Students were asked to research, analyze, and explain the role of inclusion in today’s K-12 setting. A detailed guide was provided to students in addition to the SCGR rubric.
Steps: 1. Online EDU222 were given a PP to build background and a number of related articles to review. F2F students participated in whole-class, interactive lesson on various SpecialEd programs 2. F2F rubric and assignment guide discussed in detail 3. Student research- 1 day in-class 4. Submit to Writing Center 4. Implement feedback and submit to BB
Changes for subsequent classes: Based on questions and scores from online class, I had my F2F students do a small group activity in which they drew a web on the board based on the SCGR components and their given topic. Students brainstormed ideas on that web for each part of the rubric. This allowed for a sharing of ideas prior to writing the paper.
Results: Online class struggled with parts 4 and 5 of rubric. F2F averages increased in both of these areas!
3 pts possible: (online) 2.4 2.0 (F2F) 2.6 2.3
| Attachment | Size |
|---|---|
| edu222-scgr-assignment-guide.docx | 16.86 KB |
| edu222-scgr-rubric.docx | 31.23 KB |
Comments
Good information, Rachel! My hybrid 222 students struggled with this assignment for similar reasons as your online students. I will incorporate your F2F class changes for my hybrid 230 class which is also doing the SCGR assignment later this month.
I like the idea of having students share their brainstorming ideas with each other, and it's not surprising that it improved the students' results in those areas. I wonder if there can be an online brainstorming component for your online students, perhaps through a discussion board-type assignment.
R,
This assignment covers so many different levels of learning. Your students really engage with a topic which will always merit discussion in teaching and learning across the content areas, transcending all age groups. Asking students to submit drafts to online writing center is a great idea as well.