Course Goals and Objectives

In answering this I have reviewed the list of objectives and find that the course has met them each, with one exception: to develop an attitude of confidence. While I understand that that comes from experience, practice and moral support, perhaps there are some additional techniques we can learn so that we can act least ACT confident until we gain the real thing. I’d love some tips on that. But, yes: the course succeeded in meeting its diverse goals!

Course Content/Design

This was a very rich class and though it was jammed with information, I don’t think it moved either too quickly or too slowly. I could see the progression and overarching plan as we worked on units within it.

In-Class Learning Activities

My only reservation about the in-class work is that sometimes the methodology seemed redundant. For each unit (if I am recalling correctly) we paired up to write answers to specific topics on newsprint hung around the room, or otherwise responded to text that was distributed on the walls. It’s not that I don’t think the subject matter was important, because it absolutely was, and the idea of using this activity for synthesis is one I appreciate. But I would have liked more variety of approaches. The content itself was great. I adored the quotes about writing: very inspiring. Pair work, likewise, got a little old — not because of its being pair work, but because there was a certain sameness in nature of discussion.

Course Materials (Books, Readings, Handouts, tapes, etc.)

I thought the reading selections were excellent: current, accessible, challenging, thought-provoking. I have to say I’m not wild about the jigsaws for the readings, but I didn’t trust that all my classmates would have read as carefully as I would have [except on that assignment when I totally flaked and forgot to read — but at least I admitted it!]. So sometimes, with certain partners, I felt I was missing key info, yet I didn’t have time to go read it after the fact. I would prefer jigsaws pertain to less critical subject matter. And I was grateful that she brought me two books that she expected would specifically address my interests.

Out-of-Class Assignments

Working on the lesson plans, as I’ve pointed out in my final paper, was a real eye-opener for me, and I appreciated your flexibility in keeping our topics and approaches open. I learned a lot not only from doing it, but from my peer feedback. It was a great experience. I was less eager to share my journal entries. I think asking us to do so was a good way to make sure we were keeping up (and I’m guilty of having fallen behind, whatwith other assignments that take precedent), but I want my journal to be a place I can write anything, for my eyes only. So it seemed a bit uncomfortable to me: almost an invasion of privacy, though I know that was far from your intent!

Feedback on assignments

I have to say this is one area that lagged behind the others. The feedback seemed to come long after the assignment was due. If I’m correct, some feedback didn’t/hasn’t arrived a month after I submitted the assignment. That seems too long. By the time I get it, I’m well into the next subject, and have a hard time re-engaging. So I would appreciate more timely response, particularly because you have valuable things to offer. Another comment I made in my evaluation of Adult Ed is that I would have been grateful for more in depth feedback as well, when/if appropriate. You know so much that you can share with us. I checked “disagree” for “helpful” not because what you wrote wasn’t helpful — it was — but because I wanted feedback to dig beneath the surface more. One strong aspect of her feedback is that she understood my professional background and encouraged me to consider connections between my past in radio and my future in teaching.

Teaching

Elizabeth is wonderfully human, yet beneath her accessible manner she possesses deep knowledge — a valuable resource for us. I’ve already commented ad nauseum on where I think she could improve on timing the lessons. I am going to be really awful at that in my teaching, and a being able to observe effective techniques would help me. The flip side of that is that she is flexible and willing to diverge from the set agenda to pursue topics that the students introduce. And that is incredibly important, both in terms of knowledge gained and in creating an atmosphere where students feel “heard.”

What was the strongest aspect of this course?

The opportunity to learn first-hand how interrelated are the four skills, to learn strategies for sequencing and structuring our presentation of them, and to get some new lesson plan ideas.

What changes, if any, would you recommend to improve the course?

Already addressed.

What would you suggest that the professor continue to do or do differently?

I’ve already addressed this. Thank you for allowing me to be honest, Elizabeth.

If moodle was used in this course, please comment on what was helpful about the use of moodle and what could be improved about how it was used.

It was chaos. Some things were there, some not. Some were hidden in funny places. It would be helpful if things were uploaded into their respective week, and given a title that make its purpose clear. I know Moodle is new to the school. It would be good if teachers were given clear instructions on how to use it, and together developed a consistent approach. Everyone uses (or doesn’t use) it differently; very confusing.