Because I'm using my ELA classes to figure out my teacher PD course, it's important for me to gauge how my students are handling the digital work I assign. This week, one of my online-mythology students told me that he liked our work this week because I hadn't assigned so much as I had the week before.
Here are screenshots of the two modules:
I'm not sure what the parameters are regarding the number of assignments for online classes --one of the reasons I decided to pursue this Masters was for the student teaching for NCVPS which I hoped would help me in this regard. Honestly, though, I'm really more interested in how much I have to grade each week! haha...
Seriously, though, who wants to only read a myth, answer comprehension questions, and take a quiz/test? How boring?
But what if I'm making them spaz out because they don't know how to upload something they did on paper? Should I teach online students to use an app/website, or assume they can figure it out themselves? (the latter is basically how I deal with tech in my F2F classes -- I help as needed).
Feelings
Part of me thinks the student I talked with was just whining (he takes Honors and AP classes), but the other part of me wonders if I'm teaching this course at an Honors level, and other students may be having trouble, but not telling me.
Evaluation
I appreciate my students telling me that they are having trouble with something I assign. There are several students taking the online class who I've had in other English courses, so they know I pay attention to their concerns. Many of them, though, attend the other three high schools, so I need to make sure I'm making it clear that if they have concerns, they should contact me.
Action Plan
So, there are a couple of things I think I need to do for This Week In Mythology. One is to create a Google Form survey to see if there are issues with the number of assignments or the types of digital work I'm requiring. One question needs to be "If you'd like to talk to me further, please provide your email." I think this might give the more quiet students a way to let me take the lead for a conference, especially if they are anxious about talking to a teacher/advocating for themselves.
Another thing that would be helpful, since I'm working on Personalized Playlists, is to be sure I'm giving options for students to show they understand the reading do by using the Depths of Knowledge levels (sort of like Blooms). And, truthfully, this is probably what the students in this class are looking for. Since I've never had to take an online class as a high school student, I'd chance it to say that for an elective like Mythology, I wouldn't expect to be bored.
Hey Stephanie,
ReplyDeleteI think the Google Survey will really help you! It is important to see how the students feel. I think you will have students really provided constructive feed back and others will complain, which we all know happens!
With the assignments, you may want to provide them with 5 options and ask them to complete at least 3. If they complete more, extra credit? Of course the challenge will be in making all 5 assignments equal in work and grading all of them!
I am interested to hear the results of your survey!
Amy
Stephanie, I have found that some studentd will not ask for help and would rather flounder than ask/admit? that they need some assistance. This is one of the resons why I do regular video conferences - required - with my students, giving them a chance to ask for help. If they don't ask, I ask them questions such as, "How is this assignment going? Tell me what you have accomplished so far...." or..."Let's talk software!" Have you considered offering screencaptures showing how to use the tech?
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