Review the artifacts above on student enrollments and student progress in the course. Then, provide a detailed description of all that this information tells you about the hypothetical course. Include how the teacher might adjust the course in the future based on the previous activity of these students. Document in a reflection on your blog.
Artifact 1 suggests that the instructor is going to have a large workload this semester with over 100 students; better review the time management module.
Artifact 2 suggests that some of the students are waiting a while to get orientated. Perhaps a friendly reminder via class email or remind.com would help students to get orientated with the course within the first two weeks, if not the first week. Students will tend to procrastinate, so this expectation needs to be made explicit from the very start of the session.
Artifact 3 suggests that some more preemptive intervention might be necessary. I would suggest a lot of early monitoring, so that the teacher will have to do less later. Maybe try to contact parents of failing students at least within a week of the failure grade posting.
Artifact 4 suggests that the teacher is concerned about using positive feedback to reinforce good behaviors. As teachers we sometimes forget that this can be more effective than the negative calls.
Artifact 5 clearly shows that the students who are accessing all of the resources for longer periods of time are doing better. This serves as evidence and specific tangible data that can not only help improve, but also can justify why a student is not doing well. Essentially, this chart puts the onus of proof onto the student.
Artifact 6 has some feedback, but it isn't as specific as possible. Perhaps use examples from the students own work. Also saying Great job with an 83% might not be considered the most sincere comment.
Artifact 7 allows pinpointed access and reflection.
Artifact 8 has specific scores and the student clearly is doing well.
Artifact 9 has what seem to be generalized comments.Perhaps personalize them by addressing the student by name, or mentioning specifics from his/her work.
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