I’m continuing to reflect on my practice this year. As you may recall from this post or this post, I chose a focus for each of my classes upon which to build more future-focused pedagogy. In Year 13, where I taught a very small class of students who had opted into tackling Level 3 and Scholarship English, I wanted to focus on the use of social media in order to promote the idea that learning is ubiquitous. The social media tools I chose were Edmodo and Twitter.
The latter was a complete flop. While I certainly learned how to set up a separate Twitter account for teaching purposes, and how to start a new Twitter hashtag (i.e. just start using one), with a small class, and an even smaller proportion using Twitter, there just wasn’t the critical mass required to be sustainable. I would definitely try this again though, because there is such a richness of material out there that would be of interest to students. I think I would explore other ways of making this material available to students – even if it’s just posting links to interesting readings on Edmodo.
Edmodo was much more successful. When I surveyed the students, they naturally compared and contrasted it to our Learning Management System, and favourably. The students liked that they could post questions and articles themselves on the forum (although I acknowledge that this is also a feature of our LMS – the students don’t spontaneously do this). They liked receiving notifications from Edmodo via email when something new was posted. This prompt was viewed as handy. I take it as a sign of success that the students did not set up a separate Facebook page, which they usually do. To me, this meant Edmodo was fulfilling the need it should do.
While not social media per se, in the survey one student also commented on the use of Google Docs, reporting that she enjoyed collaborating with the class in real time. This was my favourite comment from our end of year survey: “I think that the actual information we learnt and way of thinking we developed was improved by not being as credit focused and more education focused.” Yes! I’ll take that as a compliment!
My overall reflection is that this was an enjoyable class to teach, primarily because of it being small, we could all sit together, and have a more informal, discussion-based learning environment. I think I would like to find ways to encourage more reflection on skills and content, ways to ‘check in’ with how students perceive they are progressing, in order to provide them with more targeted support. Because the class was small, I fell into the trap of assuming I was observing accurately how they were feeling. Mostly I was correct, but assumptions are not valid means of assessing situations!
I like the way I really did re-jig the 2014 course based on the feedback from the 2013 students. I feel taking on board their advice was helpful, and did create a better, more cohesive year. Again, there would be further adjustments I would make to the programme, particularly in our focus on critical theory. And this year’s students wanted me to insist on more work being handwritten – note to self.