Session 4: Differentiated instruction and Engagement strategies.

Session 4:

Differentiated instruction and Engagement strategies in digital settings

Today's Menu:

​1. Intro.

2. Interactions.

• Types​ of interactions.

• Online Interactions: Discussions.

​3. Synchronous, Asynchronous and face-to-face communication.

• ​Online Communication.

• Asynchronous communication.

  • How asynchronous teaching support active learning.

  • How to drive students engagement asynchronously.

  • Asynchronous tools

• ​Making Synchronous lessons engaging.

  • ​How to drive students engagement asynchronously.

4. Feedback​

Open Ended

1. What is “Learned Centred approach”?.

2. Do you remember any method or approach

that promotes “learner-centredness”?.

Let's Start:

• ​If we only engage students using in-person discussions some factors may not allow all students the opportunity to fully express their thought, like:

  • Time, shyness, difficulties with the language or other classroom dynamics.

• In the blended instructions, online discussions can be one way to address participation concerns within the in-person setting. The challenge is maximize the advantages of both in-person and online interaction, applying suitable strategies.

​Types of interactions

​

• There are 3 types of learning interactions:

  • S-C: Engage with the materials through listenings, readings, reflecting, etc.

  • S-T: Students can apply and demonstrate what they have learnt through content interaction, receiving a feedback.

  • S-S: Students interact among them sharing their understanding and ideas.

• Each type contributes to a quality learning experience.

• It is one of the few online activities that can combine all three types of interactions:

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  S-C: Students usually read or view materials to be prepare for the discussion.

  S-S: Share their thoughts with their peers.

  S-T: write their ideas in a forum that is moderated by the teacher.

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• As a result, online discussions can be critical in helping students achieve course outcomes as they provide students with a variety of interactions.

​Online interaction: Discussions

​

Synchronous,
asynchronous and Face-to-face comunication

​

​One key aspect of blended learning is, for the teacher, to decide when and how use one form of communication over another.

• Some discussions will be better face-to-face.

• Others through asynchronous online settings allowing more flexibility in time, place, and depth of reflection.

It is crucial to know the strengths and weaknesses of each form and how can be used to benefit student learning.

• ​Flexibility.

• Participation.

• Depth reflection.​

​​Online Asynchronous text-based discussion

​

• Human Connection.

• Spontaneity.​

​​In-class discussion

​

• ​Spontaneity.

• Procrastination.

• Human Connection​

• Participation.

• Lack of Flexibility​

​​Online Asynchronous text-based discussion

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​​In-class discussion

​

Multiple Select

What is Asynchronous Learning?

• Describes activities that are not happening at the same time. 

• Referring to the traditional, physical classroom.

• Learning that occurs through websites or internet material. 

• The use of short videos presented to students.

Multiple Choice

Synchronous learning is when the student completes an online task at their own pace

• True

• False

Multiple Select

A good online discussion can....(select all that apply)

• build community and communication skills

• give parents a break

• help students learn about their peers

• yield higher levels of interaction, engagement, and satisfaction with the course

Multiple Choice

What would you do if some students are not engaged in the lesson? 

• Give up and leave the classroom. 

• to include topics, games, etc., showing interest in how they feel and their preferences. 

• Push the student to learn in your way, because you have a lesson plan to follow and complete. 

Online Communication

• ​Online text communication can foster critical thinking since students have more time to reflect before talk about it.

​

• ​Similar to text, asynchronous video gives students and teachers time to reflect between exchanges. However, this can make the communication feel more authentic and descriptive.

​

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Asynchronous teaching

How asynchronous teaching supports active learning

• It promotes peer collaboration, keeping engagement high outside the class.

  ​

• ​Using interactive digital content such as video, quizzes and questions embedded directly into readings and assignments.

  ​

• It is important to communicate, orienting students with important tools and how to find and apply different learning materials.

  ​

• Take time to set expectations, provide clear instructions for assignments and respond to student emails and discussion threads are critical to lower student apathy and feelings of isolation.

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​

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How to drive student engagement asynchronously​

Before the class: Short Quiz

Completing a short quiz on concepts discussed during the previous lecture improve knowledge retention while giving teachers a feedback about students stage, reinforcing the main areas If necessary.​

During the class: Discussions Exchanging students works and then come up with questions and comments for each other. Teachers can also use discussion threads to explore more sensitive topics by having students respond anonymously.

After the class: Interactive Readings

With digital textbooks and course materials, teachers can incorporate active learning principles into simple reading assignments. For instance, breaking up text with embedding questions to check their understanding before move on. Online active learning platforms like Quizziz or EdPuzzle, can automatically show the results allowing the teachers to shape their next lecture addressing students needs.​

​

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You can incorporate active learning practices before, during and after class. for instance of activities are:

​

Padlet

​​Wooclap

​

​​Voice thread​

Panopto

Asynchronous Tools

​

• Self paced quizzes Combine; multiple activity types and discussion walls.

• Asynchronous multimedia slideshows with options for text, audio, or video comments.

• Students can post and reply via short videos.

• Teachers: moderate, provide feedback, and track student progress.

• Convenient for elementary students

  that find challenging

  text-based discussions.

• Allows to post see and reply comments.

• They also can share photos, videos, audio, etc. ​

• It can be a great tool for elementary students with limited literacy skills.

Synchronous teaching

Making synchronous lessons engaging

• ​Delivering course content and presentations ‘live’ creates a sense of immediacy and intimacy that is particularly effective for student engagement.

• Participating in discussions and working through course concepts together in real time give students opportunities to apply learning and collaborate with peers.

• ​To ensure students are actively engaged, it’s important to balance content delivery with interactivity and time for reflection.

• Discussions, class polls and giving them time to reflect are regular use of these activities can also help the teacher to pinpoint where they are struggling and which concepts need revisiting.

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​

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How to drive student engagement synchronously​

Peer connections are crucial.

Using icebreakers, polling questions and other fun activities are great ways to foster connections between peers.

Using multimedia (photos, videos, memes and real-world examples) can help reinforce course concepts while adding variety to presentations.

The Presence
It’s important to transmit the learners that you are available to provide feedback, guidance or advice.

Frequent feedback helps students succeed by giving them the support and direction to re-focus their studies.

​

Feedback

Feedback

• ​Feedback can be a type of teaching.

• Feedback comes as a direct “consequence” of student performance

  and is focused on improving that performance.

• Teachers need to think how and when they provide feedback.

• ​How: ​Online Rubrics, peer feedback, Feedback templates, face-to-face feedback, ...

• ​Teachers often provide grades, points or generic comments rather than deliver quality feedback.

It must include 3 main elements:

• Content. (what you actually say in your feedback)

• Timing. (When it will be provided)

• Delivery. (The manner in which will be provided)​.

​

Do you know the Sandwitch feedback?

What makes a ​good feedback?

​

The sandwitch Feedback

​

​ In feedbacks there are elements that are best organized a specific way.

• Bread (Relationship Building): Greet the student by name. Small actions can have big impacts on how students interpret and use your feedback.

• Lettuce and Tomato (Specific Praise): Give specific praise that focuses on students’ projects.

• Meat and Cheese (Needed Corrections): Provide specific corrections.

• Bacon (General Praise): Never finish with corrections so it's good to follow them up with some general praise.

• Bread (Support): Offering support to the student, motivating them to keep working hard.

Multiple Select

Who could be involve in learner feedback? (More than one answer)

• Teacher

• Learner

• Fellow learner

• Parents

Multiple Choice

Which of the examples is effective?

• Your argumentative writing is great, however, you did frequent mistakes in grammar and organization.

• You have clever argument. Importantly, you build very plausible objections to your claim. I encourage you to notice in some area of language structure, be more consistent.

Multiple Choice

Constructive Feedback is also known as "Sandwich Method of giving Feedback" because it is based on the principle of

• Praise-Criticize-Punishment

• Criticize-Praise-Criticize

• Praise-Criticize-Praise

• None

Multiple Select

Selected 2 reasons why a 'feedback sandwich' can be an ineffective model of feedback if not used correctly?

• The learner got too much praises or compliments.

• The areas of improvement ("negative" feedback) are lost in the need to be positive.

• The positive feedback is dismissed as the learner knows there is negative feedback coming.

• Too much negative feedbacks will discourage the learners.