Category: Teaching Tips

  • Exit Tickets in Higher Ed: Easy Ideas for Educators

    Exit Tickets in Higher Ed: Easy Ideas for Educators

    Some say that first impressions are most important. But every professor who finds their students aimlessly filing out of class two-thirds of the way through will say that students’ final impressions of class tend to last longest—what did they get from showing up, if they just breezed out again? Luckily, there’s an established way you can make sure students go out of the door with purpose and accomplishment: exit tickets. Aligning exit tickets with the key concept of the day’s lesson is essential for effective assessment and ensures that you are measuring student understanding of the most important learning objectives. Exit tickets are also used to assess understanding of a specific skill or concept from the day’s lesson, helping instructors identify areas that may need further attention.

    Exit tickets are one of the fastest, lowest-commitment types of active learning tools to implement. Essentially, you ask your students to provide a written answer to a question about their learning before they’re “allowed” to leave your class. Students can decide how to respond, such as through writing, drawing, or other formats, to best demonstrate their understanding. Exit tickets should take only a few minutes for students to complete, ensuring students spend their time meaningfully and efficiently at the end of the lesson. This helps students clarify, understand, and recall their learning better. And, if you feel the need, you can tie attendance or participation grades to completion. However, exit tickets are low stakes and are not meant to be graded, which encourages honest self-reflection. Designing effective exit ticket questions takes practice, and providing an example can help educators get started. Teachers design their own exit tickets linked to the objective of the lesson, ensuring alignment with the intended learning outcomes.

    Access customizable exit ticket templates for ideas to spark conversation and meaningful learning.

    Introduction to Exit Tickets

    Exit tickets are a simple yet powerful tool that educators can use to check student understanding and student learning at the end of a class period. These quick assessments—sometimes called exit slips—ask students to reflect on the day’s lesson and share their thoughts before leaving the classroom. Exit tickets promote student reflection and give quiet students a voice in expressing their understanding. Whether you teach a science class or any other subject, exit tickets can take many forms, from a sticky note handed in at the door to a digital form submitted online.

    Using varied formats for exit tickets, such as written notes or drawings, keeps students engaged and prevents boredom. Because they are low stakes, students feel comfortable sharing what they know and where they might need more help. For educators, exit tickets provide immediate feedback, making it easier to identify student needs and adjust instruction accordingly. Teachers must account for individual student perceptions and needs when reviewing exit ticket responses. By regularly using exit tickets, educators can ensure that every class ends with a clear sense of what students have learned and what concepts may need further attention in future lessons.

    Benefits of Using Exit Tickets

    Incorporating exit tickets into your teaching routine offers a range of benefits for both students and educators. In a college setting, exit tickets are widely used to foster effective teaching strategies and support educational goals. First and foremost, exit tickets provide a quick snapshot of student understanding, allowing you to identify areas where students may need additional support. By reviewing student responses, you can tailor your instruction to better meet the learning goals of your class and address any gaps in knowledge. Exit tickets also encourage students to reflect on their learning, helping them process and retain new information from the lesson. Because they are low stakes, students feel comfortable sharing what they know and where they might need more help. Maintaining low stakes with exit tickets encourages honest self-reflection and reduces student stress. This reflection not only boosts student engagement but also gives students a voice in their own learning by providing feedback to their teachers.

    As a resource, exit tickets make it easier to differentiate instruction and plan future lessons that are responsive to student needs. Exit tickets can be differentiated to meet the diverse needs of students in the classroom. Ultimately, using exit tickets can lead to improved student learning and achievement by ensuring that instruction is always focused on what students need most.

    There are a number of different kinds of exit tickets. Here are three examples, each with a different emphasis, to illustrate different approaches to exit tickets and how students respond to prompts.

    Minute Paper

    The minute paper is one of the favorite tools of James Lang, Professor of Practice at the Kaneb Center for Teaching Excellence at the University of Notre Dame. The minute paper exit ticket idea is particularly helpful in classes that are discussion- or lab-led.

    According to Lang, the end of the lecture is “when you want to say, ‘Okay class, we had a great discussion. Last five minutes here, I want everyone to write down in your notebook or index card, what are three key takeaways you had from this discussion, and what’s one question that you still have?’” This exercise helps students focus on the main points of the discussion, track their progress in mastering key skills, and reflect on their understanding. To further explain, this activity helps students consolidate their learning and allows teachers to assess specific skills or concepts covered in the lesson.

    If it takes place at the end of a lively class discussion, a minute paper won’t derail your students’ train of thought, but help to connect their ideas with the wider aim of the class. In addition to writing down key takeaways and questions, exit tickets can include specific prompts such as solving a math problem or defining a key term from the lesson. The best class discussions always spill out into the hallway, and a minute paper won’t dampen student enthusiasm.

    Muddiest Point

    If you are interested in customizing exit tickets to better support student learning, consider using the muddiest point exercise to focus on areas where students need the most clarification.

    In the ‘muddiest point’ exercise, students are given index cards and asked to write down what they least understood about that day’s lesson. You could consider making this anonymous in order to encourage honest responses. This method allows teachers to provide feedback and differentiate instruction based on what was taught and what students still find unclear.

    You can use this exit ticket to find out your class’s muddiest point by process of elimination. Ask your students to send you topics they feel most in need of clarification, consolidate them into a list, and see if there are any standout issues. Try to pre-dedicate time in the following class to address these issues.

    3-2-1 Reflection

    The 3-2-1 Reflection is a versatile and straightforward exit ticket idea that encourages students to consolidate their learning and think critically about the day’s lesson. In this exercise, students list three things they learned, two interesting facts or ideas that caught their attention, and one question they still have. This format not only helps students reflect on key concepts but also provides teachers with valuable insights into student understanding and areas that may need further clarification. The 3-2-1 Reflection can be easily adapted for any subject, making it a flexible tool to promote active learning and student engagement at the end of a class period.

    Formative Assessment and Student Accountability

    Formative assessment plays a crucial role in keeping students accountable for their own learning by encouraging continuous reflection and self-assessment throughout the course. Exit tickets serve as an effective formative assessment tool by prompting students to actively engage with the material and articulate their understanding or challenges. This process fosters a sense of responsibility and ownership over their learning journey, motivating students to identify areas where they need improvement and to connect classroom concepts to real-life contexts.

    To enhance student accountability, exit tickets can include reflective questions that encourage deeper thinking and personal connection to the material. Some examples of effective formative assessment questions include:

    • Describe a connection you can see between today’s material and your life.
    • What gave you the most difficulty today and why?
    • In 50 words or less, summarize today’s material.

    These prompts not only help students consolidate their learning but also provide teachers with valuable insights into student perspectives and potential obstacles. By regularly incorporating such reflective questions into exit tickets, educators can support a growth mindset and promote active, self-directed learning that extends beyond the classroom.

    Using Technology to Enhance Exit Tickets

    Technology offers exciting new ways to make exit tickets more engaging, efficient, and insightful. With digital exit ticket templates, teachers can quickly create and distribute exit slips that students can complete on their laptops, tablets, or phones. Digital access to exit tickets through tools like Google Forms or Top Hat makes participation easy and allows for immediate data collection. Using a platform allows students to submit their responses from anywhere, and for educators to collect and review data in real time. Exit tickets can be completed digitally through online polls, surveys, quizzes, and forms. Digital tools also allow for a variety of question types, such as multiple choice, short answer, or even interactive elements like videos or images, making the process more fun and accessible for students.

    Incorporating multimedia and creative projects can make exit tickets more enjoyable for students. Educators can use learning management systems, online survey platforms, or educational apps such as Top Hat to create and manage exit tickets, often with features like automatic grading and instant feedback. Digital exit tickets can also supplement online courses and support remote learning, making them a valuable tool for virtual or hybrid classrooms. By leveraging technology, educators can gain deeper insights into student understanding and learning, streamline the assessment process, and create a more dynamic classroom experience. Using digital exit tickets is similar to accessing information in a library—students benefit from the efficiency and breadth of digital resources, enabling more self-directed and effective learning. Digital exit tickets not only save time but also provide valuable analytics that help instructors identify trends, adjust instruction and support student achievement more effectively. Integrating technology into exit tickets reflects the role of technology in modern life and helps prepare students for real-life situations where digital skills are essential.

    Using Data to Inform Instruction

    One of the most powerful aspects of exit tickets is the wealth of data they provide to inform instruction and enhance student learning. When students submit their exit tickets at the end of a class period, educators gain immediate insight into student understanding of the day’s lesson. By carefully reviewing student responses—whether from multiple choice questions, short written answers, or creative formats—educators can quickly identify which concepts have been mastered and which require further attention.

    This real-time feedback allows educators to make informed decisions about how to adjust their teaching strategies to better meet student needs. For example, if exit ticket data reveals that many students struggled with a key concept, teachers can decide to revisit that material in the next class, provide targeted practice, or offer additional resources. Conversely, if students demonstrate strong understanding, instructors might accelerate the pace or introduce more advanced topics, ensuring that learning remains challenging and engaging.

    Regularly analyzing exit ticket responses is essential for differentiating instruction. By identifying patterns and trends in student learning, educators can create targeted interventions for those who need extra support and enrichment opportunities for those ready to move ahead. This approach not only supports individual student achievement but also helps the entire class progress more effectively toward learning goals.

    In addition to shaping instruction, exit ticket data serves as a valuable tool for providing feedback to students. When instructors review and respond to student answers, they help students reflect on their own progress, recognize areas of strength, and set goals for improvement. This ongoing communication fosters a sense of ownership and agency in learning, encouraging students to take an active role in their educational journey.

    To maximize the benefits of exit tickets, educators can use a variety of exit ticket templates and formats—ranging from traditional paper slips to digital forms. Digital tools, in particular, make it easy to collect, organize, and analyze data, allowing teachers to track student progress over time and quickly identify areas for instructional focus. Whether using sticky notes, online surveys, or interactive apps, the key is to create a system that regularly gathers meaningful data and uses it to inform future instruction.

    Ultimately, using data from exit tickets is an essential strategy for any educator committed to improving student understanding and achievement. By making exit tickets a routine part of your assessment toolkit, you can ensure that every lesson is responsive to student needs, every student has the opportunity to succeed, and your teaching is always informed by real evidence of learning.

    Exit Tickets: Classroom-Ready Examples

    Top Hat’s exit ticket template, designed with the help of instructional design experts, contains many helpful printouts. This helpful instructor resource offers four versions with two templates per category. Two of the versions can be used as jumping-off points for minute papers (assessing understanding and asking students to reflect and summarize), and the other two can be used for muddiest point exercises (finding gaps in learning, and what students would want covered the following class). These exit tickets serve not only as formative assessments but also offer additional benefits by supporting a variety of assessment strategies, gathering student feedback and enhancing classroom engagement.

    Access free exit ticket ideas here.

    Frequently Asked Questions About Exit Tickets

    1. What is an exit ticket in the classroom?

    An exit ticket is a short formative assessment that students complete at the end of a class to demonstrate what they learned. Exit tickets typically consist of one to three questions and help instructors quickly assess understanding, identify misconceptions, and adjust future instruction.

    2. What are the benefits of using exit tickets?

    Exit tickets help instructors check for understanding in real time, encourage student reflection, and provide actionable feedback without adding significant grading time. When used consistently, exit tickets can improve student engagement, support data-informed teaching decisions, and increase retention of key concepts.

    3. What are some effective exit ticket ideas for the classroom?

    Effective exit ticket ideas include asking students to summarize the key concept in one sentence, identify the “muddiest point” from the lesson, answer a quick multiple-choice question, apply what they learned to a real-world example, or predict how the concept will be used in a future lesson or exam. These prompts encourage reflection and help instructors quickly assess student understanding.

    Tagged as:

    ,

    Source link

  • 20+ Ultimate Ice Breakers for College Students

    20+ Ultimate Ice Breakers for College Students

    This guide is designed for college professors and educators seeking effective ways to help students connect and participate. It covers 20+ practical icebreakers for college students and provides a free downloadable list with additional activities, ensuring you have the tools to foster a welcoming classroom environment. Even better, these icebreaker activities can easily be assigned in the Top Hat app. Icebreakers for college students encourage new students to have conversations, get to know you and each other and build a sense of community and trust. Icebreaker activities help students relax and connect with one another during orientation, creating a sense of community and trust in a classroom setting. Used early on, icebreakers can help students feel comfortable in your classroom or team meeting. They’re ideal for the first day of school, but can be used throughout the semester and serve as a precursor for teamwork and collaborative learning. Virtual icebreakers—facilitated via social media, discussion boards or in virtual team meetings—have also gained new meaning in helping group members warm up to one another.

    A classroom icebreaker for college students can be as simple as asking learners to introduce themselves to the class or to the students sitting next to them, but games and activities offer a chance to interact with a greater number of classmates and build camaraderie. According to a guide1 from Nottingham Trent University, for classroom icebreaker games “there ought to be a fun aspect to the activities in order to provide participants with some shared history that they can discuss later and, where possible, a relevance to the taught course/university experience.”

    It’s no doubt that icebreaker activities like scavenger hunts or Pictionary are overdone. Campus-based icebreakers, such as orientation activities or exploring campus landmarks, can also help students get familiar with their new environment. Keep in mind that some classroom icebreakers for college students could be awkward or uncomfortable, such as publicly sharing personal information. The key is to get students talking to each other, having conversations and making connections—without social risk. This could mean facilitating small group activities versus requiring students to share personal information in front of the whole class. As an educator, help your students get to know one another in a safe and effective way. Recognizing the importance of icebreakers in fostering inclusion and community can set a positive tone for the semester. Icebreakers encourage people to participate, help students find commonalities with their peers, and build rapport within the group.

    Download The Ultimate List of Icebreakers for the College Classroom and begin assigning to your students using Top Hat (get the list here).

    Introduction to classroom icebreakers

    Classroom icebreakers are a powerful way for college professors to set a positive tone at the beginning of a course. These activities help college students introduce themselves, share fun facts, and discover what they have in common with fellow students. Whether you’re teaching a small group or a larger group, icebreakers can be tailored to fit your classroom’s unique needs and the goals of your course material. By encouraging students to interact and get to know one another, icebreakers help build a sense of community and belonging right from the start. When students feel comfortable and connected, they’re more likely to participate, collaborate, and engage with the material and each other throughout the semester. Incorporating icebreakers into your teaching toolkit is a simple yet effective way to foster a welcoming classroom environment where everyone feels included.

    Benefits of icebreakers

    Encouraging participation

    Fun icebreakers offer a range of benefits for both students and teachers, especially for first year students who may be new to the college experience. Icebreaker activities help students feel more at ease in the classroom, making it easier for them to participate in class discussions and share their ideas. Icebreakers can create a relaxed atmosphere that encourages participation among students.

    Supporting academic success

    Icebreakers can also introduce students to key course concepts in a fun and engaging way, setting a positive tone for the rest of the semester. When students feel supported and included, they’re more likely to take academic risks, ask questions, and explore new ideas. Ultimately, using icebreakers helps create a classroom environment where everyone feels welcome, valued, and ready to learn.

    With these benefits in mind, let’s explore how to plan and implement effective icebreakers in your classroom.

    Planning icebreakers

    Setting goals

    When planning icebreakers for your class, it’s important to start with your goals in mind. Think about what you want your students to gain from the activity—whether it’s helping students get to know each other, encouraging participation, or introducing a new topic.

    Considering group size

    Consider the size of your class: some icebreakers work best in small groups, while others are ideal for larger groups. Choose activities that are interactive and fun, such as “Two Truths and a Lie” (a fun way to help students get to know each other), “Human Bingo” (students find classmates who match traits on a bingo card), or “The Human Knot” (a physical activity where participants untangle themselves without letting go of each other’s hands, fostering non-verbal teamwork). These classic icebreakers can be easily adapted to fit your group size and learning objectives.

    Selecting activities

    The key is to encourage students to share, connect, and engage with one another in a way that feels natural and enjoyable. By selecting the right icebreakers, you’ll set the stage for a lively and inclusive classroom experience.

    Best practices for icebreaker design

    Inclusivity and comfort

    Designing effective icebreakers means keeping your students’ needs and comfort in mind. Start by choosing activities that are inclusive and respectful, ensuring that every student feels welcome to participate. Avoid icebreakers that might make some students uncomfortable or single anyone out.

    Clear instructions

    Make sure your instructions are clear and the activity is easy to follow, so students know exactly what to expect. As the teacher, be ready to guide the activity, answer questions, and offer support as needed.

    Building community

    The goal is to create a sense of community and belonging in your class, helping students feel connected to each other and to the course material. By following these best practices, you’ll design icebreakers that not only break the ice but also lay the foundation for a positive and collaborative classroom environment.

    Now that you know how to plan and design effective icebreakers, let’s dive into a variety of activities you can use in your classroom.

    7 group games for college students (with fun icebreaker questions)

    This list features a variety of effective icebreakers for college students, including fun, low-pressure activities like Two Truths and a Lie, Human Bingo, interactive games like the Marshmallow Challenge, and simple question prompts. These activities are designed to help students relax, connect, and build community, whether you’re teaching in-person or online.

    1. Concentric circles

    This is a great team-building icebreaker for an in-person learning environment. Arrange students in two circles, one inside the other, with students facing each other in pairs. Ask a fun icebreaker question, such as “what’s your favorite thing about college and why?” Pairs discuss the answer, then rotate the circle to form new pairs for the next question—exposing students to the different perspectives of their peers. The trick is to provide open-ended questions rather than those with a ‘yes’ or ‘no’ answer to get students to talk and engage in meaningful conversation.

    2. Find someone who…

    Alternative: Human Bingo: students find classmates who match traits on a bingo card.

    • Students are given bingo cards with a grid of squares. Each square contains an item, such as ‘traveled to another continent’ or ‘has a younger sister.’
    • During the activity, students can pass their bingo cards to others to verify matches or to keep the game moving.
    • Students are given a time limit to find classmates who fit the description.
    • Whoever gets ‘Bingo’ first wins. You can even award a prize of your choice, such as a bonus point or two on an upcoming assignment.

    Human Bingo is considered an effective, low-pressure icebreaker for college students and is a good classroom activity to help your students warm up to one another at the start of the school year—especially those who are meeting one another for the first time.

    3. Name game

    Enables participants to informally interact with their teammates.

    This classic party game can also be applied in the classroom—you can even tweak it to reflect the curriculum. Write down names of famous people (or names related to course material) on sticky notes. Students place a sticky note on their forehead and interact with their classmates, asking fun icebreaker questions to understand which person they are embodying. For example, a student might ask, “Am I a historical figure?” and another might respond, “Yes, you are,” helping the student narrow down their guess. This team icebreaker helps students loosen up and informally interact with their classmates. It also helps them learn about a figure who may have previously been unknown to them.

    4. Poker hand

    This classroom icebreaker for college students is ideal for large groups (a maximum of 50). Shuffle a deck of cards and hand out a card to each student.

    • Give students a set amount of time to find four classmates and form a hand of poker.
    • The best hand ‘wins’ when their time is up—consider offering a couple of bonus points on an assignment.
    • To encourage connections among students with similar academic interests, you can adapt the activity by having students form groups based on their major, or by assigning card suits to different majors.
    • Keep in mind that not everyone knows how to play poker, so display the rules of the game on a whiteboard or a slide at the front of the classroom.

    This activity may help students develop their analytical skills.

    5. Three of a kind

    Helps students find commonalities with each other.

    • Set a time limit and instruct students to find commonalities by seeking out three other students they share something in common with—though not anything obvious or visible, such as hair color.
    • The idea is to help them make connections that may not be immediately apparent.

    For more strategies to help your students get to know their classmates, download our free list of college icebreakers.

    6. Find your pair

    In advance of class, prepare word pairs—such as salt and pepper, or ketchup and mustard—on separate pieces of paper.

    • Have students select a piece of paper from the pile, ensuring they don’t share their word with anyone else.
    • Run the activity as a quick round, giving students a limited time to walk around the room and ask yes or no questions to their peers to try and figure out what word they have (and helping them get to know more people in your class).
    • Once students have figured out what word they have, they then must find their pair (if they haven’t already) by continuing to ask fun icebreaker questions.

    7. Act and react

    Ask students to write down an event or scenario on a piece of paper. These may range from “I just got fired from my job” to “I just got stung by a bee.” For a more meaningful experience, you can choose scenarios that encourage students to connect on a personal level, helping them share relatable or significant moments.

    • Fold the pieces of paper up and put them in a bag or hat.
    • Have students randomly draw a slip of paper and react to the experience using their facial features, gestures or words.
    • The remaining students can guess what just happened.

    This activity will help lighten the mood in your class and allow for student-student interaction.

    → Download Now: 20+ Free Icebreakers for College Courses

    7 first day icebreakers for college students

    8. Two truths and a lie

    A fun way to help students get to know each other.

    Divide the class into small groups. Each group sits in a circle, and each participant tells their group three statements; two are true and one is a lie. The other students in the group must guess which is the lie. This interactive icebreaker could be used during the first day of class to make introductions and reduce first-day jitters, with each student sharing a fun fact about themselves as part of the activity.

    9. This or that

    Prompts students to choose between two options, revealing preferences through movement or gestures.

    Present students with a choice between ‘this or that.’ Topics should be relatively light, such as whether they prefer dogs or cats (though you could also tie this back to course material). For example, ask students whether they would rather visit the mountains or the beach.

    • Students move to the side of the room that reflects their choice.
    • After a few minutes, encourage one or two members in each group to defend their position amongst a new group of students.
    • Ask students to repeat this process for several rounds to help familiarize themselves with a variety of standpoints.

    Similar to would you rather, this or that is ideal for small or large groups and spurs conversations and makes connections.

    10. Longest line

    Instruct students to form one continuous line based on certain criteria, such as alphabetically by first name or from shortest to tallest. For large classes, you could ask students to gather in groups based on some commonality (such as by birthday month). Another engaging option is to have students line up according to the part of the world they are from or a country in the world they would most like to visit. The goal is for students to line up as fast as possible—a result of clear and open communication in medium-sized groups. This classroom icebreaker for college students is a great team-building activity and can help create a sense of community should it be used as a first day icebreaker or at the beginning of the year.

    11. Three Ps

    Divide students into small groups, and have them share three facts about themselves to help them connect on a personal level: something personal, something professional, and something peculiar, such as an interesting hobby or habit. This icebreaker idea can easily be used in virtual meetings. It should be noted, the personal fact shouldn’t be anything too personal—it could be something as simple as a country they’ve always wanted to travel to. Use this great icebreaker when students go back to school from the summer, helping them warm up to their peers.

    Start assigning fun icebreakers for college students directly in Top Hat. Access the guide now!

    12. Beach ball

    Like the name suggests, this activity requires an inflatable plastic beach ball. Ahead of class, write different get-to-know you questions on each segment of a beach ball using a Sharpie. Arrange students in a circle. For larger classes, you may want to divide the class into smaller groups. The fun icebreaker questions could be “what was one of your highlights from the summer?” or “who is your celebrity idol and why?”

    • Toss the ball. Whoever catches it asks the question closest to their left thumb, answers it and then tosses the ball to another student.

    In a virtual or hybrid setting, students could post their answers to the beach ball questions on a discussion board or class social media page to encourage interaction and connection.

    13. Syllabus questionnaire

    Before sharing your syllabus with students, place them into groups of five and have them fill in a Google Doc or worksheet with questions they have about your course.

    • Structure the first five minutes as a brainstorming session.
    • After each group has prepared their list of questions, distribute the syllabus and have students find answers to their questions using this document.
    • Re-convene as a group and give students an opportunity to ask any further questions that couldn’t be answered from the syllabus.

    For remote teams, this activity can be easily adapted by using virtual breakout rooms and collaborative online documents to ensure all participants are engaged, regardless of location. You may also wish to facilitate this activity using individual lesson plans throughout the semester.

    14. String a story

    Arrive to class with a big roll of yarn or string and cut various pieces ranging from five to 20 inches in length. Bunch the pieces of string together and place them to the side.

    • Have each student draw a piece of string from the pile and slowly wind it around their index finger.
    • As they are winding the string around their finger, students must introduce themselves and give a first-person account of their life—in whatever capacity they wish—until the string is completely wound up.

    For example, a student might share a story about moving to a new city for college, describing how they felt nervous at first but made friends by joining a campus club.

    6 course- or assignment-specific icebreakers for college students

    15. Blind contour

    This activity is a fun way to get your visual arts students talking in a small group of people.

    • Split students into groups of five and have each student choose an object to sketch—without looking at their paper.
    • Give students five minutes to complete their sketch, then have them share it with their team members and ask the remaining students to guess what they drew.
    • Repeat the process with another item or object, until time runs out.

    This game helps hone students’ observational skills, while making sure students are mentally present.

    16. It was the best of classes, it was the worst of classes

    This classroom icebreaker not only helps students relate to each other, it can help inform your teaching practices throughout the term.

    • On one side, write “the best class I ever had” and on the other side, write “the worst class I ever had.”
    • Without referring to specific professors or courses, ask students to share what they liked and disliked about their previous courses.
    • For example, a student might say their best class experience involved interactive group projects and clear feedback, while their worst class experience was a lecture-heavy course with little student engagement.
    • Make a list of these items to potentially implement—or avoid—in your own course this semester.

    Additionally, consider using an anonymous discussion board or a group worksheet in your virtual classroom to encourage participation.

    17. The living Likert scale

    This icebreaker question for college students lets learners see where they—and their peers—stand on a variety of topics related to your discipline.

    • Before class, write numbers ‘1′ through ‘7′ on pieces of paper and place them across the room. The sheet with ‘1′ on it could refer to ‘strongly disagree’ while ‘7′ might refer to ‘strongly agree.’
    • Acting as a facilitator, pose a series of statements related to your discipline—such as “I think television can make children act aggressive” in a social psychology class—and have students move to the side of the wall according to their stance.
    • Students who are comfortable sharing their opinions pertaining to the topic may do so.

    18. Why am I here?

    Have students draw a picture that represents why they enrolled in your course.

    • Encourage them to include their major in the drawing or explanation, and to think beyond the fact that they may need your course credit to graduate, or that their high school guidance counselor recommended your course.
    • They could think about wanting to learn more about your field, how their major connects to the course, or simply that their friends were enrolled in your class, too.
    • After five minutes, have students share their picture with the larger group if they’re comfortable—helping students feel like part of one interconnected community.

    Want to assign these icebreakers and more using your Top Hat account? Get started by downloading our classroom icebreaker resource now!

    19. Class in one word

    Have students share their perceptions of your discipline in one word, such as ‘complicated,’ ‘analytical,’ or ‘enjoyable.’

    • Students can go around in a circle—or the order they appear in your Zoom tile view—and describe their past experiences in your field using a single word.
    • In an asynchronous course, set up an anonymous discussion question in Top Hat and have students respond on their own time.

    This activity offers a humanizing view of who else is in the same boat.

    20. Philosophical chairs

    A statement that has two possible responses—agree or disagree—is read out loud.

    • Depending on whether they agree or disagree with this statement, students move to one side of the room or the other.
    • After everyone has chosen a side, ask one or two students on each side to take turns defending their positions.

    This allows students to visualize where their peers’ opinions come from, relative to their own.

    Classroom icebreakers aren’t just a ‘feel good’ exercise. The best icebreakers can help students create connections and build a sense of camaraderie in your classroom. It can also help educators get to know their students and build better relationships. Whether you’re in a physical classroom or in a remote team setting, the above icebreakers will surely create a light-hearted environment for your students to thrive in.

    As Jennifer Gonzalez explains on her website, Cult of Pedagogy, “building solid relationships with your students is arguably the most important thing you can do to be an effective teacher. It helps you build trust so students take academic risks, allows you to better differentiate for individual needs, and prevents the kinds of power struggles often found in poorly managed classrooms.”2

    5 good icebreaker questions to engage college students in your classroom

    21. Dream dinner party

    Ask students: If you could invite any three people, living or dead, to a dinner party, who would they be and why? This question allows students to share their interests, values, and the historical or influential figures they admire. It can spark interesting conversations and provide insights into each student’s personality.

    22. Bucket list sharing

    Ask students to share one item from their bucket list. This can range from travel destinations to personal goals. It helps students discover shared interests and aspirations, fostering connections based on common goals.

    23. Memory lane

    Ask each student to share a significant or memorable experience from their past, such as a favorite childhood memory, a significant achievement, or an interesting travel story. This allows students to open up about their lives in a positive way.

    24. Favorites icebreaker

    Ask students to share their favorites, such as their favorite book, movie, food, or vacation spot. This simple icebreaker can reveal common interests among students and provides an easy topic for conversation.

    25. Superpower scenario

    Ask students, if they could have any superpower, what would it be and why? This question adds a creative and imaginative element to the discussion, and students can explain the reasoning behind their choice, providing insights into their personalities.

    Download The Ultimate List of Icebreakers for College Students, packed with 20+ easy-to-implement activities that you can assign directly in Top Hat. Get the full list of fun icebreakers.

    Related stories

    References

  • Creating a welcoming digital community: Teaching online with personality, compassion and with real interaction. (2021). Retrieved from https://www.ntu.ac.uk/media/documents/adq/flexible-learning-documentation/creating-a-welcoming-digital-community.pdf
  • Gonzalez, J. (2017, July 23). A 4-Part System for Getting to Know Your Students. Retrieved from https://www.cultofpedagogy.com/relationship-building/

    • Frequently asked questions

    1. What are the most effective icebreakers for college students on the first day of class?

    Effective first-day icebreakers for college students are activities that help students feel comfortable, reduce anxiety, and encourage early participation. Popular options include Two Truths and a Lie, Human Bingo, and This or That, all of which allow learners to connect quickly without feeling put on the spot. These activities work well for both small and large classes and set a positive tone for discussion and collaboration throughout the semester.

    2. How do icebreakers help build community in the college classroom?

    Icebreakers for college students support community-building by breaking down social barriers, encouraging conversation, and helping classmates discover shared interests or experiences. When students feel more connected to one another, they are more likely to participate, collaborate on group work, and engage with course material. This sense of belonging is especially important for first-year students who may be adjusting to a new environment.

    3. What types of icebreakers work best for large college classes or lecture halls?

    For large groups, the best icebreakers for college students are high-movement or fast-interaction activities. Examples include Longest Line, Poker Hand, and Concentric Circles, which encourage students to meet many peers in a short period of time. These scalable activities help foster connection in spaces where traditional discussion-based icebreakers may be less practical.

Source link

  • A Guide to Accessibility (for Educators)

    A Guide to Accessibility (for Educators)

    With the DoJ’s April 24, 2026 deadline approaching mandating all digital tools be accessible, every educator across the US (and Canada) is rushing to make their course materials accessible.

    An Incomplete Guide to Accessibility (for Educators) is for instructors, professors, or TAs that need help approaching digital accessibility. In plain language, we’ll demonstrate how to update learning materials to meet compliance—without treading all over your painstakingly-planned pedagogy. It’s important to emphasize that accessibility is ultimately about breaking barriers for people with disabilities, and this guide will strive to keep that in mind.

    Accessibility isn’t easy

    It’s important not to downplay the work needed to ensure digital materials are well-designed for everyone, without discrimination. 

    But… accessibility really isn’t that hard, either. 

    While more complex solutions can be harder to implement, the basics of accessibility are fairly easy to understand and action on. Start there, and grow over time. 

    It’s a skill. It takes practice. But it’s not rocket science, or evaluating 100 student essays on the diction of Shakespeare, either. Every week, educators share ideas and concepts with students, which, with any luck, germinate into critical thinking skills. Teaching is a much harder thing; accessibility is simple by comparison.

    As a digital product designer with over 20 years experience, I know the effort it takes to push accessibility forward. In 2020, Top Hat’s product and engineering team worked to make our platform more accessible for any student.

    The goal of this guide is to help you navigate this work, too.

    This guide is evolving

    The “incomplete” title of this guide is intentional. Members of the Top Hat team will add to this guide over time, but accessibility standards change. In software, compliance drift can happen as companies make updates to their little corner of the web. The very browser you’re using to read these words has likely been updated dozens or hundreds of times since this guide was written. 

    Obligatory legal note (sorry): Please don’t mistake this guide as legal advice or counsel. Consider this work an incomplete and imperfect list of suggestions from our experience, nothing more.

    We appreciate feedback 

    Both good and constructive feedback (what my cat’s therapist calls “bad” feedback) are encouraged. If you spot any gaps or errors in the guide, please let us know and we’ll remediate. Just send us an email to [email protected].

    Chapter 1: Making Sense of Compliance

    Awareness of the law is important, but don’t get lost

    It’s easy to get overwhelmed by all the accessibility laws flying about. Federal, DOJ, State. How do they measure up against each other? What do you need to care about?

    TLDR: WCAG 2.1 Level AA 

    WCAG 2.1 Level AA is the standard to follow. If you know what that alphabet salad means, you can probably skip this chapter. 

    It’s the W3C standard this guide (and Top Hat) uses. 

    A wave of legislation

    Here is a list of accessibility policies from the US. I recommend glossing over it, unless you enjoy sifting through rats nests of legalese for reasons I won’t ask about:

    Americans with Disabilities Act (ADA), Section 508 of the Rehabilitation Act. Arizona (digital accessibility standards in statewide IT policy), Arkansas (Act 1227 of 1999), California (multiple government code sections), Colorado (House Bill 21-1110), Connecticut (Universal Website Accessibility Policy), Delaware (State Digital Accessibility Policy), Georgia (digital properties accessibility), Idaho (Web Publishing Guidelines), Illinois (Illinois Information Technology Accessibility Act), Indiana (Code 4-13.1-3), Iowa (Website Accessibility Standard), Kansas (Information Technology Executive Council Policy), Maine (Digital Accessibility and Usability Policy), Maryland (Information Technology Nonvisual Access Regulatory Standards), Massachusetts (Enterprise Information Technology Accessibility Policy), Michigan (Digital Accessibility Standard), Minnesota (Digital Accessibility Standard), Missouri (RSMo. 161.935), Montana (state code 18-5-605), Nebraska (Accessibility Policy), Nevada (ADA Technology Accessibility Guidelines), New Hampshire (Web and Mobile Application Accessibility Standards), New Jersey (NJ A4856), New York (NYS-P08-005 and Senate Bill S3114A), Ohio (Administrative Policy, Website Ability), Oklahoma (Electronic and Information Technology Accessibility Law), Pennsylvania (Information Technology Policy), Rhode Island (World Wide Web Consortium Priority 1 Checkpoints), Texas (Web Accessibility Standards and Administrative Code), Utah (accessibility standards for executive branch agencies), Virginia (Information Technology Access Act and Accessibility Standard), and Washington (USER-01 Accessibility Policy). 

    You might have noticed not all states are listed. Some states decided to spare us the headache of adding more to this list. Americans with Disabilities Act (ADA)—the big kahuna of federal legislation—still applies.

    Real risk

    If your legal department puckers up at the word accessibility, you should know it’s because the risk to your school is real. The ADA publishes “settlements” on its website, which is a public list where complainant(s) have filed discrimination suit(s) against a corporation and settled. A good chunk of them are against educational institutions (K-12, community colleges, and big institutions alike).

    State and federal policy is not written for you

    Its job is to provide the judicial system the right to pursue action against anyone caught discriminating, and to make you aware that they can (and might) do that. Less discrimination is good for everyone. We like that idea. 

    But knowing there are arcane words hanging above every slide deck and document you decide to share with your student body is scary. There’s pressure here to Do The Right Thing.™

    Good news: There’s a simple way to meet state and federal legislation: WCAG. Protip: It’s pronounced wug-ka-guh.

    WCAG: One Standard to Rule them All 

    Bad news: WCAG is written by engineers, but don’t hold that against it. 

    WCAG stands for Web Content Accessibility Guidelines. It’s managed by the World Wide Web Consortium, otherwise known as “W3C,” which is a wizardly-sounding name, if you ask me. Most policies across the US and Canada list it as a standard to meet for digital accessibility (the only reason I’m not saying ALL policies is because I haven’t read them all, but I’m fairly certain everyone is just copying each other’s homework here).

    Understanding the WCAG Alphabet Salad: Versions and Levels

    There are levels to the WCAG standard, but it’s very simple to unpack.

    Which WCAG version?

    Because almost all legislation focuses on WCAG 2.1 Level AA, we’ve focused this guideline on that. 

    Why not WCAG 2.2? 

    WCAG 2.2 adds more consideration to its framework for mobile devices and form factors. Top Hat follows 2.2, because our product supports mobile apps. 

    This isn’t as applicable for educators, so we’re focusing on 2.1 for this guide.

    What are WCAG levels?

    Within each version of WCAG there are “levels” of compliance denoted by A, AA, and AAA. Level AA is where most software vendors and digital services will hang out. 

    There’s no extra credit for meeting AAA. Generally speaking, AA will be a better choice for delivering great learning materials to students. The scuttlebutt on the street (the youth are all aflutter about this) is that AAA is for banks and government institutions.

    Note for Canadians

    Canadians will be expected to adhere to the Accessible Canada Act (ACA). Ontario, British Columbia, and Newfoundland and Labrador have their own laws, too.

    In most cases WCAG 2.1 Level AA will meet the letter of these laws, too.

    This guide follows: WCAG 2.1, Level AA

    This guide follows WCAG 2.1, Level AA standard, and so does Top Hat’s content and platform.

    If your institution uses another level, or something other than WCAG, this guideline may not be useful to you.

    It’s helpful to think of content and software together, but separate

    In addition to ensuring the form and fit of the software you use is up to standard, educators have an obligation to make sure the content and materials of a course are compliant, too.

    • If the software presenting your slides can’t be navigated by a user using assistive technology? That’s a violation. 
    • If the reading order of your slides isn’t correct? Violation. 
    • If you use an image to convey information that doesn’t have alt-text or a long description? Violation (every physics instructor will be hit especially hard by that last one).

    All of it needs to meet WCAG 2.1 AA compliance.

    For your own sanity, it will be helpful to keep both software and content in mind when navigating accessibility.

    Full disclosure: This article is published by Top Hat

    The goal of this article isn’t to woo you into using Top Hat. Top Hat is an ed tech platform that has features to help make educational content accessible, but it’s important to us that this guide will be useful for as many educators as possible.

    Throughout the chapters, where possible, we’ll provide accessible considerations for content both with and without use of the Top Hat platform. As you’ll see in this guide: where content is authored and shared with learners alters the choices you need to make to ensure your stuff works.

    Let’s go!

    Now that the standards are out of the way let’s get into the fun stuff: making your course and materials accessible. 

    Next Chapter: Text Alternatives for Educational Images and Visual Aids

    Source link

  • 21 Interactive Classroom Activities for College Students

    21 Interactive Classroom Activities for College Students

    How interactive are your classroom activities? Do you have less energy for class than you used to? Do you find student grades declining? And are the teaching methods you’ve always relied on not working as well as they once did? We spoke to two college instructors, Chris Merlo (Professor of Computer Science at Nassau Community College) and Monika Semma (who holds a Master’s Degree in Cultural Studies and Critical Theory from McMaster University). Their strategies for interactive classroom activities will energize your class and get the discussion moving again.

    Table of contents

    1. Why are interactive activities important?
    2. Assessment and evaluation
    3. 6 community-building activities
    4. 6 communication activities for college students
    5. Improve interactive learning with a flipped classroom
    6. 3 motivational activities for college students
    7. Project-based learning
    8. 6 team-building classroom activities for college students
    9. Interactive learning tools
    10. Interactive classroom activities, in short
    11. Frequently asked questions

    Why are interactive classroom activities important?

    Merlo, a computer science teacher, says that interactive classroom activities are not new to students, and one main reason why teachers have trouble connecting is that they fail to adapt to their students’ perspectives. Interactive classroom activities are now widely used across different school settings, helping to engage students at all educational levels.

    “My six-year-old son doesn’t find iPads amazing; to him, they’ve always just existed. Similarly, to a lot of students today, experiences like team exercises and flipped classrooms, while foreign to many instructors are not new.

    “If we care about reaching today’s students, who seem to have a different idea of student responsibilities than we had, perhaps we have to reach them on their terms. Adapting teaching methods to include interactive teaching strategies can foster greater student engagement, participation, and long-term retention.

    “In my thirties, I could still find a lot of similarities with my twenty-something students. But now, in my forties? Not so much. What I’ve started to realize is that it isn’t just the little things, like whether they’ve seen Ghostbusters. They haven’t. It’s the big things, like how they learn.”

    Semma, a former humanities Teaching Assistant, found that the chalk-and-talk approach failed on her first day in front of a class. “It was a lot like parallel parking in front of 20 people,” she said. “I looked more like a classmate. I dropped the eraser on my face whilst trying to write my name on the board. One of my students called me ‘mom.’”

    “I chalked it up to first day jitters, but that same quietness crept its way back into my classroom for the next tutorial, and the next tutorial and the next. While nearly silent in class, my students were rather vocal in the endless stream of emails that flooded my inbox. That way I knew they wanted to learn. I also knew that I had to find a way to make tutorials more engaging, such as using interactive activities to gauge the class’s knowledge and understanding.”From these experiences, Merlo and Semma now share some interactive classroom activities for students and for teachers that can turn a quiet classroom full of people unwilling to speak up to a hive of debate, making the student learning experience more collaborative for everyone. Many of these activities have been created to engage students in a fun way, and can be tailored to the specific content area or connected to today’s lesson. For example, case studies require students to analyze real-world scenarios to apply classroom concepts and foster critical thinking. Formative assessments, such as exit slips, encourage students to reflect on what they have learned today.

    Energize your college classroom and get discussions flowing. Download The Best Classroom Activities for College Courses to engage and motivate students.

    Assessment and evaluation

    Assessment and evaluation are essential parts of the interactive classroom, helping teachers understand where students are in the learning process and how lesson plans might need to be adjusted. Instead of relying solely on traditional tests, teachers can use interactive classroom activities to assess student understanding in a fun and engaging way. For example, incorporating games, quizzes, or group discussions allows students to demonstrate their knowledge while staying actively involved in the lesson.

    Teachers can also invite students to create their own assessments, such as writing practice test questions or designing a mini-quiz for their peers. This not only helps students review material but also gives them a sense of ownership over their learning. When students are involved in creating and evaluating content, they become more engaged and invested in the classroom experience. Interactive assessment methods, like peer review or collaborative games, make the learning process more dynamic and enjoyable for everyone. By weaving assessment and evaluation into interactive activities, teachers can create a classroom environment where students are motivated to participate and succeed.

    6 community-building activities

    1. Open-ended questions

    Chris Merlo: Open-ended questions don’t take any planning. All they take is a class with at least one student who isn’t too shy. I remember a class a few semesters ago that started with nine students. Due to a couple of medical conditions and a job opportunity, three of the students had to drop the semester. The problem was that these three students were the ones I counted on to ask questions and keep the class lively! Once I was left with six introverted people, conversations during class seemed to stop.

    By luck, I stumbled on something that got the students talking again. I said, “What has been the most difficult thing about [the project that was due soon]?” This opened the floodgates—students love to complain, especially about us and our demands. This one simple question led to twenty minutes of discussion involving all six students. Students share their thoughts and students discuss their perspectives with the entire class, making the activity engaging for everyone. I wasn’t even sure what a couple of these students’ voices sounded like, but once I gave them an open-ended opportunity to complain about an assignment, they were off to the races. A truly successful classroom activity.

    2. What’s wrong with this example?

    Chris Merlo: Students also love to find a professor’s mistakes—like me, I’m sure you’ve found this out the hard way. When I teach computer science, I will make up a program that, for instance, performs the wrong arithmetic, and have students find the bug. In a particularly quiet or disengaged class, you can incentivize students with five points on the next exam, or something similar. You can also reward the first student to find the correct answer, which encourages participation and adds a competitive element to the activity.

    If you teach history, you might use flawed examples that change a key person’s name, such as “King Henry VIII (instead of King John) signed the Magna Carta in 1215,” or match a person to an incorrect event: “Gavrilo Princip is considered to have fired the first shot in the Spanish Civil War (instead of World War I).” Beam these examples on the whiteboard, and let the students’ competitiveness drive them to get the correct answer before their classmates.

    3. Let students critique each other

    Chris Merlo: This can go badly if you don’t set some ground rules for civility, but done well, classroom activities like this really help open up collaborative learning. One of my colleagues devised a great exercise: First, give students about half of their class time to write instructions that an imaginary robot can understand to draw a recognizable picture, like a corporate logo, without telling students what will happen later. Then assign each student’s instructions to a randomly chosen classmate, and have the classmate pretend to be the robot, attempting to follow the instructions and draw the same logo. In this fun activity, students act as robots, physically following the written instructions created by their peers.

    After a few minutes, introduce a specific student who can share their results with the class, then ask their partner to share the initial instructions. This method gives students a chance to communicate with each other (“That’s not what I meant!”) and laugh and bond, while learning an important lesson.

    This exercise teaches computer science students the difficulty and importance of writing clear instructions. I have seen this exercise not only teach pairs of such students meaningful lessons but encourage friendships that extended beyond my classroom.

    Get students participating with these 45 classroom activities

    4. Pass the “mic”

    Monika Semma: As an instructor, it’s amazing how much information you can gather from a student-centered review session. Specifically, if you leave the review in the hands of your students, you can get an easy and thorough assessment of what is being absorbed, and what is being left by the wayside. The more you encourage participation, the more you’ll see where your class is struggling and the more comfortable students will become with course material. Interactive activities encourage students to communicate and share their conclusions, leading to better retention of information. During these sessions, students share their knowledge and insights with the entire class, making the review more engaging and collaborative. Here’s how to transform a standard review into one of your more popular classroom activities:

    • A week before the review, ask students to email you two to five key terms or theories that they feel they need to brush up on. Take all that data and compress it until you have a solid working list of what students want to review most.
    • In class, provide students with visual access to the list (I found writing all the terms on a chalkboard to be most effective). Instruct the class to have their notes out in front of them, with a pad of paper or blank Word document at their fingertips, and encourage them to take notes as the review is in progress.
    • A trinket of sorts (I highly recommend a plush ball), used as a “microphone,” helps to give students equal opportunity to direct the review without putting individuals on the spot too aggressively. The rules are simple: she or he who holds the “mic” can pick one term from the list and using their notes, can offer up what they already know about the term or concept, what they are unsure of, or what they need more elaboration on.
    • Actively listen to the speaker and give them some positive cues if they seem unsure; it’s okay to help them along the way, but important to step back and let this review remain student-centered. Once the speaker has said their piece, open the floor to the rest of the class for questions or additional comments. If you find that the discussion has taken a departure from the right direction, re-center the class and provide further elaboration if need be.
    • Erase each term discussed from the list as you go, and have the speaker pass (or throw) on the “mic” to a fellow classmate, and keep tossing the ball around after each concept/term is discussed.

    Students will have a tendency to pick the terms that they are most comfortable speaking about and those left consistently untouched will give you a clear assessment of the subjects in which your class is struggling, and where comprehension is lacking. Once your class has narrowed down the list to just a few terms, you can switch gears into a more classic review session. Bringing a bit of interaction and fun into a review can help loosen things up during exam time, when students and teachers alike are really starting to feel the pressure.

    5. Use YouTube for classroom activities

    Monika Semma: Do you remember the pure and utter joy you felt upon seeing your professor wheel in the giant VHS machine into class? Technology has certainly changed—but the awesome powers of visual media have not. Making your students smile can be a difficult task, but by channeling your inner Bill Nye the Science Guy you can make university learning fun again.

    A large part of meaningful learning is finding interactive classroom activities that are relevant to daily life—and I can think of no technology more relevant to current students than YouTube.

    A crafty YouTube search can yield a video relevant to almost anything in your curriculum and paired with an essay or academic journal, a slightly silly video can go a long way in helping your students contextualize what they are learning. For example, using videos featuring famous people can be a fun way to engage students and spark their interest in the lesson.

    Even if your comedic attempts plunge into failure, at the very least, a short clip will get the class discussion ball rolling. Watch the video as a class and then break up into smaller groups to discuss it. Get your students thinking about how the clip they are shown pairs with the primary sources they’ve already read.

    6. Close reading

    Monika Semma: In the humanities, we all know the benefits of close reading activities—they get classroom discussion rolling and students engaging with the material and open up the floor for social and combination learners to shine. “Close reading” is a learning technique in which students are asked to conduct a detailed analysis or interpretation of a small piece of text. It is particularly effective in getting students to move away from the general and engage more with specific details or ideas. As part of close reading, you can have students identify and analyze a key vocabulary word from the text, encouraging them to focus on its meaning and usage within the written passage.

    If you’re introducing new and complex material to your class, or if you feel as though your students are struggling with an equation, theory, or concept; giving them the opportunity to break it down into smaller and more concrete parts for further evaluation will help to enhance their understanding of the material as a whole.

    And while this technique is often employed in the humanities, classroom activities like this can be easily transferred to any discipline. A physics student will benefit from having an opportunity to break down a complicated equation in the same way that a biology student can better understand a cell by looking at it through a microscope.In any case, evaluating what kinds of textbooks, lesson plans and pedagogy we are asking our students to connect with is always a good idea.

    6 communication activities for college students

    Brainwriting

    Group size: 10 students (minimum)

    Course type: Online (synchronous), in-person

    This activity helps build rapport and respect in your classroom. After you tackle a complex lecture topic, give students time to individually reflect on their learnings. Have students write their responses to the guided prompts or open-ended questions before sharing them. Once students have gathered their thoughts, encourage them to share their views either through an online discussion thread or a conversation with peers during class time. Using exit tickets at the end of class helps teachers understand students’ learning and adjust plans accordingly.

    Concept mapping

    Group size: 10 students (minimum)

    Course type: Online (synchronous), in-person

    Collaborative concept mapping is the process of visually organizing concepts and ideas and understanding how they relate to each other. This exercise is a great way for students to look outside of their individual experiences and perspectives. Groups can use this tactic to review previous work or to help them map ideas for projects and assignments. You can also have students use concept mapping to organize key terms and concepts from a specific content area, reinforcing subject-specific vocabulary and understanding. For in-person classes, you can ask students to cover classroom walls with sticky notes and chart paper. For online classes, there are many online tools that make it simple to map out connections between ideas, like Google Docs or the digital whiteboard feature in Zoom.

    Debate

    Group size: Groups of 5–10 students 

    Course type: Online (synchronous), in-person

    Propose a topic or issue to your class. Group students together (or in breakout rooms if you’re teaching remotely) according to the position they take on the specific issue. Ask the groups of students to come up with a few arguments or examples to support their position. Write each group’s statements on the virtual whiteboard and use these as a starting point for discussion. For the debate, have the students line up so each student can take turns presenting their arguments, ensuring everyone has an equal opportunity to participate. A natural next step is to debate the strengths and weaknesses of each argument, to help students improve their critical thinking and analysis skills.

    Make learning active with these 45 interactive classroom activities

    Compare and contrast

    Group size: Groups of 5–10 students

    Course type: Online (synchronous), in-person

    Ask your students to focus on a specific chapter in your textbook. Then, place them in groups and ask them to make connections and identify differences between ideas that can be found in course readings and other articles and videos they may find. After the group discussions, have students share their findings with the rest of the group to encourage engagement and peer learning. This way, they can compare their ideas in small groups and learn from one another’s perspectives. In online real-time classes, instructors can use Zoom breakout rooms to put students in small groups.

    Assess/diagnose/act

    Group size: Groups of 5–10 students 

    Course type: Online (synchronous), in-person

    This activity will improve students’ problem-solving skills and can help engage them in more dynamic discussions. Start by proposing a topic or controversial statement. Then follow these steps to get conversations going. In online classes, students can either raise their hands virtually or use an online discussion forum to engage with their peers. 

    • Assessment: What is the issue or problem at hand?
    • Diagnosis: What is the root cause of this issue or problem?
    • Action: How can we solve the issue?

    Entry tickets

    Entry tickets are a simple yet powerful way to engage students right from the beginning of class. To use entry tickets, teachers write a question or prompt related to the day’s lesson on the board as students enter the classroom. Each student writes their response on an index card, which serves as their “ticket” to participate in the lesson. This interactive learning strategy encourages students to start thinking critically about the material before the lesson even begins.

    After collecting the entry tickets, teachers can invite students to share their answers with a partner, in small groups, or with the whole class. This sparks discussion, helps students connect prior knowledge to new concepts, and sets a collaborative tone for the rest of the lesson. Entry tickets can be used to review previous content, introduce new ideas, or quickly assess student understanding. By making entry tickets a regular part of your lesson plans, you create an interactive classroom environment where every student is engaged and ready to learn from the very start.

    Improve interactive learning with a flipped classroom

    The flipped classroom model transforms the traditional approach to teaching by having students learn foundational concepts at home and use class time for interactive activities. In this model, students watch videos, read articles, or review other materials before coming to class. Then, during class, teachers can focus on engaging students in hands-on projects, group discussions, and problem-solving exercises.

    This approach allows students to learn at their own pace outside of class and come prepared to participate in more meaningful, interactive learning experiences. Teachers can organize students into small groups to discuss topics, work through challenging problems, or collaborate on projects. The flipped classroom encourages students to take an active role in their learning, promotes deeper thinking, and makes class time more engaging for everyone. By shifting the focus from passive listening to active participation, teachers can create a classroom environment where students are excited to learn and work together.

    3 motivational activities for college students

    Moral dilemmas

    Group size: Groups of 3–7 students 

    Course type: Online (synchronous), in-person

    Provide students with a moral or ethical dilemma, using a hypothetical situation or a real-world situation. Have students act out the moral dilemmas to explore different perspectives and deepen their understanding. Then ask them to explore potential solutions as a group. This activity encourages students to think outside the box to develop creative solutions to the problem. In online learning environments, students can use discussion threads or Zoom breakout rooms.

    Conversation stations

    Group size: Groups of 4–6 students 

    Course type: In-person

    This activity exposes students’ ideas in a controlled way, prompting discussions that flow naturally. To start, share a list of discussion questions pertaining to a course reading, video or case study. Put students into groups and give them five-to-ten minutes to discuss, then have two students rotate to another group. The students who have just joined a group have an opportunity to share findings from their last discussion, before answering the second question with their new group. After another five-to-ten minutes, the students who haven’t rotated yet will join a new group, and the next student will participate in the ongoing discussion with their peers.

    This or that

    Group size: Groups of 5–10 students

    Course type: Online (synchronous or asynchronous), in-person

    This activity allows students to see where their peers stand on a variety of different topics and issues. Instructors should distribute a list of provocative statements before class, allowing students to read ahead. Then, they can ask students to indicate whether they agree, disagree or are neutral on the topic in advance, using an online discussion thread or Google Doc. In this activity, students choose their stance on each topic, which encourages active participation and ownership of their opinions. In class, use another discussion thread or live chat to have students of differing opinions share their views. After a few minutes, encourage one or two members in each group to defend their position amongst a new group of students. Ask students to repeat this process for several rounds to help familiarize themselves with a variety of standpoints.

    Project-based learning

    Project-based learning is a dynamic approach that puts students at the center of the learning process. In this model, students work in groups to tackle real-world projects that require them to research, problem-solve, and create something meaningful. Teachers design projects that align with learning objectives, allowing students to explore topics in depth and apply what they’ve learned in practical ways.

    Throughout the project, students are engaged in interactive learning as they collaborate, share ideas, and think critically about the subject matter. Teachers act as facilitators, guiding students and providing support as needed. By the end of the project, students present their findings or products, demonstrating their understanding and creativity. Project-based learning not only helps students develop important skills like teamwork and communication, but also makes the learning process more engaging and relevant. When students are actively involved in creating and presenting their work, they become more invested in their own learning journey.

    6 team-building classroom activities for college students

    Snowball discussions  

    Group size: 2–4 students per group

    Course type: Online (synchronous), in-person

    Assign students a case study or worksheet to discuss with a partner, then have them share their thoughts with the larger group. Use breakout rooms in Zoom and randomly assign students in pairs with a discussion question. After a few minutes, combine rooms to form groups of four. After another five minutes, combine groups of four to become a larger group of eight—and so on until the whole class is back together again. This process ensures that the activity eventually involves the entire class, promoting participation and collaboration among all students.

    Make it personal

    Group size: Groups of 2–8 students

    Course type: Online (synchronous), in-person

    Provide students with a moral or ethical dilemma, using a hypothetical situation or a real-world situation. Then ask them to explore potential solutions as a group. This activity encourages students to think outside the box to develop creative solutions to the problem. In online learning environments, students can use discussion threads or Zoom breakout rooms. Mystery Box encourages students to guess contents based on tactile clues, fostering critical thinking and observation skills, which can be a fun and engaging addition to such activities.

    After you’ve covered a topic or concept in your lecture, divide students into small discussion groups (or breakout rooms online). Using a fun way, such as having students share stories or create visual scenes, can encourage them to reflect on their personal connections to the material. Ask the groups questions like “How did this impact your prior knowledge of the topic?” or “What was your initial reaction to this source/article/fact?” to encourage students to reflect on their personal connections to the course concepts they are learning.

    Philosophical chairs

    Group size: 20–25 students (maximum)

    Course type: In-person

    A statement that has two possible responses—agree or disagree—is read out loud. Depending on whether they agree or disagree with this statement, students move to one side of the room or the other. This activity is similar to the Four Corners activity, where students move to different corners of the room based on their opinions, encouraging movement and discussion. After everyone has chosen a side, ask one or two students on each side to take turns defending their positions. This allows students to visualize where their peers’ opinions come from, relative to their own.

    Get more interactive classroom activities here

    Affinity mapping

    Group size: Groups of 3–8 students 

    Course type: Online (synchronous)

    Place students in small groups (or virtual breakout rooms) and pose a broad question or problem to them that is likely to result in lots of different ideas, such as “What was the greatest innovation of the 21st century?” or “How would society be different if  _*__* never occurred?” Ask students to generate responses by writing ideas on pieces of paper (one idea per page), on index cards for easy sorting and organization, or in a discussion thread (if you’re teaching online). Once lots of ideas have been generated, have students begin grouping their ideas into similar categories, then label the categories and discuss why the ideas fit within them, how the categories relate to one another and so on. Jigsaw problem solving activities allow students to work in groups to solve complex problems collaboratively. This allows students to engage in higher-level thinking by analyzing ideas and organizing them in relation to one another.

    Socratic seminar

    Group size: 20 students (minimum)

    Course type: In-person

    Ask students to prepare for a discussion by reviewing a course reading or group of texts and coming up with a few higher-order discussion questions about the text. As part of their preparation, have students create written questions to bring to the seminar. In class, pose an introductory, open-ended question. From there, students continue the conversation, prompting one another to support their claims with evidence from previous course concepts or texts. There doesn’t need to be a particular order to how students speak, but they are encouraged to respectfully share the floor with their peers.

    Concentric circles

    Group size: 20 students (maximum)

    Course type: In-person

    Students sit in two circles: an inner circle and an outer circle. Each student on the inside is paired with a student on the outside; they sit facing each other. Pose a question to the whole group and have pairs discuss their responses with each other. After three-to-five minutes, have students on the outside circle move one space to the right so they are standing in front of a new person. Pose a new question, and the process is repeated, exposing students to the different perspectives of their peers.

    Interactive learning tools

    Interactive learning tools are a game-changer for both teachers and students, making lessons more engaging and accessible. These tools include educational software, apps, games, and online resources that support interactive learning in the classroom. Teachers can use these tools to create fun and interactive lessons, quizzes, and activities that cater to different learning styles and abilities.

    For example, teachers might use online platforms to set up interactive whiteboards, host virtual labs, or facilitate discussion forums where students can share ideas and ask questions. Students can also use interactive tools to create their own content, such as videos, podcasts, or digital presentations, to show what they’ve learned. Incorporating interactive learning tools into your lesson plans not only makes learning more fun, but also encourages students to take an active role in their education. By embracing these tools, teachers can create a classroom environment where every student is engaged, motivated, and excited to learn.

    Interactive classroom activities, in short

    Final thoughts

    Making your classes more interactive should help your students want to come to class and take part in it. Giving them a more active role will give them a sense of ownership, and this can lead to students taking more pride in their work and responsibility for their grades. Project-based learning, where students work on a project over an extended period, can cultivate critical thinking and collaboration, further enhancing their engagement.

    Use these 45 classroom activities in your course to keep students engaged

    The flipped classroom model, where students watch lectures or read content at home, can also free up class time for interactive activities, making learning more engaging and participatory.

    A more interactive class can also make things easier for you—the more work students do in class, the less you have to do. Even two minutes of not talking can re-energize you for the rest of the class. Live polls and quizzes can also be used for instant feedback to keep students engaged during lessons. Additionally, interactive assessments, such as Top Hat’s interactive polls and quizzes, make learning fun and competitive, further enhancing student engagement.

    Plus, these six methods outlined above don’t require any large-scale changes to your class prep. Set up a couple of activities in advance here and there, to support what you’ve been doing, and plan which portion of your class will feature them.

    The reality remains that sometimes, students do have to be taught subject matter that is anything but exciting. That doesn’t mean that we can’t make it more enjoyable to teach or learn. Experiments and simulations, for example, provide hands-on activities that create immersive learning experiences and develop higher-order thinking skills. Hands-on projects can include activities like building models, conducting experiments, or creating art that illustrate key concepts. Improv activities help students engage in the learning process by encouraging thinking on their feet and collaboration. It may not be possible to incorporate classroom activities into every lecture, but finding some room for these approaches can go a long way in facilitating a positive learning environment.

    And let’s not forget, sometimes even an educator needs a brief departure from the everyday-ordinary-sit-and-listen-to-me-lecture regimen.

    Energize your college classroom and get discussions flowing. Download The Best Classroom Activities for College Courses to engage and motivate students.

    Frequently asked questions

    1. What are some effective interactive classroom activities for college students?
    Interactive classroom activities such as think-pair-share, live polling, and group problem-solving encourage students to engage deeply with course material. These activities also promote class discussion and help instructors pose meaningful class discussion questions to spark critical thinking.

    2. How do interactive classroom activities improve class discussion?
    Interactive classroom activities create opportunities for students to share diverse perspectives and collaborate on ideas. When students participate actively, class discussion becomes more dynamic, and instructors can build on these moments with targeted class discussion questions to deepen understanding.

    3. How can instructors use class discussion questions in interactive classroom activities?
    Instructors can integrate class discussion questions into interactive classroom activities like debates, case studies, and peer reviews. This approach encourages participation, strengthens communication skills, and ensures every student contributes meaningfully to the class discussion.

    Source link

  • Centering Accessibility and UDL in Faculty Development

    Centering Accessibility and UDL in Faculty Development

    I’m excited to share my latest publication on the open-access platform, EdTechBooks! I co-wrote a chapter with my former colleagues at the University of California, Berkeley’s Center for Teaching and Learning. It’s titled Centering Accessibility and UDL in Faculty Development of Online Instructors. It appears in the book, Advancing Accessibility: Practical Strategies for Instructional Designers & Educators. See chapter 8 for our contribution. It was such a joy to collaborate with my former colleagues on this.

    Abstract

    This chapter examines the conceptualization and design of an online professional development initiative at the University of California, Berkeley, aimed at equipping faculty with strategies for creating accessible and inclusive online courses. The online instructor training emphasizes integrating accessibility and Universal Design for Learning (UDL) principles into every aspect of course creation. Rather than treating accessibility as an afterthought, the training embeds these principles into the modules on course design fundamentals, content organization, assessments, instructional delivery, and community building.

    The initiative employs an asynchronous training site to guide instructors through key elements of online course design, including backward mapping, establishing module-level objectives, implementing active learning techniques, and incorporating formative and summative assessments. Each module highlights specific accessibility practices. We also address reducing technical barriers and enhancing flexibility by providing multiple means of representation, expression, and engagement. By encouraging adaptable learning paths and accessible materials, the training ensured that faculty understand how pedagogical design intersects with technological access to support diverse learners. Key themes included inclusive planning, essential accessibility features for online environments, adaptable content design, and reduced access friction.

    We conclude by emphasizing the importance of intentionality in creating accessible courses that empower more students to succeed. An online course accessibility and inclusion checklist for college instructors is provided. Recent campus accessibility initiatives are also discussed, including the Finding Spaces podcast and a Pop-up Proctoring Pilot Project. The chapter’s intended audience includes instructors, faculty developers, instructional designers, and other academic support staff.

    Reference

    Rogers, S., Allen, T., Bradley, A. M., Cohn, J. D., Gomas, C. A., & Kearns, J. J. (2025). Centering Accessibility and UDL in Faculty Development of Online Instructors. In R. M. Reese & A. Lomellini (eds), Advancing Accessibility: Practical Strategies for Instructional Designers and Educators. https://doi.org/10.59668/2204.23923

    Source link

  • What Is Bloom’s Taxonomy? 100+ Question Stems & Examples

    What Is Bloom’s Taxonomy? 100+ Question Stems & Examples

    One of the most powerful aspects of Bloom’s Taxonomy is the ability to ask engaging, interactive questions that offer immediate, actionable insights—allowing educators to create highly participatory learning environments that align perfectly with Top Hat’s mission.

    If you’re new to Bloom’s Taxonomy, here’s what you need to know: it consists of hierarchical levels (normally arranged in a pyramid) that build on each other and progress towards higher-order thinking skills. Each level contains verbs, such as “demonstrate” or “design,” that can be measured to gain greater insight into student learning.

    Get a fresh set of Bloom’s Taxonomy questions to apply in any course. Download 100+ Bloom’s Taxonomy question stems now.

    Table of contents

    1. What is Bloom’s Taxonomy?
    2. Revised Bloom’s Taxonomy
    3. Bloom’s Taxonomy for adjunct professors
    4. Examples of Bloom’s Taxonomy question stems
    5. Additional Bloom’s Taxonomy example questions
    6. Bloom’s Taxonomy higher-order thinking questions for college classrooms
    7. Frequently asked questions

    What is Bloom’s Taxonomy?

    The original Bloom’s Taxonomy framework consists of six Bloom’s levels that build off of each other as the learning experience progresses. It was developed in 1956 by Benjamin Bloom, an American educational psychologist. Below are descriptions of Bloom’s levels:

    • Knowledge: Identification and recall of course concepts learned
    • Comprehension: Ability to grasp the meaning of the material 
    • Application: Demonstrating a grasp of the material at this level by solving problems and creating projects
    • Analysis: Finding patterns and trends in the course material
    • Synthesis: The combining of ideas or concepts to form a working theory 
    • Evaluation: Making judgments based on the information students have learned as well as their own insights

    Revised Bloom’s Taxonomy

    A group of educational researchers and cognitive psychologists developed the new and revised Bloom’s Taxonomy framework in 2001 to be more action-oriented. This way, students work their way through a series of verbs to meet learning objectives. Below are descriptions of each of the levels in revised Bloom’s Taxonomy:

    • Remember: To bring an awareness of the concept to learners’ minds.
    • Understand: To summarize or restate the information in a particular way.
    • Apply: The ability to use learned material in new and concrete situations.
    • Analyze: Understanding the underlying structure of knowledge to be able to distinguish between fact and opinion.
    • Evaluate: Making judgments about the value of ideas, theories, items and materials.
    • Create: Reorganizing concepts into new structures or patterns through generating, producing or planning.

    Each level in the Bloom’s Taxonomy chart below is associated with its own verbs, outcomes, and question stems that help you plan effective instruction and assessment.

    Level Description Revised Bloom’s Taxonomy Verbs
    Remember Recall facts and basic concepts Define, List, Identify
    Understand Explain ideas or concepts Summarize, Describe, Classify
    Apply Use information in new situations Demonstrate, Implement, Solve
    Analyze Break down information into parts Compare, Organize, Differentiate
    Evaluate Justify a decision or viewpoint Judge, Defend, Critique
    Create Produce original work or ideas Design, Construct, Develop

    Bloom’s Taxonomy for adjunct professors

    Free Download: Bloom’s Taxonomy Question Stems and Examples

    Bloom’s Taxonomy questions are a great way to build and design curriculum and lesson plans. They encourage the development of higher-order thinking and encourage students to engage in metacognition by thinking and reflecting on their own learning. In The Ultimate Guide to Bloom’s Taxonomy Question Stems, you can access more than 100 examples of Bloom’s Taxonomy questions examples and higher-order thinking question examples at all different levels of Bloom’s Taxonomy. 

    Examples of Bloom’s Taxonomy question stems

    Bloom’s Taxonomy question stems

    • Knowledge: How many…? Who was it that…? Can you name the…? 
    • Comprehension: Can you write in your own words…? Can you write a brief outline…? What do you think could have happened next…?
    • Application: Choose the best statements that apply… Judge the effects of… What would result …? 
    • Analysis: Which events could have happened…? If … happened, how might the ending have been different? How was this similar to…?
    • Synthesis: Can you design a … to achieve …? Write a poem, song or creative presentation about…? Can you see a possible solution to…?
    • Evaluation: What criteria would you use to assess…? What data was used to evaluate…? How could you verify…?

    Support Bloom’s Taxonomy higher order thinking in your classroom. Get 100+ Bloom’s taxonomy question stems in our interactive resource.

    Revised Bloom’s Taxonomy question stems

    • Remember: Who…? What…? Where…? How…?
    • Understand: How would you generalize…? How would you express…? What information can you infer from…?
    • Apply: How would you demonstrate…? How would you present…? Draw a story map… 
    • Analyze: How can you sort the different parts…? What can you infer about…? What ideas validate…? How would you categorize…?
    • Evaluate: What criteria would you use to assess…? What sources could you use to verify…? What information would you use to prioritize…? What are the possible outcomes for…?
    • Create: What would happen if…? List the ways you can…? Can you brainstorm a better solution for…? 

    Additional Bloom’s Taxonomy example questions

    Bloom’s Taxonomy serves as a framework for categorizing levels of cognitive learning. Here are 10 Bloom’s Taxonomy example questions, each corresponding to one of the six levels of Bloom’s Taxonomy, starting from the lowest level (Remember) to the highest level (Create):

    1. Remember (Knowledge): What are the four primary states of matter? Can you list the main events of the American Civil War? What are the three branches of government?
    2. Understand (Comprehension): How would you explain the concept of supply and demand to someone who is new to economics? Can you summarize the main idea of the research article you just read? Can you explain the concept of opportunity cost in your own words?
    3. Apply (Application): Given a real-world scenario, how would you use the Pythagorean theorem to solve a practical problem? Can you demonstrate how to conduct a chemical titration in a laboratory setting? How would you apply Newton’s laws in a real-life scenario?
    4. Analyze (Analysis): What are the key factors contributing to the decline of a particular species in an ecosystem? How do the social and economic factors influence voting patterns in a specific region? What patterns can you identify in the data set?
    5. Evaluate (Evaluation): Compare and contrast the strengths and weaknesses of two different programming languages for a specific project. Assess the effectiveness of a marketing campaign, providing recommendations for improvement. Which historical source is more reliable, and why?
    6. Create (Synthesis): Design a new and innovative product that addresses a common problem in society. Develop a comprehensive lesson plan that incorporates various teaching methods to enhance student engagement in a particular subject. Design an app that solves a problem for college students.

    Download Now: Bloom’s Taxonomy Question Stems and Examples

    Bloom’s Taxonomy higher-order thinking questions for college classrooms

    Higher-order thinking questions are designed to encourage critical thinking, analysis, and synthesis of information. Here are eight examples of Bloom’s Taxonomy higher-order thinking questions that can be used in higher education:

    1. Critical Analysis (Analysis): “What are the ethical implications of the decision made by the characters in the novel, and how do they reflect broader societal values?”
    2. Problem-Solving (Application): “Given the current environmental challenges, how can we develop sustainable energy solutions that balance economic and ecological concerns?”
    3. Evaluation of Evidence (Evaluation): “Based on the data presented in this research paper, do you think the study’s conclusions are valid? Why or why not?”
    4. Comparative Analysis (Analysis): “Compare and contrast the economic policies of two different countries and their impact on income inequality.”
    5. Hypothetical Scenario (Synthesis): “Imagine you are the CEO of a multinational corporation. How would you navigate the challenges of globalization and cultural diversity in your company’s workforce?”
    6. Ethical Dilemma (Evaluation): “In a medical emergency with limited resources, how should healthcare professionals prioritize patients, and what ethical principles should guide their decisions?”
    7. Interdisciplinary Connection (Synthesis): “How can principles from psychology and sociology be integrated to address the mental health needs of a diverse student population in higher education institutions?”
    8. Creative Problem-Solving (Synthesis): “Propose a novel solution to reduce urban congestion while promoting eco-friendly transportation options. What are the potential benefits and challenges of your solution?”

    You can use these questions to spark meaningful class discussions, guide research projects, or support student-led investigations, making your lessons interactive and engaging.

    Want more revised Bloom’s Taxonomy verbs and questions? Download 100+ Bloom’s taxonomy question stems now.

    Frequently asked questions

    Q: What are Bloom’s Taxonomy question stems?
    A: Bloom’s Taxonomy question stems are short question prompts designed to help you align classroom learning activities with the various levels of learning, from remembering and understanding to applying, analyzing, evaluating, and creating.

    Q: How are Bloom’s Taxonomy verbs used?
    A: Verbs like “describe,” “design,” and “evaluate” clarify learning goals and help students understand what’s expected of them at each stage.

    Q: Why are the six levels of Bloom’s Taxonomy important?
    A: They provide a scaffold for helping students move from basic recall to complex analysis and creation—supporting critical thinking and deep learning.

    🎓 Get Your Free Resource

    Make your next lesson more engaging and intentional. Download 100+ Bloom’s Taxonomy Question Stems to start building stronger assessments and more interactive learning today.

    Tagged as:

    Source link

  • 5 Ways to Advocate for Your Students During The U.S. Election

    5 Ways to Advocate for Your Students During The U.S. Election

    Election Day in the U.S. is just around the corner. On top of carrying multiple academic and employment responsibilities, some students will also be voting for the first time. Others, such as those from marginalized or historically underrepresented populations, may be overwhelmed with what the election results could mean for them. In the lead up to Election Day, a healthy dose of empathy will be essential in ensuring students have a chance to fulfill their civic duty—and the opportunity to consider its consequences.

    Being flexible with due dates, considering students’ wellbeing and ensuring learners are armed with the resources needed to vote are the most important things you can do as Election Day nears. Read on to learn how professors advocated for their students during the 2020 election—and how you can do the same.

    Consider making November 4 and 5 free of assignments (or even classes)

    Exams can cause some students a great deal of stress and anxiety. Lillian Horin, Biological and Biomedical Sciences PhD student at Harvard University, urges educators to keep BIPOC students in mind when scheduling high-stakes tests.

    Consider swapping your exams or problem sets (Psets) with a trip to the ballot box. Jacob Light, Economics PhD student at Stanford University, writes that this simple gesture may allow students to exercise their civic duty.

    Other students like Anna-Sophia Boguraev, Bioengineering PhD student at Harvard Medical School and MIT, say that TAs have the power to amplify student concerns and requests—none of which should be ignored.

    If your assignments can’t wait, build in flexibility and timeliness

    Self-paced learning can allow students to visit the polls and complete coursework at a time that works for them—so says Jesse Fox, Associate Professor of Communication at Ohio State University.

    Election Day can also be a good opportunity to let students catch their breath in your course. Give students a chance to study and review material that they haven’t had a chance to look over, suggests Scott Grunow, Instructor in English and Religious Studies at the University of Illinois at Chicago.

    Should your institutions provide little leeway in your assessment choices, at least incorporate real-time events into your discussions. Derek Bruff, Associate Director, Center for Teaching Excellence at the University of Virginia, notes that relating course content to the election can help students see the value of what they’re learning.

    Real-time political events and policy proposals can make for discipline-specific conversations. This also allows students to apply what they’ve learned in your class to the real world, as Andrea Gomez Cervantes, Assistant Professor in the Department of Sociology at Wake Forest University, proposes.

    Mobilize your students to show up at the polls

    Gen Z students are motivated to vote. In the 2018 midterm elections, the student turnout rate increased by 20 percent compared to the 2014 midterms.1 Ensure students are equipped with the resources to vote as soon as possible, writes Wendy Christensen, Sociology Professor at William Paterson University.

    Similarly, ask students about their voting plans. Consider working with your class to ensure they know where to go on November 5, suggests Margaret Boyle, Associate Professor of Romance Languages and Literatures at Bowdoin College.

    Ensure your voter registration information and resources appeal to all students, regardless of what political party they support. Meghan Novisky, Assistant Professor of Criminology at Cleveland State University, emphasizes the importance of using non-partisan guidelines.

    Some scholars like Sara Wheeler-Smith, Associate Professor of Management at Manhattan College, even plan to offer a grading incentive for visiting the polls.

    Incorporate guest lectures and learn from your colleagues

    Navigating election week with students in mind might be an unfamiliar undertaking. Consider leaning on faculty at your institution for support, writes Heather Mayer, Director of Educational Technology at Everett Community College.

    Some students may be undecided voters, while others may have missed the presidential debates. Incorporate forms of debate in your classroom—with the support of scholars from other institutions, as Yujin Jung, Political Sciences PhD student at the University of Missouri, plans to do.

    Keep in mind the importance of mental and physical health

    Check-ins with students have gained new meaning in the midst of an election. Andrea Kelley, Sociology Professor at the University of Michigan, tends to her students’ socioemotional needs before assigning readings and lectures.

    Election Day can come with a range of emotions for many students. Cate Denial, Distinguished Professor of American History, Chair of the History department, and Director of the Bright Institute at Knox College, removes the expectation for students to pay attention and participate in class.

    References

    1. Thomas, N. et al. (2018). Democracy Counts 2018: Increased Student and Institutional Engagement. Tufts University. https://idhe.tufts.edu/sites/default/files/DemocracyCounts2018.pdf

    Tagged as:



    Source link

  • Template: The Top Metacognitive Strategies for Higher Ed

    Template: The Top Metacognitive Strategies for Higher Ed

    Metacognition plays a critical role in the education process. The concept itself amounts to ‘thinking about thinking.’ When students learn through metacognitive activities before, during and after class, their grades or scores often improve. The reason? Self-awareness, reflection and critical thinking lead to more engagement in the classroom. As such, metacognition is one of the most important strategies that instructors, particularly college-level instructors, can use to help their students succeed.

    Table of contents

    1. Why is metacognition important?
    2. Examples of metacognitive strategies
    3. The value of metacognition in post-secondary courses
    4. 8 metacognitive strategies to use in college classes
    5. Metacognition in the college classroom

    Why is metacognition important?

    Metacognition, put plainly, is thinking about one’s thinking. It refers to the processes used to plan, monitor, analyze and assess one’s understanding and performance. In other words, metacognition in the classroom is the act of considering one’s own learning and thought processes to see if those processes produce results. When educators use metacognitive strategies, learning becomes more visible for students. In turn, students gain a better understanding of why a particular strategy will help them solve a problem. Here’s an example: after an assessment, ask your students to reflect on which of the study strategies they used were most effective to plan more strategically for their next assessment to ensure they meet their learning goals on their next assessment. 

    The word metacognition is an umbrella term: Thinking about and analyzing one’s own thinking and learning processes happen in a number of ways, each contributing to the development of metacognition skills. You could provide students with opportunities for reflection, encourage them to engage critically with course readings or provide real-world case studies to extend learning outside the classroom. Effective educators teach their students how to use a variety of methods to measure and critically reflect on their own learning experiences.

    Examples of metacognitive strategies

    Practicing metacognition can help students develop the essential skill of self-regulation. In turn, students will have a deeper sense of agency over their learning. Metacognitive strategies are usually categorized into four stages: You, Plan, Do and Review.

    • The ‘You’ stage is where students reflect on their prior knowledge on a topic
    • The ‘Plan’ stage is where students develop an action plan for completing a task and determine the metacognitive strategies they’ll use
    • The ‘Do’ stage is where students carry out a task and monitor their progress along the way
    • The ‘Review’ stage is where students reflect on their learning paths and identify areas to improve when taking on completing future activities

    Dr. Linda Nilson, Director Emeritus of Teaching Effectiveness and Innovation at Clemson University and author of Creating Self-Regulated Learners, highly encourages faculty to tap into metacognitive strategies in the classroom. Dr. Nilson suggests asking students the following questions to help them reflect upon their own learning process. Here’s how she recommends breaking things down:

    Planning before a task Monitoring during a task Evaluating after a task
    What do I already know about the topic? What material am I having trouble understanding? Can I see and organize the relationship between topics?
    What additional information, if any, will I need before completing this task? How does what I am learning relate to what I already know? What can I recall and what do I need to review?
    What are my weaknesses and how can I make up for them? How is my thinking on the topic changing? What questions do I need to bring to the next class?

    We’ve rounded up more metacognitive strategies to help students turn into conscious learners. Get access to our free template of self-regulation activities featuring Dr. Nilson’s ideas to deepen learning. Simply sign into Top Hat or create your account today.

    The value of metacognition in post-secondary courses

    Through metacognitive learning strategies, students don’t just consider how they’re learning—they actually learn to identify their own strengths and weaknesses. This allows them to shore up areas where they feel confident and work more effectively on where they may need to focus future learning efforts.

    It is critical for college students to understand how to use metacognitive activities to further their understanding of coursework. Students in higher ed are expected to be able to formulate independent thoughts about the subjects they’re studying. Metacognition is the first step to making this happen. Once students know what they’re thinking about a particular subject, they can make connections between their prior knowledge and the new course concepts they’re learning.

    Metacognition also helps students develop a critical eye. According to Vanderbilt University, students who lack metacognition skills may lack the ability to discern the truth of what they see and hear every day—which is crucial as today’s students have more access to information than ever before. As such, the development of metacognitive skills also contributes to the growth of critical judgment skills. For this reason, it’s essential that college instructors give students plenty of opportunities to work on activities to develop metacognitive thinking. It isn’t an exaggeration to say that, for students, learning how to think is just as if not more important than the subjects they’re learning. That’s because developing metacognitive awareness can be useful for students across disciplines and beyond.

    When students get a grasp on how to use metacognitive processes, they learn how they learn, and that’s a skill that transfers not only to other classes but to life outside of academia. Once students graduate, knowing how to learn is an immensely useful skill to have. This helps students become more effective learners and obtain new skills more easily, which can help meet academic, personal and professional goals.

    Such practices can ultimately help students better master their lives. Students who know how to think about their own thoughts can answer questions like: What does my best life look like? Or what makes me feel good about myself? 

    8 metacognition strategies to use in college classes 

    The following eight examples offer instructors some teaching strategies and tools for employing metacognitive activities in the classroom. Each exercise is designed to allow students to think about their thinking in some way.

    It’s important for instructors to remember that activities designed to promote metacognitive knowledge should be used regularly in the classroom. Sporadic use of these exercises doesn’t promote the intellectual growth that college-level students need in order to succeed in their advanced studies.

    1. Let students know the purpose of in-class questions

    Part of getting students on board with the process of metacognition is to help them identify when they are thinking about their thinking. If an instructor is using questions designed to elicit specific outcomes, then it’s helpful for that instructor to point out when those types of questions are being used as a form of explicit instruction. One obvious place to point out the possible use of such questions is in the syllabus.

    In other words, if questions are designed to encourage students to think about their own thinking and to spark more engaged discussions, then that should be explicitly acknowledged early on.

    2. Consider facilitating a diagnostic assessment

    This recommendation goes hand-in-hand with point one above. At the outset of a college course, it is often a good idea for the instructor to test students on their knowledge of a given topic.

    A set of ten to 20 questions about the subject gives the instructor an at-a-glance look at what students know at the beginning of the semester. The information from these quizzes can later be compared to student answers at the end of the semester. This helps instructors and students measure growth.

    It’s important to let students know that this isn’t graded. Its purpose is to give them and the instructor some information about students’ knowledge of the subject at the beginning of the course. This allows everyone to consider their position and to plan their studies accordingly. For some instructors, this method works so well that they regularly incorporate a version of it into their class instruction, even weekly in some cases.

    These exercises don’t have to be a point of stress for instructors, however. Platforms like Top Hat have exercises and learning tasks, such as quizzes and polls, to help students think about their thinking and keep them engaged in their classwork. These types of exercises also allow students to test their thinking and review their learning strategies in real-time because these platforms can grade student responses immediately.

    3. Get into the habit of thinking out loud

    Many instructors forget that there was a time when they sat in their students’ chairs—when they had their own way of processing the information they were learning.

    One way teachers can invite their students into the metacognitive mindset is by thinking out loud in class. It may sound simplistic, but when people think out loud, they’re processing their thoughts about a topic. Instructors who do this in front of students demonstrate metacognition in action.

    4. Assign a muddiest point essay

    Writing is another example of metacognitive abilities in action. It encourages students to think about what they’re learning and how they’re thinking about it. 

    In this exercise, the instructor asks the students to either write a short essay or come up with a bulleted list of the main points of the lecture. The instructor can assign this at the end of a class period, giving students ten to 15 minutes to write.

    The idea behind this exercise is to help teachers know where students are still having trouble with the material. Once this information is gleaned, these weak points can be addressed in the next class period.

    Even if the instructor doesn’t have them write about the muddiest point, regular writing exercises teach students to think about what they’re thinking.

    5. Leave plenty of time for class discussion

    Speaking and listening activities also give students opportunities to think about their thought processes. As a bonus, students get to learn about the thought processes of others. Classroom discussions promote student engagement. This makes learning more interesting. More interesting learning is a recipe for learning that’s also understood and remembered.

    Additionally, the instructor can go a step further by asking students to lead the instruction. For example, the professor can break the topic down into smaller subjects and assign each smaller topic to a student in the class. Students can then lead the discussion, either in front of the whole class or in smaller groups.

    6. Post-class self-assessments

    There is a reason why so many institutions do end-of-year evaluations. They give educators valuable feedback on student learning.

    The same principle applies to asking students to create a self-assessment at the end of a course. They can talk about what they thought was true about the subject compared to what they know to be true now. If the instructor has assigned them journal work, then this assessment can go in the journal.

    7. Reflective journaling

    Reflective journaling exercises provide students with a forum to monitor their own thinking and their own learning processes. Following a challenging lecture, encourage students to consider which course concepts they are comfortable with and where they could benefit from further review. This can help them plan their future studies or prompt them to reach out to an instructor or TA for extra help.

    Self-reflection exercises can also be used following a summative assessment, like a test or exam. Prompt students to respond to questions like: “What about my exam preparation worked well that I should remember to do next time?” or “What did not work so well that I should not do next time or that I should change?”

    8. Model metacognitive thinking

    To develop a classroom environment rooted in metacognition, consider modeling these practices for your students. By being transparent about how you navigate new developments in your field, tackle complex concepts and relate course content to the world outside your classroom, you show students that metacognition is a lifelong process. 

    Metacognition in the college classroom

    Metacognitive activities seem relatively simple in practice. That’s why it may be easy for instructors and students to overlook how powerful they can be. Activities like quizzes, discussions and real-world case studies all help develop metacognitive skills. Essentially, students can use these activities to examine their thinking processes, including how they learn the materials in class.

    However, despite being straightforward to use in your course, the application of metacognitive activities has far-reaching implications that go beyond the confines of successful learning in the classroom. They enable students to make the best use of their lives and to develop good judgment. Once students graduate from their studies, the activities that they have done to develop their metacognition skills are useful on the job and off.

    Instructors who wish to use metacognitive activities in the classroom have a full toolbox of activities at their disposal. These activities can be as simple as doing frequent quizzes using active learning platforms like Top Hat.

    These activities can also be more involved. They can include lively classroom discussions that are designed to get students engaged in their coursework or even regular journaling activities that students can do throughout the semester.

    Finally, it is important for instructors to demonstrate to their students what this type of critical thinking and problem-solving looks like. When they do, they model the proper behavior for students. In this way, students learn to identify critical thinking in action and to mimic it until they fully grasp what it means to employ metacognition in the classroom and out.

    → Free Template: Get Linda Nilson’s recommended self-regulation activities

    Source link

  • 25 Effective Instructional Strategies For Educators

    25 Effective Instructional Strategies For Educators

    Instructional strategies refer to the techniques instructors use to deliver their lessons. Effective instructional strategies—also known as teaching strategies—help students become actively involved in the learning process. When done right, instructional strategies also support students in reaching their learning objectives. 

    By reading the guide below (our downloading this free list of instructional strategies), you’ll gain a solid understanding of the various types of teaching strategies, why they’re important and how they can be applied to the learning process to benefit both professors and students.

    In this guide, you’ll:

    • Learn what instructional strategies are, and the various strategies educators can use to teach more effectively
    • Gain a deeper understanding of how instructional strategies for teachers—including formal and informal assessments, case studies, debates, flipped classrooms and more—play into the overall student learning experience
    • Get equipped to implement instructional strategies that are appropriate for your course in order to become more effective at teaching and engaging students
    • Get access to a free instructional strategies list, packed with 25 easy-to-implement exercises for your next course

    With this collection of teaching strategies, you’ll be ready to guide students towards success in any classroom setting. Plus, putting a few of these techniques into practice will ensure students come to class prepared to engage with the material, with their peers and with you.

    1. What are instructional strategies?

    Instructional strategies encompass any type of learning technique a teacher uses to help students learn or gain a better understanding of the course material. They allow teachers to make the learning experience more fun and practical and can also encourage students to take more of an active role in their education. The objective of using instructional strategies beyond subject comprehension is to create students who are independent, strategic learners. The hope is, with time and practice, students will be able to select the right strategies on their own and use them effectively to complete tasks.

    There are various instructional strategy examples that can be used effectively at all levels and subject areas, with a wide range of learning styles. These learning strategies motivate students by improving their engagement, capturing their attention and encouraging them to focus on not only remembering course material, but truly understanding it.

    Educators who use instructional strategies allow students to make meaningful connections between concepts learned in class and real-life situations. They offer an opportunity for students to demonstrate their knowledge and course correct on their own when needed. Teachers also benefit from using instructional strategies because they’re able to better monitor and assess student performance through different methods of evaluation.

    2. What’s the difference between instructional strategies, teaching strategies, teaching techniques and teaching practices?

    In the dynamic landscape of higher education, understanding the nuances between instructional strategies, teaching strategies, teaching techniques, and teaching practices is crucial for educators aiming to enhance their pedagogical approach. Instructional strategies encompass a broader framework, outlining the overarching plans and methods employed to facilitate learning. These strategies guide the selection of teaching methods and techniques, serving as the foundation for effective educational practices. On the other hand, teaching strategies delve into the specific approaches instructors use to convey information and engage students. These strategies act as the vehicles through which instructional goals are achieved, embracing diverse methodologies such as collaborative learning, active participation, and technology integration.

    Zooming in further, teaching techniques are the tactical tools and methods employed within a specific teaching strategy. These are the hands-on practices educators implement to deliver content, foster understanding, and promote critical thinking. Examples include case studies, role-playing, and interactive discussions. Finally, teaching practices encompass the comprehensive application of instructional, teaching, and technical strategies in the classroom. It reflects the amalgamation of various methods tailored to the unique needs of learners and the subject matter. By dissecting these components, higher education professors can refine their pedagogical repertoire, fostering a rich and dynamic learning environment for their students.

    3. Types of instructional or teaching strategies

    There are far too many types of instructional or teaching strategies to catalog in one place. And there’s no single, specific way to group them together. While the categories below are by no means exhaustive, instructional strategies often fall under general groupings. These include: active learning, assessment-based, group-based, advanced strategies, organizational (or classroom management) and tiered.

    4. Active learning instructional strategies and teaching strategy examples

    4.1. Exit tickets

    Before students leave your learning environment, ask them to answer a question related to a key concept discussed in the lesson that day. They can write it down on a piece of paper or index card. Questions can be simple, like asking students what they found most interesting about the lesson. Or, they can be more complex, such as having them draw a sketch that demonstrates what they learned, or asking them to connect the key concept they learned to a real-life situation. Have students hand the ‘tickets‘ to you as they exit (or have them submit a response to your discussion board), then review the responses.

    The feedback can help educators determine which students need additional teaching in specific areas. Using this approach, teachers gain a quick understanding of how the whole class is grasping and reacting to the material.

    Use the information from the exit tickets to form groups in the class that follows. Place students at similar levels of understanding, or who have similar views on a topic, together. Conversely, group students with opposing views together in order to foster debate and conversation. Learn more about the types of exit tickets you can use in your next course—download an exit ticket template here.

    4.2. Flipped classrooms

    Regardless of where you teach, flipping your classroom is one of the most popular forms of active learning and among the most well-known instructional strategies. Instead of using classroom time for lecturing, educators provide students with a pre-recorded lecture to watch prior to class. They’re often concise, posted to sites like YouTube, or presented in the form of a podcast that students can listen to at home or during their commute. Educators can then use classroom time to engage students in learning activities related to the lecture they’ve already seen or heard.

    Flipped classrooms are an effective teaching technique because they allow students to review and learn concepts on their own time. Students are then free to complete more interactive and collaborative work in class, including discussions and tasks with their peers and teacher. They can also collaborate and discuss material online, via forum discussions with peers and subject matter experts. In class, students can actively apply concepts via peer learning, group work, and presentations.

    Flipped learning helps keep students continuously engaged in class instead of just passively listening. And it makes good use of downtime by allowing students to combine a workout or commute time with further learning, when it’s most convenient for them. Built to enable this strategy, Top Hat makes it simple to adopt a flipped classroom—simply run quizzes prior to your lecture and create interactive discussions for students to collaborate during class time.

    Looking for more? Get 25 additional instructional strategies in this free guide.

    4.3. Journals and learning logs

    This instructional strategy lets students record their thoughts, feelings and reflections on a variety of topics. Journal entries could refer to something discussed in your lecture, or they can allow students to reflect on a relevant newspaper article or piece of media they came across. Journals can also be used for getting students to think critically about the course material and how it can be applied to the real world. This activity lets students make predictions, brainstorm ideas, connect ideas and even identify solutions to problems presented in class.

    You might consider using the following prompts in advance of a journaling assignment to promote higher-level thinking. At the start of a lesson, you might ask, “What questions do you have from yesterday?” During the middle of a lesson, ask, “What do you want to know more about?” At the end of your lesson, ask, “How could you use these findings outside of class?” Encourage students to note any thoughts that come to mind at these three points. At the end of the semester, their journal can form the foundation of a more comprehensive study guide.

    4.4. Minute papers

    Pose a question about the day’s teaching, and give students a moment to reflect before writing down their answer on their own or in pairs. The responses can provide valuable insight into student comprehension of the material.

    Minute papers can be presented in a number of ways, but the easiest is a “ticket out,” whereby educators wrap up class a few minutes early. (We saw this earlier in our instructional strategies list, under ‘exit ticket’). They then ask students to answer what the most important thing they learned today was and what questions they still have. The first question requires students to think quickly, recall class material, decide on the main points, and put it into their own words. For the second, they must think further about what they’ve understood thus far.

    Teachers can use the responses to determine how well students understand the material. Minute papers can also help students understand where their own learning gaps are. Once this is realized, both students and teachers can identify and address weaknesses.

    4.5. Muddiest point

    The ‘muddiest point’ is another active learning instructional strategy. This activity asks students to use index cards (or an app), to anonymously submit what part(s) of the course material they’re having the most difficulty with. Educators can then use the responses to determine where extra instruction is needed and adjust lessons accordingly.

    Alternatively, these topics can be addressed during student review sessions. Ask students to identify topics they feel they need clarification on and consolidate these into a list. Then get each student to select a term from the list they feel they can explain to the rest of the class.

    Cross it off the list, and move on to the next. By the end, it will be easy to see which concepts students are having the most issues with by process of elimination. And if terms haven’t been selected, they are being avoided for a reason. Naturally, students will pick the terms they are most comfortable with.

    Use that information to devise more instructor-led sessions on the concepts that most students are confused about, or that require more clarification, to eventually complete the entire list.

    4.6. Reflection

    Hand out blank index cards or a pre-designed worksheet at the end of a class session and ask students to use them to submit a response to a question about the day’s lesson. Alternatively, ask students to submit a discussion board response. The reflection prompt could be simple, like asking what they learned, or what they found the most interesting. Or, you can make your prompt more application-based, like asking them to connect what they learned to a real-life situation, or telling them to explain why what they learned is important.

    The purpose of reflection is to encourage students to consider what they have learned. Like a number of other instructional strategies in this list, it also gives the teacher an idea of where students stand on a topic or issue so they can use this information to help better prepare for the next lesson. The added benefit is that having students express these thoughts on paper can result in better memory retention.

    To drive this strategy in higher education, Top Hat’s interactive discussions make it easy for students to reflect on what was covered in class. Allow students to discuss concepts with their peers, with the ability to grade discussions as desired.

    4.7. Think-pair-share

    This active learning technique is another of the best-known instructional strategies. After presenting a lesson, pause the lecture for a moment to ask students to pair up with a partner. Have them discuss the material they just learned. Prepare questions, and, once they’ve had some time to discuss with their partner(s), get students to take turns presenting their observations to the rest of the class.

    Make the question challenging, such that it could spark debate between the grouped or paired students. Give them just a few minutes to talk amongst themselves and come to a collective conclusion.

    Think-pair-share can work especially well for the first few lessons of a class, keeping students on their toes and interested in the material that is to come. But it can also help recapture student enthusiasm near the middle of a term, reminding students that they aren’t alone in their learning and that others share their views or concerns, and that there are different perspectives to support an issue that are worth considering beyond their own.

    5. Assessment-based instructional strategies

    5.1. Assessment

    One of the most used instructional strategies, assessments are considered any graded test, quiz, project, or exam. Informal checks of student progress throughout the year, such as discussions or presentations, can be included too. There are many different assessment-based instructional strategies (and a few follow in this group).

    In general, there are various ways to run assessments and different ways to adapt them to class time. These include: asking certain groups of students to only complete specific parts of a test, allowing students to respond orally versus in writing, or asking students to demonstrate what they’ve learned in a more hands-on way, like building something or drawing a diagram.

    The most critical thing to remember with assessments is to try and stay focused on evaluating the concept that’s most important for the student to grasp. This might mean your assessments have to be more practical. Asking a student to put the learning to work and actually do something can be a far better indicator of what they know than simple written or oral answers.

    One tip is to include test or quiz questions that vary in complexity, and focus on different aspects of a concept. You could include one question mandatory for responding, but allow students to choose which ones they want to answer among the remaining ones.

    → Download Now: 25 Free Instructional Strategies

    5.2. Cubing

    “Cubing” is a version of the above. It involves writing a command or question on each of the six sides of a cube, then having students roll the cube like a die and respond to the question or command accordingly.

    The questions can relate to describing, comparing, contrasting, applying, predicting or imagining concepts. Get students even more involved in this cooperative learning activity by having them come up with their own questions that they then exchange with classmates, taking turns to answer.

    Take it to another level by creating multiple cubes with questions of varying levels of complexity. Assign students to work in groups—have each group of students write or dictate their answers to the questions on their cube. Use the data to determine which students should work on which concepts come assignment time.

    5.3. Grade as you go

    This instructional strategy is ideal for subjects that involve repetitive practices and rote memorization, such as mathematics and language. Have students work on assignments either alone or in pairs, checking and marking their work.

    This teaching technique is motivational because students instantly know if they’re on the right track, allowing them to gauge their achievement level. But it also helps students immediately correct something they’re doing wrong. Once they identify the mistakes, they can translate that learning to subsequent questions, instead of completing the entire assignment incorrectly.

    Instructional strategies such as ‘Grade As You Go’ also help educators pinpoint students who have a superior grasp of the material, allowing them to move on to a more challenging assignment.

    By the time the assignment is completed, it’s far more likely that the entire class will be ready to move on to the next concept or skill. And since grades have already been given, it reduces after-class grading time for teachers. Put this strategy into practice this fall by relying on the Top Hat Gradebook. This comprehensive tool lets you view attendance, participation and completion data in one place and makes it easy to retroactively adjust grade weights as needed.

    5.4. Homework practice

    The purpose of homework, as one of the numerous assessment-based instructional strategies, is to extend learning beyond the classroom setting. Homework gives students extra time to master concepts studied in class and further refine their learning. To use this effectively, assign homework based on the student’s skill level, ensuring it aligns with the areas they need more practice in.

    The amount and complexity of homework varies depending on subject and level. Students should be able to complete homework independently, with minimal involvement from tutors or peers. If they can’t, it should serve as a red flag to both the student and educator.

    Built to enable this strategy, Top Hat makes it easy to create, personalize and assign interactive homework assignments. Choose from a variety of question types including fill-in-the-blank or multiple choice and embed discussion questions throughout your assessments.

    5.5. Questions and quizzes

    Question-asking is among the simplest of the instructional strategies, but it can still be strategically complex. The simplest way to gauge student understanding of course material is to ask them questions about it. During group discussions, pose several questions of varying complexity so that everyone has a chance to respond, including both those who are experiencing difficulties with the class, as well as those who are mastering the concepts. Strategically adjust the questions you ask based on who you plan to call upon. This helps build student confidence and ensures the class runs smoothly.

    Timing is important, too. When the class starts, or there’s a pause between concepts or topics, you can administer a quick quiz or poll to get an understanding of how far along students are in their learning. In order to effectively assess comprehension, it’s best to not attach a grade to this activity. Students will inevitably worry if the quiz is going to impact their overall grade for the class. Platforms like Kahoot! can be used to facilitate informal games or trivia sessions at the start of class, setting the stage for what’s to follow in your lecture.

    Use technology like clickers to administer things like multiple choice quizzes that can be tabulated immediately for large classes, with questions that challenge or check an assumption before a lecture begins. Then, administer the same or a similar quiz at the end of class, and compare the results.

    Educators can determine how effective the lesson was and see if they need to revisit the subject matter again, or can confidently move on to the next topic.

    6. Group teaching techniques

    6.1. Case studies

    Case studies, as instructional strategies or teaching techniques, are more spontaneous than structured group projects. But this is a good thing. It helps prepare students for when they enter the workforce, where problem solving on the fly is an essential skill. In a practical work environment, students can’t just do what they’re told and expect to succeed. Case studies can help prepare them for life after college or university.

    To use case studies, put students into groups and task them with finding a way to apply the knowledge they’ve acquired from reading course materials and listening to lectures into real-world scenarios that match your assigned content area(s).

    In a classroom setting, working on case studies encourages students to think critically about what they’ve learned, not just recite points back to the class.

    6.2. Debates

    Instructional strategies like these work as a structured form of argumentation. Debates require students to research concepts and think critically in order to present their positions in a convincing and justifiable way.

    Most fitting for concepts with opposing points of view, debates help students develop listening and presentation skills. Once presented in class, having a debate can also introduce new perspectives on topics, and convince students to conduct further research in order to build stronger arguments, or intelligently counter those of the opposing side.

    6.3. Peer instruction

    With the teacher’s guidance, students can prepare and present course material in class, encouraging interaction with peers. Try to do this without the use of slides as an aid, so students have to communicate more with classmates and discover more creative ways to present the material.

    It’s best to do these kinds of student-led instructional strategies at the beginning of a class, so students can teach one another about what they know, sharing their knowledge and experiences that relate to course material.

    6.4. Role play

    The use of simulations and games in your instructional toolkit can give you a deeper look at the impact of learning, as well as demonstrate how students can invent and experiment with learned concepts. Role playing also offers students a chance to practice their interpersonal skills in an environment in which they are comfortable and familiar.

    Having the opportunity to visualize, model or role play in dynamic situations promotes curiosity, exploration and problem solving. It can aid students in working towards a greater understanding of the material. The more ways that students have of representing the knowledge they’ve acquired beyond writing and oral explanation, the better their comprehension and recall of the information will be.

    In math and science fields, for example, students can experiment with simulated projects that would otherwise be difficult or cost-prohibitive to do in real settings. Examples include: designing a model of a roller coaster to understand slopes, angles and speed; using a hard-boiled egg to demonstrate Newton’s Law of Motion; or building a model volcano to understand what makes them erupt.

    7. Teaching strategies examples for advanced students

    7.1. Curriculum compacting

    These instructional strategies encourage educators to identify students who already have advanced knowledge of a subject, skill or concept so they can spend less time on these areas. Curriculum compacting frees students up to focus more on the areas where they need to develop a greater understanding, versus concepts with which they’re already proficient. It’s ideal when working with individual students or small groups.

    7.2. Independent study project

    If students appear to be ahead of the class, assign them independent study projects. These projects should allow them to focus on a single concept around material discussed in class. They can also work on a separate but related topic for which they’ve expressed an interest or passion, making this an inquiry-based learning exercise.

    Once the project is completed, the student can share what he or she learned with the class, demonstrating their mastery of the concept, and further educating the rest of the class on a specific area or example.

    Independent study projects usually run anywhere from three to four weeks.

    8. Organizational instructional strategies

    8.1. Agendas

    An agenda sets out a comprehensive list of the assignments, activities, projects and tests students are responsible for working on and completing throughout the year, along with a timeline for each. Students can decide how they want to complete the work and in what order. Do they want to focus on one area of learning for an entire week? Do they want to tackle the subject matter they’re most comfortable with first, or start with more difficult concepts? In addition to encouraging students to come up with a structure they can follow, agendas help them practice time management skills.

    To get going, provide each student with a blank calendar to fill in with their own schedule, ensuring they’ve organized work in order to meet assignment and project due dates. If different students are working on the same part of an assignment at the same time, consider allowing them to work together during class. Take on the role of a facilitator here, helping students set reasonable deadlines according to their needs.

    8.2. Anchor activities

    Also referred to as ‘sponge’ activities, anchor activities are assignments that students must work on immediately in order to maximize instruction time. They can complete these activities at the beginning of every class or right after, but the idea is to keep the learning and educational process going.

    Anchor activities might include the student revisiting a question posed in the previous day’s class and composing a response to it, or presenting and discussing an answer out loud to a partner. Another option could be drawing a picture to represent a concept they just learned, or writing down an opinion about a key issue. This instructional strategy for teachers can also be used to provide students with notes as a reference when they’re studying for exams.

    Be mindful of anchor activities that are simply ‘busy work’ to pass the time. Just as a sponge soaks up water, the goal of anchor activities is to help students soak up a better understanding of a concept or skill.

    8.3. Knowledge charts

    Before delving into a new topic or concept, have students submit what they already know, what they want to know and what they’ve learned already. Then, assess their prior knowledge on the subject, and get a feel for how interested they are in a topic.

    Knowledge charts, as instructional tools, can also be used at various times to see how students are progressing, and if their interest in the topic is waning or growing. In filling out these graphic organizers, teachers can get an idea of where students are at academically. Students themselves can gauge their own progress and see where more work is needed.

    8.4. Learning contracts

    Another one of the several instructional strategies aimed at more advanced students is the learning contract. Use it to help students who need to be challenged by providing a specific assignment and list of directives that they must complete within a set period of time. Work with the student to set out the requirements of the contract, and provide a blank calendar they can use to devise a doable timeline, determining what dates and times they need in order to complete different parts of the assignment. 

    This is an effective instructional strategy to help students set their own learning goals and practice time management skills—both of which are useful in the working world. Once the contract and timeline are set, encourage students who are working on the same parts of the assignment at the same time to work together.

    8.5. Portfolio development

    Portfolios allow students to gather, organize and illustrate examples of their learning and academic achievements. Portfolio development is the process of creating, collecting, reflecting on and selecting work samples that best showcase students’ understanding of a given concept. Once students select their top pieces that best represent their learning outcomes, they can then use a binder or scrapbook to organize their work.

    Work samples kept in a portfolio might include notes from an interview, a diagram, storyboards, essays, infographics and more. Portfolio development is a necessary and effective process for most humanities and STEM majors. Art students can use a portfolio to curate their top pieces—whether paintings, drawings or photographs—at the end of the semester. Alternatively, students in architecture or engineering courses can use a portfolio to house mockups and wireframes of a new building or the parts of an engine. No two students’ portfolios will include the same work since these differ based on discipline and course.

    9. Tiered instructional strategies

    9.1. Tiered activities

    Set up three or four activities of varying complexity for students to participate in. Each should have the same common goal of helping students understand a specific element of the subject material. For example, it might be different experiments that all explain the basic concept of physics.

    Start with a mid-level activity that would apply to most students in the class, then include one that’s a step-up in difficulty to challenge students with a better understanding of the material. Alternatively, offer a simplified version for students who are still working to gain a full understanding of the concept.

    Place students in groups based on their perceived level, or give a brief description of each of the assignments and let them choose which level they feel most comfortable working in. Once completed, discuss and compare the results.

    By the end of this collaborative exercise, each group will have a greater understanding of the material. If students are able to choose which group they join, the teacher will also get a feel for the comfort level of each student.

    9.2. Tiered rubrics

    Present a couple of rubrics (scoring guides) to students, based on their current level, so they have the skills needed in order to better focus and be successful in class.

    The rubrics should all contain the same basic categories, but the point value or required elements should be adjusted based on the student’s readiness. For students equipped to take on greater challenges, add more categories or requirements. Conversely, remove some requirements and/or categories for students who need more assistance, or haven’t quite grasped the material just yet.

    10. Conclusion

    In exploring various types of instructional strategies, you’ll find that there’s something to suit every type of student level, subject and lecture format. When applied effectively, instructional strategies for teaching can help students gain a deeper understanding of course material and encourage critical thinking, beyond basic retention and surface understanding. Educators, too, can benefit by using different teaching methods throughout the semester to determine the efficacy of lesson plans, and how every student is progressing through each concept.

    Download our free instructional strategies guide, filled with 25 effective activities and best practices to use in any college course.

    Tagged as:

    Source link

  • The Ultimate Guide To Online Teaching

    The Ultimate Guide To Online Teaching

    What is Online Teaching?

    Online teaching typically refers to courses that are delivered completely online, meaning there are no physical or on-campus class sessions. Online courses can be designed for a handful of enrolled students or can be made open and accessible to a wide variety of participants. Instructors may choose to teach an online course because they want to take their teaching beyond the confines of the physical classroom. Other instructors may choose to do so because they want students to benefit from the online environment. Online teaching gives students unlimited access to resources and the ability to collaborate and connect with each other at any time of day. It also gives educators the ability to teach online classes from home.

    Contents

    1) Developing and Teaching an Online Course
    2) Planning and Designing an Online Course
    3) Synchronous vs. Asynchronous Online Teaching
    4) Online Assessments
    5) 7 Best Practices in Online Teaching
    6) Conclusion

    Developing and Teaching an Online Course

    Preparing for online teaching is not as simple as taking materials from a traditional course and putting them online. Educators engaging in online teaching for the first time will need to plan their approach thoughtfully, even full-time experienced educators. This starts with identifying learning objectives and then building educational activities to support them. Rather than make wholesale use of course content from previous classes, materials should be repurposed or adapted by taking into account the strengths and weaknesses of online learning environments. Organizing course content into units, with submodules, key concept reviews and unit tests—along with a tailored and consistent content release schedule—will help ensure students remain on track to achieve desired learning outcomes.

    Online Curriculum Development

    In online teaching, curriculum development is defined as the step-by-step process used to create positive improvements in the courses offered by a school, college or university. As new discoveries are made, they have to be incorporated into the online education curricula. Innovative teaching techniques and effective online teaching strategies are constantly being developed and refined in order to improve the student learning experience.

    Current online curriculum models can be divided into two broad categories—the product model and the process model. The product model focuses primarily on results. Grades are the primary objective, with more emphasis placed on achieving desired objectives at the summation of the course rather than on the learning process itself. The process model, however, is more open-ended and focuses on how learning progresses over the course of a semester. Both models are important when it comes to developing a holistic and effective curriculum for online teaching.

    There are three types of online curriculum design: subject-centered, learner-centered and problem-centered.

      • Subject-centered curriculum design revolves around a particular subject matter or discipline, such as mathematics, literature or biology. This type of curriculum design tends to focus on the subject matter being taught online, rather than the individual student.
        Educators create lists of topics and specific examples of how they should be studied, which are then mapped to the most effective online learning activity or method. This approach is most popular in large university or college classes taught online, where teachers focus on a particular subject or discipline in their classes.
      • Learner-centered curriculum design prioritizes student needs, interests and goals. It acknowledges that students are individuals and have different learning needs and therefore should not, in all cases, be subject to a standardized curriculum. This approach aims to empower learners to shape their education through choices and relies heavily on asynchronous online teaching and learning. This can be complex for large class sizes and is more suitable for smaller, seminar-style courses.
        Differentiated instruction and learning plans provide an opportunity to select assignments, teaching and learning experiences or activities online. This form of curriculum design is highly effective at engaging and motivating students, particularly in online teaching and learning environments by providing students with greater choice and flexibility. However, the drawback to this form of curriculum design is that it can create pressure on the educator to source learning materials online that are highly specific to each student’s personal learning needs. This can be challenging due to teaching time constraints.
      • Problem-centered curriculum design teaches students how to examine and analyze problems and develop solutions, largely using online simulations. This is considered an authentic form of learning because students are exposed to real-life issues, helping students develop skills that are transferable to the real world.
        Problem-centered curriculum design has been shown to increase the relevance of the curriculum and encourages creativity, innovation and collaboration in the online classroom. However, one shortcoming of this format is that it does not always consider individual learning styles and requires a great deal of collaboration between students.

    By considering all three types of curriculum design before you begin planning, instructors can choose the types that are best suited to their students and the learning objectives for their course.

    Planning and Designing an Online Course

    Planning for Online Teaching

    An important step in bringing your online course to life is the actual implementation. This includes aligning course materials to learning goals and in accordance with your online teaching philosophy. There are a number of things to consider during the decision-making process.

    First, it is important to understand the audience for your online course and who will be participating in supporting the delivery of modules, labs and other learning activities. Recognizing that learners may vary widely in their background, knowledge and skills is essential in order to accommodate these differences in your course design. Secondly, it is imperative to have specific learning goals in mind. An effective online pedagogy means carefully considering what you expect your students to know and be able to do at the conclusion of your course. Next, consider the different types of content your course requires. Decide how students will engage with that content and with each other. Also consider which assessment types best support the measurement of learning objectives for your students. Here are a number of helpful methods that can be used to guide the planning and development of your online teaching curriculum.

    Backward Design

    Backward design is often used in online teaching to design learning experiences and instructional techniques to meet specific learning goals. Backward design begins with identifying the objectives of a unit or course—what students are expected to learn and be able to do—and then working “backwards” to create lessons that achieve those desired goals. In online teaching, the educational goals for a course or unit are often closely aligned with a given institution’s learning standards. These are concisely written descriptions of what learners are expected to understand and be able to do at a specific stage of their education. In the context of online teaching, this includes the expectation that students have mastered certain technology tools and platforms to meet these goals.

    There are many benefits to backward design. Starting with the end goal in mind helps educators design a sequence of assessments, readings, course materials and group activities that are more likely to result in learners achieving the academic goals of a given course or unit—that is, actually learning what they were expected to learn.

    Beginning the planning process with the end goal in mind is often a counterintuitive process. However, backward design gives educators a structure they can follow when creating their curriculum, as well as planning their instructional process. Using a backward design approach also helps educators better align the different elements of their course by methodically integrating learning goals, activities and assessments at every step.

    Managing the Logistics of Online Teaching

    Even though planning for an online class may start in a similar way as an on-campus or face-to-face course, there are several important differences that those teaching online should keep in mind. First, it is important to consider how technology will influence the way you conduct your online teaching. If you would like to use an interactive lecture format, you will need to find ways to engage students in an online environment. Chat channels, discussion forums, blog postings and online office hours are a few ways for online teachers to connect with learners. Those engaging in online teaching will also need to consider how the use of virtual classroom technology will impact student learning. Do your students require specific technical knowledge or computer functionality such as a webcam? How will they interact in the online environment? What will you do to make your online classroom inclusive to all students?

    When transitioning to online teaching, educators also need to address technical issues. It is important to plan all of your components for an online course before the first day of class. Start early and seek collaboration and support from your colleagues, when possible. Many institutions have Centres for Teaching and Learning with experienced instructional designers who are able to help manage the transition for instructors and their students.

    Synchronous vs. Asynchronous Online Teaching

    Synchronous Online Teaching

    Synchronous online teaching occurs in real-time through video conferencing platforms like Zoom, Go-to-Meeting and YouTube Live. When used with an online teaching platform or learning management system, synchronous online teaching allows educators to continue many of the same learning activities found in an in-person classroom. Learners can access lecture slides, respond to interactive questions and engage with discussion threads with their peers.

    Delivering online teaching information and presentations in real-time creates a sense of speed and intimacy that helps increase student engagement. This allows educators to respond directly to student questions and discussions, provide feedback and adjust online teaching to ensure students are comprehending course material.

    To ensure synchronous online teaching is effective, it is important to have the proper technology tools and platforms in place. Ideally, video conferencing solutions should be used for delivering online lecture content, as well as an active learning platform or learning management system to support assessments, readings, live discussions and interactive questions. With large class sizes, having a remote teaching assistant is especially helpful in alerting instructors to any technical or experiential issues that may occur when using technology tools and platforms. Online teaching assistants can also provide support by responding to discussion threads directly or gathering commonly asked questions requiring further review and clarification.

    Similar to a physical classroom, it is important to balance content delivery with interactive learning activities, as well as building in time for review into the lecture schedule. A best practice is for course information to be presented in ten-minute chunks, followed by blocks dedicated for reflection exercises and interactive questions and discussions to keep students engaged.

    In the same way that the answers to in-class discussion questions inform how comprehensively course material is covered, it is important to be able to understand where students are struggling. This includes using low stakes quizzes and discussion questions to ensure students are able to achieve online teaching objectives. Synchronous online teaching provides opportunities to apply concepts and collaborate, helping to deepen learning. Real-time interaction is also particularly useful when it comes to delivering complex concepts that require immediate feedback or clarification to keep students on track.

    Asynchronous Online Teaching

    Asynchronous online teaching uses many of the same technology tools and platforms, with the main difference being student learning is self-paced. With asynchronous online teaching, educators deliver course content and assignments remotely using a combination of solutions like Zoom to record and post lectures online as well as learning management platforms to centralize assignments and other learning resources. Learners interact with digital courseware, assignments and their peers through discussion channels. Asynchronous online teaching is more convenient for students who may have children or other dependents as well as inflexible job hours. As well, not every student can afford or has easy access to the internet. The ability to learn on an individual schedule gives learners the flexibility they need to find time where they can engage with online course material. The benefit of this online teaching method is being able to utilize active learning techniques without the need for participants to be active at the same time.

    Asynchronous online teaching is particularly useful when it is difficult for your students to maintain a specific schedule. Accessing materials, readings, assignments, quizzes and lecture recordings in a single place allows students to engage with course material at their own pace. There are many simple ways to drive engagement even if much of the learning is self-directed, such as using discussion forums, integrating questions into assigned readings to test comprehension and using multimedia elements like video to dimensionalize learning. Asynchronous online teaching also provides the opportunity to promote peer collaboration, creating specific assignments that require students to work with one another or review others’ work outside the confines of a class schedule.

    Asynchronous learning requires online educators to take time to revisit learning objectives for the semester. Identifying whether there are components that can be recorded for students to view on their own schedule versus what information should be delivered live or asynchronously is an integral part of the design process. Giving thought to where students can access readings, lecture materials, assignments and instructions can help develop a more effective learning plan and identify any potential gaps that may exist in course instruction.

    Without the benefit of live interaction, it’s especially important to communicate expectations and reminders and address student questions in a timely fashion. Regular, helpful and empathetic communication is an essential tool for reducing the apathy and sense of isolation many students feel when learning remotely.

    Online Assessments

    When teaching online courses, there are two primary types of assessments: open-book tests and remotely proctored exams. There are a number of benefits to each, but the effectiveness of both is determined by how well they are designed and implemented into online teaching.

    Remote Open-Book Exams

    Online teaching provides the opportunity to look at different options beyond the traditional summative assessment. Open-book exams offer a great deal of flexibility, making it an ideal option for instructors or institutions that rely on asynchronous learning.

    An open-book assessment that is strategically designed provides interesting opportunities to test skills beyond rote memorization, such as problem-solving and critical thinking. Open-book exams are especially effective when they focus on using synthesis, analysis and evaluation to assess what students know, according to the Center for Teaching at Learning at UC Berkeley. The ability to intersperse questions with digital reference materials like images, video and audio clips also allow for more creativity and freedom when constructing an exam in relation to traditional in-class tests.

    Developing interactive digital documents with pictures and videos embedded alongside test questions creates a more dynamic assessment experience for students. Using multimedia and other reference content allows learners to discuss and assess opinions given to them within the assessment or analyze a diagram and its findings. Depending on the learning platform, open-book assessments can also include a variety of different question types, including matching, sorting, fill-in-the-blank, long-form answer and click-on-target (with multiple targets) questions.

    Proctored Tests and Exams

    In many cases, such as courses required for accreditation, open-book assessments are simply not an option. In these instances, there are a number of platforms that offer secure proctored tests and exams. Students can take on their own computers, at a pre-set time and from any location. Advanced ID verification, the ability to secure browser settings and the use of artificial intelligence to monitor students have helped assuage concerns over academic integrity.

    Using a variety of question types—multiple choice, word answer, fill in the blank, matching and long answer—instructors can provide students with an assessment that tests their knowledge as well as their analysis and communication skills. For these types of assessments, student performance can be automatically graded upon submission, making the turnaround time for student feedback much faster than manual grading.

    7 Best Practices in Online Teaching

    1) Bring who you are into the online classroom: One of the key benefits of traditional, face-to-face teaching is being able to share your passion with your students. Many educators use the performative aspect of teaching to their advantage, feeding off the energy in the classroom to deliver their lectures. However, it is easy for unique teaching characteristics—humor, emphasis, body language, facial expressions—to get lost in translation when a student can’t see or hear you. The predominant means of online communication is text, which can quickly become demotivating and uninteresting for students. It is necessary and inevitable that some components of your online course will be delivered through written communications. Assignment instructions, emails to students and weekly course-wide announcements can all be tailored to your unique voice and style:

    • Record yourself: audio or video recordings are a great way to bring your whole self to your students in addition to lecture videos (if you choose to use this functionality). Students need to know you in order to engage in learning online and showing them that you are human with a short video greeting at the beginning of your course is a great way to set the right tone.
    • Express your support: It’s important to infuse your writing with warmth when teaching online classes. As digital natives, Gen Z students are highly adept at sensing the tone of written digital communications. When reminding students about upcoming assignment deadlines, for example, don’t write, “A number of you have not completed the readings necessary for the assignment due later this week. Please note that the assignment is worth 40% of your grade.” Instead, write “Thanks for your hard work so far this semester. Small reminder to complete the specified readings before you start this week’s assignment. Please let me know what questions you have or if you need any help. Thanks all!”

    2) Be present and responsive on your online course site: Your presence is so important in teaching online college courses because it encourages bonding as the class evolves as a group and develops intellectual and personal connections. Thoughtful and consistent daily presence shows the students that the online educator cares about them and their questions and concerns, even if they are a part-time educator and busy with other responsibilities. It also shows that you are generally present for them to do the mentoring, guiding and challenging that online teaching is all about. Schedule a few hours of time each week to be visibly engaged and present in your online class. Here are a few ways to interact with your students:

    • Hold online office hours or virtual ‘coffee chats,’ to get to know your students on a more personal level.
    • Answer questions regularly in your course’s online discussion forum.
    • Post a weekly announcement to recap the previous week’s learnings or introduce the coming week’s content.

    3) Use a variety of large-group, small-group and individual learning experiences: Online teaching works best when a variety of learning experiences and activities are offered. Online courses are more enjoyable and effective when learners are given the opportunity to work through course concepts and assignments with their fellow students. However, some students learn and work most effectively on their own. Incorporating options and opportunities for students to work together and individually is beneficial for accommodating different types of learners. Small groups are particularly effective in online teaching when learners are working on complex case studies or scenarios for the first time. It is also important to have activities that involve the whole class such as discussion boards or events with invited experts for creating a sense of community in an online course.

    4) Ask for informal feedback on your online teaching: Early surveys or informal discussions are effective in getting students to provide feedback on what is working well in an online course. It is also a chance to solicit suggestions and ideas on what might help learners have a better online course experience. This early feedback should be done in week three or four of a semester so time is available to make corrections and modifications while the course is ongoing. A simple e-mail or discussion thread asking a few of these questions works well:

    • What’s working so far?
    • How could your online learning experience be improved?
    • What would you like help with?

    5) Think like a student: Teaching online means that the learning environment loses the built-in sense of community that comes more naturally to a traditional classroom environment. This can lead to feelings of isolation and disengagement and demands a different kind of support than teaching in person.

    Envisioning how your students will experience the class, having never learned this content before, helps prepare for these potential challenges. Did you give straightforward instructions for your extension policy? Have you supplied a detailed breakdown of how assignments will be graded? Are learning objectives and curriculum objectives explicitly tied to online teaching and learning activities? Students should ideally understand exactly what you are teaching online and what is expected of them as a result. Being intentional about course design is essential to ensuring students interact with course content the way that instructors intend. Here are a few ways to create a sense of community in the classroom:

    • Use a discussion board thread to have students share tidbits about their interests inside and outside of the classroom
    • Ask students to post pictures of their pets or what they’ve been watching on television (and be sure to share as well!)
    • Play music at the beginning of each lecture video

    6) Organize your content logically: When teaching online, the design and sequence of content and learning activities must be methodical, intuitive and systematic. Help students move through content and learning activities easily, so that their attention remains focused on learning the material. If they are required to leave a lecture module and use another drop-down menu or folder to watch a required video, that can be distracting—or frustrating if it’s complicated to find. When students use a lot of cognitive resources just trying to figure out where to go to access resources, they have less mental energy left for learning the content itself. This can be a bigger challenge for students who are already unmotivated in the first place. Instead, try to order materials and activities in a sequence that is straightforward and easy to navigate for students.

    7) Ground online teaching in reality: A variety of examples and explanations can help learners grasp course concepts in a way that makes the most sense to them. Examples are perhaps even more crucial in online teaching, since students don’t always have the opportunity to ideate with instructors or peers in the moment to clarify a course concept or missed detail. Online learners benefit from multiple explanations of difficult concepts and being prescriptive when it comes to the kind of work you want to see. Modelling behaviors is a good way to lead by example. For instance, use a friendly yet professional tone when writing discussion posts and assignment instructions. Demonstrate respect for diverse opinions and respect differences in learning. When you show students what you expect, they are likely to be more confident in their ability to make online learning successful. This positively impacts their motivation to engage meaningfully with course concepts, and participate in learning activities.

    Conclusion

    Online teaching can be quite different than teaching in a classroom. Teaching online requires specific competencies and skills associated with effective online course delivery and facilitation. However, it is clear that the ability to teach effectively in online environments is becoming more of a necessity than a nice-to-have in the higher education space. The good news is that there are many resources available as well as tools and platforms to support educators in making this shift. By combining the power of experience with the right technology, instructors can pivot their teaching practices online, increasing flexibility for students and accommodating the diverse needs of today’s learners.

    Tagged as:

    ,

    Source link