Transforming the classroom: an exercise in individualised assignments

Laurence Cuffe

Bray Adult Education Center, Wicklow VEC

In an attempt to make my mathematics teaching practice more robust with respect to student plagiarism, I introduced individualised assignments in FETAC level 3 and Level 4 adult education classes. This change was made possible by using the computer outside the class room to generate the class briefs.
This apparently trivial change in my classroom practice had a profoundly transformative effect on the learning culture present, promoting a co-operative atmosphere and leading to peer teaching and group learning by my classes.This transformation is analysed in terms of the emotional and intellectual engagement which it facilitated among my adult learners.

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