Zahed Siddique Lance Lobban Jie Gao Aug.6th 2020 Set expectations - - PowerPoint PPT Presentation

NETI Workshop Sharing

Aug.6th 2020

Zahed Siddique Lance Lobban Jie Gao

Give instructions to student on how to create their own classroom space

• Plug in your computer/laptop
• Turn on your camera
• Use a headset (if you have one)
• Turn off email
• Silence or forward phone
• You are automatically muted

Be prepared to participate: get paper/pen, worksheets (printed or electronic)

Set expectations for class

Active Student Engagement

Interactions

Student-Student (SS) Interactions Student-Teacher (ST) Interactions Student-Content (SC) Interactions

Active Anything course related

Tools to facilitate online teaching--Zoom

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Do we fully apply the integrated functions in Zoom?

Zoom– Chat feature

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q Collect the text format feedback from students instantly q TA could help monitor chat box when you are in lecturing q Send documents to the class

Zoom– Poll feature

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Online assessment quizzes with no grading needed

Zoom– Yes/No feature

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q Simple for oral questions q Fast response

Challenges – Spring 2020 Perspective taking

Consider yourself as an OU student from Spring 2020. What are some of the comments that you may have as a student when courses transitioned to online?

Post your response in Zoom chat

Method Online Activity Mode Individual In-class individual activity In response to an instructor prompt, students individually complete any activity that requires them to reflect on course content (answer or ask a question, start a problem solution, etc.). Instructor calls

• n students to respond electronically and discusses responses after closing submissions. See Felder

and Brent (2016, pp. 113–115) for possible activity prompts. S Minute Paper Students identify main or muddy points after viewing lecture video and post their response anonymously online via discussion thread, e-mail, Moodle, chat feature, etc. Instructor views responses and addresses common issues in the next video lecture or by posting to a discussion forum. A,S ConcepTest Students view multiple-choice conceptual question class session and individually vote for correct response using a classroom response system. Instructor responds synchronously, clarifying

• misconceptions. Find STEM ConcepTests by entering “conceptest chemistry”, “conceptest polymer

membranes”, etc.) into a search engine or, for several branches of engineering, in the Concept Warehouse (Koretsky et al., 2014). S Just-in-time- teaching Students view multiple-choice concept questions before lecture and individually post their answers

• nline (preferably anonymously) during a prescribed time-period before a class session. Instructor

views responses before session and adjusts video presentation accordingly, focusing on common errors observed. S

On-line active learning activities – Individual

Acknowledgment: NETI Workshop

Group

In-class small-group activity In response to an instructor prompt, student groups complete any activity that requires them to reflect on course content (brainstorm, other activities named in the first row). Instructor calls on students to respond electronically and discusses responses after closing submissions. See Felder and Brent (2016, pp. 113–115) for possible activity prompts. S Think-Pair- Share Students complete any generic individual activity (see above), pair with another online student virtually and synchronously (e-mail, breakout room, phone) and come to consensus on a response to share with the rest of the class when contacted electronically by the instructor. S Thinking Aloud Paired Problem Solving Students in pairs solve a problem, one student vocalizing their thinking (Zoom, Skype, phone, etc.), the other student asking questions and providing prompts when the first student gets stuck. Students periodically switch roles. S Pair Programming Pair programming—one student writes code, partner checks, corrects, thinks strategically. Students frequently alternate roles. A,S Peer Instruction After completing online ConcepTests (see above) individually, students discuss the correct solution with a classmate (e-mail, chat, text, etc.) come to consensus and vote online again. Instructor responds synchronously, moving on when the response distribution indicates that most students have the correct answer. S POGIL(Process Oriented Guided Inquiry Learning) Students in teams work through online content and pre-prepared guiding questions. Instructor monitors responses, adjust next class session as needed. S Cooperative Learning Students complete team assignments under specific conditions including individual accountability and positive interdependence (Felder & Brent, 2006, 246–248). Students often work alone but periodically meet online (Zoom, etc.). A,S Problem-Based Learning Student teams complete authentic, open-ended problems, often under conditions similar to cooperative learning (see above). Students access relevant content through video lecture and online readings and interact online (zoom, breakout rooms e-mail, etc.) synchronously and asynchronously. Instructor provides formative and summative assessment electronically. (Savery, J. R., 2015) A,S

On-line active learning activities - Group

Acknowledgment: NETI Workshop

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Three low-risk active learning activities

• Think-Pair-Share
• One Minute Papers
• Thinking Aloud Pair Problem Solving (TAPPS)

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Think-Pair-Share

• Instructor poses a question or problem, and gives students

time individually to come up with answer (can be individual quiz question to increase participation).

• After allotted individual time, students are paired to share

answers, discuss differences, modify approach or answer.

• Quiz question can be re-administered if desired.
• Useful as a break in lecturing; time can be anywhere from one

to several minutes.

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Think-Pair-Share

Modes of online instruction: Synchronous vs. Asynchronous

How would you change Think-Pair-Share for asynchronous environment? Think about your response individually.

Zoom– Breakout Rooms

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q Small size class: recommended with group of 3-4 q Large size class: recommended with group of 4-6 q Group of more than 10 might not give an efficient student engagement

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TAPPS

• Applied to key problem, example, derivation, etc.
• Students form pairs with one problem solver, one listener.
• Problem solver reads problem statement aloud and talk about

problem-solving approach, steps, etc.

• Problem solver verbalizes, whenever possible, ALL they are

thinking (relevant to the problem)

• Listener is ACTIVE – requests clarification if a step is unclear,

checks unstated assumptions, prompting verbalization.

• Typically more time-consuming than think-pair-share or one minute

papers.

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One-Minute Papers

• Typically at the end of the class period (or last class of the week),

instructor poses a question for short answer; e.g.,

• What was the muddiest point in today’s lecture?
• What was the most important idea you encountered in class this

week?

• In your own words, how would you describe the relationship

between X and Y?

• What important question remains unanswered for you?
• Answers can be submitted to Canvas, Google Doc, etc. for

instructor’s examination and response.

• Students may maintain own electronic copy.

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One-Minute Papers What are your take-aways so far from the seminar?

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Assessments

Diagnostic Formative Summative

Google Docs

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http://docs.google.com/

Other Tools available to facilitate online teaching

q Up to 100 people can edit and comment at the same time. q More than 100 people can view a file q Easily be accessed though smartphone/tablet

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Other Tools available to facilitate online teaching--Gradescope

q Online grading platform that uses adaptive rubrics for grading q Integrated with Canvas q Allows for faster grading and more consistent feedback to students https://www.gradescope.com http://math.ou.edu/gradescope/

Other Tools available to facilitate online teaching-- Slido

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https://www.sli.do/ https://www.youtube.com/watch?v=TsZn2WfA3QI&feature=youtu.be q Let everyone in the audience ask their questions and vote for the ones they like the most. q Help you prioritize the discussion topics for Q&As, panel discussions or all-hands meetings.

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https://calendly.com/

Other Tools available to facilitate online teaching--Calendly

https://www.youtube.com/watch?v=ukDt2lGf wG4&t=5s q Schedule meeting with individual student or group q Free integrations with Zoom through September of 2020

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Other Tools available to facilitate online teaching

Piazza https://piazza.com/ Plickers https://get.plickers.com/ Slack https://slack.com/ Kahoot https://kahoot.com/ Moodle https://moodle.org/ …… q Don’t have to apply many technologies in your class q Use one or two which are best suitable for your specific class q Provide clear instruction to your students how to apply the functions used in your class so that they can be involved and engaged effectively