Category Archives: Communicating with Students

Communicating in Community Weeks 0 – 3

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What classroom community goals do you set for Weeks 0 – 3? What assignments/activities help you know who your students are and which help your students know who you are?

Watch or listen to The Ways We Make First Impressions Through Fourth Impressions at the beginning of the semester, a WritingwithMachines Discussion.

Then add your own plans for Pre-semester through Week 3 communications to our Google Doc

Your time listening/watching is eligible for FLEX.

This discussion is our fifth and final of a sustained series focused on our Online Teaching Principle for Communicating with Students. At the center of this deep-dive project, we’re asking this question: how do our communication tools, spaces, and methodologies promote student growth and student agency?

Thank you for the awesome convos, colleagues!

We Speak to Students Through Our Design Decisions

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What do we communicate to students from page to page, assignment to assignment? Why? How?

Watch or listen to The Voice, Verbs, and Grammars of our Courses, a WritingwithMachines Discussion

Then add your own exploration of Course Design Choices to our Google Doc

Your time listening/watching is eligible for FLEX.

This discussion is the fourth of a sustained series focused on our Online Teaching Principle for Communicating with Students. At the center of this deep-dive project, we’re asking this question: how do our communication tools, spaces, and methodologies promote student growth and student agency?

We will continue this series of professional conversations with one final conversation

First Impressions, Fourth Impressions: Communicating in Community Weeks 0-3, Thursday May 12th 3:30-5:00pm in Zoom

See you then!!

Feedback on Writing Can Be a Conversation

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How do you establish a culture of conversation in your class? How can your feedback on drafts sustain that conversation with each of your students?

Watch or listen to Dialoging in End Comments, A WritingwithMachines Discussion

Then add your own exploration of Feedback-style Convos to our Google Doc

Your time listening/watching is eligible for FLEX.

This discussion is the third of a sustained series focused on our Online Teaching Principle for Communicating with Students. At the center of this deep-dive project, we’re asking this question: how do our communication tools, spaces, and methodologies promote student growth and student agency?

We will continue this series of professional conversations with

Verbs, Voice, and Grammar (of Canvas): Speaking to Students Through Course Design Decisions, Monday April 11th 1:00-2:30pm in Zoom

First Impressions, Fourth Impressions: Communicating in Community Weeks 0-3, Thursday May 12th 3:30-5:00pm in Zoom

See you then!!

Communication in 3rd Spaces

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How do open, curated spaces encourage our students to lead, self-advocate, and belong within a community of readers and writers?

Watch or listen to Communication in 3rd Spaces, A WritingwithMachines Discussion

Then add your exploration of 3rd spaces to our Google Doc

Your time listening/watching is eligible for FLEX.

This discussion is the second of a sustained series focused on our Online Teaching Principle for Communicating with Students. At the center of this deep-dive project, we’re asking this question: how do our communication tools, spaces, and methodologies promote student growth and student agency?

We will continue this series of professional conversations next semester exploring instructor feedback, Canvas course design, and pre-semester outreach as sites for rich and effective communications. See you then!!

Explode the Weekly Announcement

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How can simple weekly announcements be designed as effective expressions that engage students in discovery and decision making within the dynamics of our courses?

Watch or listen to Explode the Weekly Announcement, A WritingwithMachines Discussion

Then add your Exploded Announcement to our Google Doc

Your time listening/watching is eligible for FLEX.


This discussion is the first of a sustained series focused on our Online Teaching Principle for Communicating with Students. At the center of this deep-dive project, we’re asking this question: how do our communication tools, spaces, and methodologies promote student growth and student agency?

Our next discussion will take place December 1st, 12:30-2:00pm, in Zoom. We will review different 3rd spaces–platforms like Discord, Pronto, and cafe style office hours–that involve students in the culture of our courses: how cultivated 3rd spaces encourage students to lead, self-advocate, and shape a community of readers and writers.

Thanks for contributing, colleagues!

Hearing From Our Students

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As we approach the end of the first quarter of the 17-week semester and the middle of the 8-week semester (yikes!), I’m thinking a lot about how my students are doing and how they’re engaging with the reading and their writing.
 
A couple weeks ago in my asynchronous ENGL 202, I posted a short video of me talking about “critical thinking,” and below, I embedded this google doc asking students to share what comes to mind when they think about “arguments.” At the end of the week, I embedded a wordcloud generator that asked students to share “where you’re at” as they wrapped up the week.
 
This week, I’m reading and responding to the first set of essays submitted in my asynchronous ENGL 100. One category in the rubric asks students to respond to my comments after I’ve graded their essay. I don’t mark that category until they respond. When they do, they get 10 more points, and I get a chance to have an asynchronous conversation with them about their writing.
Hearing from my students in these different ways–sharing their knowledge as I introduce a new topic, sharing their confidence and uncertainty at the end of a busy week, and sharing their questions and goals about their own writing in response to my feedback–not only fosters a sense of comradery and belonging in the class, it allows me to value my students as collaborators and leaders in our shared learning experiences and writing processes.
 
So, how are you hearing from your students right now in Canvas, in Zoom, and in other ways? Below are a few ideas to consider, and if you would like, please share more tips and tricks here.
 

Hear from your students

This is a great moment in the semester to check-in with our students to get the pulse of the class. How easily are students finding things? Is the pace of assignments nuts, too easy, or intriguingly steady? Is there anything are students feel we could be doing that we aren’t doing yet to make participation more accessible and engaging?

Share the results

Hearing from our students is so valuable to our teaching. Sharing back what we hear from them with the class can be equally valuable to their learning.
 
Embed Stuff
Most tools offer an embed code option with the < > symbol. If they don’t, you can use this html code to embed just about anything, even editible Google Docs! To embed the results of Google Forms, you can follow this dorkey tutorial.
 
Curate Stuff
Many of us create class playlists from the content students share. Make a regular place to spotlight student generated conctent in your weekly announcements, your instructional content, and your Zoom meeting activities.
 

Listen, lighten, and illuminate

Creating and managing formative feedback loops in my composition classes is THE ultimate goal. Sometimes these channels of communication are critical to the work of revision, and some time they are just plain necessary to helping each other get through challenging moments.
 
Incentivize Responses to Your Feedback
Create Ticket-out Activities (totally stole this from Chad)

We’re Establishing Routines

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At the end of Week 2, as I finalize my rosters and settle into the emerging rhythms of another weird but promising semester, I’m thinking about how an asynchronous, classroom culture is forming and what I and my students are doing to shape it.
 
I’ve spent much of my time this week communicating with students. I’m messaging students who have missed a routine deadline or an important assignment with a quick, “Hey Susana. Did you intend to submit this assignment? Would you reply to this comment or email me to chat about how the class is going?” I’m using Canvas’ Rubric tool to grade early assignments quickly. I like to change the title of that 0 column from “No Marks” to “Please Resubmit” and sometimes “Please Email curry.” That way, there’s an invitation to a positive action communicated along with that low grade.
 
I’m also taking 15 minutes per class to identify student generated content from the week to showcase in my next Weekly Announcement. I’ve created an equity-minded roster that lets me promote students who are already showing signs of feeling overwhelmed or who may seem intimidated by writing or whom I identify as a student in a disproportionately impacted group. I begin the announcement celebrating an idea, a phrase, a structure, or connection to what we’re studying to honor that student’s knowledge and language and value their contributions. I keep a record of students whose work I have not yet promoted, so by mid-semester, everyone gets that spotlight.
 
Many of us do these sorts of things already; here’s a few great ideas from Mary, Chad, and Jade! These early interventions help us to cultivate a class culture and establish the routines we and our students will respond to going forward. Below are a few ideas to consider, and if you would like, please share more tips and tricks here.
 

Assignments You Value = Assignments Your Students Value

We all have certain assignments and policies that we tell students are important, and then we have certain assignments and policies that we show students are important. This is the week when students start to realize what they need to prioritize and what they can let slide based on what we grade, call out, ignore, put off, and simply forget. So which assignment or policy has the greatest potential value to your student writers and readers? What can you do at the beginning of next week to show students this value?
 
Policies
  • Meeting deadlines
  • Resubmitting revised work
  • Visiting office hours
  • Seeking Campus Resources
Assignments
  • Low-stakes Reading Responses/Quizes
  • Discussion Posts and Replies
  • Active Participation in Zoom
  • Essay Drafts
  • Metacognitive Reflections

Spotlight Student Work

We know the most powerful ways we can increase retention is to foster real, meaningful connections with our students. We have the chance this week and next to do that proactively and with equity. Who in your class right now could use a boost? For whom would a simple positive message or shout-out of their work make the difference? We know there is something to celebrate in every students’ work–an idea, a phrase, a structure, a reflection, a triumph. Let’s get into a routine for doing that this week and next.
  • Shout-out students by name or by their work in your weekly announcements
  • Start Zooms session with “What’s Great from Last Week”
  • Integrate student generated content into your assignments and instruction

Turn Around Time

Quick, encouraging communication with students this week and next can be the thing that alerts them to take action within their abilities to meet your expectations and succeed in your assignments. We all want to provide comprehensive, formative feedback, but maybe what students need this week and next is a simple encouraging check-in. How can we be more efficient and timely in our communication with individual students?

Welcoming Our Students

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We’re less than two weeks before the start of the spring semester, and I’m thinking about how to welcome my students.
 
I emailed my ENGL 100 students yesterday, and I am planning to email my ENGL 202 students tomorrow. I’ve put together a Google Site page with information about the course, which I can send to enrolled and waitlisted students. Having this info has helped make the add/drop process a little more manageable. If you’re interested you can check out my welcome letter for enrolled students, waitlisted students, and my course info page.
 
Many of us do this already, and many of us also offer our students some kind of syllabus quiz or course scavenger hunt during Week 1. This initial course assessment–in addition to community building, ice breaker activities–can help clarify expectations and build confidence.
 
Below are a few ideas to consider, and if you would like, please share more tips and tricks here.
 
Introduce 2-3 important things about your course
  • Introduce yourself
  • Describe your course theme or question
  • Provide links to the textbook and/or important apps or software
  • Screencast a brief tour of your Canvas course
  • Provide a list of important Week 1 due dates
Chunk your syllabus
Highlight the key policies, resources, and expectations
  • Student Support Services and Resources
  • Participation, Late Work, and Extra Credit policies
  • Major assignments with a breakdown of grades
  • What to expect in Zoom meetings (including accommodations for voice and video participation)
Include a link to an orientation to online learning
 
Our friend, Jim Julius facilitates 1-hour workshops for students planning to take online classes.
 

The Online Education Initiative group created asynchronous tutorials that help students prepare for online course work. Topics include “Getting Tech Ready,” “Communication Skills,” and “Online Reading Strategies.”

At the end of Week 1, assess your students’ expectations
  • Send out a brief survey
  • Assign a low-stakes “syllabus” quiz
  • Assign a muddiest-point discussion

The information we share to welcome and encourage our students is important, and equally (if not more) important is how our students receive and interpret that information. A quick, low-stakes assignment at the end of the first week can give you and your students an opportunity to clarify expectations, increase confidence, and even collaborate over how best to participate in your course.

Culturally Sustaining Feedback and Equitable Grading

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Hello, Letters family!

If you missed the Writing with Machines professional development workshop on culturally sustaining and equitable feedback and grading of student work, check out the following Google slideshow with embedded readings, videos, and other resources, as well as the recording of the Zoom session. Add your own ideas and questions to the comments!

https://youtu.be/WDhTfRDEGSg