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  • See Anne M. Penrose and Cheryl Geisler’s essay: “Reading and Writing without Authority”

Susan hagan ibis2013 Susan hagan ibis2013 Presentation Transcript

  • Student Authority andStudent Authority and Informed ResponseInformed Response Blended Learning in FirstYear English (ENL 101) Susan E. Hagan English Department University of Massachusetts Dartmouth © 2013
  • Student Learning ObjectiveStudent Learning Objective Selected SLO: Demonstrate informed response by paying close attention to source-texts in written responses, practicing summary/paraphrase, critical analysis of material from sources, and reflection on or synthesis of multiple viewpoints
  • Objective: Student AuthorityObjective: Student Authority • In order to create a community and support I break students into groups of 4 or 5 for the semester o These groups help students become vested in the large volume of work required of them throughout the semester and encourages the development of confidence and authority in students’ work The goal is to encourage the exchange of student ideas to help them develop their ability to select and use sources effectively thereby establishing authority in their writing View slide
  • Tool: Powerpoints & Quizzes • ASSIGNMENT: Watch Powerpoint slideshows and take quizzes in order to understand key concepts • Key Concepts:Annotated Bibliography & Summary, Analysis, Synthesis/SAS ASSESSMENT: Quizzes to measure student understanding of concepts View slide
  • Benefits & DrawbacksBenefits & Drawbacks • B – Students could save the Powerpoints and review them when needed during the semester (and beyond: many reported saving them to use in future classes) • B – Many liked the low-stakes nature of the quizzes (1/100 points available during the semester) • D – Students who do not do well on multiple choice tests may have been impacted
  • Results Two Powerpoint Presentations were created to address the SLO: •Annotated Bibliography Powerpoint Class Average Quiz Grade: 88% •SAS Powerpoint Class Average Quiz Grade: 91%
  • Tool: Graded Discussion BoardsTool: Graded Discussion Boards • ASSIGNMENT: Student response to readings, followed by student response to peer posts in order to practice synthesizing various viewpoints • Key Concepts: Summary,Analysis, Synthesis/SAS ASSESSMENT: New rubric for evaluation of homework focused on the rhetorical situation and response to the assignment
  • Benefits & DrawbacksBenefits & Drawbacks • B – Discussions measured application of SAS in a low-stakes environment • B - The exposure to peer responses raised the stakes for responses and resulted in more considered and developed understanding of readings and ideas up for discussion • B - Quiet students had the opportunity to speak up/ respond • D – Students with weak comprehension may have been intimidated by the open format • D - Synthesis was not overtly mentioned but the instructions described the process involved in synthesizing.These have potential but were definitely more effective after synthesis had been introduced
  • Results Three Discussions were created for students to practice synthesis: •Motivation to Act Discussion class average grade: 81% •MLK Discussion class average grade: 81% •Critical Thinking Discussion class average grade: 80%
  • Tool:Tool: Student Self-Assessment • ASSIGNMENT: Anonymous Self-assessment to measure student confidence (and let me know if review or additional materials are needed).Will be completed by the blended and control class • Key Concepts: Annotated Bibliography & Summary, Analysis, Synthesis/SAS ASSESSMENT: See Results for data collection
  • Benefits & DrawbacksBenefits & Drawbacks • B – Students are able to assess their progress by looking at their responses at beginning & end of the semester • B – Students gain ownership of their process (authority) by identifying areas that need work during the semester • D – Students may initially over-rated themselves in an effort to impress
  • Results x/y x= class total y= average rating Critical Reading Reader Response Criticism Analysis Summary Synthesis Integrating Quotations Annotated Bibliography Blend Beginning (24) 61/2.54 39/1.6 54/2.25 62/2.6 21/.88 46/1.92 41/1.7 Blend End (21) 72/3.43 70/3.33 75/3.57 76/3.62 71/3.38 70/3.33 74/3.52 Control Beginning (22) 62/2.81 53/2.40 62/2.81 64/2.90 30/1.36 46/2.09 45/2.04 Control End (20) 64/3.20 65/3.25 69/3.45 71/3.55 62/3.10 69/3.45 69/3.45
  • Tool: Final Essay • ASSIGNMENT: Final Essay to determine how well both classes have learned and applied SAS in a high- stakes assignment (same for the blended and control class) • Key Concepts:Annotated Bibliography & Summary, Analysis, Synthesis/SAS ASSESSMENT: New SAS rubric data will be recorded anonymously and applied separate from student grades for the essay
  • Benefits & Drawbacks • B – Clear comparison of the control & blended class students’ ability to apply key concepts in their writing • D – Uneven initial skills may have impacted results • D – Uneven student buy-in and work ethics may have impacted results
  • Results: Blended Class Essay 3 SAS Assessment: Blended 21 students Fully able to/ Exceeds Expectations Student able/ Meets Somewhat able/ Somewhat Meets Unable/ Does not Meet Grader unable to assess Demonstrates ability to understand Summary 10/47% 7 4 Demonstrates ability to understand Analysis 8/38% 5 8 Demonstrates ability to understand Synthesis 8/38% 7 4 2 Demonstrates ability to implement Summary 10/47% 5 6 Demonstrates ability to implement Analysis 7/33% 5 8 1 Demonstrates ability to implement Synthesis 6/29% 7 6 2
  • Results: Control Class Essay 3 SAS Assessment: Control 21 students Fully able to/ Exceeds Expectations Student able/ Meets Somewhat able/ Somewhat Meets Unable/ Does not Meet Grader unable to assess Demonstrates ability to understand Summary 7/33% 13 1 Demonstrates ability to understand Analysis 4/19% 8 8 1 Demonstrates ability to understand Synthesis 7/33% 10 3 1 Demonstrates ability to implement Summary 4/19% 14 2 1 Demonstrates ability to implement Analysis 2/9% 8 8 3 Demonstrates ability to implement Synthesis 4/19% 10 4 3
  • Tool: Student Evaluation of Online Components • ASSIGNMENT: Anonymous Evaluation to measure student satisfaction and effectiveness of online learning • Key Concepts: Annotated Bibliography & Summary, Analysis, Synthesis/SAS ASSESSMENT: See Results for data collection
  • Benefits & Drawbacks • B – Students are able to assess the impact of online tools in their learning process • D – Students may over-rated course components in an effort to be kind
  • Results • 81% rated AB Powerpoint, SAS Powerpoint & Discussions a 4-5 • 71% rated Quizzes, and overall understanding of Summary, Analysis & Synthesis a 4-5 21 students 1 Needs improvement 2 3 4 5 Really great AB Powerpoint 4 8 9 SAS Powerpoint 1 3 8 9 Discussions 2 2 10 7 Quizzes 1 5 9 6 Essay 3 3 10 8 *Overall Summary 1 5 10 5 *Overall Analysis 6 8 7 *Overall Synthesis 4 2 8 7
  • Conclusions Based on the data collected it is clear that the blend positively affected student learning: •The blended students understood the material more quickly and more completely than the control class •Online work forces students to participate in the class (in discussions) and learn independently (discussions and Powerpoints/quizzes) •The blended format increases student learning because the ownership and authority of the learning process is overtly shifted to the students Blending ENL 101 is an extremely effective way to retain students by quickly allowing them to understand that learning is their responsibility, a valuable lesson at the start of their college careers