In completing this assignment. I am trying to address all of the principles listed on the handout we got from the Columbia School of Social Work.
Physical, emotional, social and academic respect
- I have provided content warning on videos that I am providing that might be upsetting. I will do the same on my course site on OpenLab.
- I will allow revisions to work, especially in the Writing Intensive class, but also in any of my classes. Additionally, in my HED 110 class, I already follow an ungrading model with my writing assignments, where students receive full credit if they complete the assignment fully, or are allowed revisions if it’s not complete. This is also true for the scaffolding steps in my HED 230 writing intensive class.
- In the classes which have a synchronous component, I will have a 10 minute check-in before we begin on course material.
Trustworthiness and transparency
- I have started to provide the rationale for the assignments I have created. Instead of just writing out the assignment, I’ve added statements like “completing this part of the assignment will help you do …”
- I am posting links to assignments and due dates in multiple places, and will provide reminders as announcements.
Support and connection
- I will make use of individual emails more to follow-up with students who are falling behind. This was effective in the Spring of 2020.
- I will remind students that I am available and there to guide them through this time. I will also stress the other services available at the college for them like the library, writing center, counseling center, etc.
Collaboration and mutuality
- In the HED 230 class, I have explicitly left some lecture/discussion topics for us to select together by voting.
- I will facilitate asynchronous discussion through assignments on the discussion board. Additionally, if there is a synchronous component, I will use breakout rooms for students to discuss relevant topics.
Empowerment, voice, choice
- In my synchronous classes, I will allow students to pick a time for a short break.
- I allow students to pick their own research topics in my writing intensive class, while at the same time providing some structure by following a theme. Similarly, in HED 110, students will work on investigating the health of their neighborhoods, but they can pick topics to focus on themselves.
Cultural, historic, and gender contexts
- I already make these contexts as explicit as possible, since they are very relevant to health issues. In particular, we discuss health equity and health disparities. In order to make this more positive and hopeful, I am going to focus on what communities and people are doing to reach health equity as examples. This type of discussion can get depressing, so it’s important to provide hope.
Resilience, growth, change
- I will make use of the Connect2Success feature to send positive comments, as well as warnings.
- I like to use humor in my classes whenever possible. I’ve created a “Take a break” board on the discussion boards and I will post funny videos or images there, and encourage students to do the same, as well as post their pets, or other fun things.
- In my welcome video, I intend to address that many of us may have had a difficult learning experience in the Spring and that we will look forward to a better semester this time, since we have learned many lessons since then.
2 Replies to “TLP homework – Yuliya Shneyderman”
These are wonderful ideas!!
Yuliya — Thanks for sharing your ideas for the fall. I look forward to hearing about their implementation! I wonder, will there be differences in how the strategies worked for different classes/ groups of students?