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Best Practices for Remote Teaching
Dr. Maria Andersen outlines best practices for remote teaching, emphasizing the importance of synchronous and asynchronous methods, active engagement, and effective use of virtual meeting tools. Educators are encouraged to adopt innovative assessments that foster student interaction and participation, such as small group discussions and alternative assignments. Additionally, she highlights the significance of technology in facilitating teaching and learning, alongside practical tips for virtual classroom management.
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Best Practices for Remote Teaching
- 1. Best Practices forRemote Teaching Dr. Maria Andersen, CEO, Coursetune Adjunct Faculty, Westminster College @busynessgirl, maria@coursetune.com
- 2. What a long, strangeweek we are having.
- 3. REMOTE is not ONLINE REMOTE CLASSES Mostlysynchronous Meets at scheduled times Primarily utilizes virtual meetings Can be used anytime ONLINE CLASSES Mostly asynchronous Rarely meets at scheduled times Primarily utilizes an LMS (Canvas, Brightspace, Moodle, Blackboard) Requires careful curriculum and instructional design
- 4. The glass ishalf-empty because you drank the first half already. The glass is half-full because this is an opportunity to learn and try something new and for once your administration won’t tell you no!
- 5. Remote Teaching ShouldBe in Your Teaching Toolbelt
- 6. Move to newtypes of Assessment: Assessment is more than Tests
- 7. The Pressure Opportunityto Change
- 8. Remote Teaching is Similar toF2F Teaching You can see your students and they can see you You can have discussions You can "write on the board" Students can work in small groups You can use active learning techniques
- 9. But what ifthey don’t pay attention?
- 10. They might nothave been paying attention.
- 11. Virtual Meeting Rooms - Preparation • Makesure you know how video and audio mute work • Make sure you know how to share your browser or desktop • Make sure you know how to stop sharing your browser or desktop • Find where the chat window is – private chat vs public chat • Clean up your desktop, browser tabs, and bookmark folders • Try features like “Raising Hands” or answering “Yes/No” questions from the teacher and student side
- 12. Practice sending a chat message Senda private chat to me: What school do you teach for? Then send a public chat to all: What is the strangest thing you’ve seen this week?
- 13. Virtual Meeting Rooms - Logistics Record Set meetingto auto-record (because you’ll forget) Mute Set students for “Mute on Entry” (to minimize noise) Waiting Set for waiting room or enter before host Notes Keep a paper class list by your computer to take notes Scene Check the scene behind you
- 14. Virtual Meeting Rooms – First Session •Setting expectations for all your sessions • Suggest (but don’t demand) students be on video • Set policies around getting full attention – “Stretch and watch” • Practice “Raising Hands” (if that is an option) • Practice unmuting to answer a question – “Where are you learning from today?” Goal: Everyone tries by the end of the session.
- 15. The chat panelhas pedagogical superpowers ... if you know how to use it.
- 16.
- 17. What gaffes have youexperienced in a remote meeting? (select all that apply) A) Someone taking another call B) Someone using the bathroom C) Someone wearing “business mullet” D) Someone sending an obviously private chat to the whole group 3-2-1-GO TYPE YOUR ANSWER BUT DO NOT PRESS ENTER UNTIL I TELL YOU TO. PRACTICE
- 18. What is your biggestworry about remote teaching? Answer in the chat window. 3-2-1-GO TYPE YOUR ANSWER BUT DO NOT PRESS ENTER UNTIL I TELL YOU TO. LET’S TRY AGAIN!
- 19. What makes the 3-2-1-GOchat discussion better than F2F discussion? Answer in the chat window. 3-2-1-GO TYPE YOUR ANSWER BUT DO NOT PRESS ENTER UNTIL I TELL YOU TO. THE REALIZATION ...
- 20.
- 21. What is Think-Pair-Share(TPS)? THINK – Pose a question or problem for students to think about, jot down notes about, or solve on their own for 1-3 minutes. PAIR – Place students in small groups or pairs to discuss the similarities and differences in their answers and reach a consensus. SHARE – Ask selected groups or pairs to share with the class.
- 22. Many Virtual MeetingPlatforms Have Breakout Group Options
- 23. Students can worktogether, you can move between groups, and students can ask for help
- 24. THINK: How will studentsbe affected by the COVID-19 virus? ANOTHER OPTION: SYNCHRONOUS DOCUMENTS Jot down your own thoughts. You have 1 minute.
- 25. PAIR: How will studentsbe affected by the COVID-19 virus? ANOTHER OPTION: SYNCHRONOUS DOCUMENTS Go to the designated Google Doc and work with your group to make a consolidated list with more detail. See Chat Window for Links: Last names A-F Last names G-M Last names N-S Last names T-Z
- 26. SHARE: How will studentsbe affected by the COVID-19 virus? ANOTHER OPTION: SYNCHRONOUS DOCUMENTS Exit slides and share browser with documents in tabs.
- 27. Prepare the Docs Ahead ofTime with links so that you can easily share in chat.
- 28. You can write“on the board” in real time I tried a LOT of options. USB tablets, PC tablets, iPads, synchronous smartphone apps. The simplest solution is to make a $99 investment in an IPEVO Ultra High Definition USB Document Camera. https://amzn.to/2U1VbbA LET ME DEMONSTRATE
- 29. Logistics for a DocCamera 1. SHARE YOUR FULL SCREEN 2. GO TO THE DOC CAMERA APP AND MAKE IT FULL SCREEN
- 30. With a Document Camera You canshow problems in a book Walk through completing a worksheet Share handwritten solutions Demonstrate experiments Use math manipulatives
- 31. How will studentsshare handwritten work in discussions? • They will talk about what they wrote (isn’t that a win?) • They can hold a paper up to the camera to show classmates their work or a diagram
- 32. If you happen to havea PC tablet, try out Microsoft OneNote.
- 33. LMS tools forfacilitating “what you do in the classroom” • Discussion Forums • Peer Review Assignments • Video Discussion Tools (add-ons) GET HELP FROM AN EXPERT OR THE PEDAGOGY AND EXECUTION WILL BE POOR
- 34. Let’s talk aboutSummative Assessment
- 35. Students need away to turn in work just like they would in class. Many apps turn your phone into a scanner and convert photos to PDFs.
- 36. Students will needto have a low-stakes practice run (or two) Uploading Docs Using the CamScanner App https://www.youtube.com/watch?v=5KQ-ySs03Wo&t=22s
- 37. Proctoring Strategies Time-boxed: From downloadto submission is a set time. Consider open notebook assessments (anything they can write down will be allowed) Remember students might not be able to print (they will have to see their screen) Students handwrite and sign a short academic integrity statement at the beginning of their exam.
- 38. Don’t use GoogleableQuestions
- 39. Assessment Transformation GOOGLEABLE What is thevertex of the given function? NOT SO GOOGLEABLE List at ten properties of the given function.
- 40. Assessment Transformation GOOGLEABLE Define the word “integrity” NOTSO GOOGLEABLE Give an example from your own life that shows how someone without integrity might behave.
- 41. Assessment Transformation GOOGLEABLE Solve the problem... NOT SO GOOGLEABLE The solution to the above problem is ... Now explain how to another student how you can solve it.
- 42. Assessment Transformation GOOGLEABLE What are thesymptoms of COVID-19? NOT SO GOOGLEABLE Given these symptoms ..., is a patient more likely to have a cold, the flu, or COVID-19? Explain your reasoning.
- 43. But maybe canwe rethink assessment just a little?
- 44. How deeply do students needto know the skill or information?
- 45. What are assessment alternatives to traditional tests? Answerin the chat window. 3-2-1-GO TYPE YOUR ANSWER BUT DO NOT PRESS ENTER UNTIL I TELL YOU TO.
- 46. Alternative Assessments • Makea 5-minute, 20-slide presentation • Draft a blog post for a chosen audience • Write a memo to persuade • Design an infographic • Make a TikTok to inform • Do a teaching demo for a topic Give the students some agency in choosing the topic or format. Provide a clear rubric for grading.
- 47. Recording Videos Drop any expectationsthat you’re going to somehow record all your lectures. Record short help videos where needed. Sound is very important It’s easier to cut than to splice Free TechSmith SnagIt through June https://discover.techsmith.com/remote-techsmith/
- 48. You can dothis!
- 49. Questions? Dr. Maria Andersen,CEO, Coursetune Adjunct Faculty, Westminster College @busynessgirl, maria@coursetune.com
Editor's Notes
- #5 There are good reasons you already wanted to know how to teach remotely.
- #6 You probably already needed a way to bring students into class when they are away for sports events, at home because a car is broken down, ill and trying to keep others from getting sick, suffering from anxiety etc. Now is the time to finally take the time to learn to support all those students that miss classes when you are teaching F2F.
- #7 When was the last time you really thought deeply about assessment strategy. Many of you are worried about proctored tests. Does EVERYTHING need to be tested? We live in a world where computing technology and Smartphones has completely transformed the availability of information. Do you REALLY need to test EVERYTHING the same way?
- #8 Probably some of this was already on your list to think about, but we’re all so damned busy. You know as well as I do that we only get to the changes that we HAVE to do. Now is the time! You’re going to do it!
- #11 Guess what, many weren’t paying attention already.
- #14 Notes: It’s difficult to keep your own digital notes during a virtual session
- #34 These tools require additional training. We use them a lot in online classes, but don’t dive in unless you’ve learned some pedagogy.
- #39 You should already be doing this!
- #44 We live in a time when there is more information accessible at our fingertips than ever before.