Uncategorized

Create a Class Policy to Set Expectations

August 9, 2021January 31, 2023 Mendi Benigni

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Many faculty are experiencing difficulties with students not being engaged in their online classes. Regardless of how many activities they incorporate into their teaching, students are not listening and won’t turn on their cameras. In asynchronous classes, students aren’t logging into the class regularly and are constantly asking for extended deadlines and special treatment.

A possible way to alleviate this behaviour is to be sure the everyone, faculty and students, have the same expectations. For example, a student may attend a synchronous class while driving and think they’re doing the right thing because they are attending class. The faculty member, however, may see this as ridiculous because it’s dangerous, the student can’t participate in the activities, and can’t take notes during lecture. These types of disconnects cause frustration as the semester progresses.

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Create a Class Policy

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A class policy is a document created by you and your students that contains the expectations, procedures, and consequences for the class. A class policy can make your students more self-directed, self-motivated, self-aware, and self-disciplined.

However, I don’t recommend you create the entire thing on your own.

The system you develop for your classes might make perfect sense to you, but you can’t assume that it will make sense to your students. So it’s best if you make part of the policy (the non-negotiable part) but then work with your students to create the rest.

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What Should Be Included in a Class Policy?

For your part, think about all the things that haven’t been working in past online classes.

Where are/were your misunderstandings with students?
What frustrates you most about classroom management or your students?
Where do you think you are becoming a babysitter for your students?
How do you define an engaged and participatory student?

These types of questions will get you started.

Think about your categories that you want in your policy.
For example, web cam use, cell phone policy, attendance, class participation and interaction. There are more listed below in the Sample Questions section.

Create a template document.

In this document, write up the policies that are non-negotiable (for example: attendance policy or no-late assignments)
Then put the categories in that the class as a whole will create.

On the first day of class, create this document

I would recommend using small group work using Breakout rooms in Zoom if it’s a synchronous class and Group Discussion board if it’s an asynchronous class.
Discuss it as a class if possible and you write up the final doc.
Have one final vote on the document and have all students sign it and turn it in to an OAKS Assignment/Dropbox. This gives some accountability.

As the class progresses, if things start to falter, bring up the policy and discuss it with the class. Remind them they agreed to it and signed it. Reinforce it by discussing it throughout the semester.

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Sample Questions:

What are your expectations for class discussion (synch/asynch)?
Would you like students to turn off their mobile phones in the classroom? What is your attendance policy?
How do you want students to address you?
How should they structure an email that they write to you?
What file formats are acceptable for assignments?
If you are teaching online, how do you want students to communicate with you and each other?
How can students take responsibility for their learning and what does that even mean?
How can student come to class prepared and what does that mean?
What constitutes “attending class?” (ex. Is being in the car acceptable?)

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Great Resource

I found this resource on Classroom Management by Lisa Rodriguez, Ph.D. where she create a table of classroom issues and possible solutions. Read this before creating your class policy to give you some great ideas.

Issue	Solution
1. Undermining the instructor’s authority	This is tricky as it speaks to “attitude.” A student might belittle the instructor or engage in a battle of the wills. This student would need to be privately told that their attitude was confrontational and asked how this might be resolved mutually. “Be careful not to read most questions about content, interpretation, or assignments as a challenge of authority. Acting as it they are not, even when you suspect they are, can convey a sense of confidence and control. Sometimes merely assuring the student, while smiling, that you have indeed reflected on this issue at length and that they too will understand soon why the information or the assignment is valuable diffuses the situation. You may even want to encourage them to ask the question again at a later date if necessary.”
2. Leaving class too frequently	Camps are divided as to whether or not students should ask for permission to leave for bathroom breaks or wait for a break in the class. I don’t require my students to limit their bathroom breaks or ask permission, however, this is contentious for some faculty when breaks are taken too frequently. You might privately ask the student if everything is OK so that they know that you are concerned by their behavior. Don’t assume disrespect – it might be a bladder infection or some other physical problem.
3. “Spacing Out” or Sitting With Back to Instructor	If this is a repeated problem, students need to know that their non-verbal behavior is perceived as disinterest. You might ask them after class if they need a more comfortable seat. Some students are extremely shy and it might take half of the semester before they open up enough to make sustained eye contact or face the instructor completely. Remember also that sustained eye contact is a culturally dictated practice that might not be feasible for some students.
4. Poor hygiene (possible cultural considerations)	Poor hygiene, too much perfume, cigarette odor or other strong odors can be distracting or even nauseating to students. The cause for the odor might be culturally based in bathing preferences between cultures. This can be a real problem for some faculty while others will never encounter the dilemma. I suggest letting the offending student know that in close quarters, some students have issues with strong smell. It might be suggested that for the course (not their outside of class lives) that the odor be masked in some way.
5. Verbal or physical threats	Verbal or physical threats are serious matters. They are discussed in detail by experts in the field in “Handling Crisis.” As a general rule consult professional experts for assistance immediately.
6. Gum, Food, Pagers, and Cell Phone Disruption	If decided upon by class, consequences for breaking this policy might range from the loss of participation points to the offender having to present on a topic of interest to the class. Some instructors allow pagers and cells to be on the vibrate setting as long as they are attended to at the break rather than used when it interrupts the class. Instructors need to abide by this rule as well and allow for at least one mistake per student as accidents do happen from oversight. The idea here is to prevent habitual disruption from gum popping and phones ringing.
7. Monopolizing Discussions	This is common but manageable. Many students are excited and talkative so it might be good to give them a few class periods to settle in. However, if it’s evident right away that this is a trend, it’s best to ask them to stay after class. You might approach them initially by saying that you are pleased with the amount of enthusiasm they have for discussion but were hoping that they have suggestions for getting the other class members equally involved. The student will most likely get your drift with minimal humiliation.
8. Sleeping in class	Sleeping in class is usually considered rude. Most faculty believe it should not be tolerated and is best curbed up front by waking a sleeping student and asking them to step outside with you. Once there faculty often tell students that it’s best for the rest of the class if they return when they are awake enough to be an active participant. This occurs from time to time and you obviously are the one to choose lenience or punitive action. If it’s one of your more regularly involved students, perhaps give them an option of an extra credit research assignment they can bring to your next class period covering the subject matter they missed while they were sleeping. An alternative approach is to assume that the student does not feel well, was up most of the night with a sick child, or has some other condition that results in sleepiness when still for long periods of time. You might simply choose to wake the student and ask them if they are feeling alright. To pull this off you need to approach it with true concern for the student’s health and well being. Most of the time, student’s are so embarrased and so appreciative of your genuine concern that they don’t let it happen again. Encourage students to actively participate, take notes (explain that this is helpful to their learning as it stimulates memory in the brain) and in particularly long classes break up the session with activities or paired conversations about a topic to ensure that students stay engaged. Students don’t learn much from listening, so remember that the more they “experience” the learning process the more you are really teaching.
9. Repeated Tardiness:	There should be clear parameters set around this issue up front – either in your syllabus or in the class decided norms. Stick to your guns on the policy. Some fair policies might include 3 tardies equals one absence.It might be best to discuss this with students individually; some are habitually late because they are dependant on bus routes or other drivers for transportation to school.
10. Refusal to Participate or Speak	We cannot force students to speak in class nor participate in group projects. This can be addressed and become a win-win situation by either giving the student alternative options to verbal participation (unless it’s a speech class) or simply carefully coaxing some response out of them and praising whatever minimal effort you receive from them. Remember, some students are terrified to be in a class setting –especially if there are round tables rather than desks – allowing for little anonymity.
11. Sexual Innuendo, Flirting, or Other Inappropriate Suggestion	This behavior should be curbed as soon as it occurs. It’s never comfortable to tell a student that they aren’t being appropriate and if you are uncomfortable, a short, positive e-mail or phone call might suffice. Your response should be not judgmental and you might discuss it with your department chair or faculty mentor before broaching it with your student.
12. Sharing/Copying Work	In some cultures, students work together to produce homework. It may come as a shock to these students that they cannot submit identical work. This may also come as a surprise to couples, parent-child, siblings, or close friends. Be careful to give thought to how you will handle this before you encounter it and react as if it were intentional cheating. This can also occur when the class does a great deal of group work. Make sure you are clear about what is individual vs. group work in your assignments.
13. Plagiarism or Lying	Depending upon the class and the student’s prior knowledge of what plagiarism entails, some faculty issue an automatic F for the first instance, then expulsion from the class with a report to the department chair and division dean on a second instance. Most colleges have specific policies. Be sure to know you college policy before taking action. *Plagiarism should be outlined in your syllabus with a reference for students to the college catalog for more information.*
14. Too Much Chit Chat	Give 2-minute chat times for groups or before class begins let them know that you have material to be covered and that their talking isn’t helping you achieve your goals for the class. Know too that some students occasionally translate a word or phrase to a tablemate who might not have as strong an understanding of English, be patient and observant when curbing this behavior.
15. Disrespectful Behavior	The reality is that sometimes students just plain won’t like you. You will find yourself in a conversation with yourself about why they don’t like you and treat you with disrespect. Animosity will perpetuate itself so remember your role and look for a way to positively invite the student to engage more deeply in the class. Perhaps offer them a special task based on a self-disclosed talent; for instance, a student whose hobby is Origami (Japanese paper folding) might lead a lesson on the art of following instructions.

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Uncategorized

CREATE AN ORGANIZED AND EASY TO NAVIGATE SYLLABUS IN ONENOTE

April 19, 2021January 31, 2023 Mendi Benigni

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Microsoft’s OneNote is available as part of our Office 365 and is available to all Faculty, Staff and Students. This newsletter will show you how you can use it to create and organize your syllabus into something that is more easily digestible by students.

Below is an example of a converted syllabus.

You’ll see from the example that OneNote forms an easy to use navigation on the left side which helps the student to find the exact section of the syllabus they need.

You can easily add graphics and images to your syllabus as well.

If you use the OneNote integration in OAKS to create a Class Notebook, you can import an existing syllabus right in and modify it for that semester. This will also give your students automatic access to the syllabus.

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IMPORTANT NOTE:

This method is not without its downsides.

You can only print one section at a time, not the entire syllabus. This could be difficult when including it in T&P or on a departmental website.
You should share it via the Class Notebook link in OAKS, otherwise, the Share link is only good for 30 days.
Students have to log in with their CofC credentials to see your class notebook and therefore, your Syllabus.

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Pedagogy Pointer: a quick guide to something new

Google Apps, Pedagogy, Presentation

Pecha Kucha to Promote Focused and Concise Presentations

April 5, 2021January 31, 2023 Mendi Benigni

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Pecha Kucha is a presentation style that consists of only 20 slides with only 20 seconds to discuss each slide. This results in a total presentation of exactly 6 minutes and 40 seconds. The slides are set to automatically advance requiring the speaker to prepare and practice, as there is no option to go back or skip ahead. This style also requires the presenter to concise and brief and pull out the most cogent points to present.

Pecha Kucha is also a very visual presentation style. It is based on single powerful images and very little, if any, text on the slides. The presenter must know the topic well in order to select the most powerful images to represent each point which is another benefit of this style.

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BENEFITS OF USING PECHA KUCHA PRESENTATIONS IN CLASS

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Presentations are under 7 minutes which allows you to do more in less time.
Students must learn how to pick out the most important points from their topic and deliver it in a way that others can understand.
Students must learn to illustrate their topic and points using high-impact images and very little text.

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LEARN HOW TO CREATE PECHA KUCHA IN DIFFERENT APPLICATIONS

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Uncategorized

Student Remediation Made Easier with LinkedIn Learning

March 29, 2021January 31, 2023 Mendi Benigni

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I know that, for many of you, certain proficiencies are critical skills for your students. However, I’m almost sure that most of your students don’t even have the basics of the Microsoft Office programs before they come to you. So for example, in a class where you were planning to teach them how to use Excel to accomplish the goals of your class, you are teaching the how to use Excel.

Well I may have a solution for this issue.

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LinkedIn Learning

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LinkedIn Learning, owned by LinkedIn and previously known as Lynda.com, is a training portal that contains mostly business related applications and skills.

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Here are just a few samples of videos, classes, and courses available to you and your students in Linked In Learning:

iMovie Essentials (video editing)
Sketchup Essentials (3D building and modeling)
Learning Sketchup Free (3D building and modeling)
K12 Education links
Instructional Design links
Educational Technology links
Training and Education links
Learn Office 365
Excel Essentials
Master Advanced Excel Data & Analytics Skills
Google Drive Essentials

These are just a few of the thousands of videos available and they can be linked easily into OAKS. Check them out for yourself and encourage your students to check them out as well. There are even certifications available!

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While these classes, learning paths, and videos are great for you or your students to learn new things or even get certifications, they are perfect for remediation and to allow the students to learn a topic on their own time so you don’t have to teach it.

The best thing is that, not only can you, or any of your students, use this for free, but you can link these courses into your OAKS class for your students to complete!

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header_4_text_shadow_vertical_length_tablet=”0px” header_4_text_shadow_blur_strength=”header_4_text_shadow_style,%91object Object%93″ header_4_text_shadow_blur_strength_tablet=”1px” header_5_text_shadow_horizontal_length=”header_5_text_shadow_style,%91object Object%93″ header_5_text_shadow_horizontal_length_tablet=”0px” header_5_text_shadow_vertical_length=”header_5_text_shadow_style,%91object Object%93″ header_5_text_shadow_vertical_length_tablet=”0px” header_5_text_shadow_blur_strength=”header_5_text_shadow_style,%91object Object%93″ header_5_text_shadow_blur_strength_tablet=”1px” header_6_text_shadow_horizontal_length=”header_6_text_shadow_style,%91object Object%93″ header_6_text_shadow_horizontal_length_tablet=”0px” header_6_text_shadow_vertical_length=”header_6_text_shadow_style,%91object Object%93″ header_6_text_shadow_vertical_length_tablet=”0px” header_6_text_shadow_blur_strength=”header_6_text_shadow_style,%91object Object%93″ header_6_text_shadow_blur_strength_tablet=”1px” box_shadow_horizontal_tablet=”0px” box_shadow_vertical_tablet=”0px” box_shadow_blur_tablet=”40px” box_shadow_spread_tablet=”0px” vertical_offset_tablet=”0″ horizontal_offset_tablet=”0″ z_index_tablet=”0″]

Let’s look at the page for Excel.

What you’ll see when searching is that they offer over 12,000 resources. You can narrow your scope by using the filters to the left.

Under Type you have:

Courses – official courses, some with assessments and certificates, that are created by LinkedIn partners and are meant to be viewed in sequence.
Learning Paths – a group of videos and resources that the user goes through in sequence. These can be created by anyone.
Learning Collection – a group of videos and resources that the user goes through in any order. These can be created by anyone.
Videos – single video that can be part of a course, learning path or stand alone.

You can also filter by user level, software, topics and CEUs.

Once you find what you want, click on More then choose Share via link then add to OAKS.

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Unfortunately, the connection with LinkedIn Learning (LIL) and OAKS is not a true integration, therefore LIL cannot inform the instructor when the student has completed a LIL course or learning path.

You can ask the student to take a screenshot of their completion certificate or their learning path showing they have visited the items but, sadly, that is the only option.

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Assessment, Best Practices, Presentation

Make Your VoiceThreads Play Like a Video

March 22, 2021January 31, 2023 Mendi Benigni

Did you know that you can configure your VoiceThreads to auto-advance so they play more like a video than a slide show?

Here’s How:

Go into VoiceThread (VT) and mouse over one of your VTs and click EDIT.
In the upper right corner, click on the OPTIONS gear icon and choose PLAYBACK SETTINGS.
Check the box next to AUTOMATICALLY ADVANCE TO THE NEXT SLIDE AFTER _____ SECONDS.
Type a 1 in the box before Seconds.
Click SAVE.

NOTE: if you want all of your future VTs to auto play, click SAVE AS DEFAULT before clicking SAVE.

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Now when your students view the VoiceThread it will automatically advance to the next slide without them clicking on the Next Slide button.

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Assessment

Use Quick Eval to See All Submissions in All Classes in OAKS

March 8, 2021January 31, 2023 Mendi Benigni

[et_pb_section bb_built=”1″ inner_width=”auto” inner_max_width=”1080px”][et_pb_row][et_pb_column type=”4_4″ custom_padding__hover=”|||” custom_padding=”|||”][et_pb_text _builder_version=”4.8.2″ text_text_shadow_horizontal_length=”text_text_shadow_style,%91object Object%93″ text_text_shadow_horizontal_length_tablet=”0px” text_text_shadow_vertical_length=”text_text_shadow_style,%91object Object%93″ text_text_shadow_vertical_length_tablet=”0px” text_text_shadow_blur_strength=”text_text_shadow_style,%91object Object%93″ text_text_shadow_blur_strength_tablet=”1px” link_text_shadow_horizontal_length=”link_text_shadow_style,%91object Object%93″ link_text_shadow_horizontal_length_tablet=”0px” link_text_shadow_vertical_length=”link_text_shadow_style,%91object Object%93″ link_text_shadow_vertical_length_tablet=”0px” link_text_shadow_blur_strength=”link_text_shadow_style,%91object Object%93″ link_text_shadow_blur_strength_tablet=”1px” ul_text_shadow_horizontal_length=”ul_text_shadow_style,%91object Object%93″ ul_text_shadow_horizontal_length_tablet=”0px” ul_text_shadow_vertical_length=”ul_text_shadow_style,%91object Object%93″ ul_text_shadow_vertical_length_tablet=”0px” ul_text_shadow_blur_strength=”ul_text_shadow_style,%91object Object%93″ ul_text_shadow_blur_strength_tablet=”1px” ol_text_shadow_horizontal_length=”ol_text_shadow_style,%91object Object%93″ ol_text_shadow_horizontal_length_tablet=”0px” ol_text_shadow_vertical_length=”ol_text_shadow_style,%91object Object%93″ ol_text_shadow_vertical_length_tablet=”0px” ol_text_shadow_blur_strength=”ol_text_shadow_style,%91object Object%93″ ol_text_shadow_blur_strength_tablet=”1px” quote_text_shadow_horizontal_length=”quote_text_shadow_style,%91object Object%93″ quote_text_shadow_horizontal_length_tablet=”0px” quote_text_shadow_vertical_length=”quote_text_shadow_style,%91object Object%93″ quote_text_shadow_vertical_length_tablet=”0px” quote_text_shadow_blur_strength=”quote_text_shadow_style,%91object Object%93″ quote_text_shadow_blur_strength_tablet=”1px” header_text_shadow_horizontal_length=”header_text_shadow_style,%91object Object%93″ header_text_shadow_horizontal_length_tablet=”0px” header_text_shadow_vertical_length=”header_text_shadow_style,%91object Object%93″ header_text_shadow_vertical_length_tablet=”0px” header_text_shadow_blur_strength=”header_text_shadow_style,%91object Object%93″ header_text_shadow_blur_strength_tablet=”1px” header_2_text_shadow_horizontal_length=”header_2_text_shadow_style,%91object Object%93″ header_2_text_shadow_horizontal_length_tablet=”0px” header_2_text_shadow_vertical_length=”header_2_text_shadow_style,%91object Object%93″ header_2_text_shadow_vertical_length_tablet=”0px” header_2_text_shadow_blur_strength=”header_2_text_shadow_style,%91object Object%93″ header_2_text_shadow_blur_strength_tablet=”1px” header_3_text_shadow_horizontal_length=”header_3_text_shadow_style,%91object Object%93″ header_3_text_shadow_horizontal_length_tablet=”0px” header_3_text_shadow_vertical_length=”header_3_text_shadow_style,%91object Object%93″ header_3_text_shadow_vertical_length_tablet=”0px” header_3_text_shadow_blur_strength=”header_3_text_shadow_style,%91object Object%93″ header_3_text_shadow_blur_strength_tablet=”1px” header_4_text_shadow_horizontal_length=”header_4_text_shadow_style,%91object Object%93″ header_4_text_shadow_horizontal_length_tablet=”0px” header_4_text_shadow_vertical_length=”header_4_text_shadow_style,%91object Object%93″ header_4_text_shadow_vertical_length_tablet=”0px” header_4_text_shadow_blur_strength=”header_4_text_shadow_style,%91object Object%93″ header_4_text_shadow_blur_strength_tablet=”1px” header_5_text_shadow_horizontal_length=”header_5_text_shadow_style,%91object Object%93″ header_5_text_shadow_horizontal_length_tablet=”0px” header_5_text_shadow_vertical_length=”header_5_text_shadow_style,%91object Object%93″ header_5_text_shadow_vertical_length_tablet=”0px” header_5_text_shadow_blur_strength=”header_5_text_shadow_style,%91object Object%93″ header_5_text_shadow_blur_strength_tablet=”1px” header_6_text_shadow_horizontal_length=”header_6_text_shadow_style,%91object Object%93″ header_6_text_shadow_horizontal_length_tablet=”0px” header_6_text_shadow_vertical_length=”header_6_text_shadow_style,%91object Object%93″ header_6_text_shadow_vertical_length_tablet=”0px” header_6_text_shadow_blur_strength=”header_6_text_shadow_style,%91object Object%93″ header_6_text_shadow_blur_strength_tablet=”1px” box_shadow_horizontal_tablet=”0px” box_shadow_vertical_tablet=”0px” box_shadow_blur_tablet=”40px” box_shadow_spread_tablet=”0px” vertical_offset_tablet=”0″ horizontal_offset_tablet=”0″ z_index_tablet=”0″]

Now that all of our assessments are online, and usually in OAKS, I wanted to share a way to see all the gradeable items in all of your classes at one time, hopefully making grading a bit more convenient.

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Introducing, QuickEval in OAKS

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Quick Eval gives you a way to see ALL assessable items in ALL classes on one screen. This includes:

Assignment / Dropbox
Quizzes (non-auto-graded)
Discussions (with an assessment attached)

You can now go to one screen and see the status on all of your assessments (Activities View) or switch to Submissions View to see all the ungraded submissions. You can then click on the student’s name to go straight to their submission.

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Access the Quick Eval Tool by going into one of your OAKS classes and clicking on Management > Quick Eval.
Even though you are opening it from within a course it will display ALL courses.

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header_5_text_shadow_blur_strength=”header_5_text_shadow_style,%91object Object%93″ header_5_text_shadow_blur_strength_tablet=”1px” header_6_text_shadow_horizontal_length=”header_6_text_shadow_style,%91object Object%93″ header_6_text_shadow_horizontal_length_tablet=”0px” header_6_text_shadow_vertical_length=”header_6_text_shadow_style,%91object Object%93″ header_6_text_shadow_vertical_length_tablet=”0px” header_6_text_shadow_blur_strength=”header_6_text_shadow_style,%91object Object%93″ header_6_text_shadow_blur_strength_tablet=”1px” box_shadow_horizontal_tablet=”0px” box_shadow_vertical_tablet=”0px” box_shadow_blur_tablet=”40px” box_shadow_spread_tablet=”0px” vertical_offset_tablet=”0″ horizontal_offset_tablet=”0″ z_index_tablet=”0″]

Use the Filter to show only specific dates or specific assignments.

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Below are a few of the FAQs from D2L’s website, regarding the Quick Eval Tool.

What are the criteria for displaying assignment submissions in Quick Eval?

Submission Type: All assignment submission types are listed in Quick Eval except for assignments with the Automatically on Evaluation completion type.

Evaluation status: Unpublished feedback

What are the criteria for displaying quiz attempts in Quick Eval?

Quiz Setup: Quiz attempts with assessments that are not set up for auto grading and require an evaluator to provide feedback.

(Note: Quizzes that are set up for auto grading are present in the Activities view, even though no attempts appear below them.)

Evaluation status: Ungraded quiz attempts

What are the criteria for displaying discussion posts and replies in Quick Eval?

Discussion topic setup: Discussion topics with Assessments

Evaluation status: Unpublished Feedback

Are group assignments listed in the Quick Eval list?

No, group assignments are not listed in Quick Eval.

Does Quick Eval display feedback saved as a draft?

Quick Eval displays feedback for Assignments, Discussions, and Quiz Attempts that are saved as a draft and not published.

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Question Formulation Technique for Deeper Inquiry

Best Practices, Collaboration, Innovative Instruction

Using the Question Formulation Technique to Get Students to Dig Deeper

February 23, 2021January 31, 2023 Mendi Benigni

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We all want our students to ask “good” questions and to dig deeper but we also know that this isn’t a skill they often come by naturally. When faced with a statement or a problem you may hear,

I don’t even know where to start…
OK, but now tell me what to do….

The Question Formulation Technique, or QFT, can help students get past the “I don’t know” roadblock.

WHAT IS QTF?

According to the Right Question Institute, “The Question Formulation Technique (QFT), created by the Right Question Institute, helps all people create, work with, and use their own questions — building skills for lifelong learning, self-advocacy, and democratic action.”

Basically, it’s a questioning technique that removes hesitation and allows your students to dive right in to the questioning process.

The Benefits are many:

All students are heard.
There truly is no dumb question, all questions are recorded.
Encourages students to think of a question then work with the question later to improve it.
Encourages deeper thinking and questioning.
Gives a structured, guided way for students to participate and learn.

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If you are interested in talking to a faculty member that is using this in their CofC classroom, just let me know.

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THE PROCESS

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INSTRUCTOR:

Create one or more focus statements (NOT questions). Here’s an example, “The only way to motivate students if through grades.”
Determine time limit for each Round (see below).
Divide into groups of 3-4 people. – Identify one person as your note taker.
Give the students the rules for producing questions
Ask as many questions as you can.
- Do not stop to answer, judge, or discuss the questions.
- Write down every question exactly as it is stated.
- Change every statement into a question.

STUDENTS:

Round 1: Produce Your Questions
- Within a specified time (10 min), students in each group start saying questions (following the rules above).
- Notetaker writes down every question as it’s said (if it’s a statement the notetaker must remind the team to state it as a question.)
- You can use a notetaker strategy but you can also use Padlet or Google Docs to allow students to type in their own questions. If you use this method, still have the students say the questions out loud.
Round 2: Improve Questions
- Students work with the questions they produced. This step helps students do high level work with their questions and identify how different types of questions elicit
  different types of information and answers.
- Questions can be open- or closed-ended: Closed-ended questions can be answered
  with yes, no, or with one word. Open-ended questions require an explanation and cannot be answered with yes, no, or with one word.
- Categorize questions as closed or open-ended: Students find closed-ended questions and mark them with a “C”. Students find open-ended questions and mark them with an “O”.
- Discuss the value of each type of question:
  - Students identify advantages & disadvantages of closed-ended questions.
  - Students identify advantages & disadvantages of open-ended questions.
  - Change questions from one type to another: Students change one closed-ended question to open-ended. Students change one open-ended question to closed-ended.
Round 3: Prioritize Questions
- Prioritization instructions should bring students back to teaching objectives and the plan for using student questions. This step helps students think convergently. The instructor should have select the number of questions they’d like the groups to settle on (example, top 5).
- The students rank their questions, all of their questions, then select their top most important things they need to know.
Round 4: Discuss Next Steps
- How will questions be used? Next steps should align with priority instructions. For students, this further contextualizes how their questions will be used.
Round 5: Reflection
- Students should reflect: • What did you learn? • How can you use what you learned?

Steps of the Question Formulation Technique (QFT)

Assessment

Allow your students to choose which questions they answer in an online test in OAKS

November 24, 2020January 31, 2023 Mendi Benigni

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I’ve been asked, on a few occasions, “How can I make an OAKS test where the students can choose say 5 out of 8 questions to answer?” And I have to admin, this stumped me! However, I will not be beaten and I think I’ve found the answer.

The Key Is BONUS QUESTIONS!

Here’s the scenario:

You want your students to answer 5 out of 8 essay test questions.
Each question is worth 20 points.
Total test value of 100 points.

What you will do is give a point value to all the questions of 20 points but you will make the last three questions a bonus. This way, you have an 8 question OAKS test that only adds up to 100 points. I know this seems confusing but trust me, it works.

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Student Perspective

The students don’t know which questions are bonus so it won’t make a difference to them when they take the quiz but there is one thing to make them aware of. They are only answering 5 out of 8 in our scenario, so when they submit their test they will get a message that they haven’t answered all of the questions. This may freak some people out. Just tell them, in advance, that they will get this error and to ignore it. As long as they have answered the specified number of questions they will be fine. At this point, they should click Submit Quiz.

Grading

From a grading perspective, nothing has really changed. Regardless of whether it is a Bonus question or not, the grades will count.

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IMPORTANT NOTE:

If a student only answers 4 questions instead of 5, you MUST mark a “0” on one of the NON-BONUS questions so they are penalized for not answering. If you mark a “0” on a BONUS question, they will not be penalized.

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Best Practices, discussion

Online Teaching Tip: Determine how your students can comment in VoiceThread

November 10, 2020January 31, 2023 Mendi Benigni

Did you know that you can direct the students to comment in a certain medium in VoiceThread (VT)? Say, for instance, you only want them to do video comments, but inevitably you have those students who ignore in the instructions and only type their comments. Well, here’s how to prevent that.

In VoiceThread, go to either Create (to create a new VT from scratch) or Edit (to change an existing VT).
Click on the Options Gear icon in the upper right corner and choose Playback Settings.
From the three tabs at the top, choose Playback Options.
On the right you will see Allowed Comment Methods.
From here, check ONLY the options you want to be available to your students when they comment.
Click Save.

Now when you or your students comment in your VoiceThread, they only see what you allowed in these settings.

Best Practices

Online Teaching Tip – Assign Each Student an Accountability Partner

October 27, 2020January 31, 2023 Mendi Benigni

Students are struggling this year to stay on top of content and class work. Some faculty are having success assigning students to an accountability partnership. This partner is someone they can go to if they miss class, have questions, or just want to talk about the day’s lecture or assignment. It’s a way to help students stay on top of what’s due and when as well.

The Key Is Making Them Work

In order to make this work, you, as the instructor, need to want this to work. That can be done via modeling in your interactions with the class.

Talk about the partners when it seems appropriate, to continue to bring the partnership to the forefront.
Encourage them to ask their partner before asking you.
When doing partner work in the classroom or online, keep your partners together to help them form trust.
Have students share their weekly academic goals with their partner to help with accountability and scheduling.

However you do it, encourage the students to use this partnership to their advantage.

A few tips

Conduct FUN ice breaker activities to help the partners get to know one another. An example may be to do a virtual escape room together.
Ask them to schedule regular video calls with each other to go over what’s coming up that week and planning for future assignments.
Ask them to set goals at the start of the week and then show how they accomplished them the following week.

This “Buddy” system, if implemented and encouraged, can be a great resource and support system for your students and will hopefully increase community in your classroom and give the students the relationships and connection they are craving.

Create a Class Policy

What Should Be Included in a Class Policy?

Sample Questions:

Great Resource

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BENEFITS OF USING PECHA KUCHA PRESENTATIONS IN CLASS

LEARN HOW TO CREATE PECHA KUCHA IN DIFFERENT APPLICATIONS

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LinkedIn Learning

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Introducing, QuickEval in OAKS

What are the criteria for displaying assignment submissions in Quick Eval?

What are the criteria for displaying quiz attempts in Quick Eval?

What are the criteria for displaying discussion posts and replies in Quick Eval?

Are group assignments listed in the Quick Eval list?

Does Quick Eval display feedback saved as a draft?

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WHAT IS QTF?

THE PROCESS

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The Key Is BONUS QUESTIONS!

Student Perspective

Grading

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The Key Is Making Them Work

A few tips

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