Monday, July 30, 2007
Checking out
I'm checking out of the blog world for a while. Lots of things suck right now, and I don't want this to just be a whiny blog, especially since I don't think whining about it will make me feel better. I'll probably be back after fall semester starts.
Wednesday, July 25, 2007
update
Blogging continues to be sparse because I just have too many things happening right now. School starts in a month, and there are lots of things that need to be tied up by then or it's going to get really hard. I am doing no dissertation work. I'm just taking care of the kids and trying to pack up the house for our move. But our house is not done because the rain is incessant. So even though we've gotten an extension on our rent house for a few weeks, we still face the possibility of homelessness. And homelessness is going to be much more difficult to manage once the fall semester starts. The good news is, my husband's new job is working out well. The hours are still long and irregular, and he's driving an hour one way to get there, but he's around much more than he was before. Which is good for me and good for the kids and very good for our marriage. And he's happier, so it's good for him, too. And now Baby Belle is crying so blog post is over.
Belle is in my lap now so blog post continues. I've been depressed lately and I've attributed it to a lot of things--I'm certainly stressed out and still dealing with postpartum hormones. But another thing is contributing to the problem. My hands and wrists hurt all the time. It never stops hurting. This has been going on for a long time, and it got worse when I was pregnant. I read about pregnant women having carpal tunnel syndrome and that it should get better after the baby is born, but it hasn't gotten better. I have decided that this is a serious problem and I need medical attention. But I don't know when or where to get it. I have no primary physician right now, and I am trying to move to a new city and at the same time change insurance providers. I keep putting it off because the pain is manageable, but now I'm starting to wonder if I might be making the problem worse by waiting. I haven't decided what to do. Anyone had experience with hand pain?
Belle is in my lap now so blog post continues. I've been depressed lately and I've attributed it to a lot of things--I'm certainly stressed out and still dealing with postpartum hormones. But another thing is contributing to the problem. My hands and wrists hurt all the time. It never stops hurting. This has been going on for a long time, and it got worse when I was pregnant. I read about pregnant women having carpal tunnel syndrome and that it should get better after the baby is born, but it hasn't gotten better. I have decided that this is a serious problem and I need medical attention. But I don't know when or where to get it. I have no primary physician right now, and I am trying to move to a new city and at the same time change insurance providers. I keep putting it off because the pain is manageable, but now I'm starting to wonder if I might be making the problem worse by waiting. I haven't decided what to do. Anyone had experience with hand pain?
Friday, July 20, 2007
more on class message boards
Following up to this post:
Sleepycat asked if I get a lot of discussion on the boards when I ask them to discuss readings. It varies a lot with the readings; if they are especially compelling or provocative or if students are already invested in the topic, then there is usually some discussion. Other times, students seem to write their own posts and throw them up on the message boards without much effort to engage others. If they read the other posts, I can't tell because they are more concerned with just fulfilling their own assignment than with participating in a discussion. I think that's okay sometimes. The discussion prompt requires them to do some analysis and select a specific example, so they have still done some work in careful reading and critical thinking. Sometimes I let it rest at that. If I feel like the discussion has potential to be more useful and productive, I will sometimes forgo a new discussion and direct them back to the last discussion, which forces them to respond to their fellow students' ideas. That works well for that specific assignment, and it also encourages them to initiate discussions in the future. It takes some prodding, but usually not too much.
Literacy-chic asked how I give them instructions. In the hybrid class, I give some general instructions on the syllabus, and I also give oral instructions on the first day of class as a sort of introduction to how we'll use the message boards. Then I give them written instructions online for every single discussion. I remind them frequently that they should engage other students and that they must give specific examples, sometimes requiring quotes. I repeat myself A LOT, but many students have trouble following directions because they rely too much on their memory of what the assignment is rather than going back to the instructions and checking them. I don't talk about it in class meetings much because I want them to learn to take responsibility for reading and following instructions themselves, but I do give them lots of written reminders online. Giving instructions for each individual discussion also allows the assignment to "evolve" over the semester, as L-C mentioned in her comment. As long as the instructions are there for that specific discussion, the students can be expected to understand what is required of them, even if it is somewhat different from other discussions earlier in the semester.
I start every discussion with my own opening post. Here's one from this summer that went well:
In Lucy Grealy's essay "Masks," she comments, "My sister and her friends never had to worry about their appearance, or so it seemed to me, so why didn't they always feel as bold and happy as I felt that night?" (p. 43)
In your first paper, you will use an extended example of something that happened in your own life to comment on larger issues of identity and community, so you will need to make your experience relevant to others. With the statement above, Grealy shows how her unique situation created feelings that were relevant to people who did not have the same exceptional circumstances. People who have no facial deformity can still relate to her story on some level.
How do the authors of the essays you have read in chapters 1 and 2 of your textbook connect their particular topics to a larger audience? It may not be as explicit as Grealy's statement--it might be implied. Do you relate to the essays in any way? How and why? Choose one example to discuss in this forum. You may comment on the same essays--even the same specific passages--as other students have as long as you add to the discussion and don't just repeat what someone else has already said.
For this assignment I gave them an example to model what kind of responses I wanted, and I also told them how this discussion and the readings were relevant to the writing assignment they were working on and to their larger writing concerns. I think that students often feel that readings in a writing class are unnecessary extra work, so I try to help them understand why reading helps you become a better writer. I know they won't always get it, but I hope some do.
I'll get back to this topic later and address working in groups. Please keep commenting--I love exchanging teaching ideas.
Sleepycat asked if I get a lot of discussion on the boards when I ask them to discuss readings. It varies a lot with the readings; if they are especially compelling or provocative or if students are already invested in the topic, then there is usually some discussion. Other times, students seem to write their own posts and throw them up on the message boards without much effort to engage others. If they read the other posts, I can't tell because they are more concerned with just fulfilling their own assignment than with participating in a discussion. I think that's okay sometimes. The discussion prompt requires them to do some analysis and select a specific example, so they have still done some work in careful reading and critical thinking. Sometimes I let it rest at that. If I feel like the discussion has potential to be more useful and productive, I will sometimes forgo a new discussion and direct them back to the last discussion, which forces them to respond to their fellow students' ideas. That works well for that specific assignment, and it also encourages them to initiate discussions in the future. It takes some prodding, but usually not too much.
Literacy-chic asked how I give them instructions. In the hybrid class, I give some general instructions on the syllabus, and I also give oral instructions on the first day of class as a sort of introduction to how we'll use the message boards. Then I give them written instructions online for every single discussion. I remind them frequently that they should engage other students and that they must give specific examples, sometimes requiring quotes. I repeat myself A LOT, but many students have trouble following directions because they rely too much on their memory of what the assignment is rather than going back to the instructions and checking them. I don't talk about it in class meetings much because I want them to learn to take responsibility for reading and following instructions themselves, but I do give them lots of written reminders online. Giving instructions for each individual discussion also allows the assignment to "evolve" over the semester, as L-C mentioned in her comment. As long as the instructions are there for that specific discussion, the students can be expected to understand what is required of them, even if it is somewhat different from other discussions earlier in the semester.
I start every discussion with my own opening post. Here's one from this summer that went well:
In Lucy Grealy's essay "Masks," she comments, "My sister and her friends never had to worry about their appearance, or so it seemed to me, so why didn't they always feel as bold and happy as I felt that night?" (p. 43)
In your first paper, you will use an extended example of something that happened in your own life to comment on larger issues of identity and community, so you will need to make your experience relevant to others. With the statement above, Grealy shows how her unique situation created feelings that were relevant to people who did not have the same exceptional circumstances. People who have no facial deformity can still relate to her story on some level.
How do the authors of the essays you have read in chapters 1 and 2 of your textbook connect their particular topics to a larger audience? It may not be as explicit as Grealy's statement--it might be implied. Do you relate to the essays in any way? How and why? Choose one example to discuss in this forum. You may comment on the same essays--even the same specific passages--as other students have as long as you add to the discussion and don't just repeat what someone else has already said.
For this assignment I gave them an example to model what kind of responses I wanted, and I also told them how this discussion and the readings were relevant to the writing assignment they were working on and to their larger writing concerns. I think that students often feel that readings in a writing class are unnecessary extra work, so I try to help them understand why reading helps you become a better writer. I know they won't always get it, but I hope some do.
I'll get back to this topic later and address working in groups. Please keep commenting--I love exchanging teaching ideas.
Tuesday, July 10, 2007
Monday, July 09, 2007
communication in online classes
Warning--this is way too long. To summarize: I am thinking about how I might modify the way I use message boards in my hybrid class based on what I learned in my totally online class. If that is boring to you, stop now. If that sounds interesting in the least, you are just the person I want to hear from!
My summer online class was great. Students participated much more easily and productively online than in the fall. Part of that may be summer--students expect classes to be more intensive than in a regular semester. Another big difference is that this class was totally online instead of a hybrid class that meets in person. In the fall I teach the hybrid class again, so I'm looking at how to carry over the success from this summer, specifically in the message boards.
Students in the hybrid class don't participate as well in the message boards because they consider the face-to-face meetings more important. They don't seem interested in the online part because it's just "supplement," not "real" class. They just go through the motions. Some of the things I did differently in the summer session might help in the fall, though. I give extensive instructions for formal papers, but I wanted the students to take the lead in their discussions, so I tried to leave the instructions more open. I run my on-campus classes that way and I have been successful, but I think that students are less comfortable in the electronic format. While they are online all the time and they are certainly well-versed in electronically mediated conversation, the combination of online communication and class work is fairly new to them. So this time I gave them more specific topics for discussion along with a sample answer for each. In the beginning, they followed the model I offered closely but it didn't take long for them to start shaping the discussions themselves, which was the goal. I think my notion of student-led online discussions was a little too hands-off, and offering just a bit more instruction made a big difference. I think it's a confidence thing--they didn't know what I wanted so they were too cautious to do much of anything.
One challenge of the message boards is to have an actual discussion and not just a string of unrelated entries. I overtly encouraged discussion by suggesting that they take up examples that other students had already mentioned. Each post required an example to support their claim, but I stated in the initial post that they could use an example that another student had already brought up as long as they were adding to the discussion and not just repeating what had been said. That helped as much as any instructions do--it relies on the student to follow directions. I also went back a few times and instead of asking new questions, directed them to the previous thread and required new posts in that discussion. The second time around they did not bring up new examples but had to respond to what was there. That helped a lot, and I'll do it earlier next time. After the first time I did that, I noticed a change in the boards right away--they were more involved with their classmates and not just posting their piece and leaving.
One of my favorite assignments was a required discussion of works in progress. For each paper, I required them to post something--anything--about their papers and to post their theses. I also sent them back to that thread for a second round each time. Students who had no argument figured it out before the paper was due--big step!--and those who had been putting their work off had to get started earlier or they wouldn't have anything to say. I also responded to every post on the board. A few students told me that this open discussion of the writing process taught them better than any other assignments. Success!
I am thinking about a change for the fall, but I haven't made a decision yet. Last spring I held discussions of the readings during our on-campus meetings, not on the message boards. The purpose of the readings in this class are to analyze writing styles, structures, and techniques. I thought that was better done in class so that I could direct the discussion and point out passages and answer questions more efficiently. What happened was that they didn't read and just waited for me to tell them what was important--very little discussion and very little point in the end. In the summer I had them analyze the readings independently and write responses--which included quotes--in the message boards. That was a necessity because there were no on-campus meetings, but I think they ended up doing better. So now I'm considering focusing more on workshop-type activities during on-campus meetings and doing analysis of the readings online in the fall. No sure yet, but I do know my previous method needs to be tweaked (hopefully without the addition of quizzes. I hate giving quizzes.)
Okay--way too long. I'd love your thoughts, especially you online teachers.
My summer online class was great. Students participated much more easily and productively online than in the fall. Part of that may be summer--students expect classes to be more intensive than in a regular semester. Another big difference is that this class was totally online instead of a hybrid class that meets in person. In the fall I teach the hybrid class again, so I'm looking at how to carry over the success from this summer, specifically in the message boards.
Students in the hybrid class don't participate as well in the message boards because they consider the face-to-face meetings more important. They don't seem interested in the online part because it's just "supplement," not "real" class. They just go through the motions. Some of the things I did differently in the summer session might help in the fall, though. I give extensive instructions for formal papers, but I wanted the students to take the lead in their discussions, so I tried to leave the instructions more open. I run my on-campus classes that way and I have been successful, but I think that students are less comfortable in the electronic format. While they are online all the time and they are certainly well-versed in electronically mediated conversation, the combination of online communication and class work is fairly new to them. So this time I gave them more specific topics for discussion along with a sample answer for each. In the beginning, they followed the model I offered closely but it didn't take long for them to start shaping the discussions themselves, which was the goal. I think my notion of student-led online discussions was a little too hands-off, and offering just a bit more instruction made a big difference. I think it's a confidence thing--they didn't know what I wanted so they were too cautious to do much of anything.
One challenge of the message boards is to have an actual discussion and not just a string of unrelated entries. I overtly encouraged discussion by suggesting that they take up examples that other students had already mentioned. Each post required an example to support their claim, but I stated in the initial post that they could use an example that another student had already brought up as long as they were adding to the discussion and not just repeating what had been said. That helped as much as any instructions do--it relies on the student to follow directions. I also went back a few times and instead of asking new questions, directed them to the previous thread and required new posts in that discussion. The second time around they did not bring up new examples but had to respond to what was there. That helped a lot, and I'll do it earlier next time. After the first time I did that, I noticed a change in the boards right away--they were more involved with their classmates and not just posting their piece and leaving.
One of my favorite assignments was a required discussion of works in progress. For each paper, I required them to post something--anything--about their papers and to post their theses. I also sent them back to that thread for a second round each time. Students who had no argument figured it out before the paper was due--big step!--and those who had been putting their work off had to get started earlier or they wouldn't have anything to say. I also responded to every post on the board. A few students told me that this open discussion of the writing process taught them better than any other assignments. Success!
I am thinking about a change for the fall, but I haven't made a decision yet. Last spring I held discussions of the readings during our on-campus meetings, not on the message boards. The purpose of the readings in this class are to analyze writing styles, structures, and techniques. I thought that was better done in class so that I could direct the discussion and point out passages and answer questions more efficiently. What happened was that they didn't read and just waited for me to tell them what was important--very little discussion and very little point in the end. In the summer I had them analyze the readings independently and write responses--which included quotes--in the message boards. That was a necessity because there were no on-campus meetings, but I think they ended up doing better. So now I'm considering focusing more on workshop-type activities during on-campus meetings and doing analysis of the readings online in the fall. No sure yet, but I do know my previous method needs to be tweaked (hopefully without the addition of quizzes. I hate giving quizzes.)
Okay--way too long. I'd love your thoughts, especially you online teachers.
Team Whymommy
I'm a little late getting to this, but I want to show my support for Whymommy at Toddler Planet. I've been reading her blog for about a year, and she always has great stories and insights about being a mom and watching her kids learn about their world. I've learned a lot from her. She's got a toddler and a six-month-old baby, and now she's fighting breast cancer. She needs lots of positive energy (no pity allowed!). Check her out.
Friday, July 06, 2007
long time, no blog
So, it's been awhile, but I haven't dropped off the face of the earth. I thought I would jump back into the blog, but I started by catching up on the blogroll, and sheesh! I'm tired now. But class is over and I have some things to say about that. For now I need to stop my head from spinning over all the goings-on at Anastasia, Scrivenings, and Words, Words. And answer my thousand emails. I received a lovely thank-you note from a student. In summary: "I have enjoyed your class and learned so much and improved my writing exponentially. You are the best teacher ever. And by the way, may I rewrite my final paper so I can get an A this time?" Sorry, no dice. Grades are in.
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