm what’s in it for them and for us, as teachers, to align to their expectations.

  • WIIFM (Sidney, @data_professor)

    It’s challenging when you tell students  what is in it for them. Usually dealing with short term stressors, things like studying, paying bills, tomorrow’s class, and upcoming exams take precedence over long term goals. When I discuss why a student needs to know something, I usually start with an example of how something we cover… Read more »

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