To Do:

  1. Brainstorm a list of WIIFM (what’s in it for me?) from a student perspective.
  2. Add your response using the button below.
  3. After you make your submission, save the web address to your response (found in the green confirmation box) so you can use it later for your badge submission form.


Quick Tips

  • 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.

This activity is part of the Motivation section of the Teacher for Learning Module.

Complete This Activity

After you complete this activity please share a link to it and a description so it can be added to the responses below. You can add it directly to this site.

Add A Response

Resources for this Activity

Have you created a helpful guide or do you know one that might help others complete this activity? You can share a resource if it is available at a public URL. .

Add a Resource

230 Responses for this Activity

  • WIIFM – Final Group Project
    by Adam Zalewski (@azalewski)

    This is WIIFM about the final group project in the course I am teaching Collaboration – Learn how to behave as a real department with multiple members having different roles which demonstrates to the instructor how well you may work as a team that can be used as a reference  Create your own unique protocols more… »

  • WIIFM as a Radiation Therapy Student
    by Rahul Mohla (@rmohla)

    What’s in it for me? The first thing that comes to mind is the lack of humility in this question. However, that is easy for me to say as I have “been there and done that” as it were. One cannot blame a student because they still have to see the forest for the trees more… »

  • Why take the clinical microbiology and infectious diseases course?
    by Dora Tsang (@tsando)

    Facts: Bacteria is with us all the time know which bacteria are living in our body without causing us harm = normal flora And which ones cause us diseases = pathogens And also, which ones cause us diseases when we are in an immunocompromised state Understand the modes of action of antibiotics to determine which more… »

  • What’s in it for you . . . to plan out your film project OR really do the footwork of pre-production?
    by Phillip McGregor (@PMcGregor)

    What’s in it for you . . . to plan out your film project OR really do the footwork of pre-production? Personal: You will get your student projects done on time! Fewer late nights in the edit suite. (There will always late nights in the edit suite!) You will build self-confidence, especially in your ideas, more… »

  • WIIFM – RRT students learning anatomy and physiology
    by Sam Gennidakis (@SGennidakis)

    What’s in it for me?  List for Respiratory Therapy students learning cardiorespiratory anatomy and physiology Learn more about patient cardiorespiratory conditions, their affect on the body and how they manifest in clinical symptoms when abnormal so they can recognize when they are occurring in patients. Learning of relevant anatomical and physiological features and processes to more… »

    by anh lam (@anhlam)

    Completing this activity from the perspective of a Project Manager and considering the WIIFM from the subject matter expert’s perspective developing the curriculum.  WIIFM  Providing content that is up-to-date with their industry experience and knowledge.  Increasing student success so they are career- and world ready.  Sharing experiences, lessons learned, and tips from experience being in more… »

    by Lucas Prestes (@Lucas Plautz Prestes)

    With a background that is often in the area of education and not programming, many students resist understanding the meaning of programming in this profession since it is not essentially programming. Understanding complex concepts: Many students appear to understand better with visual representations and interactive simulations to understand the abstract principles of programming more effectively. more… »

  • Whats In it for Me
    by Peter Sheedy (@PeterS)

    Within the Management Accounting course, I have had significant issues with engaging students especially with students attending class.  It would seem that for many the only WIFM that matters is a mark meaning if you are not marking attendance or having an in class assessment they will not attend class. That said, there are many more… »

  • WFIIM aviation English
    by Ryan Walmsley (@rwalmsley)

    In teaching aviation English to prospective pilots a short while ago, it was often a hard sell for some students who thought that their skills were adequate (but weren’t). It helped to mitigate some of their unease if their coordinators explained the necessity. I never actually had a formal list, so here’s one I’ve drafted more… »

  • WIIFM – Carolyn Nesbitt-Larking
    by Carolyn Nesbitt-Larking (@Carolyn)

    Intersting prompt. When I think about WIIFM from a student perspective I see it from three various levels. Primary level- I’ve got to do this “stuff” meaning assessments, homework, readings, showing up to class, etc. to meet whatever is required from the professor. This can often be regarded as perfunctory, something that just needs doing. more… »

    0 Resources for this Activity

    Creative Commons License
    This work by Ontario Extend is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

    3 Responses to “WIIFM”

    1. Connie Mellon

      My students have informed me they want practical skills they can use, so I explain to them the screening and assessment tools I teach will be useful to use with clients and are common among practitioners across the human services field (mental health, addictions, criminal justice, etc.), so they will be useful in various workplaces. Sometimes they balk at studying all the legal/mental health lingo so I explain that if they have the trending lingo of their profession, they will have more success during interviews and an easier transition when beginning a new job. I told them each profession has their own professional language (legal, medical, mental health, addictions, etc.) and it will put them at an advantage to understand terms such as “harm reduction”, “abstinence violation effect”, “concurrent disorder” for example. Some become discouraged when they get a low mark (“c” grade) so to encourage them to keep going I remind them that employers do not want to see their report card, just their diplomas!



    1.  This Week’s Pit Stop – Not-So-Distant Learning
    2.  The Extend Radio Revival: Teacher for Learning – Part 1 – Not-So-Distant Learning

    Leave a Reply

    Your email address will not be published. Required fields are marked *