1. This Victor Wooten video got me thinking about how inquiry learning/curiosity can be applied to all learning mediums.
2. This is how I will be organizing my lessons as students begin to come back to class in our hybrid model. Some students will be at school and some students will be home via Zoom.
3. Leveraging "What if" thought experiments continues to be a powerful strategy for distance learning.
4. Using the "bookshelf" feature in Padlet to organize design cycles in my engineering class continues to be a powerful way to organize student work.
5. Keeping #1 in mind, I cannot get this Victor Wooten quote out of my head. Implications for learning and instruction are HUGE: "We accept their way of learning knowing they will learn our way later."
1. Discovered the polling feature in Zoom and I am excited to start trying to use it to facilitate Peer Instruction (PI) during distance learning. Perhaps use it for PI during face-to-face instruction as well?
2. Contemplating the use of Jamboard for peer collaboration in the online learning space as a supplement to Padlet. Padlet for final product presentation and Jamboard for group brainstorm?
3. I was extremely happy with this prompt in my engineering class and student products as the engineering design cycle proceeds.
4. Idea for review game in Zoom for next week: Breakout groups respond to questions in a Google form. Push questions out via live broadcast. Students must be focused since pushed message goes away eventually.
5. Keeping #4 in mind, my class surveys indicate that students don't seem to like breakout rooms. So, yeah...
This is a short post/journal entry about something that has been on my mind, and nagging at me since the beginning of distance learning.
I have noticed a shift in my teaching that occurs when I minimize student cameras while teaching in Zoom. That is, they can see me, and the screen I am sharing, but I cannot see them.
Paradoxically, I have noticed that my instruction, and ability to connect with them increases. I feel more comfortable, free, and open to share knowledge in clear and structured ways.
This realization has been strange, in that I depend heavily on my relationships with students during face-to-face instruction, however in the Zoom setting, seeing their faces while teaching particularly complex information seems to decrease my ability to connect via the content.
My working hypothesis is that, while face-to-face instructions offers a true, human connection, a Zoom window places emphasis on facial expression. Perhaps my empathetic side is overly drawn to student facial expressions, inhibiting me from pushing through complex concepts, while I am pulled into looks of frustration, confusion, etc?
When I do not see them (gallery minimized) I can push through this moment better, allowing time for students to negotiate the complexity before I jump in and "rescue" them from their perplexity, something I do naturally.
In the face-to-face setting, this perplexity exists in the context of a myriad of other variables that make the relationship more simple, meaningful, and real. With only a confused face I almost feel paralyzed at times.
Thus, I have been exposing the entire class during discussion/Q&A and minimizing their visibility during direct instruction. I'm not sure what I'm saying here, but I felt a need to put it into writing. I am very much looking forward to being with my students in the classroom once again.
Side note, this came back to bite me once when, in the middle of a lecture where I was sharing my screen and had their cameras minimized, the students surprised me with the below. I was not responding and kind student said "Um...Ramsey, can you see us?". Ha! awkwardly caught red-handed!