Assignments

The starting point for designing learning assignments is ensuring that as many students as possible are able to complete and understand them. In practice, this means clear instructions, multichannel implementation, and sufficient guidance. Sometimes assignments need to be adjusted for individual needs, and in some situations fully tailored solutions are required.

Designing Assignments

Assignments should be designed so that they are suitable for all students from the outset. This does not mean simplifying the content; rather, it means that the format and instructions support different types of learners.

Make use of multichannel methods: include videos, text with images, readable materials, and audio.
Write instructions clearly and in a structured way: use headings, lists, and numbering.
Use clear and accessible language; avoid unnecessary professional jargon.
Explain the assignment’s purpose and relevance: what is expected, why it is done, and how the student can succeed.
Use a consistent structure: similar templates or instruction formats help students orient themselves.

Adapting Assignments to Individual Needs

Even though assignments are designed for the whole group, some students may need adjustments. This means modifying the execution method, not the content.

Provide instructions in multiple formats: images, text, audio, video.
Offer alternative ways to complete the assignment: written, oral, video, or another medium.
Break large tasks into smaller steps to support progress.
Flexible deadlines help students who need more time.
Accept responses in various formats and on different platforms.
Provide personalized guidance for students who need it.

In some cases, a student’s needs may require a fully tailored assignment or material. This is an exception but an important aspect of overall accessibility.

Practical Tips for Teachers

Start by asking: Can every student participate in this assignment without unnecessary barriers?
Test the instructions: If students from different backgrounds (general upper secondary, vocational, working life) read the instructions without extra explanation — do they understand the task?
Ask for feedback from a colleague — or even from AI!

Practice

Put yourself in the student’s shoes and review the assignment.

Do you understand what is required?
What comes first, and what next?
How is the assignment submitted?
How clear are the instructions?
How would you improve them?

Take a moment to reflect on your own first, and then look at the example of a modified assignment (below).

Example of a Learning Assignment for a Practical Training Period

The student participates in administering medication during the practical training period.

Write down all the different medication forms and administration methods you have used.
Additionally, describe in writing what aspects must be taken into account when using different medication forms and administration methods.

Alternative version: Create a list of medication forms and administration methods you have used.
Then mark each item on the list once you have explained orally to your supervisor what needs to be considered for that medication form or administration method.

Source: Lääkehoidon perusteet – Oppimistehtäviä lääkehoidosta työssäoppimisjaksolle (google.com)

Choose one of the following options:

Option A

Write down all the different medication forms and routes of administration you have used during your placement.
For each medication form and administration route, write a brief explanation describing what important aspects must be considered when using them.

Option B

Make a list of the medication forms and routes of administration you have used.
Review the list orally with your supervisor and explain what needs to be taken into account for each item.
Mark with a check on the list the items you have reviewed orally with your supervisor.

Material progressed