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Fall 2020

10/8/2020 4-5PM

Small Teaching Online FIG

We discussed best practices in use  of videos to engage students and present information. How to break up 10-20 minute lectures into 2-3 minute parts? Whether the use of low stakes quizzes on material in the parts is useful or busywork.

Darby and Small Teaching / Small Teaching Online seem to be accepted best practices and it is reassuring when techniques already being used are covered in the book. It is also reassuring to have  Darby specifying techniques that might not be in use by colleagues yet when trying new techniques. 


9/24/2020 4-5:30PM

The following is a collection of ideas that arose in our first meeting. We discussed our experiences teaching online so far. I hope this can be instructive to look back on as we read Small Teaching Online :

Trevaughn Hall

Enid Stubin

Tommy Mintz

Trevaughn is student advisor, teaches SD-10  involved in and Learning communities.

Enid is teaching English composition.

Tommy is teaching Digital Photography and Photojournalism.

Travaughn is interested in providing students with how to feel like they are “on campus.” How students perform in SD-10  is very indicative of student performance in their other classes.

Students can say that everything is fine to advisors even when they are struggling even in person, and talking about that is now different when advising online.

Tommy agreed and similarly, pedagogy online is very different from teaching person.

Enid – What I’m able to do online that I’m not able to do in the classroom and how can that be valuable.

Importance of new jokes in creating community

Screw up everyday and talk to the students about it—

What is too much technology?

Synchronous give a greater feeling of community,

But students don’t feel like they can reach out to professor- how can we be more welcoming to questions?

Students want to see what they are doing in relation to others.

Classroom management on zoom — how much screen share?

Consider the big picture and  how it feels to be on a online class now

“How can students learn how to go find knowledge and communicate with each other?”

Asynchronous through discussion boards –  Relived that Darby says that she does most of her teaching on the discussion boards.

How to encourage students to participate in discussion boards – do we ask for a response.

Have students make new posts that are ideas that have not been posted – students maybe don’t need to comment every week —

Trevaughn, “ Also students are intimidated and feel like they need the “right” answer. Students have past experiences when they have gotten negative feedback for putting their ideas out there.”

How to best encourage students to come to synchronous classes?

How to best encourage students to participate in asynchronous modules?

Provide a model post for students to use as example of expectations.

Enid, “The worst draft on paper is better than the best draft in your mind”

Enid, “Show me your worst prose, I want to see how badly you write”

Enid: use the term ”Due Date” not “Deadline”

300 – 350 word is natural length in discussion board

5 points per post – once per week

Clear statement of why. “You are not wasting any time here— You are doing the work that will get you into Eng 12 and 24…”

How to respond constructively to student posts? One student responded, “It is clear that you like some essays and not others and you are making others feel bad. “

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