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Exhibit
Strategies to Engage Students in F2F and Virtual Learning Environments |
Participate and share : Interactive session
Jessica Church Dr. April Giddens Dr. Katrina Jordan
From F2F to virtual learning environments, we will discuss what we have learned about effective instruction during a pandemic. Cooperative and collaborative learning might have been altered, but it is still possible to keep students engaged, even in hybrid or fully online environments. Audience participation is highly encouraged.
| Audience: | Coaches, Teachers, Teacher education/higher ed faculty |
| Skill level: | Intermediate |
| Attendee devices: | Devices required |
| Attendee device specification: | Smartphone: Android, iOS, Windows Laptop: Chromebook, Mac, PC Tablet: Android, iOS, Windows |
| Participant accounts, software and other materials: | Nearpod Jamboard Google Suite |
| Topic: | Universal Design for Learning/differentiated learning |
| ISTE Standards: | For Educators: Designer
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| Related exhibitors: | Nearpod/Renaissance |
Purpose: To provide practical ideas and resources for educators that will help them implement differentiated learning to students in face-to-face, hybrid, and online learning environments.
Challenge Situation: Education and course delivery in the time of COVID and beyond.
Models employed: Collaborative and Cooperative Learning.
Collaborative Learning:
When a group of two or more students work together to complete an activity, discuss a question, or collaborate on a task, we call it collaborative learning. The intended consequence of accomplishing tasks together is to help students learn the complexities of solving a problem and promote deeper learning through doing.
Cooperative Learning:
Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject.
Instructional Activities Tools:
Nearpod: Nearpod is an all-in-one solution for the synchronized use of iPads in the classroom that makes lectures more engaging through interactive multimedia presentations. With Nearpod, teachers can create mobile presentations, engage students in class, and assess them in real time.The fast adoption of tablet computing and mobile devices is having a profound impact on education. Nearpod allows educators to very easily take their existing presentations, convert them into mobile-friendly content, and engage all students to convert them into active classroom participants. Teachers can deliver their existing content through mobile (iOS or Android) devices and get instant feedback from students through interactive features like polls, quizzes, drawing activities, and others.
Jamboard: Collaborate in real time with a 55-inch digital whiteboard that works with G Suite services. With Jamboard you can: Write and draw, Search Google and insert images or webpages; Drag and resize text and images;
Share your jams with collaborators. Up to 25 people can work on a jam at once.
Google Forms/Google Suite: Google Forms is free online software that allows you to create surveys, quizzes, etc. It's part of Google's web-based apps suite, including Google Docs, Google Sheets, Google Slides, and more. It's a versatile tool that can be used for various applications, from gathering RSVPs for an event to creating a pop quiz.
Evidence of Success: Presenters were able to effectively switch to face to face, back to hybrid, and then face to face during the pandemic. One presenter won the Excellence in Teaching Award for her university for her innovative work with students during the pandemic. Likewise, her students successfully completed the course and went on to be accepted into Residency as they had lost no learning time during the semester.
Attendees will be learn and be able to do the following:
* Plan, Design, and Implement Technology-based Instruction for face-to-face, hybrid, or virtual environments.
* Transition traditional collaboration to virtual environments.
* Create and collect data using formative assessments in virtual environments.
Content and Activities:
* Group Collaboration that leads to virtual activities including Gallery Walk/Virtual Gallery Walk (using Jamboard)
* Post-It collaboration that leads to Nearpod and/or Padlet collaboration
* Find a Match activity that leads to digital matching within Nearpod
* Formative assessment- how to move paper and pencil assignments to virtual assignments to assess students and collect assessment data in Google Forms, Neapod-Time to Climb, other websites.
* Q and A/Sharing session
Time: 15 minutes on each portion
Process: peer-to-peer interaction, device-based activities, games or contests, hands-on activities, etc.
Varier, D., Dumke, E. K., Abrams, L. M., Conklin, S. B., Barnes, J. S., & Hoover, N. R. (2017). Potential of one-to-one technologies in the classroom: Teachers and students weigh in. Educational Technology, Research and Development, 65(4), 967-992. http://dx.doi.org.library.capella.edu/10.1007/s11423-017-9509-2
Chong, S. L., & Wan, R. (2018). Technological infrastructure and human culture: Appropriating innovative teaching methods to 21st century classrooms. EDP Sciences. http://dx.doi.org.library.capella.edu/10.1051/shsconf/20185305001
Landon-Hays, M., Peterson-Ahmad, M., & Frazier, A. D. (2020). Learning to teach: How a simulated learning environment can connect theory to practice in general and special education educator preparation programs. Education Sciences, 10(7), 184. http://dx.doi.org.library.capella.edu/10.3390/educsci10070184
Jessie Church is a Clinical Instructor of Curriculum and Instruction and the Elementary Education Program Coordinator in the Gallaspy College of Education and Human Development at the Northwestern State University of Louisiana. Before joining NSU, Jessie spent twenty years teaching public schools across all elementary grades and specializing in science and math instruction. Church has her undergraduate degree in Elementary Education from Appalachian State University, her master's degree in Curriculum and Instruction with a concentration in science instruction from Concordia University, and is pursuing her educational doctorate in Curriculum and Instruction from Capella University.
Dr. April Giddens is an Assistant Professor of Education at Northwestern State University. She serves as the Coordinator of the Master of Education in Curriculum and Instruction program. Dr. Giddens works with both undergraduate students pursuing degrees in education as well as graduate students seeking their master’s degree to incorporate technology into differentiating instruction and literacy. She achieved National Board Certification in Literacy: Reading–Language Arts in 2007 and renewed in 2017. She was also named the 2012 Louisiana Teacher of the Year.
Dr. Katrina Jordan is the director of the School of Education at Northwestern State University of Louisiana. She has been an educator for over 25 years and has served in a variety of roles in Public and Private schools including Elementary teacher, Pre-K Teacher Educator/Coordinator of the Gifted (K-12), Librarian (K-12), Tech Coordinator (K-12), Professor, and Assessment Coordinator. Technology has always been something she has been passionate about, as evidenced by her being named LACUE Middle Teacher of the Year for her work with the Gifted and Talented.
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