This is the first substantive post of my new series on student reflection. I have detailed where this series comes from in my previous post introducing the series.
In this post, I am going to describe the student reflection assignment that I have used for 4 semesters now. Later posts in the series will deal with why I use student reflection (Part 2), the student response to these reflections (Part 3), my thoughts on how they are going and what they can help with (Part 4), and then what use they can be in our new pandemic world (Part 5).
I started using student reflection as a part of my hybrid classes starting in Fall 2018. For the first year of using them, they were more aimed at making sure the students were paying attention in class, but they slowly morphed into something more than just a reflection on the class. Over the summer of 2019, I made the decision to move student reflection into my online course and to change up the use of them in the hybrid class.
In Part 2 of this series, I will delve more into why I use them and why I made the changes. For now, I just want to give you the format of them.
Each week, my students are asked to submit a response to the following 5 questions. I have no specific word count on this assignment, and I grade only on if they complete it.
- What did you do in the class in the past week? (After the first week, I add a second question: How does that match up with what you said you would do in the previous week’s reflection?)
- What are you planning on doing for this class in the upcoming week?
- This question relates to something going on inside the course. This can be something like:
- Have you started working on a particular assignment yet?
- Reminder to make sure they know something is coming up, like the drop deadline.
- Question about how they responded to a specific assignment, especially if I am trying something new.
- This question relates to something going on outside of the course, such as:
- How are the other courses going that you are taking?
- If it is later in the semester, what advice would they now give themselves at the beginning of the semester?
- What is the best piece of advice they have received about succeeding in college?
- What one change would they make in the course if they had the ability?
- Are you planning on attending/participating in this particular thing going on at the college?
- What are your plans for after you finish the course/finish at the college
- And, especially after the COVID-19 shutdown, this question became one about how they were doing and if they needed help with anything.
- Lastly, is there anything else you want to tell me, either about yourself, about the class, or about something interesting in your life? This last question is your free space to write whatever you want to. If you do not want to write anything, that is fine, but I wanted to give everyone some space each week to write whatever they want with no judgment on my part. I will read it, but that is all, unless you ask me for advice or have questions.
So, for each student (I start out the semester with about 200-220 and end up with about 170-180), I get a response back to these questions every week. As noted at the beginning of this post, I will be exploring aspects of this assignment as I move forward with this series.
One of the things that I promised to get back to in an earlier post (see “Thoughts on Teaching in a Pandemic – Reflections – 05/20/2020″) was the work I have been doing on student reflection. I am going to lay out some ideas on student reflection in a couple of posts here.
As a first side note, these posts are not directly on teaching in a pandemic, as I was doing this before the pandemic started, but the idea of student reflection certainly has something to do with teaching in a pandemic. I will explore this in a later post in this series.
As a second side note, I am doing this series on student reflection to help me get some ideas down in preparation for a conference presentation on student reflection. I was slated to present on student reflection at the 2020 Texas Distance Learning Association (TxDLA) conference in March. Like most everything else, that conference was canceled due to the shutdowns from the pandemic. However, it now looks like there will be a virtual conference during the fall, and I have already expressed my willingness to present virtually at that conference. Thus, I am using this series to get some of the ideas down.
As a third side note, I also have been sharing the ideas of student reflection with different groups I have been involved with, including most recently the TCCTA Master Teacher Meetup session that I attend on Monday afternoons. I have talked about doing the reflections on several occasions in those meetings, and they asked me to write something up on what it looks like for me. That will actually be the next post, as I want to have it ready soon.
This post serves as the introduction to this new series. Please stay tuned as I put together this series over the next week or two here.
While you are waiting to see what I have to say about student reflection, I would ask you what you think student reflection in a classroom means. How might you use it as someone who teaches? If you are or have been a student who has seen reflection exercises in a classroom, what did they look like and what did you think?
As noted in my previous post, I am continuing my reflecting on the previous semester.
I had previously looked at lessons 1-3 that she had identified. In this post, I will look at the other two lessons that she was talking about.
4. High-stakes assessments are overrated.
This one is definitely one that I believe in completely. As she said, “For a while now, teaching experts have advised that students learn best from frequent low-stakes quizzes and other assignments — either in addition to, or in place of, traditional midterms, final exams, and term papers.” I have been working in this direction myself, moving more and more toward many smaller assignments rather than a few big ones. This transition was already coming for me prior to this move remote teaching, and I was very glad that I had started on that path already.
The large numbers of low-stakes assignments gives my students a lot of opportunities to work through the material in ways that keep them engaged throughout the semester and working fairly constantly on the material. Rather than being graded in 2-4 high-stakes assignments, the students can have their grade evolve through the semester. It allows them to work regularly with the material rather than put their attention (and grade) on a couple of assignments where they have to memorize and perform well in a couple of sessions throughout the semester. In a high-stakes environment, the students pass/fail based upon just their performance in a few points of the semester. Now, this is not to say that some students do not do well in these types of assessments nor that there is no value in testing the students on their knowledge. It is just that many of students do not perform well in these circumstances for reasons beyond their own control. It is not about being good students or bad students but about being able to perform in a very specific circumstance.
I had already come to the conclusion myself that I would rather see how my students progress through the semester and learn versus seeing how well they can memorize a specific set of information in a single sitting. This was even more true in the high-stress environment of last semester. Students already under stress and unsure about their economic and physical futures don’t need to have the added stress on them of a high-stakes assessment. Students already freak out about exams, and even the best students can struggle. Add on the pandemic, and you have an even more perfect storm of disaster for most students.
5. Student mental health will be on my mind.
This one became completely clear to me in these last couple of months. This is something that I have largely ignored in the first decade or so of my teaching career. It is only since attending a couple of sessions at conferences in the last couple of years that I have become more and more aware of the struggles that they are under. The research is showing that more and more of our students are financially insecure, food insecure, and housing insecure. It is harder for them to succeed academically if they are struggling in every other way.
At a community college, even more than at many 4-year institutions, our students are working, taking care of families, and just trying to get by. The pandemic and the implosion of society just piled on top of what else they had going on. I saw it myself, as did many of my fellow faculty members. We saw many students who continued on with out major problems, but some of those who were already on the edge were pushed over the edge by these circumstances. By not seeing the problems previously, it allowed us to largely ignore the ongoing problem. We have to consider the issues and problems from the beginning, not just address them when they come to the surface.
So where does that leave us? I can really only leave this reflection with her words, as I can’t say it any better than she did:
“If the Covid-19 crisis ends up making me a better-prepared, more supportive, and more agile teacher, so much the better. And if it spurs our institutions to put more priority on serious collaboration between administrators and faculty members, backed up by the best evidence and research out there — well, we couldn’t ask for more. I’m not one to say that this tragedy is full of silver linings. However, I intend to come through it stronger, and I hope our whole profession will, too.”
How are you reacting to the crisis, and how will it change you?
I am, of course, not the only one out there who is reflecting back on what teaching through the pandemic was like. I have already discussed some general thoughts on the transition and on how the students reacted in previous blog posts here. I have been consuming various pieces of media, from blogs to webinars to podcasts, where everyone has been reflecting on the changes and how the last couple of months have gone.
Probably the most direct takeaway from the piece is what she said about how the transition – “In short, we did the job we signed up to do — under conditions that none of us signed up for. And, unfortunately, it looks like many of us will be in the same predicament come September.” To me, that is really the story of this time. I won’t say at all that everything was the best at all, but I do think that I did a pretty good job in keeping up. I also feel like I actually did more work in the last month and a half than I normally do.
In looking at her 5 lessons learned, I can see some parallels in my own experience.
1. They’ve gotten a bad rap, but Zoom classes can be rewarding.
While I am not so sure about Zoom classes specifically, I found her discussion of the synchronous vs. asynchronous debate interesting. I know for a fact that some of our faculty had never even heard those words with relation to education prior to this, but it became a key point with the transition. My own online course is exclusively asynchronous, but I added in Zoom office hours for them. I have done online office hours before, with only a very minimal participation by the online students. This experience was no different, as they were just online office hours, not a specific session of delivering information. I had not a single student from my three online sections attend any of the online office hours in Zoom, which pretty much matches up with my previous experience. As there was no synchronous component of my online course, there was no expectation on the students that there would be one after, and there was apparently no interest in the new addition for them.
Now, of course, the hybrid class had its own synchronous component of meeting once a week in person. I switched over that time to a Zoom session for each hybrid section, but I did not make it mandatory for attendance. This is largely because of a recognition that many of my students might not be capable of making a session on Zoom, and I didn’t want to penalize them. I had a number of students with connection issues (as in poor internet access), who had family issues or conflicting school times for their kids, or were called in to now work at the time they would have had class. I had one student out of 25 attend for one of my hybrid classes and 4-5 students out of 21 attend out of the other hybrid class. So, there was some small demand, and I gave participation points for coming on and talking about the material. Far more students chose to participate in discussion forums than in the Zoom sessions overall.
2. Have a pivot plan.
This is exactly what we’ve been told to do for the fall. We don’t know if we will be in person, online, or a mix of the two. Right now, our schedule looks exactly as it would any fall, and we have been told that any decision about changes to what we do in the fall won’t come until June. However, the more general messaging is that we need to be ready to pivot and that we all should be developing courses that can be both in-person and online, possibly even at the same time. In many ways, this matches the new thing I have heard quite a bit about in the last week – HyFlex courses. While we won’t have any courses scheduled as HyFlex, the model essentially has students given the opportunity to take the course either online or face-to-face as they want without losing anything either way.
3. Student goals will take center stage.
I will be honest that I did not change enough in my course to affect the student side of things. I already did things like student reflection essays (more on this in a later blog post), things that are already really student-centered. In relation to a lot of the rest of what we were asked to do, my course met the idea of student goals taking center stage before the crisis and continued to do so afterwards.
I will come back soon with the final two, as this is already getting long as it is. What are your thoughts, either as a teacher or students in this new environment?
My last post was a general reflection on my teaching during a pandemic. It was on my own experience and how it affected me. Today, I want to talk about how my students responded to the changes that came this semester.
- As I noted in my last post, the online students’ experience didn’t change a huge amount, but really the experiences of both the online and hybrid students did change.
- The majority of students expressed a feeling of overwhelm and anxiety to me with the switch. For a lot of the hybrid students, they were taking hybrid because they did not want an online class, but they said that since the class did not change significantly that it was not a major issue.
- For my classes, the fact that we lost a week and had to make things up pushed assignments closer together.
- As well, while I do think students often take Spring Break to do some catch up in their classes in a normal semester, we extended the Spring Break by a week this year. This 2-week Spring Break was very unproductive for them because of how the world was overturned. Not only that, but it also took longer for them to get back into working on classes at the level they had previously.
- So, even though I moved some assignments to extra credit rather than required and moved the exam to a take-home, there still was a feeling that they were doing more than usual in my class each week.
- However, while many said they were working more for my class, almost all who were in multiple classes said that their workloads for school had gone up even more for other classes. I heard many say that the result of changing online out of face-to-face classes was that the expectations and workload seemed to go up dramatically. I have no insight beyond that, as few said why that changed happened and I did not want to pry into what other faculty were doing, but the universal feeling was that classes that were face-to-face that went online got both more demanding and more difficult to complete.
- Here is what one student said: “I got really behind this last unit, having more than one online class (since they all got put online) has been really hard to keep up with all the work. And effectively giving each class time in your day is very challenging, So with that being said, I did not participate in this discussion forum. I hope no one else is in the same boat and struggling to stay a float with all their classes being online! I miss face-to-face classes so much. A lot of my classes are 10 times the work online. Finish Strong!”
- A majority of students reported difficulties in prioritizing school work.
- For some it was because they were now working more because they are essential workers or now had time off to add hours to their jobs.
- As one online student put it: “I personally have 2 classes online including this one, but besides having these classes I have been working almost every day including weekends now because I have more responsibility for my projects. the quarantine didn’t stop the company I am working for because of the nature of what we do. However, I have been feeling like I am not productive enough and so I started to do some online courses, reading new books and also I started to do the extra credit assignment. So far I have tried to keep a daily schedule to keep up.”
- For others, the loss of jobs meant that they now had financial strains that impacted their ability to do their work for classes.
- I did not keep track of everyone who reported this, but I had a number of students tell me that either they had lost work or that people in their families had lost work.
- For some it was because they were now working more because they are essential workers or now had time off to add hours to their jobs.
- What I heard the most, however, was that the isolation was quite intense for the younger students who were now stuck at home with their families, especially those who relied on leaving the house to get work done because of chaotic home environments.
- For those who are older and have kids, they had the same experience that I have had – namely that I am now educating my kids and/or trying to keep them focused and entertained. We are now at home all the time, fixing way more meals at home, and having to run all sorts of educational and Zoom sessions for my kids. Those with kids noted that the shift to having kids at home and having to educate/monitor them was a primary distraction to getting real work done.
- As one online student put it: “Hello! I hope everyone has been staying safe and healthy as we are coming to the end of the semester! Summer is almost here and thankfully this week most states are gradually opening back up again so hello sun! These past few weeks have been crazy at home though I haven’t been working from there…So while having a family at home while I was working a bit more than usual school seems like a lot as all of my classes are coming to an end. This class has been great I have been working hard in this unit 5 I am actually almost done with it!!! I think the most stressful part about this class at the moment is the Final paper only because all of my other classes have a final paper due the week too. Anyways I hope everyone is doing great any comments about unit 5 or the paper please leave I’m interested to know where others are at the moment in the course.”
Those are just some of my thoughts about how the students have reacted to the situation in my own experience. For those of you who are teaching or for those taking classes, what was your experience?
We have come to the end of our semester of craziness. The breaking of COVID-19 and the push to abrupt remote teaching at Spring Break made this a semester like no other. I was luckily more able to make the transition than many, as 3/5 of my sections were already online. The other two sections were my hybrid sections, and those are already about 2/3 online in the way that I teach them. Thus, for me, the personal transition was not as hard as it was for many.
There were still some challenges, for sure.
- My three online sections were still somewhat impacted, as the extended Spring Break moved their assignments back a week and that pushed closer together a lot of the assignments for the last part of the class. It also grouped together my grading more and made it to where I did not have as much time to get comments back to students on their thesis and outline so they could work with them on the final paper.
- As I noted above, the hybrid classes were already about 2/3 online. It was, however, one of the most important components, the face-to-face discussions, that got dropped. To make up for that, I substituted online discussions each week and a weekly optional Zoom session. These went reasonably well. I don’t think it went nearly as well as if we had been in class, but it was at least acceptable. The big thing that I noted was that I did not have nearly as much time to devote to participating with them, as the pushing together of assignments that I noted with the online class happened here as well. I was grading more, and because of that, I was doing less other things in the class. There is another reason as well, that I will put in the third note here.
- The thing I spent an unusual amount of time on is the helping of others in the department and keeping up with both the changes and trends in higher education broadly and with COVID-19 in specific. My energy level and attention level were drained by both of these, and that also contributed to me not interacting as much in discussions with my students. I still did all of my Zoom sessions, held my online office hours, and answered student questions in a timely manner. I would even say that I got things graded faster than I would normally at the end of the semester. But I definitely participated less in discussion forums, both with my online and hybrid students. In fact, in grading them in the last couple of days, I see that I missed a number of places that I might have responded, either with information or with prompting questions to get them to go further.
Working on all of this from home was also a challenge, of course. While working from home did take out many expenses in time and gas for travel, sitting at the office, and eating meals/snacks there, there were also costs to being at home. I have four kids, two in college, one in high school, and one in elementary school. Everybody was home (and still are) since the start of Spring Break. The three older kids have had their work to do, but they are relatively self-sufficient with their work. We are, however, full-time teaching our 7-year-old. Her Montessori school has been sending home packets to complete, and they are keeping us busy.
Being at home all the time is not a big problem for my own work load, since so much of it was online already. But it still was quite different from the norm. How has everyone else’s experience been? For those of you who teach, what was the impact on your teaching?
I will be back for a couple of more of these as I reflect on the semester and start preparing for the next one, whatever it might bring.