Embedded Files
TILT stands for Transparency in Learning and Teaching.
Developed by Mary-Ann Winkelmes in 2009, the TILT process for planning a transparent assignment centers around deciding—and then communicating to students—three key components of the assignment: purpose, tasks, and criteria for success.
This is a set of teaching strategies that focuses on making transparent to students how and why they are learning and engaging with course content in particular ways. TILT's goal is to provide more concrete support for student success, particularly among students who may come from lesser privileged academic backgrounds.
The TILT framework encourages faculty to be transparent about their course and assignment design choices to provide answers to questions students might have about their coursework:
Why am I learning this information – how will it help me achieve course goals in this course, future courses, or future careers?
What is the specific task I’m being asked to do? What steps should I follow?
How will this doing this activity help me learn or understand course content better?
What criteria will the instructor use to evaluate my work?
See this checklist for designing TILT assignments.
See this TILT reflection practice as a way to ensure your students understand the expectations of an assignment.
References and further reading
See Unit 2 Transparency in the Norton Guide to Equity Minded Teaching.
Learn more at The Transparency in Learning and Teaching (TILT) project (https://www.tilthighered.com/). This research project aims to advance equitable teaching and learning practices that reduce systemic inequities in higher education through two main activities:
Helping students' develop conscious understanding of how they learn
Support faculty to be in community to share and benefit from current data about student learning.
Google Sites
Report abuse