Forging New Pathways Toward Student Independence Using Wikis and Planners Presenter: Juli Lamb

Typical Classroom Exchanges “Juli! What’s the homework for tomorrow?” “It’s on the board. Read pages ” Two minutes later “Juli! Is there any homework?” “Yes. I just said it’s to read pages And, it’s on the board.” Two minutes later “Juli! I was absent yesterday!! I didn’t know there was a quiz today!!! Can I take it tomorrow????” Etc. etc.

Why this is problematic Takes up valuable class time Enables dependence on instructor Annoying to the students who are paying attention

The solution Web-based Wiki Student planner

What’s a Wiki? Pages stored on the web and many others Easy to use –Interface similar to or word processor –No IT professional needed to manage or maintain Accessible everywhere with Internet access

How I introduced students to Wiki Created the page Posted all assignments and due dates for the upcoming week Took students into computer lab –Showed where to find the Wiki page –Showed how to enter id and password – ed to each student the page address

Introducing students to the planner Created on Excel, Xeroxed, distributed to students Showed students how to write assignments from Wiki onto planners Told students that –assignments would no longer be available in class –assignments would be available only on the Wiki

Results Not one complaint about this new system Students learned: –time-management skills –independence –self-confidence –responsibility –awareness of missed assignments took own responsibility for making them up

More results Instant elimination of: –all “I didn’t know about the assignment!” protests –all “What’s the homework?” questions –all negotiations about due dates Confirmation of instructor direction Less time spent on lesson planning Peace and quiet in the classroom (priceless)

Why this happened Instructor updated Wiki every Friday for the coming week Instructor modeled: –good work habits –self-discipline –time management skills –pro-action, preparation Instructor included a “head’s up” section –included longer-term assignments Students aware of what’s coming

Challenges for instructor the instructor breaking own habits –No more hand-holding and enabling –No more responding to questions about assignments significant self-control –Instructor taking a “tough love” approach practice

More challenges for instructor Updates made routinely and consistently Postings very clear Postings difficult to change after the fact –Required good planning habits –Students can always be contacted via Required collecting student s at the beginning of the session Instructor had already developed that practice several years ago

More challenges for instructor Change responses to student questions from “The assignment is to read pages 25-28” to “The assignment is on the Wiki. Go get it and add it to your planner.” Required significant re-training of self

Other effective responses “You know I don’t answer those questions.” “Hey, class! He wants to know about the homework! Where can he find it?” –quickly turned into a running joke Silence + “the look” Allows students to answer own questions

Responses to protests Student: “But I didn’t know about the assignment!” Me: “It has been posted on the Wiki since last week.” Student: pause. “I guess I should have checked the Wiki and added the assignment to my planner.” Me: “Yes, I think that would have been a good idea.”

Responses to negotiations Student: “I was sick yesterday. I couldn’t get my essay written. Can I turn it in tomorrow?” Me: “The assignment and due date have been posted on the Wiki since last week.” Student: pause. “I guess I should have checked the Wiki and added the due date to my planner.” Me: “Yes, I think that would have been a good idea.”

Final results I’ll never go back to what I did before!