We are into our 10th month of our
new reality amid this pandemic and our Community with Character continues to
thrive in our new virtual world. Grit-
has been one of our traits called upon the most as we shifted to remote
learning-once again. The perseverance and
determination to provide instruction and to learn in a new format has been a
collaborative effort. As we wind down this
unprecedented year of 2020, our continued mindful efforts of engagement in this
teaching and learning process are critical to positive outcomes. One thing that
hasn’t changed is the importance of building relationships and a sense of
community. The connections built, and
those that continue to be established, create the foundation for engagement.
Dale
Carnegie
Engagement in a virtual world has become associated with one’s computer video on
or video off.
One of the best things about in-person instruction, is the ability to teach and to learn from watching and listening to others. Facial expressions, non-verbal behaviors, mannerisms, and subtle, and not so subtle social cues are opportunities for learning and assessing. When videos are off during instruction, some of these in-person connections are lost. However for some, having their videos on has resulted in feeling uncomfortable and anxious. Concerns about sharing one’s home environment, availability of a quiet/distraction-free setting and even having one’s face on a screen for a period of time can be stressful for some. Understanding the impact this may have on some, reaching out to determine why a video may be off and creating different or unique ways to show participation, may help bridge the engagement gap.
Ideas to support engagement:
Require
Self-Identification - It is not always possible for the instructor or the
students to see who is talking. Knowing who is speaking sometimes provides
clues regarding the best response and provides the instructor opportunity for
later follow up with the student. Consider having students first say their name
(and location if more than two) i.e., “This is John Doe from WIU Quad Cities”,
before sharing or asking a question. Until individuals in the class get used to
this the instructor, as well as other classmates, may need to prompt each other
to state their names before speaking until everyone is used to this protocol.
When students’ webcams are
off, it can be difficult to know if they are confused, bored, excited, or in
need of anything. trying
different styles to check if students are paying attention, like using polls
during class, interactive whiteboards or reaction buttons like a thumbs-up.
Build
relationships. Focus on trust, both
teacher to student and student to student. Students who know they are safe and cared for by their community will
be more comfortable having their cameras on.
Survey
students. Ask students individually or in
a Google form what deters them from using a camera and what would make them
comfortable. Once you identify the barriers to camera use, you can collaborate
with students to reduce or remove those barriers.
Use
icebreakers. Try community-building activities
that encourage camera use. For example, prompt students to “find the largest
yellow thing in your house that you can safely bring back to the camera.” As a
variation, try within reach. Pass the pen is also a playful approach
to building community remotely.
Play games. Rock, paper, scissors works well in a remote
classroom setting, as do Pictionary and charades. Explore 25 games to play on Zoom, which includes
options that work for different ages.
Visually vote or share understanding. Have students vote with their thumbs up or down on a
topic, or poll the class with a Fist-to-Five, a simple
signaling system that can engage reluctant students and build consensus within
a group.
Encourage students who have social
capital to use their cameras. The best role models are
likely in your classroom already.
Be empathetic. Share with your students times when you haven’t felt
like being on camera in a meeting. Talk about how you prepare yourself to turn
on the camera, even when you’re not in the mood. If you’re self-conscious about
looking prepared or about multitasking while on camera, talk about it. Sharing
will bring out your humanness.
TIPS TO ENCOURAGE
CAMERA USE
Admit students into class one by one. Arrive to class five minutes early and enable the
waiting room. As students arrive, admit and greet them individually, and check
in with them about camera use. You might be able to check in with only a few
students before needing to “admit all,” but those who arrive early and have
their cameras on will gain comfort from being in a small group to start. Plus,
as the other students enter, they will register that some cameras are already
on.
Use the “Ask
to Start Video” option. As the host, you can
invite participants to turn on their cameras by clicking the participant’s
black screen; then click the horizontal “…” and select “Ask to Start Video.”
Send a
private message in the chat. Use the chat feature to
welcome the student, check in with them, and encourage them to turn on their
camera.
Encourage virtual backgrounds. It could be that a student is resistant to using
their camera because of their home environment.
INSTRUCTIONAL TIPS
TO ENCOURAGE CAMERA USE
Let students know when cameras can be
optional. Brainstorm with your class
times when it is fine to have the camera off and when it’s best to have it on.
Allow
students to show only part of their body or space on camera. Some students are particularly self-conscious about
exposing their face on camera. Consider allowing students to dip their toe into
their onscreen time by encouraging them to turn the camera so that only a
portion of their body appears.
Provide
options for rubrics that include camera usage. At the onset of a lesson or unit, share rubrics or
criteria for success for a given objective. If having the camera on is relevant
to your objective, then consider including it as a criterion for success. Many
students will align themselves with the rubric if they know the expectations
upfront before instruction begins. To avoid forced compliance, consider
providing options for students to create their own rubric based on the
objective.
Have students submit a prerecorded
video demonstrating skill or objective. If
students need to visibly demonstrate a skill, allow them to make a recorded
video. While the whole class won’t see it, you can still assess the student and
build their comfort with being on camera.
Ask students to suggest
alternatives. Your students might have
insights into other ways to participate and share their learning visually. Many
educators have found that students will share videos on TikTok, Vimeo, or
private YouTube channels or Instagram accounts.
Trevor Boffone, a high school
teacher in Texas, asked his students to submit their favorite song to a list at
the start of the year. Now, at the beginning of each virtual class, he plays
music to kick things off, incorporating students’ picks and his own.
Throughout remote learning, Cathleen
Beachboard, a middle school teacher in Virginia, says she’s including fun
activities like show-and-tells and theme days. This fall, she also adopted a
practice that her superintendent uses for staff meetings called “Three Cool
Things I’ve Seen.” Once a week, Beachboard calls out three things she’s
observed about students from classes that week that recognize them for their
individuality.
“I know a lot of teachers are struggling
right now getting students pulled in. I found the more encouragement and
authentic praise we give to students, the more they dive in,” she said. “These
are scary times, but by giving students time to showcase their individuality,
they will feel safe and ready to fully engage in learning.”
A student who previously
had video on and subsequently disappeared should always be greeted with, “I
noticed your video has been off; how can I help you be present in this online
community?” Just as we would check in on a student with a chat after class in
the hall, these demonstrations of care may even open up student-generated modes
of participation. Edutopia
