- Think-pair-share to Zoom – Middle-grade students were given a prompt, broke into small groups, and recorded their answers in a shared Google Doc, which kept students accountable. Returning to the whole class, a volunteer from each group shared their answers.
- Using Chat to check for understanding – One third-grade teacher had students use emojis in Google Chat to show whether they understood what was being presented (one emoji at a time!). A kindergarten teacher had students type T for true and F for false in the Zoom Chat area as she posed questions, which gave her feedback on learning and provided basic keyboarding practice.
- Flipping – A high-school math teacher had students listen to a recorded video before class and engage in a couple of online activities. At the start of the live class, students briefly summarized the concepts they had learned, then divided into breakout rooms to solve related problems. This format allowed the teacher to spend less time on formal instruction and tune in when students were struggling.
- Spider web discussions – Before class, students independently answered questions, then shared their responses at the start of a live Google Meet discussion. While students talked, the teacher listened and drew lines on a diagram of the class, tracking student-to-student interactions. At the end of the discussion, the teacher showed the resulting “spider web” via video and asked students to reflect on the experience: who talked, who listened, who built on others’ ideas.
- Online forums – A high-school English teacher used Google Classroom’s question feature to get her classes responding to readings and discussion prompts during remote learning time. As students responded, she replied with clarifying questions, creating a back-and-forth dialogue. Students were also asked to respond to at least two of their peers’ comments. A fifth-grade teacher used Nearpod Collaborate, a virtual collaboration board, to get students sharing images and writing responses to show what they learned from an article. She added another feature: students used Flipgrid so they could hear their peers’ voices, even though they were asynchronous.
- Virtual gallery walks – A high-school social studies teacher asked students to present five-minute screencasts on their projects. Classmates toggled through them and provided feedback on at least two using Google Sheets, with these prompts: What is something new you learned about this topic? What is something that surprised you? What is something you liked about this presentation?
from "8 Strategies to Improve Participation in Your Virtual Classroom” by Emelina Minero in Edutopia, August 21, 2020
Increasing Student Choice in Learning Tasks
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