2. 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
3. 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
4. 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
5. 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
6. 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%
7. 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
8. 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
9. 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%
10. 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
11. 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
12. 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
13. 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
14. 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
15. 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
16. 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
17. 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
18. 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
19. 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
20. 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
Editor's Notes
See Anne M. Penrose and Cheryl Geisler’s essay: “Reading and Writing without Authority”
