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The Hybridization of Composition Teachers at the Two-Year College
Transcript of The Hybridization of Composition Teachers at the Two-Year College
Glendale Community College, Glendale, Arizona
TYCA-West, Salt Lake City, 2012 The Hybridization of Composition Teachers at the Two-Year College Brainstorming How do you organize the flow of your course (i.e. your syllabus/daily schedule/coursework/ homework/etc.)?
How do you use technology in your teaching/classroom? What is its purpose?
When/where do you talk to your students most about their individual questions? Perceptions? Misconceptions? Supporting Research 7 Things You Should Know About Flipped Classrooms
http://net.educause.edu/ir/library/pdf/ELI7081.pdf First combine your syllabus/daily schedule... The Process of BECOMING Hybrid (In one BIG list!) Doing so will get you... with your lesson plans
for each of those class meetings. What are some of the things these two say that reveal their initial perceptions of teaching a hybrid? So...misconceptions of hybrid classes? "Just throw some peer reviews
and readings online." "It could also free up
our schedules." "You've been teaching comp for 12 years; you know what you're doing." "You just have to put the stuff
you don't like teaching online,
and you're good." Module 1: Getting Started
Review Course Policies and Syllabus
In-class writing diagnostic
Out of class writing diagnostic (informal writing)
Chapters 1 & 2 and Chapter 13 (430-438) in text
Create account on Posterous.com
“Pimp Your Blog”
Write “practice” introduction post
Module 2: Personal Narrative
Chapter 4 (46-69) (70-89)
Chapter 13 (439-444) (453-456)
Handout: Angelou “Adolescent Confusion”
Handout: Cisneros “Only Daughter”
AE#1 - Learning About Blogs
Introduce Fastwrite: Finding Forrester
“Writing is thinking”
“Is writing a learned skill or natural talent?”
Responses to Readings
Grading Workshop - Student Sample
Peer Review (maybe 2—one online one in class)
Student Samples Module 3: Technology in Use
Chapter 13 (445-447)—description
FW: Favorite technology
Did You Know video?
Vision of Students Today
Sample Topic discussion (flat panel TV)
Peer Review (maybe 2)
Module 4: Topics in Food
Chapter 8 (Argumentative)
Chapter 19 & 20 (MLA)
Pollan & Kessler handout (2 articles)
“You are What you Eat”
Barnouin & Freedman
Meat Article - Taubes
AE#4 - Food Inc.
AE#5 - Video Response
Response to film Food, Inc.
What do you know and how do you feel about MLA?
Library session feedback
Responses to Videos:
CBS Sunday Morning--Pro Animal Fat
Response to film Fresh
Peer Review (maybe 2—one online one in class)
Essay What now?!?!
Now you BECOME hybrid and blend your course. ...all of your course content. Start making choices about the delivery of the content: F2F vs. Online Start thinking in weekly chunks "You can't think about it like that!"
"You can't do that anymore."
"I'm having a hard time getting my brain around doing it this way."
"Am I just not getting this because I am not thinking about it in this new way?" Get a partner: split work, sounding board, & moral support
Find your resources: get a mentor, training, CTLE, etc.
“Sit in” on a colleague’s course (even outside your discipline)
Make a To Do List (especially important when making decisions on F2F vs. Online delivery)
TIME, TIME, TIME
Big chunks of time to work on building the course
Learning curve on technology
Revising & adapting as you go
Student correspondence, emails, confusion, their learning curve, etc.
Awareness that you still have an online "class time" commitment Take Aways: Models of Blended Course Design
http://blendedcoursedesign.pbworks.com/f/models.pdf The Hybrid Online Model: Good Practice
http://net.educause.edu/ir/library/pdf/EQM0313.pdf Strategies for Interaction in a Blended Course
http://blendedcoursedesign.pbworks.com/f/Interaction.pdf Traditional day-to-day sequencing = DEAD
All content for the unit/module/"chunk" assigned at once
Students come to class with varying degrees of completion
Why? What HAS to be F2F?
What do you WANT to be F2F?
Flipping your classroom