The Hybridization of Composition Teachers at the Two-Year College

Amanda Murphy Chris Nielson 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) Canvas introduction Chapters 1 & 2 and Chapter 13 (430-438) in text Blogs: Create account on Posterous.com “Pimp Your Blog” Write “practice” introduction post Personal introductions Writing discussion Module 2: Personal Narrative Readings: Chapter 3 Chapter 4 (46-69) (70-89) Chapter 13 (439-444) (453-456) Handout: Angelou “Adolescent Confusion” Handout: Cisneros “Only Daughter” Blogs: AE#1 - Learning About Blogs Discussions/Fastwrites: Introduce Fastwrite: Finding Forrester “Writing is thinking” “Is writing a learned skill or natural talent?” Responses to Readings Grading Workshop - Student Sample Writing Process: Prewriting Peer Review (maybe 2—one online one in class) Essay Reflection Other: Grammar (online) Student Samples Module 3: Technology in Use Readings: Chapter 7—Analysis Chapter 13 (445-447)—description Tech packet Blogs: AE#2—Media Quest AE#3—Analysis Practice Discussions/Fastwrites: FW: Favorite technology Did You Know video? Commercials Vision of Students Today Sample Topic discussion (flat panel TV) Writing Process: Prewriting Peer Review (maybe 2) Essay Reflection Other: Grammar (online) Student Samples Module 4: Topics in Food Readings: Chapter 8 (Argumentative) Chapter 19 & 20 (MLA) Pollan & Kessler handout (2 articles) “You are What you Eat” Barnouin & Freedman “China Study” Meat Article - Taubes Blogs: AE#4 - Food Inc. AE#5 - Video Response Films: Food, Inc. Fresh Discussions/Fastwrites: Response to film Food, Inc. What do you know and how do you feel about MLA? Library session feedback Responses to Videos: Chipotle commercial Jaime Oliver--TED Melanie Joy CBS Sunday Morning--Pro Animal Fat Response to film Fresh Writing Process: Prewriting 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