For teachers working with older students, the Google Classroom question feature or the discussion functionality in a learning management system will work well to engage students in text-based asynchronous discussions. Padlet is another option that allows students to post their ideas on a virtual wall and comment on each other’s posts. If teachers are working with young students who do not have strong keyboarding skills, they can use FlipGrid videos to engage students in video-based discussions. Teachers looking for strategies designed to engage students and drive higher-order thinking should make online discussions a regular part of their classes. They create a space for students to connect online, explore issues related to the course, ask questions, and make meaning in collaboration with their peers. Online discussions are a staple of any online course. What did they notice as they observed their peers? What questions do they have? What suggestions would they make? After group B has had the opportunity to comment, the groups switch roles and group B engages in a discussion or problem solving task while group A observes. When the timer goes off, the teacher can invite members of group B to unmute and share their thoughts. Their job will be to post their observations in the chat window or on a shared Google Document. While they engage with one another, group B will watch and observe. The students in group A will unmute and engage in a discussion or talk through the problem. Once students know what group they are in, the teacher presents group A with a discussion question or a problem to solve and sets the timer (e.g., 5 minutes). I’d suggest sharing your screen and having the students’ names clearly listed in a two-column chart. Prior to the video conference, the teacher will split the students into two groups–group A and group B. If teachers are hosting small group virtual sessions, this strategy can be adapted for a virtual conferencing session. While one group engages in a discussion or attempts to solve a problem, the second group observes and captures their observations, questions, and comments. The classic fishbowl activity splits the class into two groups. ![]() The directions ask that they combine text and visual media to show the relationship between concepts. Students can work independently or in pairs on a Google Drawing to complete this digital concept mapping activity. Sort it Out challenges students to think about how key concepts in a unit, lesson, or chapter relate to one another. This is a digital spin on a traditional concept mapping exercise. ![]() Given that reality, I wanted to share a collection of strategies designed to engage students in active learning online. This fall, students will likely be learning, at least in part, online. I cannot say I am surprised given the lack of clarity about expectations for participation online, the “no harm” grading policies adopted by many districts during school closures, and issues around equity and access. A big issue for many teachers was a general lack of student engagement online. The majority of teachers I have spoken with did not enjoy their initial experiences with distance learning. ![]() I’ve spent the last four months working with teachers all over the country (virtually, of course) as they navigate the uncharted waters of online and blended learning.
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