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Welcome to the Engaging Students Series!

This session will begin at 1:00 p.m.

Test your Audio Devices:

Click the arrow on the Mute/Unmute button and select Test Speaker and Microphone.
Remember that you can also use your phone for audio.

Prepare to Participate:

Click to open the Participants panel and Chat.

Get Ready for the Session:

Press the ESC key to exit full screen mode.

Ask for Help in Chat:

If you need help or have a question, let us know!

Your Facilitators Today:

Erica Fleming, TLT

ecf10@psu.edu

Amanda Jones, ITLD �anj5053@psu.edu

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Engaging Students Series

Session 2: Engaging Students Synchronously

*Reminder: this session will be recorded

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“Person Writing on Notebook” by Julia M. Cameron on Pexels

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Session Objectives:

By the end of this session, you will be able to:

set expectations for synchronous sessions
create a plan for synchronous content delivery
develop a questioning strategy for synchronous class time
develop a plan for synchronous group work
determine how to structure synchronous out-of-class meetings (virtual office hours, recitations, exam reviews, etc.)

“Target” by PettyCon on Pixabay

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Setting Expectations - Synchronous Classes

Synchronous Time �Structure

Lecture Expectations

Opportunities for Interaction

Types of Interaction

"Teacher - PNG15" from PNG Image is licensed under Creative Commons 4.0 BY-NC

ERICA

At the end of that last ESS session, we discussed setting expectations with students at the beginning of the semester regarding communication, feedback, time for in-class work vs. homework, etc.
If you are planning to hold synchronous meetings, it is important to set expectations for this environment specifically, such as: (CLICK THROUGH)

How will synchronous time be structured?
What can they expect from lecture time - how long will it last?
Will there be opportunities for interaction? (you will notice we modeled this at the start of this session)
What types of interaction should they expect? (polls, annotating on the screen, questions answered in chat, questions answered by un-muting mics, etc.)

These expectations should be included on the syllabus, but also re-enforced through Canvas announcements and mentioned during synchronous meetings - announcement slides at the beginning of the session (like we had at the start)

[decorative image: African American female teacher]

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Synchronous Content Delivery

Photo by Gabriel Benois on Unsplash

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Structuring a Synchronous Lecture: Best Practices

Introduction:

Set stage
Establish tone
Topic importance
Activate prior knowledge
Outline relevant objectives

Body:

2-3 main topics
Structure topics around student activities
Pause every 8-10 minutes

Conclusion:

Summary of session
Return to objectives
Preview of next session
Reminder of homework/upcoming assessments

ERICA

Structuring a Synchronous Lecture - Best Practices
Having a consistent structure to your synchronous sessions can help students feel comfortable in the online environment and can lead to better outcomes - students can organize and apply their understanding as they are learning it

Some of you may be doing this already, but think about how it is different online vs. face-to-face

My background is in English - I taught writing in the English department - so I like to think of classes as having an introduction, body, and conclusion (I have seen this as set → body → close before)

(CLICK) Introduction (opening, set-up) - Sets the stage, establishes tone of the class, shares why the day’s topic is important in context, activates prior knowledge, outlines relevant course objectives
(CLICK) Body - introduces 2-3 main topics, structures topics around student activities, pauses every 8-10 minutes to allow for student interaction (try to mix this up regularly) - Amanda will be talking about some of these strategies later

Emphasize - student attention span is lower in online settings than in face-to-face - mixing up content and activities helps hold attention

(CLICK) Conclusion - summarize main points of session, return to course objectives that related to today’s content, give a brief preview of the next session, offer reminders for upcoming deadlines

(CLICK) Considerations: last week we talked about planning communication for your online course - some of this - intro and conclusion in particular - can be included in course announcements that go out before/after class - can reinforce information

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Building Community in Synchronous Classes

Hello, My Name Is by Travis Wise on WikiMedia Commons

from the Zoom Help Center

Photo by energepic.com from Pexels

ERICA

Finally, in face-to-face classes, students have natural opportunities to get to know you and each other (time before class/during breaks, talking to you after class, etc.)
How do you foster this in synchronous online settings?
PLAN for community-building, esp. In the first few classes (but keep doing it throughout!)
(CLICK) Have students introduce themselves at the beginning of class in chat and give them an interesting prompt to answer (not about class content)
(CLICK) Poll them about what they are currently interested in (Favorite Netflix binge-watch? Average time you go to sleep/wake up every day in this weird environment?) and share your own answers - off-topic things that don’t necessarily relate to coursework
(CLICK) Talk about/acknowledge the shared experience and stress we are all going through in this weird time - if comfortable, share what has been hard/rewarding for you

[3 decorative image: 1. Photo of numerous name tags. 2. Screen grab of an online poll. 3. A person with a laptop, notebooks and smartphone]]

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Polling using annotation:

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Polling using annotation:

If you could have one of these super powers for a day, which would you choose?

Teleportation

Super Strength

Flying

Time Travel

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Breakout #1 - 5 minutes

Prompts:

Take a minute to get to know your breakout group! You will return to this group for two more breakouts during this session. In the next 5 minutes, share with each other:

One way you are enjoying your stay-at-home time (shows/movies watched, books read, time with family/pets, etc)
The frivolous thing you are most looking forward to doing when the stay-at-home order is lifted

When Amanda is done explaining, PAUSE RECORDING
When we return from breakouts, START RECORDING AGAIN
Amanda will share screen for her sections

In a moment we are going to send you out into breakout rooms just like we did last week. You’ll have some time to review that questioning strategies document we sent earlier (there is a link to it in the google doc- don’t worry about going back to find it in chat).

DO:

Demo on screen how to open the Google doc and select your team’s document

SAY:

In your breakout rooms, take a glance over the questioning strategies document and then talk through the following questions with your group:

Which tools/strategies seem feasible to implement into your synchronous sessions immediately? How do you plan to use them?
What are your current roadblocks to questioning in your online sessions? How can you use the tools and strategies discussed today to overcome those hurdles? Problem-solve together!

DO:

Check for understanding before sending students out into breakout rooms

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Questioning Strategies

I ask questions, but all I hear are crickets!

"Teacher - PNG15" from PNG Image is licensed under Creative Commons 4.0 BY-NC

Give me the “Raise Hand” icon in the participant panel if you have ever asked a question in your class (either in person or online) and heard nothing but crickets.

-Wait for responses-

Those of you that raised your hands, let me know in chat- what do you think is the most likely cause behind the lack of student responses to questions?

I often find when I am faced with dead silence and blank stares after I asked a question I either forgot to tell students how I wanted them to respond to my question, my question was not formulated in a way that prompted student response, or it had been too long since the last time I asked students to engage and they had completely stopped paying attention!

We are going to talk about ways to use questions to keep students engaged, formulate questions in ways to elicit more complete student responses, and what to do when those crickets still come chirping.

[decorative image: African American female teacher]

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How is it different online?

"Tel Aviv - Wikipedia's 20th Birthday celebration - ZOOM meeting due to COVID-19 8" from Wikimedia Commons is licensed under CC-BY-SA-4.0

Asking for questions periodically throughout a synchronous session helps to keep students engaged in the content and allows you the opportunity to clarify misunderstandings throughout.

In a Face-to-face setting you can often gauge student engagement because you can see all of your student’s faces. However, this is much more difficult online where you can’t see everyone’s video all at once, or they don’t have their video on at all. As a result, checks for understanding and frequent interaction become much more important online.

Give me a green check in the participant panel if you noticed that some of your frequently participating students started participating less when you moved online. Give me a Red X if you noticed the opposite, your quiet students in person started participating more online.

(address responses)

During an online training session, the training industry recommends engaging with learners every 3-5 mins. A study by Microsoft found that adults can lose focus in as little as 8 seconds- so what does this mean for us?

We have to plan for frequent engagement and questioning!

I have found that when I plan out my questions it helps me to avoid generic and disengaging checks for understanding such as “are you ready to move on?” or “are there any questions?”, foster positive relationships and a positive learning environment, and elicit more thoughtful responses from my students.

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Questioning Strategies- Purpose

When writing your questions for an online synchronous session, determining your purpose for asking a question at that point in the lesson is the first step. Are you:

Trying to get learner’s attention
Make the content relevant
Foster Positive Emotions
Or provide cognitive support

We have a wonderful resource with strategies, examples, and tools to help you build questions for each of these purposes. [Producer is putting a link to that in chat now]

Once you have your purpose in mind, you’ll need to determine how you want students to respond to the question. Do you want them to answer a poll? Type the response in chat? Unmute and respond verbally? Use the feedback icons? Sometimes the type of question you ask will determine the tool you want to use.

Students who may be more likely to respond in a F2F setting, may actually become less likely to respond in the online environment as the technology can be intimidating. You may have noticed throughout the session, we’ve started each of our questions by letting you know what method of response we are looking for before asking the question like “let me know in chat…” or “using your nonverbal feedback icons…” and letting you know where to find these options early on in the session.

This helps to reduce confusion and cognitive load for students so they can focus on the question instead of trying to figure out how to respond, making them more likely to respond! So, it’s a best practice to script out the instructions for how to respond at the beginning of each question.

[Image description:

An engaged learner is…

Paying attention

Actively involved in learning

Curious and / or interested (not anxious or bored)

Seeking deeper knowledge and / or understanding

An engaging instructor uses questioning strategies to…

Get learners’ attention

Make the content relevant

Foster positive emotions

Provide cognitive support

]

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Non-verbal feedback icons

Non-Verbal Feedback Icons-

The non-verbal feedback icons in the participant panel are great for lower-level closed questions that require a yes/no answer, a quick check for understanding, or even a class vote. For example, “Give me a green check in the participant panel if you’re ready to move on to talking about how to use breakout rooms. Give me a red X if you have a question and type it into chat.” This lets me get a quick sense of who has the concept and if I need to wait for questions to come through or not.

I can even do a vote or survey: let’s try one real quick “Give me a raise hand icon in the participant panel if you prefer to unmute and verbally respond to questions during a session, give me green check-in if you prefer to type your responses in Chat, Give me a red X if have no preference.”

One thing to keep in mind is that the detailed icons are only available in Zoom meetings. However, participants will still have the raise hand icon if you are teaching in a webinar.

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Chat

Chat-

Chat is a useful tool for allowing students to ask their questions, just like I suggested in my last non-verbal feedback icon survey and is available in both meetings and webinars.. Private chat also affords students the opportunity to ask you questions without the rest of the class seeing who asked the question, which is great for our students who are shyer.

Chat can also be used to gather a large number of responses at once (like a collective brainstorm) where unmuting may become chaotic. Let’s try a really quick silly one to demonstrate- “let me know in chat, what is YOUR favorite kind of ice cream?”

Now, that was, of course, a lower-level, closed get to know you type question, but I could go with a higher level questions like (and you don’t need to respond to these) “let me know in chat, what are some examples of adverbs?” or “let me know in chat, what do you think the therapist in this case study should try next to help this patient to improve?”

You can get a higher number of responses in a shorter amount of time. Just be careful with answer length and get used to a period of silence as your students type since typing takes a little longer than talking for most!

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Annotations

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Unmute and Answer

Unmute-

If you are looking for more detailed answers or to spark discussion, having students unmute is probably your best option. Allowing students to unmute and answer questions is as close to the face to face classroom experience as we can get! You can ask really deep high-level questions when students are able and willing to give a verbal response.

As a best practice, provide clear expectations around when and how students should unmute. Do you want them to raise their hand and be called on first? Do you have a small class, and you only want them to unmute when another student is finished with their response?

Let’s try this one out. In just a moment I’m going to ask you a question. If you’d like to answer, please give me a raise hand icon in the participant panel. I’ll call on you to unmute and respond. Keep your hands raised, because I’ll call on multiple people as we discuss! Here’s your question:

“Of the options we have covered so far (feedback icons, chat, annotations, and unmuting) which do you think will fit best within your online classroom/ work best for your students and why? Raise your hand to answer.”

Clear communication guidelines will keep unmuted conversations flowing and create a safer environment to respond- just as it does in the face to face space. Also putting the question on a slide can help as a reminder to anyone who missed the question when you asked, potentially getting more individuals into the discussion.

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Polling

Last but certainly not least, let’s talk polling! Polls are great for taking attendance, giving a quick survey, asking graded multiple choice or multiple select questions, or quick checks for understanding. The best part about polls is that you can use them regardless if your synchronous online session is set up as a meeting or a webinar. Erica demonstrated two strategies for polling you can create in your Zoom meetings and webinars last week, so this week I’m going to show you how to build them.

DO:

Go to psu.zoom.us
Log in
Go to settings page
Turn on polls
Go to the meetings page
Open a meeting’s settings page
Scroll to the bottom
Add poll
Add a SPECIFIC MC question and a SPECIFIC MS question

Adding the full question and response options into the Zoom poll like this is best for taking attendance, gathering information you plan on reviewing later (such as student’s previous experience) and giving students grades based on their correct/incorrect responses to the questions. I can run a poll report after the session and see which students gave which answer in this case.

When I run a report after class, I’ll be able to see which answers you chose, and use that report to put a grade in the gradebook for correctness, attendance, or participation.

Now, We can also build a really simple generic poll into the Zoom meeting that works perfectly for quick checks for understanding during class. We like to call this a generic poll.

Ex: Answer the question on the screen

A

B

C

D

Now, you’ll notice I don’t have the question or the answers in this poll, so when I run a report unless I’ve memorized what I asked grading will be tricky. This is much more useful for in-the-moment checks for understanding or polling. This allows me to put a quick question into my slide deck or even into chat to take a quick pulse during class. After doing this poll, I could reset it and ask another question.

This way, I can ask many questions throughout the session and check for understanding frequently without having to create a ton of specific polls. However, the downside is I won’t be able to grade the generic poll very well. SO, if you want to grade the response to the question or use it for attendance, create a specific question. If you just want to use a poll as a “pulse check” or ungraded question, create a generic shell and type your questions into your presentation.

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Which of the following is closest to how you are currently feeling about adding polls to your synchronous online sessions?

I feel confident I can create a poll on my own
I would feel confident if I had a resource to help me create a poll
I need 1:1 help to create a poll
I don’t think I’ll be able to create a poll

Please respond in the poll window

While pre-scripting and planning out questions may seem like a lot of work on the front-end of a lesson, and the amount of tools you have may seem overwhelming, the increased learning outcomes, and smoother sessions are certainly worth it!

In a moment we are going to send you out into breakout rooms just like we did last week. You’ll have some time to review that questioning strategies document we sent earlier (there is a link to it in the google doc- don’t worry about going back to find it in chat).

DO:

Demo on screen how to open the Google doc and select your team’s document

SAY:

In your breakout rooms, take a glance over the questioning strategies document and then talk through the following questions with your group:

Which tools/strategies seem feasible to implement into your synchronous sessions immediately? How do you plan to use them?
What are your current roadblocks to questioning in your online sessions? How can you use the tools and strategies discussed today to overcome those hurdles? Problem-solve together!

DO:

Check for understanding before sending students out into breakout rooms

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Breakout Room #2

Prompts:

Take a few minutes to review the Questioning Strategies for Zoom document we shared earlier. Then discuss the following questions with your group:

Which tools/strategies seem feasible to implement into your synchronous sessions immediately? How do you plan to use them?
What are your current roadblocks to questioning in your online sessions? How can you use the tools and strategies discussed today to overcome those hurdles?

Take 10 mins to problem solve together!

While pre-scripting and planning out questions may seem like a lot of work on the front-end of a lesson, and the amount of tools you have may seem overwhelming, the increased learning outcomes, and smoother sessions are certainly worth it!

In a moment we are going to send you out into breakout rooms just like we did last week. You’ll have some time to review that questioning strategies document we sent earlier (there is a link to it in the google doc- don’t worry about going back to find it in chat).

DO:

Demo on screen how to open the Google doc and select your team’s document

SAY:

In your breakout rooms, take a glance over the questioning strategies document and then talk through the following questions with your group:

Which tools/strategies seem feasible to implement into your synchronous sessions immediately? How do you plan to use them?
What are your current roadblocks to questioning in your online sessions? How can you use the tools and strategies discussed today to overcome those hurdles? Problem-solve together!

DO:

Check for understanding before sending students out into breakout rooms

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Session Break

Please check Chat for the return time

Green Tea Drink Chinese Ceramics Image by dungthuyvunguyen from Pixabay

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Zoom Tools for Collaboration

Chat

Annotate

Breakout Rooms

There are lots of tools in Zoom that support collaborative activities. You might notice that these are some of the same tools support questioning

Collaborative activities are a great way to minimize lecture and allow learners to share their own knowledge and learn from each other

Private chat: equivalent of turn to your partner in the F2F classroom
Group chat: everyone gets a chance to voice their opinion or share their knowledge (brainstorming chat). You can capture as many ideas as possible about a topic in a short amount of time- like we demonstrated earlier in this session.
Annotate: activities where everyone is writing on a whiteboard, PPT slide or even a website. B/c you can save annotations, it is a great way to collectively create an artifact during a class, such as a resource that learners can refer to later
Breakout rooms: Breakout room is a powerful tool that allows you to give learners their own work space complete with chat, screen sharing and other tools.

As you can see, collaboration doesn’t always have to be through breakout rooms. Breakouts do take up a lot of time during a session.

You need to decide if the time is worth it: are you accomplishing something in the breakout that can’t be accomplished any other way? If the answer is no, then Breakout Rooms it is!

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Instructional Uses for Breakout Rooms

Teams or Groups Share Content

Team Competitions

Individual Breakout Rooms

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Breakout Room Best Practices

Have a clear plan!

Have students do “pre-work”
Craft clear instructions
Check for understanding before
Have instructions available via link �or download
Debrief when students return

Before we begin OUR breakout room activity I want to give you some insight into some planning and preparation best practices:

First, plan out every step for yourself- even test it! We had to test the activity we are about to do with you multiple times before we got it to work!
If you’re going to have students discuss something in their breakout room- give them the prompt ahead of time and give them some time to think or have them do it as “pre-work” before class- that way they can hit the ground running when they get in the room with their group!
Make sure you give students clear instructions for the activity and check for understanding as a group before you split them so overarching questions that multiple folks may have are answered with the whole group.
THEN, before you send them out, give them a copy of the instructions and/or a worksheet to help them remember and work through their task on their own since you won’t be with every group the full time!
After the breakout room activity, make sure to do some kind of debrief so that the knowledge and ideas generated in breakout rooms can be shared!

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Pre-Breakout Brainstorm

Take 2 minutes of think time�
Think of at least one activity to use with breakout rooms�
Identify what you would like students to accomplish during your activities

Image by Thanks for your Like • donations welcome from Pixabay

Now that we’ve talked about the process, we’re going to put it in action and do a breakout room activity. Before I send you out into breakout rooms though, I need you to do that some “brainstorming pre-work” I mentioned.

Here’s your Activity Prep:

o Grab a scrap piece of paper

o In a moment, I’ll give you 3 minutes to think of a few activities you might use breakout rooms (small groups) for, and what you would expect students to accomplish in their breakout rooms.

o If you aren’t sure- think what activities you might have students do in small groups in a face to face class.

For example, I want my students to work through a set of discussion questions about last night’s reading as a small group and jot down their collective thoughts/ ideas OR I want my students to look at a few mathematical proofs and see if they can identify the errors in each proof with their group.

If you get your ideas fleshed out early, Give me the green checkmark so I know you’re ready to move on.
3 minutes- on your own- list a few activities and how you want students to accomplish those activities

*WAIT 3 MINS*

[decorative image: photo of a small lightbulb with 7 chalk lines to 7 sticky notes.]

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Activity Instructions

Time for Activity: 10 mins

Unmute your Mics�
Choose a group leader to open the Google Slides and take notes�
Everyone share at one idea you brainstormed; create a list�
Identify related challenges; list those, too

Here’s how this will work:

You’ll be sent to a breakout group momentarily
All of you can share your screen or a whiteboard and talk via audio or chat.

Here are your instructions:

You will have 7 minutes
When you get in your rooms, everyone should unmute their mics
Chose a group leader to share their screen and bring up the google doc so everyone can see it.
Everyone should share their idea(s) for a breakout room activity- the group leader will make a list on the screen
Discuss challenges you may run into during those activities and list those as well.

Before we head out, Please open the collaborative google slides presentation That I’m putting the link for into chat now

--------------�Breakout Room Planning Collaborative Slides:�https://docs.google.com/presentation/d/1kQmJjiqvXzQdH4RppawHJZVx5TV_al-q53VWr9XoaYc/edit?usp=sharing

--------------�When you have it available, give me the green check in the participant panel so I know you’re ready.

Wait for green checks and assist as needed

DO:

Show participants how to use the google slides

�Ask for any last questions

Send participants to breakout rooms

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Breakout Room Debrief

Take 5 minutes to do a “gallery walk” through everyone’s slides.�
Take note of any ideas you love & feel free to leave comments!�
If you have questions about any ideas or challenges, post those in chat (and indicate which group it is from).

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Best Practices Reminders

Have a co-facilitator help you

Provide clear and concrete instructions

Make sure there is added value

Just to wrap up, here are some Best practices we uncovered during our own practice for Breakout Rooms:

Have a co-facilitator to help you, if available. Even a reliable student.
Provide clear and concrete instructions:

Participants are separated from the instructor, so they need to know exactly what they are supposed to do before joining the breakout room

o Sharing links to documents with instructions in chat before can be helpful

Make sure there is added value

o Breakouts take time: time to create the activity, set up the activity, execute, and debrief

o Think carefully if what you are trying to accomplish can be done some other way.

o Take the time to have a full-group debrief upon return so knowledge is shared!

You all shared lots of ideas for engaging your learners today and I hope we shared some good ones with you as well!

Recommendation: practice with some coworkers to get proficient at clicking the buttons- we practiced A LOT to make sure we could do this smoothly with you today!

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Synchronous Out-of-Class Meetings

Photo by Christina Morillo on Pexels

Image by Peggy und Marco Lachmann-Anke from Pixabay

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Virtual Office Hours

Photo by Brad Neathery on Unsplash

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Virtual Office Hours

Images from support.zoom.us

ERICA

Logistically, when you set up your Zoom meeting for office hours, remember to enable the Waiting Room in both your overall Zoom settings and your meeting settings

This allows for some privacy as you speak with students 1-on-1, the same way you would have a student wait outside of your office until you were free to speak with them

[2 screen grabs. Image descriptions:

Left image:

Waiting room

Attendees cannot join a meeting until a host admits them individually from the waiting room. If Waiting room is enabled, the option for attendees to join the meeting before the host arrives is automatically disabled. @

Choose which participants to place in the waiting room:

- All participants

- Guest participants only (?)

Allow internal participants to admit guests from the waiting room if the host is not present

Save button. Cancel button

Customize the title, logo, and description /

Right image:

Calendar

O iCal O Google Calendar O Outlook О Other Calendars

Advanced Options ^л

- Enable Waiting Room

- Enable join before host

- Mute participants on entry

- Only authenticated users can join: Sign in to Zoom

- Automatically record meeting

- List in the Public Event List

Alternative Hosts:

Example:john@company.com:peter@school.edu

]

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Virtual Office Hours

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Virtual Office Hours

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Recitations and Reviews

Photo by Markus Winkler on Unsplash

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Labs

Photo by Ousa Chea on Unsplash

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ERICA

We have about (# OF MINUTES) left in our session, but this is the end of the instructional part of the session
When we are finished here, you will be returned to your breakout rooms with your ID to ask final questions, talk about and work on things specific to your course context, etc. Feel free to stay and continue the conversation!
If you want to talk one-on-one with someone about your course, TLT and Schreyer Institute are still holding virtual office hours for the next few weeks, or you can book a consultation with your college course liaison or an Instructional Designer from TLT
Before we end the “formal” part of our session today, just a few things to add
Within the next few days, I will send out an email to all attendees with:

Link to slides
Links to key resources shared today
Link to recording of this session

At the end of each Google Doc notes document, there is a link to a short survey (link in chat as well: https://pennstate.qualtrics.com/jfe/form/SV_41JN1bEakUfgT6B) - This is the first time we are running this series, and your feedback is vital as we continue to work on the series and improve for future offerings

[decorative image: Engaging Student Series: Blending Asychronous and Synchronous Teaching]

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Contact Information:

Erica Fleming, TLT�ecf10@psu.edu

Amy Kuntz, TLT�aer13@psu.edu

Sara Davis, TLT�smd358@psu.edu

Kim Heckman, ITLD�kaw160@psu.edu

Amanda Jones, ITLD�anj5053@psu.edu

Stephanie Edel-Malizia, TLT�sae12@psu.edu

Jessie Driver, TLT�jcb5021@psu.edu

Julie Meyer, TLT (Wed. session)�jmm49@psu.edu

Angela Dick�ald21@psu.edu