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June2010
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Spectrum of Approaches:
• Completely online – no classroom sessions• Virtual classroom sessions with teacher “live”• One required classroom session/week, plus a
required number of self-scheduled lab sessions (U of Alabama model)
• Daily classroom sessions, divided between lecture and online work (UW-Stout model)
• Traditional daily classroom sessions with lecture and paper-pencil work; all online work done outside of class
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Typical Class Session on a Lecture or Review Day in the UW-Stout Model:
1. Q & A on homework/practice quiz due that day
2. Lecture on new section or quiz/test review
3. Start online assignment (homework or practice quiz) in class, with teacher and tutor circulating to provide help
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Homework, Tests, and Quizzes:
• We allow homework to be done anywhere, unproctored. Students can and do sometimes work together on these assignments, but each student gets a unique set of questions, so wholesale copying is generally not a problem.
• We require quizzes and tests to be taken in a proctored setting, either in the classroom on scheduled test/quiz days or in the tutor lab or director/coordinator’s office area for early takers or makeups.
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Course Calendar Development: 1. Section/Topic Coverage and Homework Due
Dates:
• Section coverage: We cover 1 section most days; occasionally 2 sections/day or 1 section/2 days.
• Online problem set size: Our homework problem sets typically number anywhere from 10-50 problems.
– Our target is a median “time spent” of 90 minutes.
– Adjust after first semester to get average of assignment medians at 90 minutes with a range of 60-120 minutes.
• Homework deadlines: We strongly recommend having the homework for each section due at the start of the class period the day after it’s covered in lecture.
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2. Review Days:
• Rationale: Allowing a review day before each quiz and test lets students digest the material for that unit.
• This also encourages completion of practice test/quiz. (With no new homework assignment due on day of quiz/test, students have time to complete the practice quiz/test.)
• Review Day Class Sessions:
– Short review lecture covering major topics and common problems. (Use Item Analysis function to see which problems are taking students longest to figure out.)
– Questions from students who have started the practice quiz/test.
– Time for students to start the practice quiz/test in class.
Course Calendar Development (ct’d) :
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3. Quizzes and Tests:
• Frequency:
– Quiz every 3 to 5 sections.
– Test after every 2 to 3 quizzes.
• Practice Versions:
– Rationale: Simulate conditions of test vs. homework (timed, no online help)
– Format: One and a half times as many questions as regular test; one and a half times as much time allowed.
– Number of tries: We now allow unlimited tries.
– Points: We now give ~10% of points on regular test/quiz; only the best score of all tries counts.
Course Calendar Development (ct’d) :
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Sample Calendar:
(Blank calendar form [1C_1] and sample syllabus/calendar [1C_2] are available in your workshop notebook and on the workshop CD.)
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Course Polices
– Independent Contracts:• Conditions?• Start date?• Contract forms
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Sample Independent Contract:(See notes packet and CD for sample contract form [1C_3].)
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C. Grading PolicesItems to Consider:
– Determine category weights • Homework• Quizzes/tests• Attendance/other
– Determine number of items in each category
– Assign weights to each item in category
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Sample Grading Policy:(See notes packet and CD for sample grading policy in
syllabus/calendar file [1C-2].)
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Quiz Days in the Classroom:• 5-10 minutes for Q&A on practice quiz questions
• Hand out worksheets and give out the password
• 30-40 minutes allowed for taking the quiz depending on length and content
• Students must turn in worksheets when finished (Have them write their score in designated area at top of sheet)
• No lecture on new section before/after quiz• Students can see their score after submitting, but
can’t review questions/answers until after all sections have taken the quiz (We set a common expiration time at the end of the last class session for the day, and we set the review option to “after deadline has expired”)
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Sample Quiz Worksheet
(Included in your workshop
notebook and on workshop website
and CD-ROM)
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Test Days:• Warn students to be on time or a few minutes
early, so they can be booted up, logged in, and ready to go at scheduled start time of class period.
• Distribute worksheets to desks before class starts.
• Give password at start of class period.• Again, students can see their score after
submitting, but can’t review questions/answers until after all sections have taken the test.
• Collect worksheets as students leave.
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Coordinating Lecture Content Between Different Sections of Same Course:
Trade-off: Consistency between instructors vs. flexibility for personal teaching styles.
At minimum, try for:
• Consistent content – Outline of key points – List of sample problems to cover
• Relatively consistent length, allowing some time for starting online homework on most days.
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Lecture Formats:
• Slides (Basic PowerPoint slide sets are available online in the Instructor Resources area of your Control Panel)
• Blackboard/Whiteboard
• Sample problem web page (To be covered by Bruce Johnston)
• Combination of methods
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Attendance:• Why give attendance points?
• What percentage of the grade should attendance represent?
• What should be the criterion for giving them?
Some possible options:• For being present• For participating• Combination of these approaches
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Attendance/Participation Points:
• Recording Methods:– Calling roll– Seating chart– Pass around a sign-in sheet– Use an online check-in (e.g., a 1-problem assignment)– Use an offline assignment (paper quiz/homework problem)
• Suggestions for entering these in Gradebook:– Set up offline items in Other category– Enter once weekly
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Tip for entering attendance points (or any offline item in “other” category):
Enter via Homework/Test Manager instead of through Gradebook.
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Attendance Record Template: (Copy included in workshop notebook, workshop website and CD.)
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Alternative Method of Taking Attendance
Seating Chart Method
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In-class Time for Working on Assignments:
• Encourage use of “live help” (teacher or tutor) vs. over-reliance on online help, especially “view an example” feature – (Reminder: You can turn off some or all online help aids in
homework assignments, in the “Settings” area of HW/Test Mgr)
• Encourage discussion among students while working on homework.
• We allow students to leave class early only if they show us the 100% score on their computer screen