9 Ways Online Teaching Should be Different from Face-to-Face | Cult of Pedagogy - 0 views
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shared by Ed Webb on 13 Jul 20
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Resist the temptation to dive right into curriculum at the start of the school year. Things will go more smoothly if you devote the early weeks to building community so students feel connected. Social emotional skills can be woven in during this time. On top of that, students need practice with whatever digital tools you’ll be using. So focus your lessons on those things, intertwining the two when possible.
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Online instruction is made up largely of asynchronous instruction, which students can access at any time. This is ideal, because requiring attendance for synchronous instruction puts some students at an immediate disadvantage if they don’t have the same access to technology, reliable internet, or a flexible home schedule.
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you’re likely to offer “face-to-face” or synchronous opportunities at some point, and one way to make them happen more easily is to have students meet in small groups. While it’s nearly impossible to arrange for 30 students to attend a meeting at once, assigning four students to meet is much more manageable.
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What works best, Kitchen says, is to keep direct instruction—things like brief video lectures and readings—in asynchronous form, using checks for understanding like embedded questions or exit slips. You can then use synchronous meetings for more interactive, engaging work. “If we want students showing up, if we want them to know that this is worth their time,” Kitchen explains, “it really needs to be something active and engaging for them. Any time they can work with the material, categorize it, organize it, share further thoughts on it, have a discussion, all of those are great things to do in small groups.”
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The Jigsaw method, where students form expert groups on a particular chunk of content, then teach that content to other students. Discussion strategies adapted for virtual settingsUsing best practices for cooperative learning Visible Thinking routinesGamestorming and other business related protocols adapted for education, where students take on the role of customers/stakeholders
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What really holds leverage for the students? What has endurance? What knowledge is essential?What knowledge and skills do students need to have before they move to the next grade level or the next class?What practices can be emphasized that transfer across many content areas? Skills like analyzing, constructing arguments, building a strong knowledge base through texts, and speaking can all be taught through many different subjects. What tools can serve multiple purposes? Teaching students to use something like Padlet gives them opportunities to use audio, drawing, writing, and video. Non-digital tools can also work: Students can use things they find around the house, like toilet paper rolls, to fulfill other assignments, and then submit their work with a photo.
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Online instruction is not conducive to covering large amounts of content, so you have to choose wisely, teaching the most important things at a slower pace.
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Provide instructions in a consistent location and at a consistent time. This advice was already given for parents, but it’s worth repeating here through the lens of instructional design: Set up lessons so that students know where to find instructions every time. Make instructions explicit. Read and re-read to make sure these are as clear as possible. Make dogfooding your lessons a regular practice to root out problem areas.Offer multimodal instructions. If possible, provide both written and video instructions for assignments, so students can choose the format that works best for them. You might also offer a synchronous weekly or daily meeting; what’s great about doing these online is that even if you teach several sections of the same class per day, students are no longer restricted to class times and can attend whatever meeting works best for them.
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put the emphasis on formative feedback as students work through assignments and tasks, rather than simply grading them at the end.
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In online learning, Kitchen says, “There are so many ways that students can cheat, so if we’re giving them just the traditional quiz or test, it’s really easy for them to be able to just look up that information.” A great solution to this problem is to have students create things.
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For assessment, use a detailed rubric that highlights the learning goals the end product will demonstrate. A single-point rubric works well for this.To help students discover tools to work with, this list of tools is organized by the type of product each one creates. Another great source of ideas is the Teacher’s Guide to Tech.When developing the assignment, rather than focusing on the end product, start by getting clear on what you want students to DO with that product.
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Clear and consistent communicationCreating explicit and consistent rituals and routinesUsing research-based instructional strategiesDetermining whether to use digital or non-digital tools for an assignment A focus on authentic learning, where authentic products are created and students have voice and choice in assignments