cross-posted at U Prep Technology Integration Exchange. While I normally don’t post other teacher’s work here, I thought it appropriate so that I could discuss the “how” of the scripts, etc. All credit where it’s due, though– I wasn’t the “idea man” on this project at all.
University Prep students are busy, hard-working and are learning to balance involvement in academics, extra-curricular involvement and athletics. The U Prep faculty knows that helping students assume increasing responsibility for their work means that students must be able to advocate for their needs as well as to take on ownership of their schedule. Sometimes deadlines need to be moved for a variety of reasons, or sometimes things fall through the cracks, and teachers want to know why in order to form a teachable moment with a student when appropriate. Good teachers know that while it’s normal to miss a deadline on occasion, a student missing many deadlines can be an indication that the student needs some additional support.
What happens when a student starts missing assignments across multiple classes, though? Traditionally, teachers have had little opportunity to see when students may be running into trouble across multiple courses. The Math and English Departments are currently piloting a web-based system which allows students to submit a request for extension on an assignment or assessment. This request is sent to three parties: the originating student, the involved teacher, and the student’s advisor. As part of the request, the student explains the circumstances and proposes when they can get the work submitted.
Based on a form designed last year by math teacher Ian McInerney, the system has been running for several weeks in English and Math courses. The form is linked directly in the course’s Schoology page so that students can access it using their laptops or tablets. Rather than being reactive (after a deadline has been missed), the faculty hope that the use of this tool will encourage students to think and plan ahead, and use the request before a deadline arrives. The early results are encouraging here– of the 44 requests submitted so far, 35 were submitted either on or before the due date, suggesting that this tool is part of a students’ advance thinking rather than an after-the-fact reaction.
Faculty reaction thus far is positive, with advisors noting that the tool has prompted discussions with advisees around missed assignments as they develop. One advisor noted that seeing a couple of requests come in from the same advisee for different subjects enabled the advisor to have a talk with the student about the situation and resolve it holistically. While many of the uses of personal devices in school are around completing academic work, this is one example of how U Prep students use them to work on two other priorities of the device program: their organizational skills and communication.