From Weeding Out to Reaching Out
Connecting with our students who need it most
#cccotc18
Today’s Objective
At the end of this session, you will be able to apply equitable course design ideas, tools, and resources to your own online course design.
Reflection Activity
"Being responsive to diverse students' needs asks teachers to be mindful and present. That requires reflection. You can never take yourself out of the equation. Instead, you must commit to the journey" (Hammond, p. 53).
Living Implementation of
OEI Course Design Rubric
Teachers that make students feel seen, heard, and cared for as a learner.
What is Reaching Out?
What is Weeding Out?
Framework
Read this book!
Hammond, Z. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students.
A Framework for Culturally Responsive Teaching
bit.ly/otc18r4r
Why are you taking this class online?
What keeps you engaged and motivated to continue in the online course?
Suggestions for improving?
At the core of positive relationships is trust. Allow them to get to know you, so that they can trust you.
Welcome to this class. My info is in the syllabus.
Professor Idontcare, MA, Ed.D., JD, MD, PhD, ABC
Welcoming Students
example
Syllabus Format
Reimagine the student and teacher relationship as a learning partnership.
“We are responsible for your success in this course. I am your ally. Our class is meant to be a collaborative learning environment in which students and instructor work as a team.”
“You need to be an independent and self-directed learner to be successful in this online class.”
On Success
Take the “emotional risk”
“The main purpose of teaching, for me, is to hear as many student voices as possible. I work to foster a safe and welcoming learning environment, both online and in the traditional classroom. I choose topics that actively engage students in critical thinking that goes beyond traditional learning concepts. My courses are purposefully designed to promote spacious thinking and empathy for those who may differ from us. To me, this is how I continue to grow as an instructor: I listen to my colleagues, my advisors, and most importantly, my students. I continue to learn about different ideologies that challenge my own because it is my strong belief that encountering otherness broadens our scope of the world and our tolerance and acceptance of other people.”
“I want you to know that I care about teaching, and I care about my students. I’m here to help and support you, so please use email / zoom / face-time / Skype to reach out to me. I want you to feel safe and respected in this online classroom. I want you to know that we are partners in this process, so if you get overwhelmed or stressed out, let me know! Writing is a process, so I hope you will be brave and embrace struggle and what it means to feel uncomfortable. When you’re struggling, you’re learning! You will always have the opportunity to improve.”
<crickets>
Teaching Philosophy
Listening, awareness, demonstrating that we care.
Before we begin, I’d like to know more about you:
> Have you taken an online class before?� > What might impact your success this semester?� > How are you feeling about this online class?
Read the syllabus, then watch the tutorial videos, and then take the check-in quiz.
Getting Started
Make space for student voice and agency to build the community of learners.
Your opinions and life experiences are valued, and I want you to feel confident in sharing your views with this class.
Please do not post more than twice to the online discussions.
Student Voice & Agency
Ignite, Chunk, Chew, Review
To build our learners’ intellective capacity
Collaboration: peer-to-peer interaction
Metacognitive reflection
Checking-in (“muddiest point”)
Read the slides...take the quiz.
Going beyond content delivery
Learning Partnerships: Showing concern for another’s well-being is a trust generator
I noticed that you missed the Sunday deadline. Is everything okay?
If you do not submit the required assignments for two consecutive weeks, you are considered inactive and will be dropped.
Checking In
Feedback helps us literally change our minds. (p. 101)
“I will be giving you constructive feedback on your assignment that you can use to revise it. You may resubmit your revised work for an improved grade.”
No feedback. No opportunity to learn from feedback. No interaction with students to support their improvement.
Feedback
Think-Pair-Share
Reflect on your own teaching practices and growth opportunities.
Introduce yourself to a neighbor. Share w/ them.
bit.ly/reachingoutotc
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Reaching Out Resources
Resources
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Reaching Out Resources
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Thanks!