When I teach face-to-face, I like to include a variety of activities. We do a little bit of lecture, a smattering of group work, a video here and there, maybe some informal group presentations, or just an open class discussion. It can really help to switch up how I approach each lesson so that I can reach the greatest number of students.
And I still think this is a valid way to approach instruction, even in the online setting. However, what I have come to learn from my experiences over the summer and fall semesters is that maybe I don’t need to do all the things every week. My approach to classes this semester was to create 4 small assignments each week (100-150 words each) of varying types: discussion boards, individual assignments, group work, and blog posts. My thought was that it would give students a variety of ways in which to demonstrate their understanding of the topics at hand.
What I didn’t think about, was what that would mean for me. 4 assignments x approximately 80 students each week is a lot of work! And with my flexible approach under pandemic conditions, that sometimes leads to students submitting 3-4 weeks of work at the end of each unit. It is overwhelming.
So I’m rethinking this approach. Maybe I switch it up. Perhaps two assignments each week? Or perhaps one larger weekly assignment. Or maybe, and hold on for this one, maybe I discuss with the students at the start of the semester what they think the best approach is. Can we come to a consensus? Do we want to do a mid-term project and a final project? Or would we rather have monthly check-ins? Perhaps we just do small/short writing assignments all semester instead of one or two major assignments? This could be in the form of the small assignments I mentioned before or it might be a 1-2 page reflection each week. Maybe it doesn’t even have to be in writing.
I will continue to provide my students with diverse forms of input. There will be recorded mini-lectures, there will be supplemental videos and podcast episodes. I will provide links to interactive online exhibits and other resources. And I will continue to host a synchronous session (or two) each week with students. But when it comes to their output, I am making a promise to myself (and to them!) that I will adjust my expectations in communication with them. I want this to be their class as much (if not more) than it is my own.
So if you are feeling overwhelmed with online classes, maybe take a moment to reflect, as I have, as to what worked, what didn’t, what you’re willing to give up, and what you are determined shall stay. And invite your students to be a part of that conversation as much as you are comfortable with doing so. Maybe you decide the input yourself and as a class you decide what the output will be. Or maybe you’re flexible with the content covered (depending on your subject area of course!) but you want control over how output and grading will work.
I’m still working on figuring out the details of this myself for my upcoming spring semester courses, but I’m looking forward to the chance to approach my classes differently.
