A bit earlier this semester, I was asked to create an intensive hybrid speech class. It sounded fun to me. (I know not everyone would enjoy creating curriculum, but there you go…)
Since we are just sitting around here sort of waiting for Christmas festivities with our family (does everyone else feel that way?), I had the time to create it. So, although I say “gulp”, I am also metaphorically standing here like Wonder Woman. I. can. do. it.
Honestly, I had no idea what I got myself into, but that isn’t unusual for me. I’ve taught drama and speech classes for nearly forty years–I mean, how difficult can it be?
I looked around on the web and found several sites and Pinterest pins concerning the subject, so that persuaded me I could put the hybrid together.
However, if I’m going to learn from all of this, I need to analyze what I am doing right and wrong during these thirteen days when I teach one for the first time
First, I had to get the lingo straight. I was calling it an “a cross between an online and traditional class”. Duh. This is completely incorrect!
On line classes occur only on line. Hybrid classes use textbooks and can have one on one teaching time with students or time in a classroom. Hybrid’s use various modalities to teach–on line learning from various sources (websites, video clips, on line documents, etc. )Hybrid classes are usually only offered for lower level classes.
That’s the first thing I learned.
In thirteen days, I must teach an entire textbook’s worth of material.
No problem….(gulpIn theory this should work. Here’s why:
The students are reading, writing speeches, viewing a lot of information on line, answering forum posts, creating notecards, outlines, bibliographies, etc. and attending class with me for 70 minutes each of the thirteen days. During the interim for Christmas and New Year’s the students have assignments to do as well.
How intensive is this? Well, their first speech, an informative one, is due on Friday. Tomorrow, they are presenting a little self introduction for us.
Two speeches down, two to go.
I thought this would be difficult for the students to complete. A faculty member asked, “Once they saw all they had to do, did they run out the door?”
The answer is no. It didn’t seem to faze them.