With this semester introducing the new mandate of all-synchronous hybrid courses, it has caused some changes to my teaching. As this was a decision made in the week prior to classes starting, there was not a lot of time to think about the various options, and so I settled in on what is one of the standards out there today – teaching simultaneously to students who are in class with me and with students who are on Zoom with me at the same time. We have an institutional subscription to Zoom, and so this was the most logical format to work with.
To do this, I had to split my classes. Back in October, when the schedule was built, we planned for 75% capacity for rooms. That meant that each of my hybrid courses was capped at 22 rather than the usual 30. I’m certainly not going to argue with that, as I have a very writing-intensive class, and 8 fewer students each across 3 hybrid sections is a nice little reduction in the number of written items that I am grading. However, as the spring semester actually started, the idea that we could have 75% capacity in rooms was something that just was not going to work. That meant that, in order to split my class, I had to divide them into two cohorts, with each cohort switching off as to when they would be in class versus on Zoom.
The process of splitting into cohorts went reasonably well, but the chaos of the first week of classes nearly messed everything up. Among my three classes, I had one that had its room moved in December, one that had its room moved in the week before classes, and one that ended up being double booked with another class. So, in the first two, I had students all over the place, depending on when they had last looked at their schedule. It took to the second week before I actually saw all of those students. The one that was double booked ended up with me having to find another room, which we did, but that was also a very chaotic start to the semester.
After all of that, I really felt like we were on a path to disaster this semester. If you had talked to me by the end of that week, you would have found me to be very worried and pessimistic that any of this was going to work out as the semester went on.
This is a completely discussion-based class, and so that worry was enhanced by worrying just how this was all going to work out.
However, as of week 5 of the semester, I would say that things have settled down nicely in this new format. I say week 5 because, even though we just finished up week 6, that week was lost to all of the ice, power outages, water outages, and the like here in Texas for that week.
To set up a completely discussion-based class as a synchronous hybrid was a logistical challenge, for sure. I have to get to classes early enough (especially hard when two of these are back-to-back in rooms in different buildings) to get everything set up to two simultaneous courses — one in person and one on Zoom. I have determined that the best way to have Zoom work with in-person classes is to have the Zoom classes projected on the screen in the classroom so that they are all part of the class together. Then, I have a microphone hooked up to my computer that is aimed out at the room, so that when people speak in class, they can be heard online. I also have a rotating camera on my computer so that I can turn it to the people in class so that the ones on Zoom can see who is speaking. I then have the computer hooked up to the speakers in the classroom so that when people speak on Zoom, they can be heard by those in class.
This set up seems to work ok. I get feedback each week from the group that was on Zoom the previous week, and it is going ok so far. I think I need a stronger microphone, as my little one isn’t great at picking up the whole room. However, we have now missed 3 class days in a row — the Thursday of week 5 and both Tuesday and Thursday of week 6 — due to weather, and so I have not had a chance to try out a stronger microphone.
In looking at how it has been working this semester, I would say that I am surprisingly pleased with how it is going. I have had some students who want to be on Zoom the whole semester and some who want to be in person all semester. What that has meant overall is that it is really varied as to how many I might have in class with me. I have had as few as 3 and as many as 12, just depending on the class and week.
It is actually nice to have the class split up this way. With the students on Zoom, I have all of the names there for me, allowing me to see exactly who is speaking. That also means there are fewer sitting in front of me, allowing me to have a simple seating chart that lets me also identify they by name easily. Most of the students choose to have their cameras off, especially knowing that they are being shown on the screen for everyone in the classroom to see. And, there are definitely some of them who are obviously just there and attending because they feel they need to be, as I never hear or see them at all.
The same goes for the in-class students. Some are just there because they have to be, but I am getting pretty decent participation out of them as well.
My conclusion? It’s not been nearly as bad as I was afraid it would be. It is challenging, but it has opened up some opportunities. I will talk about those opportunities in my next post.
Thoughts on Teaching – Teaching in a Pandemic – Asynchronous vs. Synchronous Hybrid Courses – 02/18/2021
As things have “normalized” in this Spring semester, a decision was made that we needed to teach all students at the same time. So, instead of doing what I did last semester, which was splitting my hybrid courses into two different cohorts meeting on separate days with those who could attend neither essentially doing the course completely online, I now have only one session a week for my hybrid courses, and every student either needs to be there in person or on Zoom.
I have gone back and forth on whether that is a good thing or not. I will definitely say that, when presented with this idea, I was not in favor of it at all. In fact, it would be safe to say that I both hated the idea and dreaded having to do it. By the end of the fall semester, that previous model had me teaching only to about 3-5 students in person each session, leaving about 75% of the students essentially using my hybrid course as an online course. There are definitely reasons for this —
- For some students, they were either quarantined or tested positive, meaning they would be out of in-person class for 2-3 weeks depending on when it occurred.
- For others, as it became obvious that in-person classes were leading to spikes in exposures and cases, they chose not to come to class to stay safe.
- I also had a couple of students who were taking care of relatives or had relatives in the hospital, and they did not want to be in public for fear of exposing those they were taking care of. One student noted that his/her parent was in the hospital, and if he/she left the hospital, he/she would not be allowed back in without a quarantine period.
- And, finally, I very simply had students who had signed up for a hybrid course but realized that they could do the course completely online and decided they would rather do that. Two thoughts on this one:
- First, we were specifically asked to have a fully online version of the course ready to go so that if we did get shut down, we would have alternatives for them ready to go. As that alternative was up and ready to go, I let my students know that they could move online-only when they thought it was necessary. For a number of students (especially those who might have dropped the course otherwise), this was a good alternative.
- Second, and this is a much broader thought on it, it allowed for students to change their minds on what they wanted out of the class. Every semester I have 2-3 students who at some point come to me and say they would rather be in my hybrid course if they are online or would rather be in my online course if they are hybrid. This is because they either realized one mode did not work for them or their circumstances had changed and the other mode worked better. It was kind of nice to have this alternative of a course that could be either. (As a note, I am going to explore this idea more in a later blog post.)
This semester, because of the decision that I said at the beginning, we have had to move away from that model of allowing for different modes. Now, we have synchronous-only classes. Every session of my hybrid course this semester has all of my students in it, either face-to-face in front of me or online via Zoom. It has certainly been a mixed bag so far on working in this format.
I’m going to explore more in how it’s going and what thoughts I have on the format over the next couple of blog posts.
In trying to figure everything out on how to teach in a pandemic this semester, we received a lot of different emails from administrators and staff at my college. I had to clarify and render all of the different information down into a format that I could present to my students. I just thought I would share here what that ended up looking like. I am going to share the one from my hybrid classes as they are the ones who have to come to campus at some point.
This is what my syllabus starts with this semester:
Due to the COVID-19 situation this semester, the following restrictions are in place for the Fall semester:
- Teaching and workspaces will be limited to 50% of maximum capacity. Students in this class will be divided into two cohorts, with each cohort meeting on either Monday or Wednesday. This cohort division will be visible in the Canvas classroom and will be communicated to you via email and Canvas Announcement. You will not be allowed to attend class on a day when your cohort is not allowed to attend.
- Same day attendance tracking through Canvas is mandatory for all hybrid classes.
- Assigned seating is mandatory for all hybrid courses.
- A student reporting potential illness serves as sufficient grounds to excuse the absence. This means you are not allowed on campus or in the classroom if you:
- have current symptoms of illness
- have been exposed to someone who has symptoms of illness and have not yet been cleared by a health professional to return to class and/or passed the quarantine stage
- have received a positive test for COVID-19 and have not yet been cleared by a health professional to return to class
- are quarantined because someone you have been in contact with has received a positive test for COVID-19
- Students who are COVID-19 positive must report this status to Student Services. Students are not required to disclose symptoms to anyone, including your instructor. This means that you do not have to tell me anything more than that one of those 4 conditions above applies to you (and you do not have to tell me which one).
- If you are actively sick with COVID-19, you are not expected to complete work for the class at that time. If the symptoms are mild, you are welcome to keep up with the work as you feel able to.
- You will contact the instructor once your sickness has ended to see about what make-up work will be needed.
- If you are quarantined but not actually sick, you are expected to keep up with all assignments for each week as if you are in the cohort that is not coming to campus. You are not allowed on campus during the quarantine, and so even if your cohort is to meet in-person that week, you will be online only that week.
- If you are actively sick with COVID-19, you are not expected to complete work for the class at that time. If the symptoms are mild, you are welcome to keep up with the work as you feel able to.
- In the event of a COVID-19 positive confirmation in a College building, the institution will:
- Identify locations impacted and implement cleaning protocols.
- Complete trace procedures to identify those who may have come in contact.
- Notify those who may have come into contact while protecting the identities of the COVID-19 positive individual.
- Employees and students will self-monitor temperatures as well as other COVID-19 symptoms through the wellness self-check.
- Students shall be introduced to the wellness check during the first class meeting. Self-check signage/messages will be posted in classrooms and workspaces.
- It is the responsibility of the student to have and wear a mask. A student who cannot wear a mask but who does not have an approved exception should not take face-to-face classes. If this applies to you, you need to go to Student Services to see about moving to an online class.
- Eating and drinking occur in private offices when a lone occupant is present or outside College buildings, where the College has provided seating. Classrooms and instructional support locations are never eating or drinking sites.
- Breaks from classes to allow for personal wellbeing are allowed and encouraged.
- Students and faculty are encouraged to bring wipes if they so choose and to clean their workspaces before and after uses. Disinfectant wipes should be placed in the wastebasket in each classroom after use.
- We are maximizing fresh air flow into College buildings to decrease the potential virus load. Classroom and workspace doors shall remain open when occupied. All unoccupied rooms will remain locked.
- Faculty Office hours will be maintained with student visits occurring by appointment only. Maintain social distancing at all times and keep records of visits for tracing purposes. Faculty members are encouraged to conduct meetings via Skype, Big Blue Button, or Zoom when telecommunication serves the student.
You will be required to confirm during the first week of class that you understand and will abide by these restrictions. If you do not agree to abide by these restrictions, you will need to go to Student Services to be transferred to an online class if available.
Finally, if things change through the semester, I will contact you with what the changes are and how that will affect us as we move forward.
I write this on the near-eve of starting back to the Fall semester. There has not been a semester like this before in my lifetime, for sure.
I finished up a fully-online summer session just last week, although that was not unusual for me, as I normally teach online-only in the summer. The only two differences were that I did not have access to a testing center for my students and I did not hold any face-to-face office hours. That saved me a bit on gas, not having to commute to campus (about a 50-mile round trip), but the effect was largely the same as any other summer. So, my summer teaching in a pandemic was barely different than my normal teaching in the summer.
This coming semester, however, is going to be intense. It is going to be uncertain. As of right now, the Friday before the semester starts on Monday, there are still a number of things in the works and decisions that have not been finalized, leaving a lot of things in the air.
I am, much like in the summer, fairly well positioned already for this upcoming semester. I already teach online, which is what 3/5 of my classes are this semester. The other two classes are hybrids that have run about 70/30 online/face-to-face, meaning that they are also pretty much ready to go with only minor adjustments. The only thing giving me anxiety about them right now is the question of if I am going to have to hybridize my hybrids. Both of them are in classrooms where the full class cannot meet at one time and still maintain social distancing. There are two ways this can work out this semester:
- If bigger rooms can be found for the two hybrid sections, then they will run just as normal hybrid classes this semester.
- If not, then I have to hybridize the hybrids. That means that there will be two cohorts of students, and half will meet on one week and half on the next week, with each student ultimately meeting face-to-face for half of the normal number of sessions. For a hybrid class that would only meet 16 times a semester, that would mean each student only meets 8 times, with the rest of the class being fully online.
I call this hybridizing the hybrid because all face-to-face classes are already being hybridized at my community college. The classes are being divided in half if they are not in a room large enough for everyone to fit, and then half meet on the first day of the week and half on the second.
And, just as a side note, I will not know if I get option 1 or 2 above until sometime early in the coming week. And, when it is known, there is not a clear indication of how I am going to get every student to know what changes there might be, especially if some of them are not to show up on the first day we meet (Wednesday).
If this all sounds really complicated, it is. It is stretching all of our imaginations, our resources, and our capabilities across the college. But we are managing so far. It is nobody’s fault that things are this way, but it certainly makes everything difficult.
I will return soon to talk more about what this semester looks like, but that’s where we stand at this point.
It is no coincidence that my last post here in the blog was just before I started up teaching again. It is my standard online summer class, and so there is no direct effect on my teaching from the pandemic except for the switch to take-home tests since our testing center is closed.
However, life has been busy beyond just the teaching. So, let’s catch up on a few things (maybe this one should be called “Life in a Pandemic.”
- I have been attending a number of workshops, conferences, and meetings (all virtual). I don’t think I have ever had as much choice of things that I can attend related to teaching, and I have been trying to do as many as I can, as free and professional development are two words that do not often go together.
- My youngest daughter is at a Montessori school. The school started a summer session in early July. They offered it for free to help the students catch up on what they might have missed from all of the disruptions in the spring. It lasted two weeks, then they shut it down for a week because one person tested positive, then it came back for 2 days, and then it was shut down for good when our county shut down all public and private (but not religious private) schools until September 28.
- My oldest daughter, who is entering her senior year of high school, was given the choice between going face-to-face or online this coming school year. We left that decision up to her. What she decided was to go online-only. When looking at all of the guidelines, she thought it was too uncertain to even try face-to-face. Of course, as noted in the previous point, her school will also be affected by the online only until September 28, but she was going to do that anyway.
- My sons, who both just finished up their freshman years at 4-year universities, have made the decision to go to my community college for the moment. I’m not going to go into the reasons specifically, but this was something we had all been hashing out over the summer. It is definitely hard to justify paying the money for a university (especially the one going to a private university) that may or may not be running and may or may not be having in-person classes. Both may stay as long as two years at my community college, as they can largely get what they need there for a while.
- Finally, there’s the question of what I’m doing in the fall. There is no official word from my community college that anything has changed. The schedule that students are signing up for now is the same as the one published prior to the pandemic with some more online classes added. I am scheduled to teach 2 hybrid sections and 3 online sections, which would be my normal Fall load. But there is just too much uncertainty to know how all of it is going to play out. I’m in better shape then many, as I have a fully ready online class, and that is over half of what I am teaching anyway. I do not know yet if my hybrid will actually be a class that meets face-to-face or not, but that is where we are going so far. With all of the uncertainty, that’s really all I can say at this point.
So, there we go. Everybody in the family is up in the air. All six of us are back to living in the house, although that’s not as much of an adjustment as some, since the boys were only gone from the beginning of the Fall semester last year through Spring Break. I guess we shall see if we get any more clarity as we move forward.
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?