Dr. Jan's Blog

Teaching online college classes: The Discussion Board

Teaching online can be an really, really great experience.  But, it can also be quite challenging.  Students who elect to take online courses have a myriad of reasons to do so; and one of the most prevalent reasons is a lack fo time to devote to full time graduate school study (so eliminating drive time and distance can give back valuable minutes).  Sometimes, this lack of time for full time professionals with full time parenting requirements and flt out exhaustion can interfere with even the most valiant student warrior. 

Therefore, online college professors must use a bunch of techniques and tools to make the students watn to/need to be participating members of the class.  One of the most key and critical parts of building a class synergy and culture is through the online discussion boards.  The professor posts a discussion question that students must respond to within the week.  The following are some things I have learned about building an engaging and interactive DB experience for the students AND the professor:

Last term was my first term to teach at Kaplan.  I had a small class, and several of the students just didn't post until the last moment.  Reports are generated if we, the professors, have discussion boards where we have posted less than some number (was it 10?).  It was a difficult situation because I felt like I was monopolizing the DB, and still the students didn't post until the last minute or not at all.

 

This term I decided I was going to attack this problem head on.  As we all do, I posted my expectations for the DB on announcements.  I used a rubric that Robin James had sent me last quarter that we got through emails and even (I think) through a faculty meeting:

 

DISCUSSION BOARD RUBRIC: You will be graded on the quality of your initial discussion board post and your responses to classmates. A high quality post includes: Initial discussion board question is accurate and detailed (0-6 points) Postings contain one or more critical thinking questions to stimulate interaction (i.e., advance the discussion). (0-6 points) Postings contain outside research for example, web links, articles, etc. (0-6 points) Responses to others (at least 2) are thoughtful and advance the discussions. (0-6 points) Postings and responses are respectful in tone. (0-3 points) Postings use appropriate APA format and writing mechanics.(0-3 points) Things to remember: 1. Enter the site at least 3 times per week to promote appropriate classmate discussion. 2. Respond to at least two classmates... 3. Make sure to add a reference list at the bottom of your original post and make sure to cite in the text of your post. Resources can be from outside internet sources. 4. Make sure to USE APA formatting. Do all these things and you are on your way to getting all possible points

 

Then, on the first week of posts, I began posting once in the morning and once in the evening (sometimes those posts were just emails that I sent to the students giving further directions).  I paid attention to each poster and encouraged them with discussion furthering probes.  And, those students who didn't post yet received an email from me telling them how many minutes that I had seen them on the Unit and was there anything I could do to help them get going. 

 

Now, remember, it's a lot easier to do nothing because it was like opening a can of worms with students sending me emails about new standards for DB as well as some folks not appreciating me "checking up on their minutes."  But, now they knew I did; but I tried to do so in a caring manner that told them I was all about not letting them get behind.

  

When I graded the DB I attached the rubric (just the grading part) and had a short comment after each section grade as to why I gave them that grade.  I was soon to discover that my class did not know very much about APA.  I actually spent most of one seminar showing the students how to use their APA manual to set up an APA reference.  This helped (but for only half the class because only  half were there).  Then, I found Diane Martinez at the Kaplan Writing Center, and she volunteered to come teach one of my seminars on APA; however, at this point, I was just able to give the students the link to the seminar she had done for the WC.  You can lead those students to the information, but they have to take the opportunity.

 

The next Unit, I used the rubric again and copied/pasted it to the comment window of the grade for the DB without comment.  I had to give them time to digest what I was writing to them, and I also wanted them to start using the rubric to figure out how they would grade themselves if they were in my position.  Some were not pleased that they received a lower grade for not advancing the discussion; I had to point out that if they were there (or at least only posted one day within minutes of each post) that they were not really advancing the discussion.   And, if they didn't post by Saturday evening, that they were not an active member of our community.  This wasn't really popular; but it did catch on.  Here's what the rubric looks like without all the other info:

 

DISCUSSION BOARD RUBRIC

· Initial discussion board question is accurate and detailed (0-6 points)

· Postings contain one or more critical thinking questions to stimulate interaction (i.e., advance the discussion). (0-6 points)

· Postings contain outside research for example, web links, articles, etc. (0-6 points)

· Responses to others (at least 2) are thoughtful and advance the discussions. (0-6 points.

· Postings and responses are respectful in tone. (0-3 points)

· Postings use appropriate APA format and writing mechanics.(0-3 points)

The next unit, I decide to up the ante, I wanted their discussions to not only be timely but to give us a greater depth of knowledge in our discussions.  Here's the email and announcement that I sent out in advance:

 

WE are now into Unit 5, we have been slowly building our DB expertise.  At this point in the process, here are some pretty general things that we should be seeing to fully address the DB rubric:

DISCUSSION BOARD RUBRIC:

· Initial discussion board question is accurate and detailed (0-6 points) Be sure and put those questions in the original assignment in your post so that you fully answer.  Use specific information to prove your point.

· Postings contain one or more critical thinking questions to stimulate interaction (i.e., advance the discussion). (0-6 points)  It's not enough to just compliment or agree with your colleagues, build on their information or offer a divergent point of view if necessary.  Sometimes serving as the devil's advocate can help get some really thoughtful discussions going.

· Postings contain outside research for example, web links, articles, etc. (0-6 points)  If all you are using is our textbook as your only reference, you are not going far enough.  If you have an interesting point to make, then find references and resources that assist you in making that point. 

· Responses to others (at least 2) are thoughtful and advance the discussions. (0-6 points) Don't stop at agreement; build upon what is given and ask questions!  If you are only going to the DB once or twice a week (or the last day of the week), you are very limited (and your grade will show it) in advancing the discussion.

· Postings and responses are respectful in tone. (0-3 points) You all have been wonderful at this.

· Postings use appropriate APA format and writing mechanics.(0-3 points) This is still a major problem for many of us.  It is necessary for you to go to the announcements board on our class and go to the APA Writing Workshop for an hour.  This will make a huge difference in this course and future courses at Kaplan.

 

Well, we are in Unit 5 now.  The discussions began early (in fact, they actually started before we got to Unit 5 because I started posting notices in the announcements--- got the idea on the new faculty Kaplan blog---on first poster rights and best posters).  I have to get to the DB every morning before my full time job and every evening when I get home to check on the progress.  In fact, I can hardly wait to get there (and I am pretty sure that the students feel the same).  It is now Sunday morning, and we have 86 posts.  It's very exciting.

 

However: at 3:30 A.M. (yes, I am a middle aged insomniac), I got this email from a concerned student:

 

Sent: Sunday, November 15, 2009 12:15 AM
To: Jan Borelli
Subject: Discussions

Dr. Jan,

Good Morning,

I have a question and I hope you understand what and why I am asking and I am asking with the utmost respect.

I'm just a bit concerned about our discussion boards.  I was not aware of and I don't see it listed anywhere that the first person to post wins anything.  I'm also concerned because somehow I am now feeling like this is a competition.  You wrote something about the winner of the "Best Poster".  Please explain this to me as I was not aware that this was a competition (competitions make me panic!).

Sincerely,
A Student

 

Here's what I wrote her:

 

Dearest Student,

No, there is no "official" competition.  However, I love to be able to give folks a "vision" of what excellence is.  How can you get better if you don't know what excellence looks like?  So, I chose two of the best posters for reasons of frequency, discussion extenders, etc.  I started the "first poster" where I awarded that distinction because I found that many waited until the end to participate thereby limiting the ability of us all to comment and spark further discussion; it was my goal to get everyone talking earlier... and it seemed to work.  I have never seen such quality and depth of discussions as we have had this week.  

Don't panic.  Nothing bad happens for not being the best; however, if you see some way of posting that is considered the best, then you can join in.  My dream for this class is that when you leave you remember this class as a very formative time for you... maybe when you learned how to effectively use APA or maybe where you learned how to engage in an online discussion that furthered your understanding or maybe where you learned how to connect with others through effective discussion or maybe where you learned how to operate a constructivist classroom.

 Haven't you found that there are some folks on our DB that you are connecting with?  I have.  To me, this is important because it is through this connection that we come to know each other and develop relationships that help us become more challenged and more engaged.

Now, I want you to place how we are using our DB within the context of a constructivism classroom.  We are making sense of what we know from what we have known to what we are learning.  We are telling stories that help us make sense of what we are learning.  We read each other's writings and then that sparks more discussion; and we are coming along.  Try to visualize these discussions taking place in real time where we are challenging each other to think and reason and further the discussion; we are making the most of being able to think it over and respond rather than having to snap out our responses.  (How many times have we gone home after a discussion and said, gee, I wish I had thought of that then... with asynchronous discussions... we actually can think of it then!)

I am trying to continually probe the nature of everyone's understanding.  And, the only way I can get there is by getting discussion and furthering discussion.  So, inspiring our class to think more and do more helps us.  Do you understand my reason?  I am trying to model for you how you will use this method with your own students.  And, while competition and high expectations can be a little daunting, it requires us all to be a part.  And, it gets some to question what we are doing and why we are doing it (like you are doing).

What say you?  I guess you can tell that I have serious issues with insomnia (lol)!

Jan G. Borelli, Ed.D.
Adjunct Professor
Kaplan University

Don't follow where the path may lead... go where there is no path & leave a trail.

 

New Definition of Effective

I have always said that since we can't measure student academic growth reliably, then we simply give students academic tests and pray that what they say is somehow related to academic achievement.  It's kind of like needing to measure someone's weight and you measure their height instead because that's all you can do.  It may or may not predict weight.

Well, with this overwhelming need to measure administrative success, we (school administrators) are suddenly required to simply produce voluminous amounts of paperwork.  In my driven desire to succeed, I am now producing hundreds of pages of paperwork each week.  It's an obsession for me and those who haunt cenral office positions.  God help me!

Marzano and Interactive Whiteboard Technology... wowee!

Westwood Faculty and Staff are the HIPPEST!

Each year at Westwood, our faculty and staff teach like their hair is on fire.  There is this burning professionalism to help every student, to go beyond our wildest dreams in teaching every child so that they learn, and to work with each other to increase the synergy of our team to reach higher heights.

This year has been the best year yet.  The faculty constantly challenges me to be more; and I do the same for them.  It is only under collegial conditions of working with accountability to ourselves, to our students, to our profession that we are able to do more and be more. 

School improvement is a lot like quitting smoking.  Folks who actually quit smoking (like me) have to try and try and try again until finally the quitting sticks.  The same is true about school improvement; there are a lot of false starts, but if you keep working at it, you will get there. 

Each year, I have tried to do a book study with the faculty.  I hated it, they hated it, we hated it.  We would read a chapter or two and then kind of drop it because we were just too caught up in other things that were more pressing.  This year, we pushed through the pain.  I had each grade level take a chapter and present it at a faculty meeting; and I challenged each team to really go all out.  It was so much better than me dryly dragging everyone through.  Now, it wasn't the most popular thing I have ever implemented.  No one wanted to do it; and then suddenly it clicked.  Not only did we learn the information in the book (McEwan's Teach Them All to Read), but we learned all kinds of great small group learning strategies (Sandy Futrell got us going with ideas from Ban Those Bird Units).  I am proud (finally) that we got book studies going.  But, we just had to keep trying until we got there.

But, the thing that I have to really emphasize here is that our faculty and staff don't resist everything (even though they may not be crazy about every step we take), aren't constantly misdirecting their energies by fighting me and calling the union over petty nothing issues.  Instead, they work to make our school great.  They accept leadership from me and each other; and they make us all proud with their accomplishments. 

As the school year ends, I just want to take a moment to salute the HIPPEST faculty and staff in America.  My pride in your devotion and my affection for each of you makes my professional life a blessing beyond my deserving.

Clear and Focused Mission

Today, after school, I was reading the book that our district administration has chosen for our professional development.  It is entitled Assembly Required by Lezotte and McKee.  I was a little overwhelmed by having to read another professional book along with the one we are reading for our school professional development (Teach Them All to Read by McEwan), the ones I read as part of my own professional direction, and stuff I read in my role with ASCD.  But, I just hunkered down and decided to read it.  The part I got to today had a part about Clear and Focused Mission; and I suddenly got an urge to find out what the folks in our school think is our mission.

 

So, I went out and asked, “What does this school care most about?”  Liliana told me, “It’s the kids!”  When I asked her what it was about the kids, she said, “Kids learning and everyone here making sure that they do.”  Gayla told me, “It’s the kids!”  Again, I asked what about the kids.  She told me, “Kids achieving to their fullest ability.”  Patti also told me it was about the kids and “students and their progress.”  And, I realized that we really do have a clear and focused mission and that everyone knows it.  Would you have said the same?

 

Then, I went down the hall to ask more folks; and I came to Keta’s room where she was teaching a small group of students (this is after school mind you); and she couldn’t be bothered with me.  So, I moved on… room after room had teachers and paraprofessionals intensively interacting with students… they were tired but you wouldn’t have known it.  No amount of pushing them on with money or praise would have gotten these folks to do this… somehow they are just doing what it takes to make sure all the students learn.

 

In Blake’s room, Sandy and Tammy were teaching fourth graders how to tutor second graders.  Then, DeWayne was also so busy tutoring that we just passed a knowing look of pride between us with no words but a fond smile.  And, I realized that I was quickly approaching my life long goal of finally being inconsequential to things just going great around here.  I went back to my office to read movie magazines and eat bon bons but then I remembered that I need to go feed Buttercup… and I am outta here!

I miss school....

It's been exceedingly nasty (weather-wise) here in Oklahoma.  The wind has blown (viciously), the snow and ice have poured, and school has been called off.  Monday afternoon, we instituted our first inclement day dismissal because it was cold, wet, and unbearable outside.  We did a great job with our new walkie talkies (thanks Jeanie, our FAC chair, and thanks Tracy with Drug-free and Safe Schools).  By the time I left school on Monday, everyone was gone (about 4:00) except Emerson and his brother (Patti, who lives in the neighborhood, corraled them).  It took over half an hour to get the ice off my wind shield (Sandy and Jo determinedly attacked my windshield), so I could begin the drive home.

It was kind of thrilling because we all knew that Tuesday was going to be called off.  As a matter of fact, Tuesday was called off all over the metro.  Our district's really cool Alert Now system called me and all our employees and parents to advise us that school was cancelled.  It was kind of like a great vacation in the middle of the hard driving get-ready-for-testing environment that we now live.

Today (Tuesday) Hubby Pat and I drove all around Oklahoma City.  We even drove by Westwood (my school) to check on it.  Then, we lunched at Cattleman's (in Stockyard City, close to Westwood).  It was totally yummy.  Then we crossed the street and bought horse feeders at Bentley Gafford.  The owner gave me a horse hoof pick... totally awesome.  We had also picked up alfalfa squares at Red Earth Feed and Tack and 10% sweet feed at Oklahoma Tractor and Supply. 

Then, we went to Buttercup and Dixie's pasture to feed and tend our precious horses (Betsy was snowed in, so we handled Dixie).  Buttercup was covered in ice; she was like a horse ice princess.  I put her new feeder in their lean-to and spoiled her with her favorite foods, as I curried and brushed out her icicles. 

Afterwards, I felt that the girls would be just fine.  But, then I began to worry about the children at our 99% free/reduced lunch ESL elementary school.  The children had not been as thrilled about leaving school on Monday.  Most had a sort of depressed attitude... no school with warm, loving teachers, yummy food, and safe/warm/dry classrooms.

When I learned that school would be cancelled tomorrow, I felt sick.  I worry about the children tonight-- over half of them receive food back packs for the weekends because they don't have that basic necessity.  I pray we will have school on Thursday.  I miss the teachers and kids and the school.  I hope that someone, somewhere realizes that school isn't just school for us at Westwood... it's our lives. 

My Take on Year Round Education

Last night I received the following email:

-----Original Message-----

From: Hoel Stephen [

mailto:Hoel_Stephen@stvrain.k12.co.us

]

Sent: Saturday, November 29, 2008 7:17 PM

To: janborelli@gmail.com

Subject: Information

Greetings from Colorado!

Jan I wondered if you would give me your feeling on how your calendar impacts achievement at your school. I work in a building that has many of the same strengths and needs as Westwood. My district is looking at alternative calendar configurations as a possible way to get more of our kids where they need to be. I suppose the bottom line question is do you feel like you could be as successful as you are on a traditional calendar?

Thanks for your time

Stephen Hoel

Principal

Rocky Mountain Elementary

I had begun thinking about what I would post for Leadertalk.org for my next due date (the 7th of each month); and Stephen (who gave me permission to include him in this post) inspired me to provide my ruminations on Year Round Education.  What follows is my response to him:

I was not actually the principal who started the year round schedule at Westwood. They began the schedule about two or three years before I came; and the lion's share of the faculty and staff have changed since the original decision. However, I have had the faculty vote again (on more than one occasion) over the years since my tenure to determine the level of their commitment-- it's always 100% unanimous. I am writing this information to provide the backdrop for the number one foundation that must exist before implementing the schedule; your teachers must believe in it and be willing to support its full implementation.

The schedule had been in place for two or three years before I arrived (I am now in my fifth year); and the school was performing horribly and was on the state low performing index for five consecutive years. So, year round education is not some silver bullet that solves all the problems. My teachers love the schedule (each teacher has a different reason--- some need a rest after the hectic and intensive go-go-go environment of teaching urban, high poverty, high ELL students). But, it's not about the teachers; and I always tell them that if it's not about and for the kids then whatever other reason there is... that reason just isn't enough.

For instance, everyone wanted to do the schedule when I got there but no one wanted to work intersessions (the time off between quarters... we originally started off with 9 weeks on, 3 weeks off but went to 9 weeks on and 2 weeks off last year and no longer take advantage of intersessions--- except before state testing if we have some teachers who feel panicky without it). After a unanimous vote of support for continuation of agreement for year round with the stipulation that our own teachers (and I) would work at least 1 week for each intersession then we continued. We are paid stipends to work this extra time through our Title One Plan. If your folks want the schedule and aren't willing to commit to taking advantage of the schedule (ergo more intensive small group instruction to help the struggling children) then don't even go there (my opinion).

In my own district with 88 schools and only 3 of us on the year round calendar (or continuous learning calendar as it is dubbed); it can be real frustrating to me that all the big reports and principal meetings always seem to occur when I am on vacation... I am not that crazy about that because a lot of my vacations turn out to be working holidays.

It doesn't sound very much like I am supportive of year round schooling, and actually I am. But, I wouldn't do it unless I had visited schools that were doing it (with my own faculty) and then saw what it could do to help us be even better.

Could we be this successful without year round? Yes. We have so many levels of interventions at my school that it's dang near impossible to be left behind because we just don't accept failure with even one kid (sounds impossibly optimistic--- and we have to fight wanting to give up on a child or two that is currently driving us bonkers--- but it's true). Would we be as up up up and rested and thrilled to start each quarter with the enthusiasm that we have with the beginning of each school year without our year round calendar? Nope. That fact alone makes the calendar very worth it to me as the principal of the school because there is nothing better than rested, well prepared (most of them spend some professional development and classroom development time during our intersessions now) teachers.

By the way, I have now decided to turn this into a post for my blog (lol).

What part of your email, name, and email address could I use (if any of it) in my blog post?

Jan

The Morning School Announcement

Somewhere along the line in my practice of school administration, I learned that morning announcements can have a significant impact on the climate of the school.  It is my own little fireside chat with my entire school population.  And, since I have always aspired to radio disc jockey status, I have firmly grasped the microphone at every school I have led and risen to the challenge of entertaining, enlightening and starting the day off with a cheerleader's enthusiasm for the start of another exciting school day.

At my second principalship in the 1990's, I discovered a Deagan xylophone in the school vault.  I dusted if off and began to make it a ritual part of every morning announcement.  Some may remember the NBC chimes or even Rydell's principal:

Download chimes.wav

I can honestly say that there have been many incarnations of my announcements.  At one of my middle schools, I even read a chapter a day from some of my favorite adolescent literature books (Number the Stars, Hatchet, etc.) and created quite a bit of enthusiasm for books.  I have given intense monologues about events of the day like when Magic Johnson announced he had HIV (in the 90's) and admonished the children to be careful because if Magic could get it then anyone could. 

In April of 1995 when Oklahoma City's bombing disaster occurred, I provided updates and reassured my thousand high school students; I repeated that same role when 911 terrified the nation and I was there once again to advise another high school that we would be okay and perservere through this attack.

I have used morning announcements to let the children get to know me at my elementary school.  I learned a little Spanish to reassure my 89% ESL school that I cared about what they cared about and gamely have given part of the lunch description for the day by describing in Spanish "that good, cold creamy milk the product of satisfied cows" (a phrase I had developed for my high school students years ago and which they regale me with when I see them all these years later).

And sometimes I use morning announcements to discuss attributes I want my students to learn about-- like courage and honesty and anything that comes to the forefront of our practice.  Many times I use the annoucements to lay down a challenge... when 100% of the fourth graders this year passed the state exams I was forced to go to the hands on science museum for an overnight stay (and pay for it) with my thrilled fourth graders who had taken my earlier spring challenge quite seriously about the wonder they would experience if they all passed. 

Morning annoucements allow me to set the agenda for the day.  And, when I am feeling under the weather or particularly angsted about something, the kids know... and there's lots of tiptoeing on egg shells on those days.  Annoucements allow me the opportunity to set the stage for a further discussion the teachers will then have with their students after the conclusion of annoucements.

And, morning annoucements serve the purpose of beginning the day with a familiar routine that means... school starts now.  And, that, my friends, is a powerful tool. 

Daisy Rae Responds

Today (the day after the infamous Daisy Rae post), I went to Desiray's classroom during breakfast.  Guess what?  She had done her homework!  I gave a shout out to her during our morning announcements.  (Another post will address the power of morning announcements.)  At recess today, she came up to me with this serene look of success.  She hugged me.  And, throughout the day, students sent me pictures and records of their own success with homework.  Never underestimate the power of consequence and of redemption.

Today, I honor the essence of Daisy Rae!  And, I challenge fellow educators to proceed beyond today to tomorrow's successes.  It is so difficult to conceptualize tomorrow while in the turmoil of today... just do the right thing... it will happen.

Congratulations, Karl Springer, our Superintendent

Thanks for getting serious about guns and anything that negatively impacts the education of our children!  We have tolerated illegal activity (guns, gangs, fighting, etc.) in our high schools.  I totallly agree with putting our foot down and saying, "NO MORE!"  We can't teach them if we can't reach them.  Those who cannot or will not agree to social norms of safe, orderly schools MUST GO!

Our kids deserve this.  Way to go!