This site provides examples of instructional resources created in the Humanizing Online STEM Academy, a professional development program funded by the California Education Learning Lab and administered by the Foothill DeAnza Community College District.
I came to this Humanizing STEM academy with zero skills of Flip, Adobe Express, Youtube studio, and I didn’t even know how the “liquid syllabus” look like! Yes, I did have trainings on Canvas with minimal skills of how to interact with online students. I have no clues of how to use different technology tools to interact and facilitate with students on the online learning environment other than limited skills of grading, uploading assignments, discussion board.
Majority of my classes are held face-to-face, and during the pandemic, my classes were in synchronously except there was only ONE time I taught an 8 weeks class asynchronously. I didn't know where the students came from and had no flexibility with my online students.
After 6 weeks of taking this academy, I feel more confident with teaching online classes especially using FlipGrid, Adobe Express and Youtube Studio to help me in creating video lectures with accurate captions. It also gives me ideas of how to use those tools in creating the ice breaker activities to interact with students and allow students to interact with each other.
The “Liquid Syllabus”! Yes, I feel that the liquid syllabus will help me to help students to looking for what they need and have a sense of belonging in class, that’s very important! Furthermore, besides finishing 8 Humanized teaching elements for this academy, I feel that I’ve learned a lot from my facilitator! She has been really helped me to open my eyes of what is meant “humanizing”! I learned from her that not just only using these tools to make my online course humanized, but also the ways of approaching to students and be more flexibility with students!
The academy has broadened my knowledge in using different tools to support online students. My plan is to upload the Liquid Syllabus and my introduction video for both of my face-to-face and online classes at least one week before the semester starts so they know who their instructor is and give them a sense of welcoming to class. After that, I’ll create a “getting to know you survey” assignment and students will have the option to use FlipGrid or Adobe Express to make their own video or voice video for the assignment. This assignment will be offered to both of my face-to-face and online classes. As the semester moving along, I’ll be using either Adobe Express or Flip to record my videos for the announcements or reminders weekly.
I will use the Liquid Syllabus with video of introduction for both of my face-to-face and online classes. I will send it to my students via email at least one week before the semester starts so they know who their instructor is and give them a sense of welcoming to class. Also, the liquid syllabus will provide students with all the information about class in details such as course materials, expectations, grading policies, resources that are available to students and course contents.
I chose this image because I'd like to send students messages that I welcome diversity in class, encourage students to ask questions and motivate student to participate during class.
In my homepage, as I try to make it looks simple as I could. I have a banner with all the tools for a math class need. My introduction video and liquid syllabus. Also, students can click on "start here" button to get started for the course with all the modules and assignments. Last but not least, I've included the "check grade" button so I can regularly check their current grade.
My "Getting to Know You Survey" appeared on the Orientation Module, and students need to complete this survey a week before the semester starts. Some questions included that fits within my course are "How do you learn best? What works for you? What doesn't?. This question would help students to identify what best learning techniques that fit for their learning styles so I can provide different types of lectures for students to fit their needs. Another question is "What would you like me to call you in class?" This question establishes the relationship and respect between students and instructors.
A week before the semester begins, I will assign an ice breaker activity for my classes, both, online and face-to-face class. My ice breaker has been created with the FlipGrid tool. The questions included what is your name, major, experience about Math classes, and what do you hope for this class. They will have then comment on at least one peer that they have something in common. I am hopeful that this activity will help them to build community with their peers early on in the class, and get them ready to engage in future collaborative activities!
At the end of every semester, I ask my students in face-to-face to write comments/feedback to me to so I can improve my class in the next semester. This semester, for my online class, my wisdom wall will encourage students to reflect on their experiences in the course and provide feedback/offer their advice to the future students. Future students will then view this advice at the beginning of the class, which will help them to realize what they should do in class to help them succeed.
The reason why I came up with this video because of the implementation of AB 705, students don't need to have prerequisite of intermediate algebra in order to enroll in college algebra and/or don't need to take the placement exam. As long as their math milestone is M40/higher or their records shown they took some algebra classes in the past, even 10-15 years ago, then they're allowed to enroll in! I've seen that students enrolled in this course, at least 1/3 are lacking college readiness and tips to study. Therefore, I make this video for my students to watch before the semester begins to guide them through how to success in this course.
Learning Objective: At the end of the video, students will be able to find/simplify the difference quotient of a function.
Whenever it comes to functions, majority of students will struggle with the concepts of difference quotient when first introduced. Students will be able to evaluate, then simplify the function but the majority is they don't understand where the difference quotient came from.
So in this video lecture, I explained to students how did the difference quotient came from step by step, and if students understand this concept, then it is very easy for them the find/simplify the difference quotient of any functions. I like the mircolecture because if students don't understand a certain parts on the lecture, students can pause, rewind and listen to it again at anytime. I will looking forward more to this type of lecture for all the sections of the course.
