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April 12, 2022 by Heather Mitchell-Buck Leave a Comment

the beauty of short video projects

a movie clap board — by Jakob Owens on Unsplash

why videos?

I’ve long been an advocate for using something OTHER than an exam as the cumulative assessment at the end of a semester. For me, the end of a course is when students should be working at the top of Bloom’s Taxonomy: analyzing, evaluating, and creating. There are all kinds of different projects that help students practice those skills, but one of my favorites is asking students to create a short, YouTube-friendly video.

Being able to effectively present material to others is something every student needs, regardless of their chosen career path. I want students to be able to distill down complex ideas and present them in a concise, direct, personable way. A short video is perfect for that, and in the era of smartphones and Zoom, anyone can make a half-decent video (obvs I don’t teach video production, ha!).

So what kind of content do my students present in these videos? It depends on the class! The sky’s the limit in terms of options: I’ve had students make “explainer” videos, “day in the life” videos, and more, all of which can easily be adapted to fit the needs of all kinds of courses. For example, in my gen ed class on King Arthur, I ask students to dream up an idea for a new version of King Arthur; figure out how to develop that idea as a movie, book, TV show, video game, comic book, etc; and pitch it to the execs with the power to decide whether or not their project gets a green light. This requires them to think about all the previous versions of the Round Table we’ve read and watched, think about what made them appealing to their audiences, and decide what audiences today need from the “Once and Future King.” In my “Exploring Utopia” class, which is an upper-level class for English majors and honors students, I ask students to design their own utopia and create a PR campaign video to encourage others to give their utopia a try (either as a short-term visit or a long-term lifestyle). After spending a semester thinking about how utopias as varied as Plato’s Republic and Andrew Niccol’s GATTACA work to balance the elements of justice, happiness, individuality and community, I can’t think of a better way to think about all of those elements of society than to try out that balancing act for yourself.

a few logistics:

This can easily be done as an individual or group project
Videos should be short: about 5 minutes is usually ideal
They can be as simple as the student talking to the camera, or can include images, slides, music, etc. (I always remind students to prioritize content over production value, and often the “cheesiest” videos end up the most successful!)
Finished videos are uploaded to the cloud storage of the student’s choice (Dropbox, OneDrive, Google Drive, etc) or as an unlisted (not private!) YouTube video
I often also have a written component, which requires students to go into greater depth -this helps them recognize what the MOST important details are (the “elevator pitch,” so to speak) and use them in their video

I really enjoy watching these videos at the end of the semester – it’s fun to see my students get creative and figure out new ways to approach the material we’ve been thinking about all semester, while ALSO building real-world skills they can use in their life after college! (And yes, it’s way, way more fun that reading – or taking – exams!)

August 16, 2021 by Heather Mitchell-Buck 1 Comment

keeping the backchannel going!

How is it time for the Fall 2021 semester already?

Isn’t it still, like, June 2020 or something?

“on your left” meme posted by @Rachael_Conrad on Twitter (8 Aug 2021)

There are many reasons to be excited about being back in the classroom with our students after months of living that Zoom life (and of course some apprehensions too, given the spread of the Delta variant throughout our communities!). But if you’re anything like me and the students I’ve been teaching recently, there is one thing that you’re probably sad to leave behind on Zoom: the CHAT!

In my classes, Zoom chat was a gift: it allowed many students the space to contribute to our large conversations who had previously felt uncomfortable speaking up. It helped us to build community by giving us a way to share little jokes and have side conversations without stopping the flow of our “on task” discussion. It allowed us to support each other by sharing links, resources, quotes, shared docs, and more. It’s a space that I want to try and preserve as we return to our classrooms – especially since we’ll be wearing masks that may make vocal discussions more challenging, if not totally inaccessible to some students.

So here are a few options I’ve found that will allow us to keep the backchannel open and help us include as many voices as possible in our conversations. Hopefully you can find one that will work well for you and your students!

Padlet

Most people who know me know I love to use Padlet. Their “stream” template is great for backchannel convos and allows students to like each other’s questions and comments and reply to each other. Users can be logged in or anonymous as needed and it’s easy to share links and media. The main downside of this platform is that you can only have a limited number of Padlets with a free account, but since you don’t really need to “archive” your chats in most cases, it may still work well for you!

GoSoapBox

With smaller classes (no more than 30 students), this option is free and includes a LOT of cool features like polling, quizzes, and the ability to turn off screen names when you want your students to be free to answer anonymously. Definitely worth exploring if you also used the “poll” feature of Zoom regularly!

Chatzy

This one’s pretty simple and hearkens back to online chat rooms of the early internet days (ahhhh nostalgia, amirite, my fellow GenXers?). You can set up a virtual room and all students need to do to join is click a link. Easy peasy!

Slack

I’m a big fan of Slack, but it (and the next option below) is more than just a chat platform. This means it needs a bit of commitment and setup time to get you and your community rolling. If you’re just looking for a quick and easy way for your students to use their voices, this isn’t the right choice for you! But if you’re looking for a a solution that can be a chat platform, file sharing space, and discussion board all rolled into one, Slack is a workhorse!

Google Classroom

Much like Slack, this is much more than a chat platform, and it may be more of a fancy SUV when all you may be looking for is a 10-speed bicycle. But if the various features in Google Classroom are useful for you, the “stream” in the homepage can be great for a classroom backchannel!

photo by Adam Solomon on Unsplash

so … how will this work in a classroom?

One of the things that made chat SO AWESOME on Zoom is that everyone was already there! We were looking at a screen to engage with each other, so hopping into the chat was easy. But when we’re in a classroom, how can we effectively use chat without sacrificing the meaningful face-to-face (or mask-to-mask) interactions that happen in our classrooms?

As someone who asks and encourages students to have devices with them in every class meeting, I’m less worried about this than some of my colleagues might be, since I’m used to navigating a balance between screen time and people time (and I’m happy to talk about strategies for this if you’d like). But I’m thinking that in general, I’ll keep the backchannel up on the screen at the front of the room. That way, everyone can see it without having to stare at their own devices at all times. It should be easy enough to have that chat window there alongside whatever else we need to look at together (images, quotes, discussion questions, etc). And then students can just check their own device when they want to weigh in on something happening in the chat.

I definitely look forward to trying it out and I hope that some of y’all will be keeping the backchannel flag flying as well! 🙂

Best wishes for a safe, healthy, and productive semester!

March 17, 2021 by Heather Mitchell-Buck Leave a Comment

a dubious anniversary

There are many days that we could claim as a milestone to acknowledge the change that COVID has brought to our lives and to our world. But today, March 17, is the one that’s most meaningful to me. On this day a year ago, I worked my last full day on campus, running workshops for my Hood colleagues as we all worked like mad trying to move our courses online. When we first started planning those workshops a week beforehand, we thought, “oh, we’ll order lunch for everyone – surely most folx will want to meet in-person.” We reconsidered and rethought that decision (and dozens, hundreds more in both the short- and long-term) and in the end, I saw only a small handful of my fellow teachers on campus that day.

When I came home to get dinner before my evening workshop, there was a flyer in our mail slot from the local Irish pub just a couple of blocks from our house, advertising a special takeout menu for St Pat’s in lieu of the usual wall-to-wall celebration that usually happens there every year. We called in an order that was the first of many takeout meals over the past year (and many more to come as we continue to support our favorite local restaurants in downtown Frederick!).

The scale of grief and loss over the past year is hard to process. None of us would have ever, ever wanted this to happen. There’s precious little to celebrate about this pandemic.

But to all of my fellow educators who are still working like mad trying to give your students the best possible education in spite of everything, I see you. I thank you. I celebrate you.

To all of the students out there doing your best to learn and grow and be stronger than this pandemic, I see you. I thank you. I celebrate you.

To everyone out there who’s still struggling to navigate everything that COVID has brought into your life, I see you. I thank you. I celebrate you.

Keep wearing your masks and washing your hands. Find a few minutes today and every day to care for others and for yourself. Get vaccinated when you can. Do all you can do so that we can all gather safely again together SOON: to be in classrooms where we can learn and laugh and move the desks around to do some group work; to have that lunch meeting that has been on hold for the past year; to hug our friends and family both near and far.

Hang in there, friends. We can do this.

March 9, 2021 by Heather Mitchell-Buck Leave a Comment

using self-graded tests & homework

*our cat Maisie helping me work on Old English*

An important aspect of “ungrading” for me in my Old English class this semester is giving students tests & homework that they grade themselves. I highly, highly recommend this strategy for any course that relies on tests, problem sets, translations, and other activities with “right” and “wrong” answers.

Here’s how this works for me

When I post a “test” on Blackboard, or assign an exercise/translation for homework, I give students the answers right away. They can check their work as they go, and then they submit their corrected work to me, along with whatever questions or comments they have about the process. This way, the students get instant feedback when they are focused on that assignment (rather than days later), and I don’t have to spend a bunch of time meticulously correcting mistakes – instead, I spend my time in conversation with the student about sticky points in their learning. It’s a much better use of everyone’s time. 🙂

Logistics for Blackboard tests

I create a “test” like normal, including feedback for incorrect answers (such as what page in the textbook they should review to see why they missed that question). Before deploying the test, choose “modify options” from the arrow next to the test title, and then in “show test results and feedback to students,” select all the checkboxes so that students can see their answer, the correct answer, and your feedback for any missed questions.

*how to set up the “test” (click images to enlarge)*

When the student takes the “test” (which is, of course 100% open-book, open-note for me), they get immediate feedback on what they missed and know exactly where to go to review the points they do not understand. All I need to do is review each test, see what was missed, and plan what we need to review either in individual conferences or as a whole class.

*what students see as they review their answers*

Logistics for language exercises & translations

I post an answer key (or my own translation of the passage they are working on) either at the same time as I post the assignment, or a couple of days later if I want them to have some time to work before seeing the answers. I encourage my students to work through all of the exercise or passage on their own before checking the answer key, but that is 100% on the honor system. I trust my students to do what’s best for their own learning, and we have lots of conversations about all the different ways they can choose to be accountable to themselves.

When the assignment is due, students upload their corrected work to Blackboard, including questions or comments that they would like for me to address. In my feedback to them, I answer their questions, provide help and examples, and so on.

How it’s going

So far, I’m loving this system. I have very few classes in which my assignments have a “right” or “wrong” answer – I never quiz students on names of characters or authors or dates, for example. But when you’re teaching and learning a language, it’s important that everyone understands each step along the way so no one falls behind. Especially because this is a hybrid class that only meets once per week for 75 minutes, we can’t use our valuable class time “correcting” work, and I never, ever want students to have to wait for me to find out “how they did” on an assignment.

My students have told me that they appreciate this approach too. They feel empowered to find the answers they need and figure out the “whys” for themselves before asking me, and I can already see that they are retaining the material well and know exactly where to look up what they don’t know. not to mention that it’s a great feeling to see a question in the margin of a student’s work, and then a note next to that question saying, “Never mind! I figured it out for myself!!” 🙂