Providing Consistency and Structure

This course will focus on how virtual classrooms allow students and instructors to communicate synchronously using features such as audio, video, text chat, interactive whiteboard and application sharing.

These systems allow real time communications in which multiple users can simultaneously interact with each other via the Internet to conduct meetings and seminars, lead discussions, make presentations and demonstrations, and perform other functions. Virtual classrooms allow students and instructors to communicate synchronously using features such as audio, video, text chat, interactive whiteboard, application sharing, instant polling, emoticons, and breakout rooms.The features available in a synchronous virtual classroom help the instructor in maintaining interaction during a synchronous session.

Additionally, synchronous virtual classrooms have an advantage over traditional courses during lecturing. During an interactive synchronous lecture, students can type questions and comments without interrupting the presenter. These questions benefit the students asking them as well as the entire class because every student can see the questions.

Brain Break activity: Why Brain Breaks are important?

It’s important to set aside time for brain breaks in the classroom. By having brain breaks, it allows students to refocus and have some fun. Please see the link below for different brain break ideas that might work for your virtual classroom.

Kyle & Sarah (2020). “15 of the Best Breaks.” Continually Learning

Providing Consistency and Structure

As we work to build positive Student/Teacher relationships in the classroom, the article below provides examples for Teachers and how they can create virtual classrooms that inspire and accommodate all learners.

Kern, Amanda. “How to Create an Inclusive Virtual Classroom.” Edutopia, June 26, 2020

Communication

Fostering open communication and a sense of community with students is another way. This will help your students feel connected to you as their teacher and connected to their classmates. It’s important to remember when strong communication systems are in place, classrooms will run more smoothly whether the students are inside or outside the classroom.

It is important for students to be able to have access to various ways to communicate with their teachers, whether openly in the synchronous classroom, or in a private manner. Here are some examples of how to utilize different strategies to promote communication:

Openly promoting ways for students to ask questions, and address concerns or confusions. For example, you may say “If you have any questions, feel free to unmute yourself and ask, or you can message me directly and we can troubleshoot any questions through the chatbox.” Giving both a way for the student to interact publicly and privately can eliminate fears behind the topic of which they are communicating.
- There are many anonymous and semi-anonymous ways, ways for students to pose questions. Padlet and Google Jamboard, are two tools where students can input questions and/or ideas, anonymously. Demonstrations of how to use each of these tools can be found in the Supporting Resources section of this course.
Factoring 10-15 minutes at the end of the class as “office hours” for students who are struggling, or who may want to check in, to connect with you. By factoring office hours into synchronous class time, this eliminates a barrier for students being unavailable during non-class time office hours.
Demonstrating consistency in your communication plan. Students should have an understanding of how you plan to communicate with them both on screen and off. By verbalizing your expectations and carrying out these expectations within your synchronous classroom, students will know which method of communication works best for them, and know there will be consistency in a response.

Enhancing Sense of Inclusion

Inclusive teaching refers to practices that support meaningful and accessible learning opportunities for all students. Inclusive education helps students to have a sense of belonging within their own community. It is very important for teachers to know if any of their students have any learning disabilities or are struggling academically. Below, are some helpful strategies for inclusive teaching.

Articles that illustrate examples on Inclusive Teaching and Universal Design of Learning will be housed in our Supporting Resources section. These offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Considering English Learners and students without technical skills

With remote learning being the new normal, supporting student learning at home can include some challenges, especially for English Learners. Here are some resources on how to support English learners and their families while working in a virtual environment.

Quality Teaching while Distant Learning - How to support your English learner student in distant learning:

Boost Synchronous learning time
- Use live-time instruction to provide necessary background knowledge, to model language and processes, and to ask and answer questions.

Offer structure for student collaboration
- Design activities that allow students to engage with each other in pairs or small groups, and select platforms that allow students to comment, discuss, and edit each other’s work synchronously and asynchronously.

Provide students with opportunities to talk in depth
- Ask students to record themselves for group presentations or to individually summarize a lesson using video or audio.

Incorporate reading and writing
- Allow for students to provide feedback on each other’s work and to post collaboratively written narratives, informational/explanatory texts, and arguments.

For more information on how to support your English Learner in distance learning, an article provided by West Ed will be supplied in the Supporting Resources section of this course.