January 28, 2018 12:13 am

Norman Eng

Read chapter 9 for next week’s class.

Be prepared to discuss the handout tomorrow.

List 3 things you learned from this article and share on the discussion board.

A lot of professors assign readings like these; i.e., students read a piece of text, respond to it in some way and/or come prepared to discuss it in class. Yet over half of students don’t do the assigned readings, and often it’s because professors assign too much. (1, 2)  

Maybe it’s time we stop assigning readings. 

Perhaps we should instead start assigning tasks.

Picture this: You’re teaching about gender inequality. You want students to read a handout on this topic, but you're concerned they won’t read it or that they’ll only do so superficially. Instead of telling students, “Read this handout and write a one-page response,” you might assign the following task:

Research the pay gap between men and women in 3 different industries/jobs. Explain why you think these jobs pay unfair wages. 

Here’s a meaningful task students can focus on, rather than on some handout. But for students to report on unfair wages, they need to read up on the topic, right? That’s where you recommend certain sources:

To help, I’ve provided two handouts and a video. Refer to at least three ideas or supporting details from any of these sources in your write-up.  

See how the readings play a secondary, almost incidental, role? 

This is the case even if the reading comes from a textbook. Let’s say you teach Introduction to Biology, and this week you need to cover chapter 35, titled “Vascular Plant Structure, Growth, and Development.”

You could assign Chapter 35 and hope students read and digest all the terms covered. Or you could focus on one particular area—the structure of leaves and their functions—and turn it into a task/assignment:   

Collect 3-5 different kinds of leaves (yes, actual leaves!) and analyze them. Tape them onto a piece of paper and label as many parts as you can that are visible. The more you’re able to do so, the better. Chapter 35 will help you do this. Come prepared during class to discuss what each part does. 

While there are many (perhaps better) ways to ensure students understand plant structure, the lesson here is the same: don’t make reading the main thing, even though we know it’s a necessary part of the assignment. 

So, why might a task-based approach to reading motivate students more?

Essentially, it mirrors the way we read in real life. Aside from reading for pleasure, we read because we want to get better at something or know more about a topic. Books such as How to Build Your Baby’s Brain, The Self-Driven Child, and Raising Kids Who Read have provided me, for instance, with incredible insights into raising my twin infant girls. Yet I would never read such books if it didn’t support my larger parenting goals. 

Intentional reading also changes the way we read, turning us from a passive reader who “proceeds from the first word to the last word of a text at a rate predictable by the text’s structure, to one of a purposeful information-seeker who adapts the way they read to achieve that purpose.” (3) With my parenting books, I have selectively skipped paragraphs, sections, and even whole chapters that I considered less relevant. Why wouldn’t we expect students to be just as discerning?

A task-based approach can work even for literature classes or courses where students read fiction text. Compare two ways to approach Ralph Ellison’s novel Invisible Man:

Old Way:

Read Chapter 1 and come prepared to discuss the roles that the narrator is forced to play during his class speech. [Here, the reading is the main focus.]

New Way:

Think about the last time you were forced to “play a role” you didn’t necessarily want to play. Post a short paragraph describing this role and why you felt this way. Make sure to include how it compares with and differs from the narrator’s experiences in Chapter 1. [Here, the reading serves the larger task/assignment.]

Of course, reading literature has a generally different purpose than reading nonfiction text; in fact, oftentimes reading here is the goal. Students in a literature circle (which is kind of like a book club for students) or a graduate research class, for example, are analyzing texts for their own sake. 

For most of us, however, readings serve as the “information transfer” phase of learning. 

The next time you plan readings, consider the larger goal you want students to reach, the task you want them to complete, or the skill you want them to develop. Then provide the resource(s) to help them get there. It might include not just readings, but also videos and other primary documents. 

Let’s break down a task-based approach to reading into four steps, each with an example: 

STEP 1: Decide the goal/task AND the readings (ideally, you want to make sure the reading is essential to doing well in the task). 

ObjectiveThis week, I want my education students to be able to teach adding and subtracting with math manipulatives.

ReadingThey will read Chapter 9, “Estimation and Computational Procedures for Whole Numbers.”

STEP 2: Frame the assignment in terms of the goal or task ONLY. Ignore the readings in this step (it will be incorporated in Step 3).

Your goal this week is to figure out the best way to teach addition and subtraction using base-ten blocks. (Add details if necessary.) 

STEP 3: Add the readings as a recommendation (to help students accomplish their task/goal).

Use the strategies from chapter 9 to decide which works best for you and write a 2-paragraph plan.

STEP 4: Tell students how the information will be used (and how they are held accountable).

Next week in class, you will share your plan and decide which ideas work best!

Put together, here is the fleshed-out assignment that students see, packaged around a hypothetical scenario: 

Meet Julissa.

She’s eight years old and in third grade. But she has trouble multiplying two-digit numbers. Conceptually, she knows that multiplying has something to do with groups. Yet the traditional algorithmic way to multiply is too abstract for her. 

How would YOU teach Julissa? Your goal is to figure out the best way to teach multiplication using base-ten blocks. Consider the strategies from chapter 9 and decide which resonates most with you—and which you think would actually help Julissa.

Write a 2-paragraph plan explaining/justifying your instructional choice. Next week in class, you will share your plan and come to a group consensus.

See how I embed the reading without explicitly assigning it? This task would be impossible to do without reading the chapter. No quizzes, “gotcha” questions in class, or reading responses are necessary to compel students to read. 

Just make sure you hold students accountable for doing the assignment. In some cases, the simple act of having them share their thoughts in class is enough. Other times you may decide that the task is worth a certain number of points and/or that students have to post their responses on the online discussion board.  

As you can imagine, it’s not always necessary to use a task-based approach. Some readings, such as an article on how to land a job interview or a chapter about the impact of social media, are inherently purposeful and motivating for students. Using task-based approaches depends on you and your goal. 

Perhaps the real promise of task-based approaches to reading comes when we can stop dictating the sources. Students would be the ones who must figure out what texts to read and what videos to watch. All we have to do is come up with the goals or tasks. That’s when students become true self-directed learners. 

For now, let’s start by positioning reading where it should be—in service to the goals and tasks we assign. This would be a significant step to helping students see reading as useful, rather than as simply something they must do. 

Let me know if this approach to reading helps - leave a comment or question below!



(1) Hoeft, Mary E. (2012) "Why University Students Don't Read: What Professors Can Do To Increase Compliance," International Journal for the Scholarship of Teaching and Learning: Vol. 6: No. 2, Article 12. https://digitalcommons.georgiasouthern.edu/ij-sotl/vol6/iss2/12/

(2) Cynthia S. Deale & Seung Hyun (Jenna) Lee (2021) To Read or Not to Read? Exploring the Reading Habits of Hospitality Management Students, Journal of Hospitality & Tourism Education, DOI: 10.1080/10963758.2020.1868317

(3) Durik, A. M., Britt, M. A., Rouet, J. (2017). Literacy beyond text comprehension: A theory of purposeful reading. United States: Taylor & Francis.

That’s what some professors say when I ask why they teach so much stuff. Others say, “Students need this foundation if they want to move on.” So they fill lectures with content and more content.

But research suggests more content does not equal more learning.

One study, for instance, found that psychology students who took an intro class ended up knowing only 8 percent more than those who never took the class. (1)

In another, anatomy and biochemistry students who earned high grades knew no more than students who received a lower grade—after a short period of time. (2)

How about a longitudinal study that found most knowledge gained from a marketing course is lost within two years? (3)

The bottom line? Students don’t remember much after the term ends. Their knowledge is too superficial.

Would that change if we cut down content?

Potentially yes, as one professor found:

Faced with covering a whole introductory biology textbook in his classes, Nelson (1999) decided to cut back content and instead focus on building critical thinking skills. He gave students more examples, and had them interact with the content more. He found that not only did students remember material better, but he did not end up cutting out as much content across the semester as expected. He covered less in class but students could handle more content on their own outside of class. [boldfaced added] (4)

Think of it this way. When students absorb content passively, as they might in a lecture, their knowledge is superficial. Each piece of content is not really connected to other pieces of content (see Image A).

Adapted from Ambrose et al. (2010)

But when students learn concepts more deeply, the connections between and among different pieces of data are denser (see image B). One piece of content can be cross-referenced with another, which makes understanding more nuanced. Knowledge organization is like a spider web.

Adapted from Ambrose et al. (2010)

Will this convince professors to “teach” less? That students will absorb more content when they have the deeper, foundational connections? Hard to say.

Action Step

Start by cutting out 30 percent from your syllabus. If your course meets once a week, you have about 14 to 15 chapters’ worth of material to cover, right? (assuming you teach a 15-week semester.)

Cut out 4 topics. Stretch out the remaining 11 topics. Some will span two weeks.

And how do you know which topics/concepts to keep? Here are three questions to ask:

  1. Is this topic related to (or based on) major principles in the field?
  2. Is it complicated (compared with other topics)?
  3. Does it have the potential to confuse students?

The more you can answer “yes” for a particular topic, the more likely you should keep it. For instance, the theory of supply and demand in economics can probably fit all three criteria—it is a major pillar in the field; it can be complicated; and students could have misconceptions about it.

Same with Keynesian economics. But what about the theory of optimal taxation? It may be complicated, but is it a major principle in the field? That’s your call.

In the end, there’s no way to meet the Sisyphean task of teaching all the important content in your curriculum, so wouldn’t our time be better spent developing in students, as education expert Grant Wiggins wrote, “a thirst for inquiry”? (6) It would equip them with the ability to build upon their emerging knowledge.

Let me know what you think.


(1) Meyers, C., and Jones, T. (1993). Promoting active learning: Strategies for the college classroom. San Francisco, CA: Jossey-Bass.

(2) Miller, G.E. (1962). An inquiry into medical teaching. Journal of Medical Education, 37(3), 185-191.

(3) Bacon, D.R., and Stewart, K.A. (2006). How fast do students forget what they learn in consumer behavior? A longitudinal study. Journal of Marketing Education, 28(3), 181-192.  https://doi.org/10.1177/0273475306291463.

(4) Richmond, A.S., Boysen, G.A., and Gurung, R.A.R. (2016). An evidence-based guide to college and university teaching. New York: Routledge.

(5) Ambrose, S.A., Bridges, M.W., DiPietro, M., Lovett, M.C., and Norman, M.K. (2010). How learning works: Seven research-based principles for smart teaching. San Francisco, CA: Jossey-Bass.

(6) Wiggins, G. (1989). The futility of trying to teach everything of importance. Educational Leadership, 47(3), 44-48, 57-59.

  • A tall order—to cut out 30 percent! But I understand. Esp the part that students will actually learn more if they have deeper understanding. But what if students have to take a departmental exam to pass?

    • Good question, Bruce. If the dept deems certain content important enough to test, there should be some standardization in terms of what professors teach (i.e., the curriculum). Changing the curriculum should be a collaborative effort when the assessment is departmental. I would talk with the dept chair/program head. Be prepared to defend the argument that “less is more” though. Keep me posted.

  • Good article. Your spot on of course. It takes practice to go over the content and cut, analogous to a producer cutting material to fit the allotted time frame. Like anything it takes practice and prioritizing content. I can’t count the number of discussions with colleagues who insist they must cover every detail, and every chapter in the text. This is nothing more than “checking all the boxes”. Activity is sometimes confused with accomplishment.

    • Nick, I have the same experiences as you in terms of professors who insist they must uphold rigor or cover all the important stuff. What if we taught the top 5 most important/fundamental/rudimentary principles in the field–but REALLY dig into it? It’s like when basketball amateurs practice by playing pick up ball–they dribble, shoot, pass, and bascially do everything that’s in the game. But the experts–the best–focus on drilling on ONE thing at a time. Maybe it’s 1000 free throws. Or just dribbling for hours. Same deal.

  • How do you know which topics to keep? My initial reaction to that was, gee, dumb question. Of course, keep the “most important stuff” and cut the stuff that will take too much time. But your criteria of (1) major principles, (2) complicated, (3) confusing is so appropriate. Of course, spend the bulk of time helping students meaningfully interact with the challenging topics because once they have understanding there, everything else seems easier. And the topics that are the low-hanging fruit will be easily interspersed. “While we’re on tough topic A, glance at this chart on easier topic B, which works the same way but has fewer steps.” The teaching of patterns/connections saves everyone time and deepens understanding.
    Excellent advice. Thank you.

  • B, thanks for your thoughts. There has been a lot of talk about “threshold concepts,” which are major ideas that transform one’s understanding about a discipline. They are necessarily complex and subject to misconceptions. Once we get past that threshold, everything seems to fall into place–or as you said–everything else seems easier.

  • Actually Dr. Eng, I am glad to read this article. I have been thinking on this subject very often in the last couple of months because I teach four subjects on Early Care and Education. Usually, the same students return to all of my classes in order to complete the entire course. Some of the information from one class to the other is repetitive. During one class, students seem to do well and appear to have learned and understand the subject presented. But by the next class in the next semester when I restate information from the previous class, some of them cannot remember it very well. Even with hands on activities, field trips to do observations, small group work that requires them to present their work to the whole class , defining vocabulary to better understand Early Care and Education terminology, etc. One example is two classes (Growth and Development I, which is a pre-requisite of Growth and Development II). In the first class of each class, I will ask the same students which developmental domains are usually the main focus of this class? Each time, they don’t remember what developmental domains a and they can barely name them. If they do, they answer in a question-like tone with no confidence in their response. This is very confusing to me, especially because they did field observations on a preschool child focusing on all developmental domains while using a questionnaire, which was already created for them to help them learn, and one observation tool (a running record) to record what they observed, which they were shown using visuals in class how to use the Running Record form by example and by practicing themselves. It makes me question what am I missing, or what did I not say or do to help them retain what I tried to teach them.

    • Thanks for writing Rebecca. In the end, I think students are absorbing a lot of content in an effort to develop either scholarly or technical expertise, as opposed deep understanding and fluidity of the fundamentals of the field.

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