Fostering Student Engagement in Online Teaching. The best ideas from the Distance Learning Playbook by Fisher & Frey. This week on the Truth for Teachers podcast: We’re talking to Doug Fisher about the best practices in distance learning from their book with John Hattie — The Distance Learning Playbook: K-12 Teaching For Engagement and Impact in Any Setting. Our conversation covered plenty of practical tips for remote learning, specifically in the areas of student engagement and motivation, teacher clarity, online instruction, building relationships, asynchronous/synchronous learning, and more. “We didn’t forget how to be teachers.
It’s the same passion, engagement, and relationships — you already know how to do that. What we have to learn is a few tech tools, so that we can accomplish the teaching moves that we want, but we did not forget how to teach … Human beings know how to develop relationships, and sometimes they develop from a distance.” The book is based on the classroom experiences of a diverse group of more than 70 teachers this past spring. On teacher clarity in online learning: DOUG: Sure. Students Guide to Microsoft Teams - OneNote Class Notebook. Introduction to PowerPoint - Microsoft Educator Center. 20 Ways To Bring The Joy Back To Your Classroom - By Terry Heick Remote teaching and learning have gotten me thinking recently about less about what we teach or even why (two things I tend to think about the most), and more about how we teach (also a critical concept)–which has brought me to the idea of joy. In a 2014 post, Where Has The Joy Of Learning Gone, neurologist Judy Willis explained, “The truth is that when the joy and comfort are scrubbed from the classroom and replaced with homogeneity and when spontaneity is replaced with conformity, students’ brains are distanced from effective information processing and long-term memory storage.”
So then, the idea of joy in learning. Not joy for the emotional benefits but for the neurological effect and the residual human ‘lifting’ and growth that occurs when emotion and understanding occur together. Obviously, there’s a lot more to the idea of ‘joy’ in learning than ‘tips and hacks.’ 1. Empower students–support them and get out of their way. 2. 3. 4. 5. 6. Homework, for example. 7. 8. 9. Q&A with Sal Khan: The Khan Academy founder on what distance learning can and can’t do. 12 Tips for Teaching in a Virtual Environment. @TeacherToolkit In 2010, Ross Morrison McGill founded @TeacherToolkit from a simple Twitter account through which he rapidly became the 'most followed teacher on social media in the UK'.
In 2015, he was nominated as one of the '500 Most Influential People in Britain' by The Sunday... Read more about @TeacherToolkit How can teachers adapt to teaching online? A serious lack of funding over the last decade had already seen English state schools struggling to meet the needs of pupils. The COVID-19 pandemic caught all of us off-guard with an immediate need across the education community to readjust curriculum materials for remote delivery. I’ve taken a closer look to see if there are any similarities that we can draw upon for the teaching profession. Tip 1 – Review learning objectives Recommendation: Think critically about what can realistically be achieved. Tip 2 – Review resources Tip 3 – Explore strategies to engage learners Tip 4 – Design educational content for online Related.
Remote vs. online learning – Kerry Rice, Ed. D. This topic has come up several times in discussions I’ve had with others on the impact of coronavirus on the lives of, well… everyone. So I thought it might be a good time to clarify where we stand in terms of making a shift to educating students from a distance. Remote learning is a response to a crisis with a focus on continuity of learning using whatever means possible. Online learning is a thoughtful approach to an alternate delivery modality that adheres to specific guidelines and practices in order to result in the best possible outcome for learners. While online learning can certainly be a part of remote learning, it is not the focus of the current approach, and rightly so given the circumstances. I think it’s important to understand these differences as we navigate through our new normal.
This new normal highlights, in stark reality that perhaps wasn’t apparent before, how access to computers and the Internet is still very much limited for so many of our students. Like this: 403 Forbidden. Themes Chapter - Ireland's Yearbook of Education 2018 2019 by educationmattersie. 12.11 Step nine: evaluate and innovate – Teaching in a Digital Age – Second Edition. The last key ‘fundamental’ of quality teaching and learning in a digital age is evaluation and innovation: assessing what has been done, and then looking at ways to improve on it (for a more in-depth discussion of the issues involved in evaluating online learning, see Gunawardena et al., 2000) 12.11.1 Why evaluation is important For tenure and promotion, it is important if you are teaching to be able to provide evidence that the teaching has been successful.
New tools and new approaches to teaching are constantly coming available. They provide the opportunity to experiment a little to see if the results are better, and if we do that, we need to evaluate the impact of using a new tool or course design. It’s what professionals do. But the main reason is that teaching is like golf: we strive for perfection but can never achieve it. It’s always possible to improve, and one of the best ways of doing that is through a systematic analysis of past experience. 12.11.2 What to evaluate: summative. Teaching Effectively During Times of Disruption. Teaching Effectively During Times of Disruption. Project Audio: Teaching Students How to Produce Their Own Podcasts. Updated: April 14, 2020 Given the recent rise in podcast popularity, it’s no surprise that audio narratives are making their way into the classroom. They offer an engaging way for teachers to merge project-based learning with digital media analysis and production skills.
That’s why we run our annual Student Podcast Contest, in which we invite students to submit original podcasts, five minutes long or less. The 2020 contest runs from April 9 to May 19. The mini-unit below walks students through the process of analyzing the techniques that make for good storytelling, interviewing and podcasting. The activities culminate in students producing their own original podcasts. Note: For those teachers who may be technophobes, please don’t be intimidated by this technology-dependent lesson.
In this section, students analyze the elements and techniques of both podcasting and storytelling, because stories are often at the heart of podcasts. Warm Up: Elements of Podcasts • Modern Love “R We D8ting? 1. Teaching intelligence: how to take your classes online. When the novel coronavirus first hit Singapore in January, universities were two to three weeks into a new semester. As the number of cases climbed, university administrators grappled with challenging questions of protocol and pedagogy. Today Covid-19 knocks on doors worldwide, and universities everywhere face unprecedented challenges. One of the strategies embraced by many universities has been to migrate classes online. For those of us who are accustomed to teaching face-to-face, this idea is unsettling, and I have had many email enquiries about how to make a swift transition to online teaching.
The most common questions are: “How can we facilitate interactive, student-to-student learning in an online setting?” And “If our courses move online, how do we carry out online assessments without risking cheating and plagiarism?” Promote peer-to-peer learningMigrating lectures and even faculty-student interaction online is not that challenging. Can we design cheat-proof assessment? Don't 'just Google it': 3 ways students can get the most from searching online. Searching online has many educational benefits. For instance, one study found students who used advanced online search strategies also had higher grades at university.
But spending more time online does not guarantee better online skills. Instead, a student’s ability to successfully search online increases with guidance and explicit instruction. Young people tend to assume they are already competent searchers. Their teachers and parents often assume this too. This assumption, and the misguided belief that searching always results in learning, means much classroom practice focuses on searching to learn, rarely on learning to search. Read more: Most young Australians can’t identify fake news online Many teachers don’t explictly teach students how to search online. For six years, I studied how young Australians use search engines. Here are three things young people should keep in mind to get the full benefits of searching online. 1. . • where Sumatra is • why the tigers are endangered 2. 3. The Difference Between Emergency Remote Teaching and Online Learning. Well-planned online learning experiences are meaningfully different from courses offered online in response to a crisis or disaster.
Colleges and universities working to maintain instruction during the COVID-19 pandemic should understand those differences when evaluating this emergency remote teaching. Due to the threat of COVID-19, colleges and universities are facing decisions about how to continue teaching and learning while keeping their faculty, staff, and students safe from a public health emergency that is moving fast and not well understood.
Many institutions have opted to cancel all face-to-face classes, including labs and other learning experiences, and have mandated that faculty move their courses online to help prevent the spread of the virus that causes COVID-19. The list of institutions of higher education making this decision has been growing each day. The temptation to compare online learning to face-to-face instruction in these circumstances will be great. Table 1. M. Chunking your class – lessons we learnt from observing other lecturers – Teaching@Sydney. In week 4, lecturers across the University opened the doors to their classrooms and invited colleagues in to observe how they engage their students.
After the event, we asked observers what approaches they could implement in their own classes. In the first of a short series of posts, we take a look at one of these approaches: ‘chunking’ class time to help students remain attentive and learn more effectively from a lecture format. A 2008 paper in Science from the University of Wisconsin-Madison analysed the approaches used by effective teachers who implemented evidence-based practices. A key finding was that over two-thirds of class time was used for ‘active learning’, and that each 50-minute lecture-style class was split (chunked) into discrete learning events.
Dr Kellie Charles, Senior Lecturer in the School of Medical Sciences, noted after observing a ‘lectorial’ from the School of Information Technologies: Miller, S. et al. (2008) Scientific Teaching in Practice. Course Design: Planning a Flipped Class | Centre for Teaching Excellence. Course Design: Planning a Flipped Class | Centre for Teaching Excellence. The Water Cycle - Flipped Classroom – Teacher-Created Lesson Plan. Create a lesson using Doceri in which you define and explain the steps of the water cycle, being sure to include a brief overview (“hook”) of the lesson before beginning content instruction. Construct a resource list using Google Docs to include supplemental materials for students on the water cycle. This list could include image collections, YouTube playlists, website links, and more.
Both the Doceri lesson and Google Doc should be posted to the class Haiku page. Students will be taking notes and exploring resources from the resource list. Have students create a graphic organizer in Kidspiration to summarize what they learned. Student Instructions Watch the lesson video on Doceri. Icebreaker ideas for students learning remotely - Information Technologies. Icebreakers are interactive activities that offer a low stakes opportunity for instructors and students to get to know each other better. They can help students get more familiar with the digital course environment and help establish a community of learners. Icebreaker activities signal to students that engagement is important and expected and that the instructor is interested in them and invested in their learning. An icebreaker can also be more effective if instructors and students post their image and bios in their Canvas profile.
Examples of Icebreakers Examples shared by the University of Wisconsin include: Personal Introductions - students are asked to talk about their professional interests, goals for the course, personal interests, etc. One option is to have students develop video introductions in Canvas. Examples shared on the blog, Leveraging e-Learning, include: One word - students share one word that best describes them and post it in a discussion forum.
Teaching Theatre Online: A Shift in Pedagogy Amidst Coronavirus Outbreak. Blended Learning Course Design Mistakes to Avoid. Blended learning course design entails more than simply converting content for online delivery or finding ways to supplement an existing face-to-face course. Ideally, designing a blended course would begin with identifying learning outcomes and topics, creating assignments and activities, determining how interaction will occur, and selecting the technologies to best achieve those learning outcomes. However, a variety of constraints often affect the way blended courses are developed, which can compromise their quality. In an interview with Online Classroom, Veronica Diaz, associate director of the EDUCAUSE Learning Initiative, talked about how to avoid common mistakes in blended course design.
Blended Learning Course Design Mistake #1: Adopting an add-on model. Diaz recommends designing a blended course from scratch; however, a lack of time and resources often means that instructors will redesign existing courses. Excerpted from “Recommendations for Blended Learning Course Design.” Get The Pack - Ethical Explorer. Engaging students through online activities. Engaging and motivating students – Learning To Teach Online. Twelve things Covid-19 has taught us about education and schooling. As the school year draws to a close, it is an opportune time to reflect on what we have learned about education and schooling over the past few months. While there is a sense that everyone is fed up, the uncertainty of what is to come with the physical reopening of schools weighs heavily on many people’s minds. The physical closure of schools during the lockdown has presented many challenges. It has evoked a range of responses initially characterised by an appreciation for our teachers and the work they do, to a more recent rhetoric of criticism and frustration that teachers and schools are doing too much or not doing enough.
It is the stuff of rock and hard place. Many children have struggled for a variety of reasons. Very quickly the digital divide has emerged, with profound implications for students who don’t have access to the technology, wifi or digital literacy required to engage with online schooling. So, what has Covid-19 taught us about education and schooling? 1. 2. 3. 4. 5. 6. SAMR: A Powerful Model for Understanding Good Tech Integration. The biggest obstacle to teaching online probably isn’t the technology. Teachers seek out educational technology, in fact, because it “can have considerable positive impacts on student performance,” according to a 2016 study—improving test scores and allowing teachers to assess student achievement more efficiently.
The big problem is how to integrate it: Beyond the sheer number of tech tools available, the same researchers identified “inadequate professional development and training” as the primary obstacle to using technology productively in classrooms. Understandably, the emergence of the coronavirus has dramatically accelerated the process of integrating edtech, as educators around the country race to get online as fast as they can. But as many of our teachers have noted, the current state of K-12 online learning is more like triage—a form of crisis management—and not at all like skillfully managed distance education. A Hierarchy of Tech Uses Creative Commons Substitution Augmentation. How SAMR and Tech Can Help Teachers Truly Transform Assessment.
Teacher Support - Teacher Support. Teacher Resource Hub. Distance learning solutions. Microsoft Teams for Education. Chapter 12: Ensuring quality teaching in a digital age – Teaching in a Digital Age – Second Edition. Ideas and Strategies for Using Video in the Classroom. 8.3 Audio – Teaching in a Digital Age – Second Edition. 8.4 Video – Teaching in a Digital Age – Second Edition.
Tips for Online Study – Psylina Psays. The Importance of Building Community in Online Classes. Developing digital literacies. Five tips for connecting with your students through video. Distance learning – thoughts on inclusive design. Eight Steps for a Smoother Transition to Online Teaching. Swiftly Moving Online: Links and Resources. Five Strategies for Learning Online - Teachers academy. The Ultimate List of Useful Online Tools. How to create an online lecture using PowerPoint. Video Content | PDST. Online Tools | PDST. Zero budget gamification of online learning. Stop Asking About Completion Rates: Better Questions to Ask About MOOCs in 2019. Creating Supporting Learning Material using Screencasting – TELU. Creating Supporting Learning Material using Screencasting – TELU.
Learning Technologies. Skills for the Future, Voice, and Collaboration - Microsoft Educator Centre (Preview) Learning Technologies. LearnLab. Resource Search - National Forum for the Enhancement of Teaching and Learning in Higher Education. Resource Search - National Forum for the Enhancement of Teaching and Learning in Higher Education. Resource Hub - National Forum for the Enhancement of Teaching and Learning in Higher Education. Blending online and face-to-face | Wenger-Trayner. Blending online and face-to-face | Wenger-Trayner. Teaching with technology and higher education: a brave new world?: PRACTICE: Vol 0, No 0. Reading from paper compared to screens: A systematic review and meta‐analysis - Clinton - 2019 - Journal of Research in Reading.
Web Resources - PDST-Technology in Education. Post-Primary – Teaching & Learning : PDST.