We split the year into two different practices around Flexibility.
We split the year into two different practices around Flexibility.
Embedded Files
🍃 Spring Focus → Building Flexible Community
🍂 Fall Focus → Flexible Due Dates
If you haven't done so, please watch the intro video → What is +1 Pedagogy?
If you haven't done so, please watch the intro video → What is +1 Pedagogy?
🍃 SPRING FOCUS → Building Flexible Community
🍃 SPRING FOCUS → Building Flexible Community
Building Flexible Community Overview
Building Flexible Community Overview
◾ Option 1: Energy Indicator
◾ Option 1: Energy Indicator
What it is
What it is
Students use index cards to display how much energy (or how many “spoons”) they have for a given class session
How it facilitates flexible community
How it facilitates flexible community
Allows for students (and potentially you) to show up with different energy levels on a daily basis. Can promote attendance.
Considerations
Considerations
Could indicate low, or low and high; could include yourself; could be mandatory or voluntary; may require adjusting a lesson plan or talking to individual students, depending on what shows up.
◾ Option 2: How Are You Feeling Scales
◾ Option 2: How Are You Feeling Scales
What it is
What it is
All students verbally or physically select an image or word on a scale in response to your question.
How it facilitates flexible community
How it facilitates flexible community
Allows each student to voice where they are at (in their days, with regard to an exam, assignment, etc) and gives you the opportunity to you to respond.
Considerations
Considerations
Can be anonymous; can seem silly; can require adjustments (flexibility!) in terms of lesson planning, review sessions, etc.
◾ Option 3: Collaborative Notebook
◾ Option 3: Collaborative Notebook
What it is
What it is
Students rotate contributing their notes from class session to a Padlet or Google Doc/Google Drive maintained over the semester.
How it facilitates flexible community
How it facilitates flexible community
Responsibility and forms of notetaking need not be static or individualized; students can consult the collaborative notebook for assignments or when absent.
Considerations
Considerations
Sign-up sheet may require monitoring; some students may need accommodation or may not participate; evaluation criteria if participation is graded.
Example Directions from Shari Goldberg
Example Directions from Shari Goldberg
🍂 FALL FOCUS → Flexible Due Dates
🍂 FALL FOCUS → Flexible Due Dates
◾ Option 1: Built-In Range
◾ Option 1: Built-In Range
Definition
Definition
Set a window during which assignments can be submitted (e.g., a 3-day window instead of a single due date).
Benefits
Benefits
No tracking needed, reduces late work penalties, applies to all students while increasing autonomy.
Example
Example
“Assignment opens Monday, due anytime by Wednesday at 11:59 PM.”
Considerations
Considerations
May require pacing adjustments to ensure timely feedback.
◾ Option 2: Tokens/Time Bank
◾ Option 2: Tokens/Time Bank
Definition
Definition
Students receive a limited number of tokens (e.g., 3) to extend deadlines at their discretion. Tokens can be physical or virtual.
Benefits
Benefits
Empowers students, reduces negotiation emails, offered to everyone, promotes self-management.
Example
Example
Student wants to extend deadline by 24 hours based on the token policy set by the faculty member. They notify the faculty member (in advance) they will be using it.
Considerations
Considerations
Must clearly define boundaries (e.g., how long each token extends the deadline).
What this looks like in SPA 201 with Kim Armstrong
What this looks like in SPA 201 with Kim Armstrong
TOKENS/GET OUT OF JAIL FREE CARDS
Life happens, and sometimes you need a do-over. Tokens or GOJFCs give you an additional opportunity for agency over your decisions and their impact on your grade. How do they work? You will start the class with four tokens. These can be used in the following manner:
Erase an additional absence after your three (no more than 1 additional absence) = 1 token
A 24-hour extension on the workbook exercise due date. (1x time only; 1 token)
Reschedule a missed oral exam = 2 tokens
Get a 48-hour extension on an exam = 3 tokens
Make up an in-class composition = 2 tokens (If you are not present the day of an exam or a writing assignment, the only way to make it up is to have tokens. If you've used them up, then you will get a zero.)
You can mix and match those tokens, but you only have four, and they can only be used on the items above. Let's say you have three midterms on the same day and want an extension in Spanish. No problem; you will "spend" three tokens for the 48-hour extension. To use a token, you must tell me that you need it ahead of time and turn in a Token/GOJFC Request via Canvas. You'll pick one up in the Assignments Section. That lets me keep track of them. If you miss an exam day, your grade remains a zero without a request, assuming you have enough tokens. Again, any missed work will automatically be scored as a "0."
What if you never use all of your tokens? You can add any remaining tokens to one of your exams (up to 4 points).
◾ Option 3: "I Need an Extension" Form
◾ Option 3: "I Need an Extension" Form
Definition
Definition
Students complete a short request form when they need an extension. Faculty review and approve.
Benefits
Benefits
Retains faculty discretion and personalized support.
Example
Example
Form includes fields like name, assignment, reason (optional), and proposed new deadline.
Faculty can decide case-by-case.
Considerations
Considerations
Students elect individually. Can increase workload if not streamlined. Can use templates and set expectations.
I Need an Extension Form
I Need an Extension Form
Note key questions included in the form...view the sample form on the left
Student chooses a NEW due date to abide by
Student selects if help is needed from the faculty
A copy of their responses are sent to the student (found under settings)
Resources:
Resources:
How do I get notified if someone has filled out the form? View the steps in the screenshot below.
◾ Resources
◾ Resources
Darby, F., & Lang, J. M. (2020). Small Teaching Online: Applying Learning Science in Online Classes. Jossey-Bass.
Mauldin, Laura. Course Ethos of Care. https://www.lauramauldin.com/resources
Tobin, T. J., & Behling, K. T. (2018). Reach Everyone, Teach Everyone: Universal Design for Learning in Higher Education. West Virginia University Press.
Universal Design for Learning｜CAST. (2024). CAST. https://www.cast.org/what-we-do/universal-design-for-learning/
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