To Do:
- Brainstorm a list of WIIFM (what’s in it for me?) from a student perspective.
- Add your response using the button below.
- 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.
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168 Responses for this Activity
- WIIFM – My Project Management Example
by Brian Smith (@brian.smith)
I choose to provide an infographic for my WIIFME activity. The context a student in a Project Management course being asked to understand the importance of a Business Case, Project Charter and Statement of Work.
- WIIFM? Observation I
by Roberta Wyder (@rwyder)
Here’s a brief snippet identifying some of the key takeaways for students in the Observation I class. This theory is foundational in ECE, and students truly must engage with this content to become amazing and responsive educators!
- WIIFM
by Oksana Perkhach (@Oksana)
I usually use this activity with students at the first lecture of the course. It helps them better to understand the reasons why students have to study this course and what they will expect at the end of the course.
- WIIFM – Wound Care Course
by melissa sulpher (@melissasulpher)
WIIFM – Wound Care Course for Nurses This activity is very easy for the course that I am teaching because everyone is voluntarily in my course. They are looking to advance their specialized knowledge of wound care. So they are all generally very motivated to be there already. Some of the WIIFM things for my more… »
- WIIFM – Social service workers
by Jennifer Abrams (@jabrams)
WIIFM – as an SSW student. The Profession of Social Service Work relies heavily on the soft skills of social service workers. Each course has elements of interpersonal skills in combination with the practical ‘how to’ guidance of common tasks. Reflection is a major them, and the hope is for students to grow into the more… »
- WIIFM Activity – Workplace Health Promotion
by Lindsay Winter (@lwinter)
One of my “outside the box” teaching practices is to always promote the idea of learning something. Whether it is subject matter, or if it is the focus on the delivery, the presentation, the approach, the use of visuals, the questions derived, etc. Here are a few other WIIFM aspects that I will encourage my more… »
- WIIFM – Studying Ethics
by Andrew Molas (@amolas)
Students will gain a better understanding of different ethical theories in moral philosophy Students will be able to provide justifications in moral decision-making When pressed with a difficult real-world situation, they will be able to evaluate the pros and cons from an ethical perspective Students will be able to use these moral principles in guiding more… »
- “WIIFM” Activity (course Quantitative Foundations)
by Yana Sokolova (@yana_sokolova)
I want to recap a list of WIIFM for the course “Quantitative Foundations (for Business)”. This course gives the basis of Business mathematics for understanding all subsequent disciplines where we operate with numbers; The course of Business mathematics trains the brain the way sports trains the body; Students gain a deeper understanding of causal relationships more… »
- List of WIIFM (what’s in it for me?) from a student perspective
by David Schenk (@dschenk)
To Do: Brainstorm a list of WIIFM (what’s in it for me?) from a student perspective. Help understanding of a topic Enhance problem-solving skills Prepare for career development Regards, David Schenk Conestoga College Instructor dschenk@conestogac.on.ca
- WIIFM – French Course
by Miranda Mckenzie (@mx_mckenzie)
Here, I have tried to demonstrate what students get out of the summative assignments and how they will use them beyond the course.
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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!