Luci Kohn Biological Sciences Paul Rose SEHHB Stacey Adams Psychology Lynne Miller Chemistry and Kevin Tucker Chemistry Communication Strategies BALANCE Passive amp Active Strategies ID: 810219
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Slide1
Slide2Challenges in, and Suggestions for, Teaching Large Classes Online
Luci Kohn (Biological Sciences), Paul Rose (SEHHB),
Stacey Adams (Psychology), Lynne Miller (Chemistry), and Kevin Tucker (Chemistry)
Slide3Communication Strategies - BALANCE Passive & Active Strategies
Passive
communication - Set from Day 1
Design course for consistency, clear expectations
Early Blackboard setup/access
Detailed schedule re: content delivery, assessment/project due dates
No surprises!
Slide4Communication Strategies - BALANCE Passive & Active Strategies
Active
communication - regular, reliable schedule
Keep students on-task, motivated, enthusiastic, engaged
Helpful reminders, content highlights, topical anecdotes, your daily Covid/quarantine experience
Delivery options: e-mail, podcast, blog, video chat, small-group breakout rooms via Zoom, be creative
Keep these focused, brief
Slide5Strategies to Reduce Email
Clear, consistent, concise instructions in advance
Syllabus quiz
Weekly or just-in-time announcements
Not too much!
FAQ page
Slide6Content Delivery - Synchronous vs. Asynchronous
Synchronous
(live) content delivery
PROS:
Routine helps externally-motivated students
Fosters sense of community
Less to prepare in advance
CONS
Factors may prevent student attendance and participation
Difficult to actively engage large number of students
Student distraction over long lecture session (50-75 min)
SUGGESTIONS
LIMIT synchronous content delivery; record for later use
Utilize break-out rooms for smaller groups within Zoom
Integrated, pre- and/or post-lecture polls/quiz
zes
Slide7Content Delivery - Synchronous vs. Asynchronous
Asynchronous
content delivery - preferred
PROS:
Flexible for students schedules and pace
No juggling 50 (300?) students at once
CONS
Isolation, diminshed sense of community
Risk student apathy
Need content/materials available well in advance
SUGGESTIONS:
CREATE opportunities for synch interaction, engagement
Keep watchful eye, set early assessments, reach out to help
Bottom line: optimize blend of synch / asynch methods - establish flexible and engaging student experience
Slide8Strategies to Establish Rapport
Establish rapport with students
Beginning of semester
Welcome email and video
Define expectations
Brief survey of available technology, circumstances
Where to look next
Student introductions
Introduce yourself as an example
Break the class into smaller groups
Respond to each student
Slide9Strategies to Establish Rapport
Through semester - maintain presence
Be visible
Communication
Check-in mail, virtual office hours, community discussion / open-house
Build community
Participate in discussion boards, affirm progress, share yourself
Support self-directed learning
Slide10Engagement Strategies
Frequent and early quizzing
TechSmithKnowmia
Blackboard
Award participation points
Practice extra empathy and forgiveness during pandemic
Slide11Assessment Strategies
Frequent, low-stakes quizzing
Save time with summative feedback (not individualized)
Use peer review, group projects
Provide examples of âAâ, âFâ assignments
Consider worksheets
Open-resource tests with time limits
Practice using Respondus Monitor and ProctorU
Slide12Strategies to Support Students Who Might Fail
Quiz as early as possible
email students who earned lowest grades
invite to Zoom office hour
Use mail-merge to send (seemingly) individualized invitations
Use name on screen to convey belonging
Clarity, consistency in every instruction
Micro-scaffolding
They may need more detailed advice
e.g., Show how to make a study guide
e.g., Explain how to schedule work
e.g., Use practice questions frequently
Slide13Q & A
Luci Kohn (lkohn@siue.edu) and Paul Rose (prose@siue.edu)