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- Herausgeber: John Wiley & Sons
- Kategorie: Bildung
- Sprache: Englisch
A practical, educational technology resource for educators teaching remotely or in the classroom The most effective hybrid teachers are those that have a vast knowledge of instructional strategies, technologies, tools, and resources, and can masterfully build meaningful relationships with students in-person and through a screen. The Hybrid Teacher: Using Technology to Teach In-Person and Online will teach educators to leverage the technology they have access to both in their traditional brick-and-mortar classrooms and in remote learning environments, including established online and hybrid schools; emergency response models for pandemics, natural disasters; rural education; and connecting with students who can't make it to school. Many of us had to adapt to online teaching during the COVID-19 pandemic, but we still need resources for optimizing our instruction and becoming the best teachers we can be. This book is a practical guide for teachers who want to prepare for current and future remote instruction or leverage the best practices of remote instruction and EdTech tools to bring back to their brick-and-mortar classrooms. Inside, you'll learn about the impact of social and economic differences on classroom technology, and you'll find strategies and advice for maximizing success in each situation. * Learn how best to leverage technology in traditional brick-and-mortar and remote classrooms, with case studies of the hybrid school model * Gain tips and techniques to ensure that your teachers, students, and parents have the skills to succeed with technology * Discover strategies for setting norms and expectations and transitioning between online and traditional learning * Put into place proven methods for accountability and assessment of classroom successes * Gain resources to the most effective educational technologies available today in multiple subject areas including English language arts, science, math, social studies, visual arts, dance, drama, music, and general education * View sample lesson plans for how to implement tools into your classroom, build culture and community, and adapt for different learners Given the current push to remote teaching during the pandemic and the uncertainty over what the return to school and the traditional brick-and-mortar classroom will look like, The Hybrid Teacher will be an invaluable resource on the shelves of teachers and administrators alike.
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Seitenzahl: 349
Veröffentlichungsjahr: 2021
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Table of Contents
Cover
Title Page
Copyright
About the Author
Acknowledgments
Before We Begin
HOW TO USE THIS BOOK (PRINT)
“FREEMIUM”
GLOSSARY
Introduction
THE WHY
MY WHY
A NOTE ON ACCESS AND EQUITY
RESOURCES
Chapter 1: Synchronous and Asynchronous Learning
Chapter 2: Synchronous Learning
CHOOSING A VIDEO CONFERENCING PLATFORM
KEY VIDEO CONFERENCING FEATURES
SETTING EXPECTATIONS
SYNCHRONOUS INSTRUCTION: LESSON BREAKDOWN
SYNCHRONOUS INSTRUCTION: KEEP IT FUN
RESOURCES
Chapter 3: Asynchronous Learning
ACCESSING ASYNCHRONOUS LEARNING: LEARNING MANAGEMENT SYSTEMS (LMS)
DESIGNING ASYNCHRONOUS LESSONS
ASYNCHRONOUS DISCUSSION
OTHER ASYNCHRONOUS OPTIONS
MEANINGFUL OR MANDATORY?
RESOURCES
Chapter 4: Apply, Create, Explore
MAKE A VIDEO
WRITE A BOOK
DESIGN AN INFORMATIONAL GRAPHIC
REVIEW VOCABULARY
PLAY A GAME
CREATE A PRODUCT
PREBUILT CONTENT REVIEW WEBSITES
PRACTICE USING DIGITIZED WORKSHEETS
VIRTUAL “ESCAPE ROOMS”
RESOURCES
Chapter 5: Keep Design in Mind
SLIDE PRESENTATION RESOURCES
CONSIDER COGNITIVE LOAD
RESOURCES
Chapter 6: Project-Based Learning
START WITH SPRINTS
RESOURCES
Chapter 7: Executive Functioning Skills
TIPS FOR TEACHING EXECUTIVE FUNCTIONING SKILLS
RESOURCES
Chapter 8: Social and Emotional Learning
MINDFULNESS
RESOURCES
Chapter 9: Building Culture and Community
STARTING THE YEAR
STAYING ENGAGED
CONNECTING TO THE WORLD
RESOURCES
Chapter 10: Attendance and Assessment
ATTENDANCE
ASSESSMENT
RESOURCES
Chapter 11: Little Learners
HYBRID FOR LITTLE LEARNERS
ADDITIONAL ELEMENTARY IDEAS
RESOURCES
Chapter 12: Subject-Specific Strategies
ENGLISH
TAG
MATH
SCIENCE
SOCIAL STUDIES
WORLD LANGUAGES
VISUAL ART
DRAMA
PHYSICAL EDUCATION
MUSIC
RESOURCES
Chapter 13: Nonteaching Staff
PARAS
LIBRARIANS
STUDENT AIDES
RESOURCES
Chapter 14: Adapting
SPECIAL EDUCATION
ENGLISH LANGUAGE LEARNERS
ACCESS TO TECHNOLOGY
DATA AND PRIVACY
RESOURCES
Chapter 15: Parent/Guardian Communication
RESOURCES
Chapter 16: Technology Bootcamp
DIGITAL SKILLS BY GRADE
HOW TO TEACH DIGITAL SKILLS
RESOURCES
Chapter 17: Teacher Time Savers
RESOURCES
Chapter 18: Going Further…
DEVELOP YOUR PERSONAL LEARNING NETWORK
PROFESSIONAL DEVELOPMENT
GET A BADGE
ADDITIONAL READING AND RESOURCES
ESSENTIAL EdTech TOOL BOX
RESOURCES
Chapter 19: The Future of Education Is Hybrid
WHAT DID I MISS?
TAKE CARE
Chapter 20: The Administrators’ Appendix
WHAT IS HYBRID LEARNING?
WHY HYBRID LEARNING?
THE HYBRID TEACHER
TRADITIONAL HYBRID SCHOOL EXAMPLES
COVID -19 HYBRID MODELS
ALTERNATING, COORDINATED, AND CONCURRENT INSTRUCTION
RESOURCES
Appendix: Additional References
Index
End User License Agreement
List of Illustrations
Chapter 2
Figure 2.1 Expectations.
Figure 2.2 Classroom Screen.
Figure 2.3 Movement gif.
Figure 2.4 Move It Extension.
Figure 2.5 Breathing gif.
Figure 2.6 Pear Deck Google Slide add-on.
Figure 2.7 Pear Deck template.
Figure 2.8 Pear Deck “express yourself.”
Figure 2.9 Jamboard sticky note response template.
Figure 2.10 Jamboard graffiti wall example.
Figure 2.11 Sharing Jamboard.
Figure 2.12 Copy link in Google Classroom.
Figure 2.13 Custom Cursor.
Figure 2.14 Google version history.
Figure 2.15 Best practices for group work.
Figure 2.16 Independent work options.
Figure 2.17 Zoom Call Soundboard.
Figure 2.18 Emma Pass as guest speaker “Sargent Pass.”
Chapter 3
Figure 3.1 Week at a glance.
Figure 3.2 Assignment labels.
Figure 3.3 Learning coach check.
Figure 3.4 Community question with answer box.
Figure 3.5 Google Classroom topic using Cool Symbol.
Figure 3.6 My first three slides in my lessons.
Figure 3.7 A video is included.
Figure 3.8 Inserting video into a Google Slide Deck.
Figure 3.9 Formatting video start and end.
Figure 3.10 Edpuzzle video editing.
Figure 3.11 Assignment instructions.
Figure 3.12 Choice board activity.
Figure 3.13 Identifying where to paste a link.
Figure 3.14 Encourage students to connect with each other.
Figure 3.15 Celebrate the completion of the work.
Figure 3.16 Title, learning target, and overview.
Figure 3.17 Short videos explaining the “obstacle course” activities, plus c...
Figure 3.18 Reminding students to turn in their work.
Figure 3.19 Lesson title, learning target, verview.
Figure 3.20 Instructions to join Quizlet, create a new deck, and words to us...
Figure 3.21 Instructions for playing a review game and pasting a screenshot ...
Figure 3.22 “You're Done” slide.
Figure 3.23 Poetry HyperDoc example.
Figure 3.24 Options with higher technology requirements.
Figure 3.25 Options with lower techn...
Chapter 4
Figure 4.1 Pixton comic.
Figure 4.2 Virtual escape room example.
Figure 4.3 Virtual escape room emoji key.
Figure 4.4 Logical Fallacies virtual escape room.
Chapter 5
Figure 5.1 Slides Go template.
Figure 5.2 Cool Backgrounds.
Figure 5.3 Upload Cool Backgrounds to Google Slides.
Figure 5.4 Insert images to Google Slides.
Figure 5.5 Original image and image on Remove BG.
Figure 5.6 Selecting a color with Eye Dropper.
Figure 5.7 Adding a custom color with Eye Dropper.
Chapter 6
Figure 6.1 Photo documentation of project-based learning.
Chapter 7
Figure 7.1 Work prioritization flowchart.
Chapter 9
Figure 9.1 Write a letter lesson.
Figure 9.2 Learner profile template.
Figure 9.3 How to make a copy of a Google Site template.
Figure 9.4 Vocaroo.
Figure 9.5 True Colors results.
Figure 9.6 Would you rather Jamboard.
Figure 9.7 Student-created class norms.
Figure 9.8 Epic mood meter by Amanda Pace.
Figure 9.9 Trello.
Figure 9.10 Read-a-Thon activity choice board.
Figure 9.11 Flippity Progress Tracker.
Figure 9.12 Fall Festival virtual dance rooms.
Figure 9.13 Virtual spirit week.
Figure 9.14 Spirit week Padlet board.
Figure 9.15 Roller coaster POV video.
Figure 9.16 Google Expeditions.
Chapter 10
Figure 10.1 Google Classroom attendance question.
Figure 10.2 Academic honesty agreement.
Figure 10.3 Example of visual note-taking.
Figure 10.4 Tub O' Love.
Figure 10.5 Digital badges.
Chapter 11
Figure 11.1 Seesaw.
Figure 11.2 Minion temperature scanning kiosks.
Chapter 12
Figure 12.1 Qwappy Improve app.
Chapter 14
Figure 14.1 Selecting students for a Google Classroom assignment.
Figure 14.2 Voice typing in Google Docs.
Chapter 15
Figure 15.1 Learning coach checks in Google Classroom assignments.
Figure 15.2 Learning coach PDF.
Chapter 16
Figure 16.1 Applied Digital Skills lesson.
Figure 16.2 Howdou Google Drive lesson.
Chapter 17
Figure 17.1 Gmail templates.
Figure 17.2 Make a copy in Google files.
Chapter 18
Figure 18.1 Google for Education badges.
Chapter 20
Figure 20.1 COVID response hybrid model.
Figure 20.2 Springs Studio hybrid model 2019/2020.
Figure 20.3 COVID response hybrid model: alternating days within the week, M...
Figure 20.4 COVID response hybrid model: alternating days within the week, M...
Figure 20.5 COVID response hybrid model: alternating days within the week, a...
Figure 20.6 COVID response hybrid model: alternating weeks.
Figure 20.7 COVID response hybrid model: alternating within the day.
Figure 20.8 Sample schedule for alternating instruction.
Guide
Cover
Table of Contents
Begin Reading
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THE HYBRID TEACHER
Using Technology to Teach In Person and Online
EMMA PASS
Copyright © 2021 by Emma Pass. All rights reserved.
Jossey-Bass
A Wiley Imprint
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www.josseybass.com
No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, phone +1 978 750 8400, fax +1 978 750 4470, or on the web at www.copyright.com. Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, phone + 1 201 748 6011, fax +1 201 748 6008, or online at www.wiley.com/go/permissions.
Limit of Liability/Disclaimer of Warranty: Although the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives or written sales materials. The advice and strategies contained herein may not be suitable for your situation. You should consult with a professional where appropriate. Neither the publisher nor author shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages.
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Wiley also publishes its books in a variety of electronic formats and by print-on-demand. Some material included with standard print versions of this book may not be included in e-books or in print-on-demand. If this book refers to media such as a CD or DVD that is not included in the version you purchased, you may download this material at http://booksupport.wiley.com. For more information about Wiley products, visit www.wiley.com.
Library of Congress Cataloging-in-Publication Data is Available:
ISBN 9781119789857 (paperback)
9781119789864 (ePDF)
9781119789871 (ePub)
COVER DESIGN: PAUL MCCARTHY
COVER ART: © JACEK KITA | GETTY IMAGES
FIRST EDITION
About the Author
Emma Pass is a middle school language arts teacher at a hybrid school in Fort Collins, Colorado. She is the creator of Tag: personalized spelling lists, and works as an educational technology consultant and professional development provider with her own company Empowered Edu.
Acknowledgments
A huge thank you to all of my colleagues and friends who I interviewed for this book: Kate Stevens, Tory Wilson, Stacy Denham, Lindsey Mater, Hannah McGrath, Amie Sharp, Aubrey Yeh, Cole Zawaski, Theresa Hoover, and Emma Chitters.
Sam Nagel, who kept Empowered Edu afloat when we were drowning in work.
Cleo Masia, Meraki Designs, for helping to make my work look nice
Betsey Martens, Iris Writing, for quick, clean, and kind copyediting, plus never ending support.
Izzy Martens, marketing advice and general support.
Will Pass for endless edits and enthusiasm.
Before We Begin
HOW TO USE THIS BOOK (PRINT)
I am an English teacher and therefore love physical, paper books. I love to hold them, smell them, gaze upon them as they sit peacefully upon my bookshelf. However, this is a book about technology, and technology is fast paced, flexible, and alive.
Nearly every page of this book has a live link for you to explore, which is very hard to do on paper, which is why I've created an interactive webpage to accompany this book that you can access at hybridteacherresource.com. The links are also available on this book's page on www.wiley.com.
I recommend you highlight, underline, and annotate galore in the print version, and when you get to a link you want to explore, visit the webpage on your computer to find and follow the link. They should be easy to find as they are organized in the same chapter and subsection headings.
Then, be sure to bookmark your favorite tools to use later!
“FREEMIUM”
As I mentioned, this book is chock full of links to educational technology (EdTech) resources. Often I see myself as less of a writer and more of a librarian or curator of EdTech tools, and this book is a collection of my current favorites.
Because the people who make these tools often do it as a means of employment, most tools have some premium version that you can buy to unlock additional features or products.
However, because I am myself a teacher and know all too well the reality of teaching without a classroom budget and spending out of pocket, EVERY tool I mention in this book has a FREE version. In fact, almost every tool I use in my own classroom is the free version.
If you have a sizable classroom budget, why not upgrade and support the education technology industry? If you have a sizable heart and pockets, consider donating to Donors Choose (www.donorschoose.org) to help other teachers upgrade as well.
Disclaimer: I am not sponsored or paid by any of these companies to promote their products.
GLOSSARY
These terms will help provide a foundational understanding for the content that follows.
Hybrid Learning
Refers to the place learning happens; in person and online.
Blended Learning
Refers to the tools used to conduct learning; a combination of traditional tools (i.e. books) and online tools (i.e. laptops, videos, EdTech).
Online Learning
Education that takes place entirely online.
Learning Management System (LMS)
An online platform for the facilitation of learning. Most notably the distribution and collection of student work.
Video Conferencing
An online platform where multiple people can join a call via video voice, video, or both.
Synchronous Learning
Teaching and learning occurs together, simultaneously.
Asynchronous Learning
Students access learning at different times and work through it at their own pace.
Browser
An application that allows you to access the internet. Chrome, Firefox, and Safari are examples.
Chrome Extension
Small software programs that give you additional features on any given website within your Chrome web browser.
Add-On
The “add-ons” I refer to in this book are specific to Google files such as docs, slides, and sheets. Add-ons are downloaded to your Doc, Slide, or Sheet and provide advanced functionalities.
App
A computer program that needs to be downloaded to your device (most often a phone or tablet).
Hyperlink
Similar to an address, a hyperlink directs you to a website or web-based document.
Introduction
Far and away the best prize that life offers is the chance to work hard at work worth doing.
—Theodore Roosevelt
THE WHY
Before I start teaching a new unit, I always try to address the “Why?” with my students. Why are we learning about this? Why will it be meaningful to you? Why will it be beneficial to your life?
For this book, I've not only asked myself the “why?” but a few more Ws too. Here is what I've come up with:
What:
This is a book about using technology and online pedagogy to enhance teaching and learning as a whole.
Who is it for:
K-12 teachers of all content areas, in brick-and-mortar, remote, and hybrid schools.
How might it be used:
Emergency Preparedness I was approached to write this book in the height of the COVID-19 pandemic, when millions of schools globally shut their doors in order to reduce the transmission of disease and save lives.
When it comes to safety, schools regularly prepare and practice for emergency scenarios. I imagine schools will now begin to adopt and regularly practice “emergency remote learning” to be prepared for future disease outbreaks, natural disasters, or any other number of unforeseen circumstances.
This is a guide for them.
Emerging Hybrid School Models
Although many teachers, students, parents, and administrators (rightfully) struggled with adapting to emergency remote or hybrid learning during the COVID-19 pandemic, I hope some innovative educators were able to see beyond the struggle to the benefits of hybrid learning for certain student populations, and new hybrid schools models will begin emerging in districts across the country.
This is a guide for them.
Educational Technology Benefits Everyone
In a 2016 Arizona State University study on educational technology (EdTech), researchers found that the use of EdTech in teaching and learning “can have considerable positive impacts on student performance, and efforts to adopt new educational technologies in the classroom will be rewarded.”
Although this book is focused on teaching in a hybrid model, the tools and techniques can be applied to most learning environments.
The study also found that the biggest barrier to success in the implementation of EdTech is providing teachers with the necessary professional development.
This is a guide for you.
Bring it back to the building
If you teach full time in a “brick-and-mortar” classroom, look for these sections, where I explain how an online tool, resource, or strategy could be used in a traditional classroom model.
MY WHY
My first teaching job was as a 6th-grade English teacher in Las Vegas, Nevada.
My years there were easily the most challenging and rewarding of my life. My love for those first students of mine resonates throughout my entire body. My students came from the most diverse (in the true sense of the word) backgrounds imaginable. They were Black, White, Latinx, European, African, and Asian. They were the children of wealthy surgeons as well as single parents who worked the night shift at Burger King. Some of my students had boats that they would take out on Lake Mead, while others were homeless. Our school was a magnet school for the deaf and hard of hearing, and we had a number of students who were Syrian refugees.
Meeting the needs of such a diverse and large group (I taught nearly 200 students per year) was an impossible task. However, I thank my lucky stars every day that our school was awarded a grant in my first year of teaching to receive 1-1 Chromebook devices. (Meaning each student had access to their own device that they were able to use in school and take home.)
Because I had little other experience teaching, I threw myself entirely into learning how to use educational technology to engage my students and differentiate instruction to meet the needs of as many learners as possible. I was also incredibly lucky to have a teacher-mentor, Larenda Norman, who supported me and encouraged me to continue learning.
A few years later when my husband had the opportunity to cover a European news circuit, we jumped at the opportunity to live in London. There, I had another lucky break in meeting my next mentor, Andy Caffrey, with whom I traveled the country and continent working as an educational technology consultant, teaching and training other teachers to use technology in their classrooms.
I currently live in my home state of Colorado, where I still work part time as an EdTech consultant through my consulting company, Empowered Edu. I also teach 7th- and 8th-grade language arts at PSD Global Academy (PGA), a public hybrid school in which students spend half of their time learning in person and half of their time learning from home.
I wanted to start with my story because the perspective of this book comes entirely from these experiences. A lot of what I write about comes not from research or interviews but the time I've spent with students.
Everything I do in education is for them.
A NOTE ON ACCESS AND EQUITY
I want to address the privilege assumed in this book.
My experiences in hybrid teaching are based largely on my current position as a teacher at PGA. We live in a well-funded, predominantly White city where we are able to provide laptop devices, 1-1, to all of the students in our school and district.
Further, many of the students who come to our hybrid school have a stay-at-home or work-from-home parent to support and encourage their learning during online/remote days. There are exceptions, but we are ultimately teaching in a position of great privilege.
This type of digital access and support is not a reality for many schools and districts that are disproportionately made up of low-income, rural, Black, Latinx, and/or Native American populations.
I say this to emphasize the existence of a “digital divide” in our country, which needs to be bridged so that we provide access to technology, Wi-Fi, professional development, and after-school/at-home support to every student, school, and district nationwide.
Shining a light on the issue is only the first step, and it is not enough. People in a position of privilege can choose to simply look away because it does not affect them. If you are in such a position, choose to turn toward the light, then act. There are several immediate steps we can take to help:
Sign a petition on
Change.org
demanding action to provide internet access to low income families.
Contact your state representatives to request additional funding to public education, specifically to address the digital divide.
Donate to
ConnectHomeUSA.org
, a company working to bridge the digital divide in government assisted housing, or to
DonorsChoose.org
, where you can provide resources directly to teachers and classrooms nationwide.
I have done my best to explore practical and tangible options for addressing access to technology in the section “Access to Technology” in Chapter 14.
With great hope and effort, we will achieve digital access equity in our country.
Teach on,
Emma
RESOURCES
Items in bold in the text are listed here in the Resources.
2016 Arizona State University study on educational technology—http://files.eric.ed.gov/fulltext/ED577147.pdf.
Chapter 1Synchronous and Asynchronous Learning
I never teach my pupils; I only attempt to provide the conditions in which they can learn.
—Albert Einstein
When we talk about teaching and learning, especially in the context of a digital learning environment, we are typically thinking about it in one of two ways:
Synchronous Learning
Teaching and learning occur together, simultaneously. This can happen in-person or online.
Asynchronous Learning
Students access learning at different times and work through it at their own pace.
Synchronous learning is what typically happens in a traditional brick-and-mortar school; it's what we think of when we hear “teaching.” The teacher stands in front of the class and delivers instruction, and the students receive the information simultaneously. Then students practice and apply their learning within the time constraints of the class period.
However, it's important to note that synchronous learning can also be conducted remotely over a video conferencing platform like Zoom or Google Meet in a remote or hybrid learning scenario.
In contrast, asynchronous learning is typically prebuilt and posted for students on a learning management system (LMS) to access within the time constraints of a day, week, or unit.
Many 100% online schools are entirely asynchronous, where students have access to the entirety of their prebuilt course work, unit, or module, and they work through it at their own pace.
Hybrid schools often use a combination of both. Our PSD Global Academy (PGA) middle school schedule, for example, follows this system for delivering instruction:
Monday
Tuesday
Wednesday
Thursday
Friday
Remote Asynchronous
On-Campus Synchronous
Remote or On-Campus Asynchronous
On-Campus Synchronous
Remote Asynchronous
However, there are other methods for delivering synchronous/asynchronous instruction that you can read about in The Administrators' Appendix. These examples are found in schools that are attempting to teach synchronously to students who are both in the classroom and at home by livestreaming their lessons (concurrent instruction).
I believe there are benefits to both synchronous and asynchronous instruction, and both should be adopted as instruction methods regardless of whether you're full-time brick and mortar, hybrid, or remote.
Chapter 2Synchronous Learning
Good teaching is 1/4 preparation and 3/4 theatre.
—Gail Goldwin
Synchronous Learning
Teaching and learning occur together, simultaneously. This can happen in-person or online.
Typically, whenever we are in the classroom with our students, we are engaging in synchronous learning. However, synchronous learning can also be delivered remotely via a video conferencing platform like Zoom, Google Meet, or Skype.
At PSD Global Academy (PGA) Middle School, we typically engage in synchronous learning 2 days/week (Tuesdays and Thursdays). Those lessons are done in person at our school building. During the COVID-19 school building closures, we simply moved our classes to a video conferencing program (Google Meet), maintaining nearly the exact same schedule that we had in person.
Monday
Tuesday
Wednesday
Thursday
Friday
Remote Asynchronous
Remote Synchronous
Remote Asynchronous
Remote Synchronous
Remote Asynchronous
Although I almost always prefer in-person synchronous learning to video conferencing, having those established times during the week to meet as a class to check in, see each other's faces, and hear each other's voices felt necessary not only for our academic success, but for the social-emotional well-being of students.
I am going to assume that most teachers reading this book are comfortable with delivering synchronous instruction live/in person, so I will use the rest of this chapter to explain how synchronous teaching and learning can be adapted to an online environment.
Still, keep in mind that many of these tools and tips could also be integrated into in-person synchronous instruction when we return to the classroom. For example, see the section “The Chat Box” later in this chapter to see how I plan to use the chat box in my brick-and-mortar classroom.
CHOOSING A VIDEO CONFERENCING PLATFORM
Most schools or districts will provide you with a video conferencing platform, but if you have a choice, here are some factors worth considering:
Zoom
Pros
Cons
Waiting rooms
Private chat
Limited features in the free version
Potential security risks
Microsoft Teams
Pros
Cons
Microsoft Teams Chat (saves communication in a chat room after the call ends)
Limited features in the free version
Google Meet
Pros
Cons
Simple and intuitive
Google Classroom integration
Limited features in the free version
Since the initial publication of this book in June 2021, all three platforms have been working hard to meet the needs of remote educators and all three now have hand-raising, breakout rooms, and custom background features. Keep in mind, however, that all platforms are continuing to make changes and release additional features in the upcoming months, so check their websites for updated information.
At PGA, we use Microsoft Teams for our staff meetings and Google Meet to teach our students. I prefer Google Meet, and most Google products, because they are simple, easy to use, and integrate well into the “Google Ecosystem.” Throughout this book I will be referencing Google Meet when I discuss video conferencing or “meeting” online.
KEY VIDEO CONFERENCING FEATURES
Regardless of what you choose to use, any video conferencing software will have these key features.
The Microphone
It is the norm in my synchronous online classes that students' microphones are muted unless they are called upon. This is essential for students to be able to focus on the content being delivered. I try to hear my students' voices as much as possible during class and will ask students to unmute their microphones throughout the lesson. We also have class discussions and small-group discussions where students are encouraged to speak.
However, all of these activities need to be done thoughtfully to avoid chaos. There are just too many background sounds in all of our homes (cats, kids, dogs, garbage trucks) for more than a few people to have their microphones unmuted at any one time.
I explain this to my students at the beginning of the year and also point out that keeping your microphones muted is the norm in virtual business meetings as well (so practicing will help prepare them for possible future employment).
The Camera
Similar to the microphone, the camera feature can be turned on or off.
It is wonderful to see your students' faces when teaching remotely, and I encourage my students to leave their cameras on, but I always make it optional. Some of my students are embarrassed to show their rooms or houses, some don't have the luxury of learning in a private space, some have anxiety about being on camera, and to be honest, it can be really distracting to see your own face when you are trying to concentrate on a lesson. Whatever the reason, if a student doesn't want to turn their camera on, I don't make them.
Cameras on? Or cameras optional?
The increase in remote learning because of COVID-19 has led to a heated debate in the online learning community. Do we require students to turn their cameras on for class? Or let it be optional?
First, we need to consider the data and privacy circumstances. Is the class being recorded? If so, where is that recording going to be accessible? It's always a good idea to check with your IT department about data and privacy compliance.
Personally, I let cameras be optional in my online classes and try to engage my students in other ways (see “Synchronous Instruction”). Although I love to see their faces, I understand that it can be uncomfortable to see your own face while trying to pay attention to class, and more than that, uncomfortable to let your fellow classmates see into your room or home.
The Chat Box
Every video conferencing tool will have a chat box. Because speaking is more limited in online synchronous learning, I frequently use the chat box to get feedback from my students and keep them engaged.
Using the chat box for student participation during class has been one of the greatest silver linings I found when teaching synchronously over Google Meet. Some of my students who were very reserved and reluctant to participate in brick-and-mortar class conversations were very active in the chat box and allowed me to see a completely different side to them. It also allowed me to “hear” more students' voices throughout class, without the disruption of 30 actual voices breaking out into discussion that I have to rein back in. During class over Google Meet, I can ask a question and see all my students' responses in the chat box in a matter of moments.
Aside from asking specific questions, here are the common keywords I ask my students to put into the chat box:
Here
When students first arrive, I have them type “here” into the chat box, so I can easily scroll back through their names to take attendance.
Hall Pass
If a student needs to step away from their screen, to use the bathroom or take care of a family matter, I ask them to type “hall pass” into the chat box, so I know not to call on them or to catch them up when they return.
I'm back
When a student returns, either from the bathroom or from completing an assignment on a new tab or window, I ask that they type “I'm back” or “I'm done” into the chat box, so I know they are all back in the Meet, can see my screen, and are ready to move on.
Clap clap
If a student shares during class, I ask the rest of their classmates to give them virtual applause in the chat box, either by typing “clap clap clap” or inserting celebratory emojis.
1–10
I'll often ask students to rate something on a scale of 1–10, whether it's how they are feeling or how interesting an article was. Getting a number in the chat box is quick and easy.
Bye!
Finally, I always ask my students to say “goodbye” before they leave a virtual class by either typing in the chat box or unmuting their microphones.
Bring it back to the building
I've enjoyed using the chat box so much, in fact, that I am planning on using a chat box in the brick-and-mortar classroom as well through Backchannel Chat.
Backchannel Chat is an online chat platform that allows teachers to create a chat room and invite students to join (without needing students to sign up or enter an email).
I plan to post the code for Backchannel at the start of each class and ask my students to use it throughout the lesson on their individual laptop devices to respond to questions and add comments. I will be moderating the chat on a tablet, locking the room if students aren't on topic.
When responding to classroom questions, sometimes students will be asked to respond in the chat, other times they will be asked to turn and talk, and often I'll give them the option to type their response or raise their hand and share. This allows some of my more introverted students an opportunity to contribute to the conversation when they otherwise might not.
A few added benefits to Backchannel Chat are teachers can delete individual chats, pin chats to the top of the feed, moderate messages, send students private chats, send polls, and lock the chat board to prevent further messaging.
There is a free version with less security features and a premium version with more.
Record
Another key feature that Zoom, Google Meet, and Microsoft Teams have in common is the record button.
Different schools and districts might have different interpretations of data privacy laws in whether you can record your synchronous online lesson, and it's important to check with your administrator for that direction.
If you are able to record, I would highly recommend recording all your online synchronous classes and perhaps your live brick-and-mortar classes too.
During the COVID-19 pandemic, many teachers were asked to teach simultaneously to a group of students in the classroom and a group at home (see more on this in The Administrators' Appendix). Although I don't believe this style of hybrid learning to be the most effective for teaching and learning, I do think the practice of filming and recording our lessons can have tremendous benefits.
First, consider student absences and the increased equity in being able to provide a recording of your missed lesson to a student who might not be able to make the class because they are taking care of siblings, sick parents, or working to help their families. Having a recording of the class will enable that student to participate in the class (to an extent) at a later time or date, and it creates less work for the teacher in having to reteach to that student when they return to the school building.
Bring it back to the building
For teachers in the brick-and-mortar classroom: I would join a Google Meet alone, share your screen, hit record, and make sure that if you are walking around during class you are using a wireless microphone to continue recording your voice (you can get wireless RF [radio frequency] microphones online or use wireless earphones like Airpods).
Second, it holds you and your students accountable. There is no “he said, she said” when there is a recording of what happened in class.
Finally, it can serve as a resource for any student—present, past, or future—who might want to review the content you covered in that lesson.
You might consider editing your videos down to just include the direct instruction and putting them into a website for reference, like an FAQ page (summer project anyone?).
For teachers teaching over video conferencing, the recording process would be to simply hit record.
Digital Whiteboards
Finally, all your basic video conferencing platforms have integration with digital whiteboard tools that not only enable you to annotate live during lectures but also have features that will allow students to collaborate as they discuss, work, and brainstorm.
Google Jamboard
Microsoft Whiteboard
Zoom Whiteboard
Each video conferencing whiteboard is designed to either be controlled only by the presenter or shared with participants to collaborate on.
Bring it back to the building
Digital whiteboards are becoming a more popular option for brick-and-mortar teaching because of the ability to save lectures, share or print the whiteboard screens, and pick up where you left off, all of which are challenging on a traditional whiteboard.
Not to mention the flexibility of digital whiteboards when used on a tablet, allowing teachers to move around the room. The teacher can project their whiteboard file to the front of the classroom, share the link with students to view on their own devices, or better yet, give students access to collaborate.
Whiteboard.fi is a great whiteboard alternative for teachers looking to give each student their own individual whiteboard to work on.
Additionally, Whiteboard.fi does not require student logins, the teacher can view all student whiteboards on a dashboard to monitor work, and “push” content onto students' whiteboards, such as practice problems.
For more on using digital whiteboards during teaching, see the “Synchronous Instruction: Lesson Breakdown” section in this chapter.
SETTING EXPECTATIONS
Teachers are accustomed to dedicating the start of every school year to establishing the norms and expectations of their class. Part of that process is introducing students to the physical classroom space and helping students understand how to navigate it.
A virtual classroom is no different. Start the year with a tour of the virtual environment, teach your students how to use the different functions of the video conferencing platform, and be sure to clearly establish your norms and expectations.
I have narrowed video conferencing norms and expectations down to three that are specific to the online environment (see Figure 2.1).
You must be present and actively engaged in the lesson.
Being present and actively engaged means the students need to be in front of the screens for the entire lesson without physically wandering off to the bathroom or kitchen or digitally wandering off to other games or tabs. If a student really needs to step away from their computer they need to use the “hall pass” protocol described previously.
Figure 2.1: Expectations.
Part of that presence is how they show up in front of their cameras if they choose to turn them on. Students know they are expected to show up for their cameras as they would for school (meaning dressed appropriately and without distracting props). I remind students that if something distracting is happening behind them at home, they can always turn their cameras off.
They also need to be actively engaged in the lesson. It is all too easy for a student to join the session, turn off their camera, and wander off to do other things. My online, synchronous lessons require students to be actively responding to questions in the chat box, Pear Deck (more on this in the following section, “Synchronous Instruction: Lesson Breakdown”), or working on a collaborative document that I can see.
Students need to be engaged in this work to receive attendance or credit for the lesson.
Microphones must be muted unless told otherwise.
See the preceding protocol.
