How do I adopt flexible instruction in my course?
Designing a course that includes more flexibility for students is challenging and to do it well requires upfront planning. Below are some considerations:
- Learning Outcomes: Provide flexibility in how learning outcomes can be met effectively by all students. This will allow you to vary assessments, provide choice, and engage students in same or equivalent learning activities (Beatty, 2019). For further information on writing learning outcomes, see Learning Outcomes: Construction.
- Instructional Approach: Consider a ‘flipped classroom’ instructional approach when presenting a large amount of content (Lewis & Hesson, 2021). It can help you prepare more engaging synchronous classes and at the same time build required resources and activities that can be shared with students who cannot make it to class for a variety of reasons. See these resources:
- Assessment: Look for evidence of learning over time by providing multiple opportunities to demonstrate learning and moving some assessments online. For suggestions, see Moving Assessment to Remote Learning Within Brightspace, and check out list of alternative assessments for remote teaching, along with rubrics at York University.
- Syllabus: Update your syllabus to reflect the learning environment. For example, include:
- a statement on course format and communication. (see example below)
- class guidelines on participation expectations, such as netiquette for communicating online.
- a course schedule that outlines the learning activities and assessments, along with the time slots for participating in synchronous sessions and time frame/due dates for completing asynchronous activities.
Example of a Format and Communication Statement
- Learning Activities: Select activities that are engaging and can be completed asynchronously and synchronously. See ‘Active Learning While Physically Distancing, Louisiana State University’ for suggestive activities for different instructional approaches.
- Course Resources: Make resources accessible to all students. See Course Content and Instruction web page for suggestions on recording lectures, distributing content, accessibility guidelines, and privacy considerations.
- Brightspace: Design your course in Brightspace to guide student learning and your instruction. For information on using the tools and features, see CITL’s Brightspace How-To-Guides and Tutorials.
- Quality Design Guidelines: To determine if you have included the critical and recommended elements in your course for students to succeed, use the CITL Quality Course Design Rubric as a guide.
References
- Alternative assessments for remote teaching (n.d.). Toronto, ON: York University. Retrieved from: https://www.yorku.ca/teachingcommons/wp-content/uploads/sites/38/2021/06/Alternative-Assessments-for-Remote-Teaching.docx.pdf
- Beatty, B.J. (2019). Hybrid-Flexible course design: Implementing student-directed hybrid classes. EdTech Books. Retrieved from: https://edtechbooks.org/hyflex/
- Center for Teaching and Learning (n.d.). How do you flip a class? Austin, TX: University of Texas at Austin. Retrieved from: https://ctl.utexas.edu/how-to-flip
- Honeycutt, B. (2013, March 25). Looking for ‘flippable’ moments in your class. Faculty Focus: Higher Ed Teaching Strategies from Magna Publications. Retrieved from: https://www.facultyfocus.com/articles/blended-flipped-learning/looking-for-flippable-moments-in-your-class/
- Lewis, K. D., & Hesson, N. (2021, April 16). Adapting group activities for COVID to ignite student engagement. Faculty Focus: Higher Ed Teaching Strategies from Magna Publications. Retrieved from: https://www.facultyfocus.com/articles/effective-classroom-management/adapting-group-activities-for-covid-to-ignite-student-engagement/
- Teaching tools: Active learning while physically distancing (2020). Baton Rouge, LA: Louisiana State University. Retrieved from: https://docs.google.com/document/d/15ZtTu2pmQRU_eC3gMccVhVwDR57PDs4uxlMB7Bs1os8/edit
Originally Published: October 13, 2021
