assignment vocabulary term

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• assignment (noun)
• My assignment was to clean the equipment. = They gave me the assignment of cleaning the equipment.
• The students were given a homework assignment .
• The reporter's assignment is to interview the candidate.
• The reporter is here on an assignment .
• The reporter is here on assignment .
• The article discusses the recent assignment of senators to some of the more powerful committees.
• her assignment to the embassy in India
• the computer's assignment of a number to each image
• the assignment of blame/responsibility
• the assignment of property
• She asked if she could change her seating assignment .

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Definition of assignment noun from the Oxford Advanced American Dictionary

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• 2 [ uncountable ] the act of giving something to someone; the act of giving someone a particular task his assignment to other duties in the same company

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36 Meaningful Vocabulary Activities for Every Grade

These activities are the definition of fun!

Learning new words is like adding to your writing toolbox. The more tools available, the more interesting and engaging your writing becomes. Check out these fun and engaging vocabulary activities for kids in grades K-12, and supply your students with the tools they need to build their wordsmith skills.

1. Write vocabulary stories

Using vocabulary words in writing shows mastery. Challenge your students to use all of their vocabulary words in an original short story. Allow students to pair up and share their stories with a partner.

Learn more: Vocab Short Story 

2. Put your students in the hot seat

Divide your class into two teams. Choose one student from one team to go to the front of the room and sit in a chair facing the class with their back to the board. This person is “on the spot.” Place a word on the board so everyone can see it except the person in the chair. One at a time, team members give the person a clue about the mystery word. If the word is guessed before two minutes are up, the team gets a point and play turns to the other team.

Learn more: On the Spot at Upper Elementary Snapshots

3. Match up words and definitions

Download these vocabulary words and matching definitions. Distribute one card to each student (either a word or a definition). Allow students to circulate in the room and find their “match.” Switch cards and repeat.

Learn more: Dictionary Sort

4. Sketch up word maps

Creating word maps from vocabulary words encourages students to find the relationships between the vocabulary word and other words. Have them include words, pictures, examples, real-world connections, definitions, descriptive words, etc.

Learn more: Word Map

5. Create Post-it stations

Post vocabulary words around the room, then have students circulate and write an original sentence using that word on a sticky note. Follow along and make sure students use the words correctly.

Learn more: Post-it Stations

6. Play a game of Pop!

Kids draw cards out of the bag and attempt to correctly spell them. But be careful, you don’t want to draw the Pop! card.

Learn more: Pop!

7. Take a gallery walk

Hang six to eight large sheets of chart paper in various places around the room. On each sheet, write one vocabulary word. Have students work in small groups, rotating between stations. At each station, ask students to come up with a different, original way to use each word. Continue the activity until all students have visited every station.

Learn more: Gallery Walk at TeachWriting.org

8. Play a round of Pictionary

This fun activity requires students to draw a picture for each word to create their own visual dictionary. When students create their own visual representations, they develop an association with the word that they will be able to tap into when needed.

Learn more: Pictionary

9. Make a word map

Word maps help deepen understanding of a vocab word by relating it to other words and concepts students already know.

10. Use the Frayer model

Frayer models are a popular way to learn new words and concepts. Kids define the word in their own terms, then list facts and characteristics, examples, and non-examples.

Learn more: Frayer Model

11. Draw vocabulary Sketchnotes

Kids and teachers love Sketchnotes ! Rather than writing out definitions, have students draw a sketch that sums up each word instead. It’s a lot more fun and gives kids an image for visual association to help them remember the meanings.

Learn more: Sketchnotes

12. Bump words along

Group vocab words together with a few other words with similar meanings and one that’s an antonym. Students identify the antonym and “bump” it to the next box, filling in the next group of words. They continue until the worksheet is full.

Learn more: Bumper Words

13. Post a graffiti wall

Think of a vocabulary graffiti wall like a collaborative word wall. In the classroom, post the words on the wall and have kids add sticky notes to illustrate the term (they can use words or pictures). Online, try a tool like Padlet or Google Slides.

Learn more: Graffiti Wall

14. Match words to describe character

This is a terrific way to practice vocab words pulled from books you’re reading. Ask students to use various words to describe the different characters in the book and their feelings, thoughts, and actions.

Learn more: Vocabulary Activities

15. Fill in words from A to Z

This vocabulary game is fun and challenging, and it can be played by kids of any age. Choose a word, then challenge kids to come up with related words for as many letters as possible. These could be synonyms, antonyms, examples, and more. Trickier letters are worth more points!

Learn more: A to Z

16. Try Flip for vocabulary activities

Are you on the Flip (formerly Flipgrid) bandwagon yet? It’s perfect for vocabulary activities! Have kids record a quick video for each word, using their creativity to make it fun and meaningful.

Learn more: Pop-Up Pods

17. Battle it out in Vocabulary Jeopardy

Good vocabulary activities encourage more than just memorization of definitions. That’s why we like this Jeopardy game idea. It explores synonyms and antonyms and how words are used in real sentences.

Learn more: Not So Wimpy Teacher

18. Use RAFTs to write vocabulary stories

Writing a story using vocab words is a perennial favorite, but the RAFT method gives it a new twist. Students are assigned a Role (the point of view from which they’ll tell the story), an Audience, a Format, and a Topic. For instance, they might be an astronaut (Role) writing a postcard (Format) to their friends back home (Audience) about what they’ve seen on Mars (Topic). RAFTs are especially great for kids who claim they don’t know what to write about.

Learn more: RAFTs

19. Discover the power of words

Vocabulary words take on greater meaning when students incorporate them into their daily lives. Challenge kids to use their vocab words in conversation and writing outside the language arts classroom. Use the free printable worksheet here to help them keep track of how often they use them.

Learn more: Downloadable Vocabulary Activities

20. Create graphic organizers

Colorful organizers like these are terrific vocabulary activities. Want to go digital? Have kids make a slideshow, one slide per word. They can include the same information, but instead of drawing a picture, have them find one online that illustrates the concept.

Learn more: Graphic Organizers at Upper Elementary Snapshots

21. Focus on a Word of the Week

Give really important terms the attention they deserve. Choose a new vocab word each week, then explore it in depth day by day.

Learn more: Word of the Week

22. Join the Million Dollar Word Club

Post a list of target vocab words. If a student uses one of the words in class (outside of vocabulary activities), they become a member of the Million Dollar Word Club! You can have them sign their name on a wall in the classroom or award a badge online. You could even develop this into a reward system for homework passes or extra credit.

Learn more: Million Dollar Words

23. Explore shades of meaning

This is a cool idea for exploring synonyms and the slight differences that make words unique. Ask for paint sample strips at your local hardware store, or buy a clip art set .

Learn more: Shades of Meaning

24. Personify a word with social media

This is one of those vocabulary activities kids will want to do over and over again! Assign each student a word and have them create a faux Facebook, Instagram, or other social media page for it. They can draw them freehand or complete a template like these from Teachers Pay Teachers . Post the images to a shared Google slideshow so other students can use them for review.

Learn more: Social Media Vocabulary

25. Create vocabulary cards

Have students draw a diagonal line across an index card. On the top half, have them write the vocabulary word and definition. On the bottom half, have them draw a picture of the word and use it in a sentence. Cards can be joined together in a strip for easy review.

Learn more: Index Card Vocabulary

26. Play vocabulary word Taboo

In this game, the goal is for one student to get their partner to guess the word by describing or giving examples of it. The trick? There’s a list of additional words they’re not allowed to use! Let other students see the card in advance to help keep the players honest. (Flash it on a whiteboard and have the guesser face away.)

Learn more: Don’t Say It! Vocabulary Game

27. Roll a die for vocabulary activities

Choose a vocab word, then have a student roll a die ( these virtual dice are handy ) to see which activity they get to complete.

Learn more: Roll a Word

28. Write an acrostic

Write an acrostic poem for each vocab term, using the letters to determine the first word in each line. This can get really challenging when words are longer!

Learn more: Acrostic Poem

29. Play vocabulary board games

Everyone knows that playing games is the best way to learn. Try some of these fabulous board games with your students and watch their vocabularies grow.

Learn more: 11 Vocab Games To Make the Learning Stick

30. Become a Word Collector

This is one of those picture books that grown-up kids will enjoy as much as little ones. Use it to remind your kids that they don’t need a vocabulary list to learn new words—new words are all around them. Encourage them to keep a word list or journal of their own to record new words they want to explore and use more often.

Buy it: The Word Collector

31. Play Vocabulary Headbanz

Make or buy headbands with a notch on the front designed to hold a card. Create cards with vocabulary words on them. To play, each student gets a card but can’t see it. Other students will describe the word, trying to get the one wearing the headband to guess the correct word.

Learn more: Vocab Headbanz

32. Go Fish!

A fun and lively way to practice vocabulary words. Create a deck of vocabulary words with two of each word. Explain the rules of Go Fish to students and let them loose!

Learn more: Go Fish Vocab Game

33. String three-letter words

Using wooden letter beads and pipe cleaners, students will form three-letter words that match vocabulary cards.

Learn more: Three-Letter Busy Bag

34. Play vocabulary charades

Everybody loves an exciting round of charades. Break your students into groups, provide them with a stack vocabulary cards, and watch them learn!

Learn more: Word Charades

35. Make words

Use plastic letters, magnet letters, or letter blocks to make words. Play it mentally with older kids, or with paper and pencil. Simply give your children some letters and challenge them to make words from those letters.

Learn more: Make a Word

36. Do a dictionary dig

Send your students on a scavenger hunt … in the dictionary! Exposing kids to the thousands of words in our language is both inspiring and fun. Download the free task cards below.

Learn more: Dictionary Dig

Reading poetry also helps students expand their vocabulary. Check out these must-share poems for elementary school and middle and high school .

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Teaching Resources

Glossary of Pedagogical Terms

Resource overview.

A quick reference and guide to pedagogical terms.

In this list you will find definitions for commonly used pedagogical terms. This list and the associated references and resources provide an overview of foundational concepts, teaching strategies, classroom structures, and philosophies. This page is meant as a quick reference and initial guide to these topics that may both answer a question and spark your curiosity to explore more deeply.

Active Learning : A teaching and learning approach that “engages students in the process of learning through activities and/or discussion in class, as opposed to passively listening to an expert. It emphasizes higher-order thinking and often involves group work.” (Freeman et.al. 2014)

Asynchronous Instruction:  Asynchronous instruction is the idea that students learn similar material at different times and locations. The term is often associated with online learning where students complete readings, assignments, or activities at their own pace and at their own chosen time.  This approach is particularly useful when students are spread across different time zones or may have limited access to technology.

Authentic Assessment:  Assessments in which student learners demonstrate learning by applying their knowledge to authentic, complex, real-world tasks or simulations. Proponents of authentic assessment argue that these types of knowledge checks “help students rehearse for the complex ambiguities of the ‘game’ of adult and professional life” (Wiggins, 1990, p.1).

Further Resources:

• Authentic Assessment . Center for Innovative Teaching and Learning, Indiana University Bloomington.
• Wiggins, G. (1998). Ensuring authentic performance.  Educative assessment: Designing assessments to inform and improve student performance . Jossey-Bass, p. 21-42.

Backwards Design:  A course design process that starts with instructors identifying student learning goals and then designing course content and assessments to help students achieve these goals. Rather than starting with exams or set textbooks backwards design argues that “one starts with the end—the desired results (goals or standards) and then derives the curriculum from the evidence of learning (performances) called for by the standard and the teaching needed to equip students to perform” (Wiggins, G. & McTighe, J., 1998)

Blended or Hybrid Course:   Blended or hybrid courses are “classes in which some percentage of seat time has been reduced and replaced with online content and activities” (Darby & Lang 2019, p.xxix). These courses continue to meet in-person for some percentage of the class time but content, activities, assessments, and other ways for students to engage with content are delivered online. It is important to note that these courses are intentionally designed to utilize both in-person and online class time to achieve effective student learning.

• Ko, S. and Rossen, S., (2017)  Teaching Online A Practical Guide , Routledge

Bloom’s Taxonomy:  Bloom’s Taxonomy is a cognitive framework of learning behaviors organized hierarchically in six categories: knowledge, comprehension, application, analysis, evaluation, and synthesis. Bloom’s taxonomy is often used as a helpful tool to create learning objectives that help define and measure the learning experience for both student and instructor. (Anderson, 2001, Bloom, 1956, Krathwohl, 2002)

Classroom Assessment Techniques (CATs):  “An approach designed to help teachers find out what students are learning in the classroom and how well they are learning it. This approach is learner-centered, teacher-directed, mutually beneficial, formative, context-specific, ongoing, and firmly rooted in good practice”. Through using a CAT the instructor is able to gather formative feedback on students learning to inform future teaching. (Angelo & Cross 1993)

Classroom Climate:  “The intellectual, social, emotional, and physical environments in which our students learn” (Ambrose et al., 2010, p. 170). Course climate is determined by factors like faculty-student interaction, the tone the instructor sets, course demographics, student-student interactions, and the range of perspectives represented in course content.

Cognitive Load:  Cognitive load refers to the demands and limitations on working memory storage given the limited amount of information processing that can occur simultaneously in the verbal and the visual processing channels of the brain. (Mayer & Moreno 2003, Schnotz & Kürschner 2007)

Collaborative Learning : an umbrella term that covers many different methods in which students work together to solve a problem, complete a task, or create a product. Collaborative learning is founded in the concept that learning and knowledge building is social and requires active engagement from students.  (Smith & MacGregor 1992)

Constructivism:  A theory of learning popularized in the twentieth century that argues that knowledge is actively constructed rather than passively absorbed by learners. Constructivists contend that when learners acquire new knowledge, it is through a dynamic process in which the learner recreates existing mental models, situating this new information in terms of what they already know. Social constructivists additionally recognize the role of social interaction (co-construction) and communication as key forces in learning. Foundational constructivists include John Dewey, Lev Vygotsky, Jerome Bruner, and Jean Piaget. Constructivist pedagogical strategies are grounded in constructivist theory and often include opportunities for experiential learning, active exploration, student interaction, and reflection. Courses designed around this principle emphasize connections among course concepts and themes and support students in forming relationships between this new knowledge and what they already know.  See also zone of proximal development  and  student-centered teaching .

• Bruner, J.S. (1974).  Toward a theory of instruction . Harvard UP.
• Eyler, J. (2018). “Sociality”  How humans learn: The science and stories behind effective college teaching . West Virginia P.

Vygotsky, L. (1978).  Mind in society: The development of higher psychological processes . Harvard UP.

Culturally Responsive Pedagogy:  A pedagogical framework where instructors center students’ cultural identities as an important aspect of learning. Those committed to this framework deliberately work to make connections between course content and students’ lived experiences in order to prompt student involvement and motivation. Culturally responsive course design includes cooperative, student-centered instruction and diverse course readings from a variety of voices and perspectives, particularly those voices which may fall outside of traditional collegiate canons (Landson-Billings 2006).

• Burnham, K. (2019)  Culturally Responsive Teaching Strategies . Northeastern University Graduate Programs Blog
• Ladson-Billings, G. (1995). “But that’s just good teaching! The case for culturally relevant pedagogy.”  Theory into Practice 34 (3), 159-165.

  Experiential Learning:  Experiential learning is a process by which students develop knowledge and skills from direct experience, usually outside a traditional academic setting.  Examples include: internships, study abroad, community-based learning, service learning, and research opportunities. The concept was introduced by David Kolb in 1984 and combines both a cognitive and behavioral approach to learning (Kolb 1984).

Further Resource:

• Tran, M. (2016).  Making a Case for Experiential Learning . Pearson.

Fixed Mindset:  Mindset refers to the beliefs and attitudes held by a person and can affect their learning outcomes and achievement. Individuals with a fixed mindset (also referred to as entity theory) are outcomes-focused, don’t view intellectual ability as being malleable, and give up quickly on learning a new skill when learning becomes more challenging and difficult (Dweck, 2008, Dweck & Master 2008, Rattan et. Al. 2012, Yeager 2012).  See also growth mindset.

  Flipped Classroom:  A flipped classroom is a teaching approach where students a first exposed to content before coming to a class session and then spend class time engaging more deeply with the ideas and concepts (Brame, 2013). This model encourages the use of active learning during in-person class sessions to allow students to explore concepts, solve problems, and discuss ideas with each other and the instructor.

Formative Assessment:  Formative assessment is the process of providing feedback to students during the learning process.  These are often low stakes activities that allow the instructor to check student work and provide feedback.  An instructor writing comments and suggestions on a draft version of a paper is an example of formative assessment (Weimer 2013).

Growth Mindset:  Mindset refers to the beliefs and attitudes held by a person and can affect their learning outcomes and achievement.  Individuals with a growth mindset (also referred to as incremental theory) are process-focused, assess their performance relative to mastery of the material, and believe that intellectual ability is malleable.  Having a growth mindset involves sustained effort toward learning new knowledge and reflection on past failures so that one can increase their knowledge and ability (Dweck, 2008, Dweck & Master 2008, Rattan et. Al. 2012, Yeager 2012).  See also fixed mindset.

  Hidden Curriculum:  The hidden curriculum is a collection of unwritten norms, values, rules, and expectations that one must have awareness of in order to successfully navigate educational settings, but which remain unknown to those who have not been socialized into the dominant discourse (Smith, 2015, p.9). The hidden curriculum includes an understanding of school structures,resources, financial aid systems, and institutional rules, along with an awareness of cultural expectations for participating in class and communicating with peers and instructors. See also  social belonging  and  transparent assignments .

• Ostrove, J. & Long, S. (2007). “Social class and belonging: Implications for college adjustment.”  The review of higher education 30 (4).
• Hidden Curriculum . The Glossary of Education Reform.

Inclusive Teaching:  a mode of teaching that intentionally designs course content and curricula to engage with students of diverse backgrounds, abilities, and lived experiences. The ultimate goal of inclusive teaching is to create a learning environment where all students feel valued and supported to succeed.

• Inclusive Teaching Strategies . Center for Teaching Innovation, Cornell University.
• Making excellence inclusive . Association of American Colleges and Universities. (n.d.)
• Strategies for Inclusive Teaching . Center for Teaching and Learning, Washington University in St. Louis.   

Inquiry-Based Learning:  Inquiry-based learning is an umbrella term that includes pedagogical strategies such as problem-based learning and case-based learning that prioritize students exploring, thinking, asking, and answering content questions with peers to acquire new knowledge through a carefully designed activity.  Such activities build in opportunities for students to authentically engage in and apply the scientific process as scientists rather than following a predetermined protocol (LaForce et.al., 2017, Yew & Goh 2016).  See also problem-based learning, project-based learning.

  Learning Management System (LMS):  A Learning Management System is a platform that enables instructors to organize and distribute course materials in a digital format.  While features may vary, a typical LMS allows instructors to communicate with students, share readings, create and collect assignments, assess student work and post grades.  An LMS may be used to compliment a face-to-face course or for an entirely online course. Popular platforms include Canvas, Blackboard, and Moodle.

Learning Objective/Learning Goal/Learning Outcome:  statements that articulate the knowledge and skills you want students to acquire by the end of the course or after completing a particular unit or assignment. Learning objectives help instructors to shape course content and assessments as well as increase transparency for students by clearly communicating expectations.

• Articulate Your Learning Objectives . Eberly Center for Teaching Excellence & Educational Innovation, Carnegie Mellon University

Metacognition:  Metacognition involves metacognitive knowledge and metacognitive regulation.  Metacognitive knowledge is defined as thinking or having an awareness of one’s cognitive processes.  Metacognitive regulation is the active monitoring of one’s cognition through planning (identifying appropriate learning strategies), monitoring (forming an awareness of one’s task performance) and evaluating (assessing and refining one’s learning through reflection) (Lai, 2011, Tanner, 2012).

Motivation:  An individual’s “personal investment” in reaching a desired state or outcome as “seen in the direction, intensity, persistence, and quality of what is done and expressed” (Maeher, M.L. & Meyer, H.A., 1997, p. 373). Research suggests that motivation plays a vital role in directing and sustaining student learning. The most motivated students see value in the task, believe that they can accomplish the task, and feel that they are in a supportive environment (Ambrose et al, 2010, p. 80).

• Lazowski, R.A. & Hulleman, C.S. (2016). “Motivation interventions in education: A meta-analytic review.”  Review of Educational Research 86 (2) 602-640.

Object-Based Learning (OBL):  Object-based learning (OBL) is a teaching method whereby students engage with authentic or replica material objects in their learning in order to gain discipline-specific knowledge or to practice observational or practical skills that can be applied in various fields. “Objects” can include a number of different material items often housed in museums: specimens, works of art, architectural forms, relics, manuscripts and rare books, archival documents, or artifacts of various kinds. Research on OBL suggests that “objects can inspire, inform, fascinate and motivate learners at all stages of their education” (Jamieson, 2017, p. 12).

• Chatterjee, H. J. (2016).  Engaging the senses: Object-based learning in higher education . Routledge.

Pedagogy:  Pedagogy is the method, practice and study of effective teaching. In order to be effective, instructors must have both subject-based knowledge and pedagogic knowledge and skills (Barkley & Major, 2016).

Problem-Based Learning:   A form of student-centered teaching that focuses on having students work through open-ended problems to explore course material. Students are asked to define the problem as part of the process, research content outside of class time and iterate solutions to arrive at their final response (Nilson, L.B., 2016)

Project-Based Learning:  A form of student-centered teaching that engages students with course content as they work through a complex project. These projects are typically real-world scenarios and multifaceted. Project-based learning encourages interdisciplinary conversations and groups work.

• What is PBL?.  Buck Institute for Education: PBL Works.

Retrieval Practice:  Retrieval practice involves retrieving new knowledge from memory in order for durable retention in long-term memory.  The process is supported by experiments which explore student’s recall of new material.  Retrieval practice can take the form of frequent, low-stakes quizzes, or students may employ methods like flashcards for self-testing (Brown et.al. 2014,  retrievalpractice.org ).

  Scaffolding:  A process by which instructors build on a student’s previous experience or knowledge by adding in specific timely support structures in the form of activities or assignments for students to master new knowledge or skills and achieve learning goals (Greening, 1998, Hmelo-Silver et.al. 2007).  See also Zone of Proximal Development.

  Scholarship of Teaching and Learning (SoTL):  an approach to college-level teaching that frames teaching as a form of scholarly inquiry. Through engaging in SoTL instructors examine their students’ learning to innovate and engage in knowledge-sharing with colleagues (Huber 2013). Instructors who engage in SoTL as part of their teaching are encouraged to reflect on personal assumptions and curiosities about how their students learn. Then consider how to test the validity of these ideas. Examples of SoTL projects include exploring the impact of implementing a single active learning strategy, considering the impact of reflection on student learning, determining the impact of a complete course restructure (Poole 2018).

Social Belonging:  Social belonging is a state when students feel welcomed and included into a community where they can engage freely and foster positive relationships with others (Walton & Cohen, 2011).

  Summative Assessment:  Summative assessment is the process of measuring a student’s learning at the conclusion of a course (or a portion of the course). Summative assessments are typically associated with grades and can take the form of quizzes, exams or papers.

Stereotype Threat:  Stereotypes are negative generalizations about groups of people.  When students are subtly or overtly made aware (primed) of these stereotypes while performing challenging academic tasks in domains that are important to them, students begin to underperform in these tasks.  Anxiety about confirming a negative stereotype creates additional cognitive load that reduces the capacity of working memory in the brain (Aronson et.al. 1999, Steele & Aronson 1995).

Student-centered teaching : Instructor-center teaching refers to instructors teaching content solely through a passive approach such as lecturing while students listen and take notes with minimal interaction with other students.  Student-centered teaching, however, consists of instructors using a wide range of pedagogical approaches for students to learn and actively engage with the course content by having students construct knowledge with peers through collaboration, discussion, group projects, and problem solving (Felder & Brent 1996, Freeman et.al. 2007, Handelsman et.al. 2007).  See also inquiry-based learning, problem-based learning, project-based learning, constructivism, zone of proximal development.

  Student Engagement:  Student engagement describes the ways in which students take part in the learning process and the development of their own knowledge. An increase in student engagement is thought to be linked to an increase in student learning. Student engagement is often tied to active learning techniques and student motivation (McVitty 2015).

• Student Engagement . The Glossary of Education Reform.

Synchronous instruction:  Synchronous instruction is the idea that students learn material at the same time.  Examples of synchronous instruction might include lectures, discussions or collaborative activities. When applied to remote learning, students must be online at the same time.  This approach can be disadvantageous if students are spread across different time zones or have limited access to technology.

  Teaching Development Plan (TDP):  a written document that helps instructors focus on teaching specific career goals. A TDP encourages instructors to set goals, and periodically reflect on both progress and barriers faced while working towards these goals.

Threshold Concept:  Thresholds are crucial barriers in the learning process where students often get “stuck”. These ideas are essential to understanding a particular discipline and progress in the discipline can be blocked until that barrier to understanding has been overcome. Examples of discipline-based threshold concepts include deep time in geology or the idea of constructed narrative in history (Meyer & Land 2006, Pace 2017).

Transfer:  A cognitive process by which a learner takes what they’ve learned in one context and successfully applies it to another. Transfer is often broken down into “near transfer” (transfer of knowledge to a similar task or context) and “far transfer” (transfer of knowledge to novel tasks or contexts). Given that a central purpose of education is for students to take what they have learned into other classes and then into their lives beyond school, this has long been a critical area of study in educational and educational psychology research (Perkins & Salomon 2012).

• Transfer of Knowledge to New Contexts . Poorvu Center for Teaching and Learning, Yale University
• Building Knowledge Through Transfer . Center for Advancing Teaching and Learning Through Research, Northeastern University.

Transparent Assignment Design:  An inclusive teaching practice first proposed by Mary-Ann Winkelmes and her instructional development and research team at UNLV, transparent assignments help students understand the purpose of the assessment, clearly describe the task and how it should be accomplished, and plainly define criteria for success. Assignment transparency has been shown to significantly boost student success in terms of academic confidence, sense of belonging, and metacognitive awareness of skill development (Winkelmes et al. 2016).  See also social belonging  and  hidden curriculum.

• Hutchins, P., Winkelmes, M. “Transparency in Leaching and Learning”.  PDF of Powerpoint slides.
• Winkelmes, M. et al. (2015). “Benefits (some unexpected) of transparently designed assignments.”  National Teaching & Learning Forum 24 (4), 4-6.

Universal Design for Learning (UDL):  Universal Design for Learning is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.  Designing a course according to UDL principles is centered on the key concepts of: engagement, representation, and action & expression.  These are sometimes summarized as the Why, What and How of learning (Murawski & Scott 2019, Tobin 2018,  CAST .org).

  Zone of Proximal Development (ZPD):  This developmental zone stands between what the learner can already do on their own and what they cannot yet do. It is the range in which a learner is able to move from point A to point B with assistance from peers or an instructor; in other words, the zone in which learning takes place. The concept was originally described in the work of Soviet psychologist and social constructivist, Lev Vygotsky (Vygotsky 1978).  See also constructivism  and  scaffolding .

Ambrose, S. et al. (2010).  How learning works: Seven research-based principles for  smart teaching . Jossey-Bass.

Anderson LW, Krathwohl DR. (2001).  A taxonomy for learning, teaching, and assessing: a revision of Bloom’s taxonomy of educational objectives . Longmans.

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Legal Update

Jun 27, 2024

DC Sources New Revenue From Assignments of Long-Term Leases

On May 17, 2024, the District of Columbia Office of Tax and Revenue (OTR) published a notice summarizing the District of Columbia’s current policy regarding the recordation and transfer tax treatment of an assignment of a lease, including a ground lease, with a term of at least 30 years (including renewals). This is the first official statement by OTR regarding the taxation of assignments of long-term leases, including ground leases. This official policy changed an approximately 20+ years of practice (since the enactment of DC Law 13-305, June 9, 2001, amending the then existing recordation and transfer tax statutes in order to tax long-term leases) of the DC Recorder of Deeds, which did not tax assignments of ground leases or other long-term leases based on the rent charged. This new policy is strikingly different from the recordation and transfer treatment of assignments of long-term leases by the State of Maryland and the Commonwealth of Virginia. OTR also stated in its notice that it will impose recordation and transfer taxes (i) on extensions of leases that have a term of at least 30 years (presumably, leases that are not originally long-term but, as a result of an extension, have a term greater than 30 years), and (ii) to the extent there is a transfer of any real estate interests related to a transfer of real property.

OTR relied on a District of Columbia Court of Appeals decision made on July 20, 2023 (MEPT St. Matthews, LLC v. District of Columbia, 286 A.3d 1010), which, deciding a case of first impression, held in favor of OTR’s changed position that an assignment of a ground lease is taxable in the same manner as a newly created lease. Consequently, the District of Columbia is imposing recordation and transfer taxes based on the rent charged under long-term leases (i.e., those with an outstanding term or term of at least 30 years (including renewals)) plus the value of other consideration paid in addition to the rent (e.g., the value ascribed to any real estate, such as improvements, for which there is additional consideration paid). 

The primary result of the policy change is substantially higher recordation and transfer taxes on assignments of long-term leases than it had for the first 20 years of the District’s practice of taxing long-term leases. There will be at least two components of any recordation and transfer tax analysis in connection with the imposition of taxes: (i) the calculation of the taxes imposed on the rent being charged under the lease, and (ii) value of the improvements, if any, transferred and/or other additional consideration.

Rent Component

If the average annual rent under the lease is ascertainable, the transfer and recordation taxes are imposed upon the average annual rent over the term of the lease, including renewals, capitalized at a rate of 10%. DC Official Code §§ 47-903(a)(2), 42-1103(a)(1)(B)(i). If the average annual rent is not ascertainable, then the taxes are based on the greater of (1) 105% of the of the minimum average annual rent ascertainable from the terms of the lease, capitalized at a rate of 10%; or (2) 150% of the assessed value of the real property covered by the leasehold interest transferred. DC Official Code §§ 47-903(a)(3), 42-1103(a)(1)(B)(ii). If the consideration for the lease is zero or nominal, then the tax is applied to the fair market value of the real property covered by the lease. DC Official Code §§ 47-903(a)(1)(B), 42-1103(a)(1)(B)(iii). Since most if not all long-term leases provide for rent adjustments that are not fixed, such as adjustments made on the basis of increases in the CPI and/or periodic adjustments based on the fair market value of the leased premises, the average annual rent will be considered “not ascertainable” and, as such, be subject to having the rent determined by 150% of the assessed value of the leased premises. Note that the District will impose the taxes based on the “real property covered by the interest transferred” which the District maintains is the real property, land and/or improvements, subject to the lease and not the possessory interest in such real property. This is so notwithstanding that the tenant or ground tenant does not own the interest in the land that is retained by the landlord.

Additional Consideration

The District considers “additional consideration” to include any consideration paid or to be paid for the lease, whether in cash or other property, in any amount (exclusive of the rent component) and will be taxed based on the consideration paid for such interests, or, if the consideration is zero or nominal, on the fair market value of such interests.

Other Real Estate Interests

The District expressed its intention to impose recordation and transfer taxes on the transfer of real property interests pursuant to an assignment of a lease which is not a long-term lease (having a term or remaining term of less than 30 years). This is so despite no requirement that the lease be recorded. Rather, this follows a Court of Appeals decision in December 2022 in which the Court imposed recordation and transfer taxes on the value of reversionary interests in improvements constructed on land subject to a ground lease having a remaining term of less than 30 years (see District of Columbia v. Design Center Owner (D.C.) LLC, et. al., 286 A.3d 1010); the Appeals Court sent the matter back to the lower court to determine the value of such reversionary rights).