I’m no expert, but the COVID pandemic has given me the prerogative to scour the interwebs for useful tidbits on maintaining lively and engaging online lessons. In the last three or so months, I’ve created at least half a dozen new teacher accounts on educational sites and platforms; some of which I use moderately (EdPuzzle, Padlet, Flipgrid…etc.), a few that I use religiously (Zoom), and still others that I’d like to experiment with some more (Nearpod, Brainingcamp).
Transitioning to full-time online teaching has been a process of repeated trial and error, and a test of patience and flexibility in learning to adjust to changing circumstances. I’ve definitely made more than my fair share of mistakes, but here I’ve compiled list of tips and tricks that I’ve found useful for teaching online. Some of these are obvious and are good practice in general, and others are things I’ve learned along the way or things I wish I had done sooner. If there are any tips here that you think I missed, I would love to hear about them in the comments!
Delivering Live Lessons
- Look AT the camera, not your screen. An easy one to remember for more formal settings, like online interviews, but also at an important one not to miss with your students too. It shows them they matter, you care, and gives them a sense that you are watching.
Left: Even though I’m looking at my students on screen, I appear less engaged. Right: Takes some getting used to, but this one has more of the right feel to it.
- Display your daily agenda, and deadlines on your screen like you would in your regular classroom. This develops helps consistency and create routine for you students.
- Always pair visual and verbal cues. If you want your students to respond to a question in a group chat, or complete an activity, make sure they can hear and see the instructions, as some may experience audio or internet connectivity issues. (Good practice in the regular classroom too).
- Allow longer than normal wait times. Again, expect a lag between the time you pose the question to when your students actual hear it.
- In general, I’ve found that live lessons take MUCH longer than a regular class. Plan more than you need but expect to cover less.
- Engage students as much as possible. Q&A sessions can get tricky in an online setting and plain old cold calling… well, gets cold. In the next section, I’ll take about some low stakes methods to ensure that students aren’t just tuning into your lesson, only to be playing League of Legends off screen.
- Start easy. Rather than dive right into the deep end with new content, a class-wide discussion…etc. why not begin with a warm up question? I like to start class with an attendance question that each student will answer (a tip I picked up from my VP). This gives me a quick and easy way to check-in with my students, they get to learn some information about each other, and it allows time for mentally transitioning into learning mode.
Keep in mind it DOES take time to check in with each student individually, so think about the type of question you want to ask, and whether or not you will give each individual student air time, or have them all type their answers into a shared document simultaneously.
- Record your lesson and upload the video for later access. Zoom does this automatically, but there are plenty of free software out there for you to record your lessons. We are an Office 365 school, so I upload my recorded lessons onto Sharepoint for any students who missed a class.
- Get a drawing tablet! Perhaps this goes without saying, but it is really difficult (in my math class at least) to pair visual and verbal cues when I can’t draw or write on the board. Having a tablet helped alleviate that issue.
- Something I wish I had done is model to students how e-learning works. Sara Van Der Werf talks about this in detail here.
- Set the expectation that students need to turn their video cameras ON right from the get go. This one may not work for everyone due to issues of access, but I found that in my classroom engagement is much higher when my students and I can all see each other. Not to mention this gives me a better way to gauge how they are responding to the lesson.
- Don’t just lecture. If you are having a live session, use this time to build in as much interactive elements into the session as possible. Information heavy content can be recorded and made available to be accessed later.
- Make PARTICIPATION, not evaluation, the norm. I thought that I would need to incentivize participation with marks (like marking Flipgrid responses), but looking back I don’t think this was the right move. Whatever platform(s) you are using for online engagement, use these early and often, and keep them low stakes.
- Assessment is not the same as evaluation. Assessment is timely, and gives us a way to gauge where our students are at and for us to figure out how to get them to where they need to be. Assessment needs to happen early, often, and BEFORE evaluation.
- Prioritize the learning itself, not the marks. I know from personal experience, this can often feel like an uphill battle, not only against whatever policies that have been set, but also against yourself. We’ve been teaching and learning for marks for so long it is easy to forget that the goal of knowing the Pythagorean theorem, or understanding transformation of functions is not so our students can pass the test, but because there is genuine enjoyment to be had! (This point deserves its own post).
- Eliminate timed tests and quizzes (as much as possible). Ask better, open questions instead (OpenMiddle, Which One Doesn’t Belong, Number Talks…etc.).
Tools and Tech
- Less > More! Really. This one was a biggie for me. Trying to do too much will only drive you crazy. While there is a ton of useful tech out there that can dramatically up our teaching game, it can also be time consuming to learn a new tool. Start small.
- It’s not about the resource, but how you use it (check out this podcast, episode #70). Contrary to the last point, don’t let the fact that there is so much tech out there stop you from exploring a new tool. Yes, choice paralysis is real, but at some point simply sending your students links to Khan Academy videos ain’t gonna cut it.
- Remember that kids have lives outside your classroom. This one is so important, even in a non-COVID situation, but nothing is easier to forget. I often get offended when kids don’t remember deadlines or to submit work, but the reality is that my class is NOT the centre of their universe and I have to be okay with that.