early alert system
I try to communicate with students who don't turn in the first assignment during week 1 and continue communicating until the withdrawal date. It's often very helpful. I use words like, "I noticed that you haven't ____. Is everything all right? Can I help? Please let me know."
Faculty are expected to respond to students’ questions within 24 hours via email or some other communication method and to grade and provide substantive individualized feedback on assignments within seven days. In the discussion forum, instructors are asked to respond to three or four student posts each week and then to summarize the outcome of the discussion in an announcement at the end of the week. “It’s not a tremendous amount of work, but it does let the students know that the instructor is in the classroom versus just coming in and checking a couple times over the course of the semester,” Litt says.
This seems a little excessive, even for a class of 40/24. I try to give most students at least one piece of "how to improve" on each assignment, but I can't always manage this.
“We ask that our faculty respond to every single student in that first discussion post, and not just with ‘Nice to meet you’ but with follow-up questions that show an interest in the students, because we believe that students who know their instructor is going to take an interest in them are more likely to stay in the class,”
I do this because I want to create a connection with individual students and among the class of students. I point out things I have in common with the students and that they have with each other, and I ask questions about things I want to know more about.
We want our instructors to be mindful of the fact that our online learners are preoccupied with other things going on in their lives, and while we want to make sure that they are learning, if a student is having some personal issues, we should allow the student to submit an assignment late rather than being unyielding and rigid.”
This is why I completely revised my late work policy. I allow students to turn in work late with no penalty, but I do ask that they keep me informed of why they need the extension and not simply submit an assignment late without explanation.
“When you have an adult population, they don’t want to do something because they have to. They want to understand why it’s important and how it relates to them as adult learners.”
With all the demands on adult learners, they want to know that the time they put in on an assignment or a reading will be relevant to their short-term and long-term goals.
One significant finding from the survey result is the amount of time adult learners spent on assignment preparation (i.e., 59.7% spent at least 12 hours completing an assignment). This shows that adult learners are motivated to complete their assignments and teachers of adult learners can capitalize on this to further motivate adult learners
Or it could signify that students don't always have the skills or understanding to make the most of completing an assignment efficiently. This is where the point of targeted feedback can help.
The range of prior experiences, knowledge, learning preferences, and behavior has become more diverse, and correspondingly, teachers would need to broaden their repertoire of skills in order to achieve learning goals.
And since this article was written, the pandemic has happened. Learning loss and gaps, lack or deterioration of social skills, and other challenges can be added to this list.
Roberts and McInnerney (2007) identify the assessment of individuals within groups as the primary group work issue.
This is what my students often ask: how will they individually be assessed.
What is the goal or purpose of education? It is to help students become aware of what is happening in their community and society at large, to create a conducive environment for them to think critically, and to encourage them contribute to society constructively
I would agree with all of these. In my own discipline of writing, I want my students to be aware of what is going on in the world, or at least their corner of it. I want them to be able to think critically and to form their own opinions and not just follow what they see on social media or what their families believe.
Go Deeper
This has been my personal area of professional development opportunity for a few years now--looking for ways to take my instruction deeper and to show my students how to also.
Low-Stakes Quizzes
I formerly didn't use quizzes in my writing class. I have added low-stakes quizzes to hold students more accountable for their reading. Before remote learning, I started using Kahoot! for these quizzes and have continued. Sometimes I play them during the class, which adds some competitive energy. I mainly assign them to students to complete on their own. There are other, similar apps which could be used.
Some great cooperative learning strategies are Jigsaw, Reciprocal Learning, and Chat Stations.
I use jigsaw often, and I think the students like it. I've even used it during remote learning. It takes a little longer but its still effective, and fun.
Inductive Learning
You could use the Affinity Grouping activity mentioned in Total Participation Techniques by the Himmeles.
Learning improves most when students are given feedback without grades
This I find a little challenging in that most of what I give feedback on, I also give a grade on. But I'm trying to give more feedback, especially on rough drafts and midway through larger projects.
Using Flash Feedback techniques like targeted response and microconferences allows you to give more feedback more efficiently.
I'm reading this right now. It's changed the way I conduct feedback on my students' writing.
I’m not putting these out there as THE four laws.
I like this because, while she grounds these in research, these "laws" represent her "take" and provide some readable guidelines.
Formative Assessment:
There are many formative assessments that are possible, even during remote learning. Cult of Pedagogy has a lot of suggestions, and the classic Angelo and Cross book, Classroom Assessment Techniques, is a great references.
Write goals in age-appropriate language and refer to them before, during, and after lessons.
I think I like the term "student friendly" or "student centered" language better.