Teaching in the Online Classroom by Doug Lemov

Author:Doug Lemov [Lemov, Doug]
Language: eng
Format: epub
ISBN: 9781119762881
Publisher: Wiley
Published: 2020-09-02T03:00:00+00:00

She'll ask students to use it to answer questions throughout. Here's an example:

Using mini‐whiteboards allows little hands to erase quickly and easily. It also allows Amanda to create an example in PPT that looks at lot like what they are working on. More than that, in assigning the use of white boards in her asynchronous lessons, she's reinforcing a habit used in synchronous lessons. In a sense, she's saying that, even though she's not watching students complete asynchronous lessons, they carry the same weight and should be approached with the same tools as if she were.

Synchronously, asking students to do work on mini‐whiteboards and hold them up to their screens expands the range of what they can write and share. From math problems to diagrams to spelling and vocabulary, the list of possibilities is endless. It also makes student writing bigger and therefore easier to share: “Jason, hold up your whiteboard and we'll all study your work and be ready to evaluate.” Using whiteboards in both settings makes them a consistent habit that students are comfortable and familiar with.

There are also many simple tools to build a culture of accountability. In our Systems and Routines investigation (Chapter 6), we discuss the importance of having “cameras on.” Once you've done that, you can ask for all sorts of tiny visual responses. “Thumbs up when you've finished reading the passage,” or “Raise your hand if you had a similar response to Bethany.” Even interactions as simple as these can connect the circuit and help keep students engaged and active. This is just one of the reasons we prefer having students raise a physical hand on screen rather than using a digital hand as some platforms allow. Physical hand raising is also more immediate. It happens right away and it feels more human and personal. When we respond to them, “Okay, some people need a bit more time. I'll give you a few more seconds,” or “Yeah, I had the same response to Bethany's idea,” we communicate, “I see you, I see you working hard, and I value your participation.”

Allow Formative Thinking Among Students. In the previous section, we described a teacher asking her students, “Did the benefits of living in Mesopotamia outweigh the costs? Take the next 60 seconds to jot down your ideas in your notebook. I am going to ask you to share one of your ideas in the chat.” Doing this provides another opportunity that is especially valuable: the opportunity for formative thinking among students.

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