Creating Communities Blended Learning in First Year English (ENL 101) Susan Hagan and Louise Nadler
Student Learning Objectives <ul><li>We selected three SLOs to Focus on: </li></ul><ul><li>Develop college level writing th...
Our Objective: Student Buy-in <ul><li>ENL 101 is a Writing –intensive course, students are expected to write 5 major essay...
Tool: Small Group & Full Class Discussions <ul><li>ASSIGNMENT: Threaded discussions asked students to respond to questions...
Issues/Solutions <ul><li>Homework rubric not detailed enough </li></ul><ul><ul><li>Solution: Created new homework rubric i...
Benefits & Drawbacks <ul><li>B –  Quiet students had the opportunity to speak up/ respond </li></ul><ul><li>B  – Students ...
Tool: Small Group & Full Class Discussions <ul><li>ASSIGNMENT: Students posted their first draft of each essay for analysi...
Issues/Solutions <ul><li>Posting as attachments rather than in the discussion </li></ul><ul><ul><li>Clearer instructions o...
Benefits & Drawbacks <ul><li>B  – Students get the opportunity to see each peer respond to all essays rather than just the...
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Hagan nadler davisposter

  1. 1. Creating Communities Blended Learning in First Year English (ENL 101) Susan Hagan and Louise Nadler
  2. 2. Student Learning Objectives <ul><li>We selected three SLOs to Focus on: </li></ul><ul><li>Develop college level writing that addresses needs of audience, situation and purpose </li></ul><ul><li>Demonstrate accepted patterns of rhetoric </li></ul><ul><li>Summarize, paraphrase, synthesize, and analyze material from sources </li></ul>
  3. 3. Our Objective: Student Buy-in <ul><li>ENL 101 is a Writing –intensive course, students are expected to write 5 major essay with revisions and a minimum of 5 pages per week </li></ul><ul><li>In order to create a sense of community and support we break students into groups of 5 for the semester </li></ul><ul><li>These groups help students become vested in the large volume of work required of them throughout the semester </li></ul><ul><li>Our goal was to extend the sense of community and support we create in the f2f classroom by maintaining a high level of group interaction in the online classroom </li></ul>
  4. 4. Tool: Small Group & Full Class Discussions <ul><li>ASSIGNMENT: Threaded discussions asked students to respond to questions about the reading homework and make connections to other texts or personal experience </li></ul><ul><li>SLO: 1, 2, 3 </li></ul><ul><li>ASSESSMENT: We created and applied a new rubric for evaluation of homework focused on analysis and the rhetorical situation </li></ul>
  5. 5. Issues/Solutions <ul><li>Homework rubric not detailed enough </li></ul><ul><ul><li>Solution: Created new homework rubric in Week 6/15 </li></ul></ul><ul><li>Retaining and applying key concepts </li></ul><ul><ul><li>Solution: Added power point presentations to supplement and reinforce key concepts from class and text </li></ul></ul><ul><li>Having small group discussions was part of our original plan but we realized (based on student feedback) that there was need for whole class discussions online as well </li></ul><ul><ul><li>Solution: We created several whole class Group Discussion Boards for Essays 4 & 5 </li></ul></ul>
  6. 6. Benefits & Drawbacks <ul><li>B – Quiet students had the opportunity to speak up/ respond </li></ul><ul><li>B – Students returned to points of interest in the discussion </li></ul><ul><li>D – Students with weak comprehension may have been intimidated by the open format </li></ul>
  7. 7. Tool: Small Group & Full Class Discussions <ul><li>ASSIGNMENT: Students posted their first draft of each essay for analysis and advice from their group. Within each group students responded to all postings </li></ul><ul><li>SLO: 1, 2, 3 </li></ul><ul><li>ASSESSMENT: We created and applied a new rubric for evaluation of Peer Letters focused on summary, analysis of the rhetorical situation, and offering persuasive and specific advice </li></ul>
  8. 8. Issues/Solutions <ul><li>Posting as attachments rather than in the discussion </li></ul><ul><ul><li>Clearer instructions on DB – Post =paste in not attach </li></ul></ul><ul><li>Analysis of sources not covered enough </li></ul><ul><ul><li>Solution; Added annotated bibliography to essay 2 - 4 </li></ul></ul><ul><li>Not improving as semester progresses </li></ul><ul><ul><li>Realized in Week 11 that students did not have access to our comments or the rubric in their “my grades” </li></ul></ul>
  9. 9. Benefits & Drawbacks <ul><li>B – Students get the opportunity to see each peer respond to all essays rather than just their own </li></ul><ul><ul><li>Definitely raises the bar </li></ul></ul><ul><li>B - Students (hopefully) are exposed to superior responses and feel a need to dig deeper into their analysis and advice </li></ul><ul><ul><li>Uneven – some groups more than others </li></ul></ul><ul><li>B – Save paper ( paper and print costs for students approx 15 pages per essay cycle per student) </li></ul><ul><li>D – Discussion/advice is not synthesized – the student must decide which advice to take </li></ul><ul><ul><li>Solution: Revision Group Discussion Board (RGDB) added in Class 9: assignment was to post a minimum of 2 questions about their own revision draft to the group and respond to all peer questions within the group </li></ul></ul>
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