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1 | Making the Switch to Multi-Audience Teaching | ||||
2 | One of the most frequently asked questions that has been heard during the initial Fall 2020 preparation is how do I effectively teach students in-person and remotely via Zoom at the same time. This has continued for those capitlizing on this modality from an equity standpoint. This guide is intended to align technology solutions to common class activities and pedagogical approaches. We welcome comments and suggestions by completing the suggestion form. | ||||
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4 | Note: For a large majority of multi-audience strategies, students both online and in-class should be logged in to Zoom. You will need to encourage students to bring personal devices to class. The students physically in the classroom will need to not connect to Zoom audio to reduce feedback in the classroom. To do this follow the In-Class Student Directions - Do Not Connect to Zoom Audio. As an instructor, be sure to follow the Teach with Zoom in the Classroom directions that were tailored and provided by your local IT Department or utilize the general directions at the bottom of the Zoom Penn State Resources. | ||||
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6 | Additional Information: - All tools listed are approved via Penn State Courseware - Tools indicated with a * = additional fee to use - Tools indicated with ^ = are free for a certain amount of students (25, 40, or 50) and can be used above the designated amount of students for additional fee to use - NA indicates an area where no additional guidance is necessitated | ||||
7 | Communicating with Students | ||||
8 | What I do in a Face-to-Face Class | How do I do this with a multi-audience class with only Zoom, GSuite (Documents, Slides, Forms, and Jamboard), and Canvas | How do I do this with a multi-audience class using additional technologies | Tips and Tricks | Links to Templates / Examples |
9 | Announcements | Cross-convey announcements as verbal instructions during classtime and as a Canvas Announcement. | Consider utilizing an on-going communication channel such as creating a Microsoft Teams channel with your students or utilizing Yammer. Have small snippet announcements and provide just in time information. | Write your Canvas Announcement ahead of time and delay posting until a specific date and/or time. | Announcement Example |
10 | Instructions (In-class Activities and Out-of-Class Assignments) | For synchronous activities - Cross-convey as verbal instructions during classtime and prior to class provide clear instructions in a Canvas Page such as a layout of Before Class, During Class, and After Class. For asynchronous assignments - Cross-convey as verbal instructions during classtime and provide clear instructions in Canvas Assignments. | Consider creating an instructional video that captures your computer screen by using Kaltura Capture. | Include a rationale in your instructions--i.e., explain why students are completing each task and show how each task links to the objectives | Before, During, and After Example |
11 | Student Questions | Continue to solicit from both audiences. Continually check Zoom for virtual hand-raising and chat questions. Restate the questions that stem from students in-person so that the online audience can hear them clearly. | Consider collection of student questions via Piazza, Google Slides Q&A Session, or TopHat. Other options include a free response ^Socrative polling question, free response ^Nearpod question, social question and answer of Acadly, or *Packback. There can also be an on-going class dialog where students can pose questions such as Canvas Chat, Microsoft Teams Chat, or Yammer. | Give 5 minutes at the end of each class to solicit any possible questions from students. If via email: If you have more than one class, ask students to include their name and the course name at the top of their emails. ("Hi teacher! It's Monica Morales from your English 1A class. I have a question about...") | NA |
12 | Office Hours and One-on-One Appointments | Use Zoom to hold meetings at the same day/time each week or hold Zoom meetings by appointment. | If students aren't participanting in syncronous video/audio office hours, consider text-based office hours. Such examples can include on-going class dialog or instructor-student dialog and can include Canvas Chat, Microsoft Teams Chat, or Yammer. | If multiple students show up in the office hours, you can do a group Q&A session or enable the "waiting room" feature in Zoom. With this, convey to students you will let them in after the earlier student(s) are done. Conversely, you canschedule 10 to 15 minute private appointments and have students sign up in advance via Canvas Scheduler. Consider reviewing the Flexible Instruction Teaching Guide: Holding Virtual Office Hours. | NA |
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14 | Sharing and Organizing Materials | ||||
15 | What I do in a Face-to-Face Class | How do I do this with a multi-audience class with only Zoom, GSuite (Documents, Slides, Forms, and Jamboard), and Canvas | How do I do this with a multi-audience class using additional technologies | Tips and Tricks | Links to Templates / Examples |
16 | Lectures with Presentation Slides | Log into the classroom computer at the docking station. Log into Zoom, and share your screen with your presentation slides. Project the Zoom screen share in the classroom. | Consider utilizing TopHat or ^Nearpod that embedds activities within lecture. | Use the same Zoom link for all class meetings. Post it on your Canvas Homepage. Test your audio (microphone) with the students in Zoom at the beginning of each course. Determine and communicate a method for students online to contact you for technical issues (i.e. chat) prior to the start of the course. | Teachining with Zoom in a General Purpose Classroom (PDF) Teaching with Zoom in a Classroom (PDF) |
17 | Pause in Lecture | Continue to pause; however, wait a few more seconds for an audio delay for online students via Zoom. | Consider utilizing TopHat ^Nearpod that embedds activities within lecture. | Set exepctations of student response prior to pausing. Consider having students take a pause and each write 2-3 possible answers to a question you plan to ask in an upcoming part. Then show them the question as part of the slides and solicit answers. | NA |
18 | Paper Handouts | Provide digital copies in Canvas. Consider utilizing Google Docs especially if you want collaborative paper handouts. | NA | Consider having a document of links ready to post in Zoom chat to the handouts during the session. If you need digital materials, you can find resources that are freely adaptable as part of Penn State's Find OER Material | NA |
19 | Assigned Readings (Textbook, Pages, Journal Articles) | Cross-convey as verbal instructions during classtime and prior to class provide clear instructions and links to non-textbook readings in a Canvas Page. Consider using a layout of Before Class, During Class, and After Class. | NA | Be sure to provide clear instructions and take in consideration of textbook version differences in page numbers. Provide a reading prompt guiding student comprehension, such as key questions to answer. Consider reviewing Flexible Instruction Teaching Guide: Gathering and Providing Access to Reading Materials. | NA |
20 | Live Demos | Consider recording the demo via Zoom and even having multiple videos from differente angles to gain full understanding. Then share the video in Canvas. If the demo must be conducted in real time without watching the recording, show the demonstration from a wide angle and move closer to the webcam when necessary for a close-up view. | Conduct smaller demonstrations under a document camera, if available, for a high resolution, three-dimensional image. Consider creating non-Zoom video of live demos in a more professional style by following ideas explained in the Penn State Instructional Video Guide - Demonstrate section. | Ensure that all students can see by having them confirm viewability. Be sure to list or explain the correct order of any steps. Review additional Conducting Demonsrations tips and Teaching with Video | Situation Demo Videos How to Do or How Someone Does a Process Demo Videos Apply a Theory or Concept Demo Videos |
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22 | Engaging Students | ||||
23 | What I do in a Face-to-Face Class | How do I do this with a multi-audience class with only Zoom, GSuite (Documents, Slides, Forms, and Jamboard), and Canvas | How do I do this with a multi-audience class using additional technologies | Tips and Tricks | Links to Templates / Examples |
24 | Class Discussion | For synchronous - While in Zoom, utilize chat. Consider using Google Docs or Google Slides to take collaborative notes of the class-wide discussion. For asynchronous - Utilize Canvas Discussions. | For asynchronous - Reply to students and ask guiding questions, summarize trends during the next class or in a Canvas Announcement, and keep the conversation going. Review additional tips at: - Hybrid Learning @ Penn State: Discussion - Pedagogical Uses of Canvas: Discussion - Flexible Instruction Teaching Guide: Participating in Student Discussions For synchronous - Review the Zoom Questioning Strategies to Increase Engagement document. | For asynchronous - Reply to students and ask guiding questions, summarize trends during the next class or in a Canvas Announcement, and keep the conversation going. Review additional tips at: - Hybrid Learning @ Penn State: Discussion - Pedagogical Uses of Canvas: Discussion - Flexible Instruction Teaching Guide: Participating in Student Discussions For synchronous - Review the Zoom Questioning Strategies to Increase Engagement document. | Example Rubric |
25 | Turn and Talk | Students can use the private chat in Zoom to talk to each other. Be sure to assign pairs for the activity so each student knows who to talk to. If there is a large class, pre-assign student pairs and list pairs in Canvas via Canvas Groups. | Consider utilizing an on-going communication channel such as Canvas Chat, Yammer, or creating a Microsoft Teams channel with your students. Students can message each other individually, in small groups, or message the entire class. | Pair students ahead of time by making a list of pairs and posting the pairs on a slide while sharing your screen. Consider note taking for each group on Google Docs or Google Slides. | NA |
26 | Think-Pair-Share | Students can use the private chat in Zoom to talk to each other. Be sure to assign pairs for the activity so each student knows who to talk to. If there is a large class, pre-assign student pairs and list pairs in Canvas via Canvas Groups. | Students take a minute to think on their own, then share their message with a partner through private chat in Zoom, then one person from the pair will post the summary to everyone in chat. Consider utilizing an on-going communication channel such as Canvas Chat, Yammer, or creating a Microsoft Teams channel with your students. Students can message each other individually, in small groups, or message the entire class. | Pair students ahead of time by making a list of pairs and posting the pairs on a slide while sharing your screen. Consider note taking for each group on Google Docs or Google Slides. | Breakout Room Group Notes (Template) |
27 | Small Groups | Students can be placed into breakout rooms in Zoom for small group discussion which will be text-based. | Consider utilizing an on-going communication channel such as Canvas Chat, Yammer, or creating a Microsoft Teams channel with your students. Students can message each other individually, in small groups, or message the entire class. | Make sure instructions for group work are clear and are accessible to students in written form when they are in the Breakout Rooms. Consider note taking for each group on Google Docs or Google Slides. Consider assigning group leaders to share key takeaways from the breakout room in chat when the class reconvenes as a whole. | Breakout Room Group Notes (Template) |
28 | Polling | Utilize the embedded polling aspect in Zoom. You can create a generic poll in Zoom (answer choices A, B, C, D) and list the actual question and answer choices on your slide deck so you can reuse the same poll multiple times during one class session. | Use a polling feature like TopHat, ^Poll Everywhere, or ^Kahoot where you can set up the poll ahead of time; Other software include ^Socrative, Acadly, ^Nearpod, and *iClicker Cloud. | Consider reviewing the Polling Students tips and the Flexible Instruction Teaching Guide: Polling. | Slide For Generic Poll in Zoom |
29 | Embedded Lecture Activities | Utilize templatized items to indicate interactive activiites to be conducted in Zoom within your PowerPoint or Google Slides presentations. Interactivities can include non-verbal feedback, polling, chat, annotation polls, annotation slides, and breakout rooms. | Consider collection of student questions via TopHat, Piazza,or Google Slides Q&A Session. Other interactive options include ^Socrative, ^Poll Everywhere, ^Nearpod, ^Kahoot, *iClicker Cloud, Acadly, Padlet, or *Packback. There can also be an on-going class dialog where students can pose questions such as Canvas Chat, Microsoft Teams Chat, or Yammer. | Consider reviewing Engaging Student Series - Engaging Students Synchronously and Engaging Student Series - Engaging Students Asynchronously. Another resource is Strategies for Creating Engaging Synchronous and Asynchronous Learning Environments. | Embedded Lecture Activities Engagement Template |
30 | Collecting Student Feedback | Utilize Canvas surveys or a Google Form for survey collection, as a suggestion box, or as an exam or assignment wrapper. Also consider a Google Doc for the postive and negative aspects (pluses and deltas). | Consider collection of student questions via TopHat, Piazza or Google Slides Q&A Session. Other interactive options include open ended questions / collection via ^Socrative, ^Poll Everywhere, ^Nearpod, ^Kahoot, *iClicker Cloud, Acadly, Padlet, or *Packback. There can also be an on-going class dialog where students can pose questions such as Canvas Chat, Microsoft Teams Chat, or Yammer. | Synthesize feedback during the next class meeting. Try to address feedback and, when not possible in a certain timeframe, address why it is not possible and how you plan to integrate it in future semesters. Consider having a mid-semester survey that utilizes the Student Evaluation of Educational Quality (SEEQ) there is an SEEQ example survey and additional resources. | Plus/Delta Google Doc (Template) |
31 | Posters and Gallery Walk | Utilize Google Slides during class time and have students in breakout rooms in Zoom. Have each group start on a particular slide and have them go to the next one at designated time increments. Then once they reach the end they "jump back" to the first slide in rotation model. | Additional tools that allow for posters/gallery walk via visuals such as Google Jamboard or Padlet or visuals with the option of audio/video such as VoiceThread or FlipGrid. | Consider reviewing the Pedagogical Considerations of Canvas - Gallery Walk. | Gallery Walk Google Slides (Template) |
32 | Student Reflection (Non-identifiable information) | Canvas Survey or Google Forms as a preferred way to see aggregate information and possibly share with the class. Canvas Assignment worth zero points or do not count towards grade for non-aggregate information. | Consider collection of anonymous student reflection answers via TopHat, Piazza, or Google Slides Q&A Session. Other interactive options include open ended questions / collection wheree they switch to anonymous for tools such as ^Socrative, ^Poll Everywhere, ^Nearpod, *iClicker Cloud, Acadly, Padlet, or *Packback. | If you do not need students to submit these, analog methods work well (take out a piece of paper or blank document) and write a "minute paper" summarizing your understanding of the main points of the class session. | Student Reflection Activity Examples (Clemson) |
33 | Muddiest Point (Students identify the most difficult concept or most confusing aspect of a topic/lesson) | Utilize a post first style Canvas Discussions or utilize a Google Form and share the answers. | Synchronous - Consider collection of anonymous student reflection answers via TopHat, Piazza, or Google Slides Q&A Session. Other interactive options include open ended questions / collection wheree they switch to anonymous for tools such as ^Socrative, ^Poll Everywhere, ^Nearpod, *iClicker Cloud, Acadly, Padlet, or *Packback. Asynchronous - Consider collection of anonymous student reflection answers via Piazza or Google Slides Q&A Session. Other interactive options include open ended questions / collection wheree they switch to anonymous for tools such as ^Socrative homework, ^Nearpod homework, *iClicker Cloud assignments, Acadly, Padlet, or *Packback. Another option for video-based disucssions for muddiest point that is identifiable is FlipGrid or VoiceThread. | Take time during the beginning of your next synchronous class session to discuss the most common responses to the "muddiest point" prompt. | Muddiest Point Google Form (Example) |
34 | Four Corners | If students need to be identified in real time, have them utilize pieces of paper and number them. Then have them hold up the corresponding number to their responses. Make sure you are uzing gallery view in Zoom to see all students. If students do not need to be identified you can also conduct via Zoom polling or annotation poll in Zoom. | If students do not need to be identified then polling. Use a polling feature like TopHat, ^Socrative, ^Poll Everywhere, ^Nearpod, ^Kahoot, *iClicker Cloud, or Acadly where you can setup the poll ahead of time. | Annotation in Zoom - ensure your annotation tool is enabled in your Zoom settings. You can disable annotations before and after the activity using the security features if you wish. | Four Corners Slide Template for Using Annotation Tool in Zoom |
35 | Brainstorming | Have students brainstorm ideas and post their responses in the chat feature of Zoom. Consider having a class-wide Google Doc or group Google Docs where students generate ideas in a collaborative note style. | Consider using ^Nearpod, Padlet, Google Jamboard, or Microsoft Whiteboards. | If students use physical whiteboards in the room or use paper for brainstorming, ask them to take a picture of their notes with their phones and post in digital collaborative work spaces. Consider reviewing: - Web-Based Whiteboarding Tools: Google Jamboard and Microsoft Whiteboard - Flexible Instruction Teaching Guide: Using a Whiteboard for In-Person and Remote Students Simultaneously - Flexible Instruction Teaching Guide: Using a Whiteboard for Remote Instruction. | Breakout Room Group Notes (Template) |
36 | Whiteboard Spaces (Individual or small group, then share) | Utilize Google Jamboard to have pre-assigned writing areas either individually or in small groups. Google Jamboard allows for 20 different writing spaces at one time and multiple Google Jamboards can be utilized. Another option is for students to use the whiteboard feaure of Zoom in individual breakout rooms or small group breakout rooms. If this is done, they will need to save their whiteboard to their computer, locate where the file(s) were saved and be able to share their screen to share to the entire class during the report out. | Consider using ^Nearpod, Padlet, Google Jamboard, or Microsoft Whiteboards. | Consider reviewing: - Web-Based Whiteboarding Tools: Google Jamboard and Microsoft Whiteboard - Flexible Instruction Teaching Guide: Using a Whiteboard for In-Person and Remote Students Simultaneously - Flexible Instruction Teaching Guide: Using a Whiteboard for Remote Instruction. | Google Jamboard Template |
37 | Whiteboard Spaces (Collaborative) | Share the Zoom whiteboard and allow whole class to annotate. If you want the file after the session be sure to save the whiteboard to your computer, locate where the file(s) were saved, and add the file to Canvas. Another option is to utilize a Google Jamboard and work on the same slide in Google Jamboard. Note that the recommended maximum number in a Google Jamboard at one time is 25 collaborators. | Consider using ^Nearpod, Padlet, or Microsoft Whiteboards. | Consider reviewing: - Web-Based Whiteboarding Tools: Google Jamboard and Microsoft Whiteboard - Flexible Instruction Teaching Guide: Using a Whiteboard for In-Person and Remote Students Simultaneously - Flexible Instruction Teaching Guide: Using a Whiteboard for Remote Instruction. | Google Jamboard Template |
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39 | Assessing Learning | ||||
40 | What I do in a Face-to-Face Class | How do I do this with a multi-audience class with only Zoom, GSuite (Documents, Slides, Forms, and Jamboard), and Canvas | How do I do this with a multi-audience class using additional technologies | Tips and Tricks | Links to Templates / Examples |
41 | Quizzes / Exams | Formative Assessment - Consider having more formative assessment to ensure understanding of content by students. Interactivities can via Zoom include non-verbal feedback, polling, chat, annotation polls, annotation slides. In addition, Canvas Quizzes can be utilized for low stakes quizzing. Summative Assessment - Utilize Canvas Quizzes for larger exams of Canvas Assignments as alternative assessments. | You can use technologies such as TopHat, ^Poll Everywhere, *iClicker Cloud, and ^Nearpod for formative assessment quizzes. | To increase engagement, instructors could use projects or case studies that are unique and relevant to student interest and career paths. Consider reviewing resources including: - Keep Teaching: Adapting Assesments - Keep Teaching: Exam Proctoring Options - Schreyer Institute for Teaching Excellence: Adapting Assessments for Flexible Teaching - Hybrid Learning at Penn State: Assessments - Engaging Student Series: Engaging Students Through Assessment - Engaging Student Series: Engaging Students Through Multimedia Assignments as an adapted assessment assignment. | NA |
42 | Student Presentations | For aynchronous - Have students meet at the time of their choosing in their group and record a Zoom presentation. Have them submit the recording to a Canvas Assignment or a Canvas Group Assignment. For synchronous - Utlize Zoom in-real time for sharing of group presentations. | Students could use additional tools such as FlipGrid, VoiceThread, and Adobe Spark for group project final products. | For both synchronous and asynchronous - Consider having students have a "lead" to move the slides for the entire group and for them to practice using key words like "next" for next slide. For asynchronous - If you record and post student presentations, you will need to ensure that only the students in the class can access the recordings and you will need to destroy the recordings at the end of the semester - see "Recording class via Zoom." Consider reviewing the Flexible Instruction Teaching Guide: Presentations and Debates. | Example Group Work and Zoom Directions |
43 | Essays | Create a Canvas Assignment ahead of class time and ask students to submit essays via the Canvas Assignment tool. | Students could submit video or visual essays using Adobe Suite creative tools including iMovie or FlipGrid. | If you want students to be able to easily view each others' work, you can use Google Drive or O365 tools (i.e. create a folder in OneDrive shared with all students and have each student upload their essay as a Word doc). | NA |
44 | Group Projects | For asynchronous - Create groups via Canvas Groups which also allows a place for file sharing and discussions. Utilize a Canvas Group Assignment to collect student work in a group manner. Have students utilize Zoom at a day/time of their group choosing to meet in realtime. For synchronous - Students can be placed into breakout rooms in Zoom for small group discussion which will be text-based. One way to conduct accountability is to have artifacts created in Google Docs in addition to students informally discussing via Zoom chat. | Students could use additional tools such as FlipGrid, VoiceThread, and Adobe Spark for group project final products. | Allow time during synchronous classes for students to work together. Consider using a team contract especially for asynchronous group work. Consider reviewing Flexible Instruction Teaching Guide: Group Projects and Hybrid Learning @ Penn State: Group Projects. | Team Contract Example Zoom Breakout Room Template |
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46 | Initiated by Amy Kuntz (aer13@psu.edu) and Sara Davis (smd358@psu.edu), Instructional Designers at Penn State - Teaching and Learning with Technology and licensed under CC BY 4.0. This document was based on the work from the following: Make the Switch to Remote Teaching and Learning by Peralta Community College District is licensed under CC BY 4.0 Active Learning while Physical Distancing Initiated by Dr. Jennifer Baumgartner, Associate Professor at Louisiana State University, with collaborative input from various groups, including members of the LSU LTC and the POD Network. Active Learning while Physical Distancing by Louisiana State University (LSU) is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. | ||||
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