Jacqueline Sanchez

I don't think we have used the word in the videos yet, but I keep thinking 'student-centered'. How can I revise my documents and slides and lectures to still be student-centered, when i never get to formally meet my students. 

I learned the 4 O's. But I also appreciated the commentary regarding our responsibility as 'social director', since we often have to reach out, through the web, to students. 

I really liked the line, "should support, not hinder the teaching and learning process". 

I think it's interesting that this section was called 'non-technical skills', since I teach the English course online. Communication, time-management, motivation, and online citizenship are all concepts that I discuss throughout the course, but especially at the start of each term. 

I have taken online classes in the past, and the one that stood out the most were the ones that include my instructor's voice. So, in the weekly announcements, I always include a video lecture, which I record on Zoom. I walk students through the weekly slides, assignments, and concepts, but I hadn't considered the aspect of disabilities. It gave me the idea to add Closed Captions to my Video Lectures. 

I teach composition, so feedback is especially important to me and to the flow of the class. I also have always used and explained the 'sandwich' method, but making the feedback easier to digest sometimes takes me too long. Instead, I tell them what's wrong, how to improve it or provide a revised example. 

I remember the Learning Plans; I've practiced creating one for a 'dream' course in a "Future Faculty Program" at CGU. What stood out to me was the connection to Bloomy's taxonomy. I hadn't thought about them in a long time, and it was interesting to connect them to the Scholar vs. Facilitator conversation. 

I was lucky when I first began working as an adjunct, because in my graduate program, I was given composition and pedagogy courses. So I had the opportunity to learn how to how to facilitate GE classrooms, but it's very different in a specialized or trade school. I had to pivot my approach to the facilitation of the class, since had a different set of priorities. 

I like the idea of Reusable Learning Objectives, and I think I will look into them. I already have my own list of videos on Youtube and a folder of saved documents that I often refer to. It's similar to the Instructor Collections, which I might model my own collections after; my folders are organized by classes, but might be more productive if organized by assignment?