Element #1: Individualized Attention

Element #1: Individualized Attention

Element #1: Individualized Attention


Know each student individually.  Use F2F sessions mindfully to get to know them, spend more time with them before and after class.  “Spending more time conversing with students than emailing them; having genuine and frequent eye contact in classrooms; and noticing which students and friends get lost in technology, or which ones don’t get engaged with technology at all.”  Focus on the students who need help most.

  Pedagogy Implementation
1 To Introduce: in a conversation, obtain a “digital profile” for each person with whom you work -- favorite websites, preferred means of interacting online, social media profiles, etc.  

For digital profiles:

  1. Consider having students fill out a paper questionnaire, in their own handwriting, and turning it in during a F2F class.  Here is an example for you to copy, in both Google Docs version and MS-Word versions from SMC professor Anna Maximova.  Or put it online using Moodle’s Database or Survey tool.  Knowing non-academic things like aspirations, hobbies, strengths, weakness, favorite TV shows, etc., can really help make personal connections with students.

  2. Have your students complete the online VARK questionnaire: to get a sense for how they learn best, and then ask them.  (Note that these tools are always limited and sometimes wrong; but they are usually better than nothing.)


To Enhance: Send students links to articles, websites, videos, etc. in areas that you know are part of their interest, whether directly related to formation or not

The Quickmail block allows you to choose an individual student recipient.


A side effect of giving prompt feedback is that you have current student grades always available to you, and you can sort worst to best -- so you can tell at a glance which students are struggling, need help, or need a good talking to.

In the gradebook, you can sort by any column to see who did poorly, or who did not turn in an assignment.  And, course reports allow you to see who did not complete an assignment or discussion forum, and then email just those students a reminder.


Using some form of voice grading for papers makes your feedback more personal, more friendly, and less hostile than the simple red pen.

See voice grading on the Feedback page.


Change due dates and time limitations for students who have SDS accommodations.

Note that you can override assignment due dates and quiz time limitations for students who need accommodations.