Time for practice

Learning.  How do we ensure our students are really learning what we teach?  How do I design a class so that there is enough focus on learning?  How do I motivate students to invest the time and energy it takes to learn?  How do I guide my students to truly learn as opposed to just capture enough to pass the class?

The other day in church I asked a couple in my Sunday School class how online classes are going for their daughter.  The dad said she's doing well but he's concerned she's not really learning very much.  Ouch.  That struck a nerve because I have a sense that this is a common issue with online learning.  We expose students to information and then expect them to magically know everything and produce it on assignments, projects, quizzes and tests.  

Students this semester in my online 1412 and my 2312 as well as my hybrid 1412 have communicated that they do the work assigned but they don't feel like they really get it.  One student told me he immediately forgets what he reads.  I explain to students strategies for learning:  taking notes while reading, making flash cards, using Quizlet to help practice the concepts/vocab, taking the time to pause while reading to ask questions, rephrase the information and write examples.  I've provided lots of great strategies but it's clear that for many the learning piece isn't working.  

When does the learning happen?

I use the flipped class model.  I explain it like climbing a mountain.  When they read the material they begin the ascent up the mountain.  Taking notes, interacting with the information and actively being engaged with the learning help them as they go up the mountain.  In face to face classes, when we practice aloud they get up to the top of the mountain by asking questions and practicing with the skill.  In my classes I put a slide up that is guided practice.  Students use the new vocabulary/concept/skill to practice while I guide their responses.  It's magic.  It's often awkward and I use popsicle sticks with students' names written on them so everyone gets a fair chance to be called on but it's learning.  They often have that lightbulb moment when they realize they really do get it.

With online, how do we do this?  Through Zoom?  No thanks.  Zoom can be great but not always.  In my current curriculum I expect students to read the assignment while taking notes on it.  They then should make flash cards of the new vocab (I offer extra credit if they send me a picture) or practice the vocab/concept on Quizlet for repetition for no penalty of grades.  They then do the assignments online which are autograded to practice the concept.  They are then expected to know it.  Many don't.

As I'm designing my 1411, I'm working with this framework:  Read, practice, assess.  Not everything we learn in 1411 is going to follow the exact same path, but in general this is what we're using.

I've now uploaded all the "Read" elements as PDFs into modules in Canvas.  When needed, there's also a link for them to listen to an MP3 of me reading the words in Spanish so they can practice with pronunciation.  I also added chapter summary of each chapter so if they print off the summary (which they are directed to do) they will have every term that needs to be memorized all in one place. 

I'm now adding the "Practice" elements.  I love Quizlet for the bottom level of Bloom's taxonomy.  Much of 1411 is memorization.  Quizlet gives immediate feedback as students memorize terms.  I'm making Quizlet graded by making it an assignment in Canvas.  They click the link for Quizlet and must submit documentation for their grade.  They can submit a screen shot, upload a screencast or type "I completed this."  I have found that in online classes there are students who love tech and will enjoy uploading screencasts.  There are others that work full time and I'm nervous that asking for Quizlet sets will be a huge burden on their time.  I've decided it's worth it so they can learn this information, but if they only have time to type "I did it" they get the 100%.

The goal is learning.  Learning looks different for different people, but time spent with the new material is a necessary for all.  Here's hoping this works...