My 95 has been a bit of a roller coaster ride. On the plus side, the students are motivated and engaged in class. On Monday I had (for nearly an hour) to keep a queue on the board of students who wanted to speak about the thoughts they were having in response to the reading. Finally, I just had to cut the students off (though some still wanted to speak), so I could explain the homework before the end of class.
The difficulty has been with reading/writing skills. Only about half of the students are writing passing summaries at this point, and 2/3 of the students did not receive a passing grade on the first paper.
Why is this? I suspect that they don't fully understand how much work they need to be doing outside of class. Though they're motivated in class, only 4 students sought help with the paper from me or the Writing Lab, even though I discussed the importance of seeking help every day. Many don't seem to put much time into the work outside of class. Occasionally they admit that they rushed this or that assignment, they didn't finish the reading, etc, and they complain about the work load a lot. I do know that many of them are terribly overcommitted in their lives and probably weren't good candidates for an accellerated class in the first place.
I'm trying to trust the process and hoping to see the students rise to the occasion on the second paper.
Like you, Erin, I have been feeling as if the conversations in class have been good~~interesting, engaging, and full of vigor. After just getting my first set of essays, however, I am wondering at what expense? I am feeling I have neglected teaching some very basic reading and writing "musts" in favor of these discussions, and it is showing in their essays.
ReplyDeleteI'm torn, because I believe learning is happening, and happening in a way that isn't so didactic and contrived~that they ARE in fact more engaged, but at the same time...they need these skills that are missing...
I guess my fundamental query at this point is this: Do each of you see this as an accelerated course premise/fundamental design problem or do you see it as a syllabus problem?
ReplyDeleteThere is a posting in The Chronicle of Higher Education which sorta/kinda touches on some of what you guys are feeling and struggling with: http://chronicle.com/article/The-4-Stage-Response-to-Low/126527/?sid=pm&utm_source=pm&utm_medium=en
ReplyDeleteThis week I asked my students to share with me their thoughts:
ReplyDelete1. What would you advise a student considering taking 961A? What should they know?
2. What kind of student do you think should take this class?
3. What changes would you like to see me make to my specific class?
During this discussion, I discovered that several had dropped a course (yes, 16 units, it turns out, was way too much), and several realized that they did actually need close to 12 hours a week for my homework. I found this heartening. They are buying in. They are learning that they need to put in serious time and effort.
And, they told me that they did want more writing instruction. They enjoy the reading and even found the research fun but felt more writing instruction would be helpful. This was the only suggestion for improvement they gave me. I was feeling the same way.
I like Jim's question – are the problems we are dealing with right now related to the syllabus or course design. I, personally, have to go with the syllabus: my scaffolding, sequencing, and focus have been off. At least, now, I feel like I have a better idea of what to do in the future. (I’m revising lesson plans every weekend!)
I can’t say, at this point, if it is also a problem with the fundamental design of the course. I think it is too soon to tell but I remain hopeful. My students seem genuinely invested and motivated.
I just finished reading this article that Jim shared. As one commenter wrote, “Students are unprepared but not stupid.” If they can figure out, with our help, what they need and how to get there, they might be okay. I think the same is true for us.
Today I taught "nuts and bolts" writing...back to the old way...and had several students come to conference afterward (scheduled) tell me "Today was really helpful, thank you...", so Daniel, yes, they DO want more writing instruction. I balk at the formuliac instruction we sometimes adopt, however, for the sake of our own ease (and theirs). I know they like the outlines that read and ask questions like a worksheet, but I don't believe that is writing...esp when if you take the training wheels away they flounder. I'm looking for balance.
ReplyDeleteJim, to answer your question...At this point, I think it is a design issue...AND an issue with my syllabus this term.
balance = creative vigor and engagement plus nuts and bolts.
Ps. I am a fan of scaffolding...just as long as it comes with genuine thinking on their part too...I'm not an anarchist, I promise!
ReplyDeleteI did something different this term in that I assigned the paper, did almost NO scaffolding, and had them draft a full paper. Then I conferenced for ideas. Then I taught some scaffolding and asked them to impose it on what they had/their material. Now I am in the process of conferencing again for structure and form. I feel more optimistic today than I did in our meeting this week, but I just had a few really good conferences this morning. I think because they are actually excited about their topics.
I found the article Jim posted incredibly reassuring - that and I've been conferencing with students this week and a lot have been confessing they did their paper last minute, didn't proofread, etc. I find that reassuring - yeah, weird I know, but at least I feel that they can do this once they learn they need to put effort in.
ReplyDeleteI lost one student to the workload this week. She emailed to let me know she appreciated my help but felt the class was just too hard for her. She was a hard-working ESL student who also seemed very uncomfortable around native speakers.
Part of my problem is definitely my own syllabus/assignments. In part, I started off to ambitious (lots of quoting in paper #1 is probably not a good idea). I also failed to foresee one of the problematic directions students would go with the topic, and by the time I started warning them not to go there, they had already gone.
Part of the problem may be students' expectations of accelerated courses. Maybe most of them will need a big wake up moment when they realize this really is hard. But I don't yet believe that the concept of acceleration is flawed.