Reading – Lessons for the Gullible Learner
Share the strategies you have used to communicate and connect more effectively with your students.
How have you used technology to engage your students? Share any resources you have created and used.
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I work in the VET sector with adult migrant students. I use games and open discussions about students’ learning needs in my classroom to connect to my students. The online games such as Kahoots and Quizlets provide a competitive and relaxed learning opportunities for the students. The discussions provide me an insight into the learning needs of the students and connect to them.
And a great casual way to involve all students in the assessment process.
I like to use electronic whiteboards on visual online classrooms so that all learners are engaged in participation. We can all learn from each other whilst learners are empowered to discover how much they can contribute to others.
I have just done training on this and it looks interesting! I am excited to incorporate this more.
The approach I use to incorporate technology with students from all generations is to find a balance. I integrate as much as I can using Kahoots and Mentimetre but allocate different tools to cater the the students that prefer the pen and pager. For research I allow students to work collaboratively (All generations) which works well as it creates a stronger student relationships which in return improves their learning environment and prompts greater results. Allowing a stronger understand of the generational difference builds on relationships.
A very student led approach, I like the idea of providing consistent opportunities for student choice, particularly with adult learners.
I agree Tayce, collaboration and peer scaffolding, with students making choices about how they participate has been a feature of the online learning we have had to embrace.
Thanks for your share. I have been reflecting alot on my teaching practices recently &, I need to consider all generations, as well as the learning styles of my students. Next year, I would like to ‘step up’ my teaching practices, & explore ‘more ways’ of facilitating learning….. I want to know what my students learning needs are, what they are wanting &/or needing – therefore, becoming more open to…..’constructive feedback’. This will need me to be FLEXIBLE!!
I agree with Karen. I have mixed ability groups so its a mixed approach, paper n pen, Powerpoint , Kahoot to cater to them
Our training tells us that not every class will be the same and we must be flexible in our approach to teaching. In the VET sector we can have baby boomers through to Gen Z and need to tailor our communication and our expected responses from our students. We have tried to incorporate using quizzes using mobiles or computers during classes – to check students understanding of what we are teaching. These quizzes allow our students to communicate with us even those that don’t generally like to voice their responses as they can do this anonymously but still contribute and check their understanding. The Gen Y and Gen Z love this as this is quick and easy way to complete an assessment.
Fabulous way to cater to both those needing recognition and those whom may want to remain anonymous.
Hi Karen,
I totally agree with you. Trying to cater for the needs of the learners based on their age and previous knowledge is at the crux of teaching these classes.
We do the same. We also have a variety of generations in the classes and this seems to work well. Adding the anonymously part is a great idea. Thank you for sharing.
And awesome way to involve all students while maintaining confidentiatity.
Communication is the key for many things in life to run smoothly. I have often looked at communication from my own perspective, what I would find to be good, meaningful and helpful communication. It’s clear we need to zoom out and think from others perspectives (the students). This doesn’t necessarily mean a complete rethink but just modifying what we already do. Change from an email to an instant message, from a lecture to a video, from searching a book to surfing the web or digital publication. I have tried some steps with good results, but find it challenging to step into these uncharted waters. Really enjoyed the discussion and hope to continue challenging myself to connect and communicate within the ever changing learning environment.
agree, and not only different ways of communication, also the need to use different techniques are needed in those different ways.
I like this idea of adapting the way we use existing methods to suit a changing climate.
I agree with you. It is modifying what we already do. I am a relatively new teacher, so I am very open to learning how to engage students!! I am also very open to challenging myself & learning new skills in our changing world…..realising I will be ‘left behind’, if I don’t ‘put myself out there’ 🙂
Yes, the different ways to communicate based on the needs and then a mix of techniques. Its not easy to use all technology for matured learners, though the smart phone has overcome the barriers. The younger lots are quite tech savvy but they want to move fast
I have used collaborative techniques more to truly connect and communicate with my students. When students feel they are involved in decision-making, they are more receptive to being engaged learners.
I have used technology in many ways, helping them be organised using their mobiles, also creating Kahoots for revision, doing research-based learning on their phones, studying content using Quizlet, Assisting students with Dyslexia by using Read&Write etc.
Well said Nicola, I am a strong believer on collaborative learning especially in an adult learning environment.
Hi Nicola,
Yes, collaborative technique works really well and the students feel more empowered, connected and engaged in their learning.
I enjoyed listening to the traits of the different generations and I could see my family and friends represented in the explanations. It helps to understand why a generation has certain traits and may help relationships and understanding in the future.
For sure, and even understanding yourself a little better too 🙂 (it did for me)
I find I have a combination of generations in my classes although they are mostly Boomers through to Gen Y. It is interesting to see how the different generations use and accept technology. When classes were moved to online due to COVID, most of my older students couldn’t wait to get back in the classroom where the younger ones were happy to continue with the online environment.
yes, I agree confidence levels with technology seem to be very reflective of students generations. This changes the way we as teachers need to provide information and support our students.
In VET we have a brought age group too .. and though many adjusted to the online learning, we found even our Gen Y and Gen Z were happy to come back into the classroom. I suppose teaching accounting is pretty dry and can be made a bit more fun in the classroom
I really enjoyed this session on navigating the generation maze. I have researched different generation previously but never used this knowledge in my classes. However, I do see it differently now and why it is important to change communication to meet the different generation both at work and at home.
As I was listening to Michael I was thinking about the different aged students I have in my class
and how different they behave and accept the information provided by me.
It was certainly brought a smile to my face hearing the description of each group and where I fitted in. I am similar in that while knowing the difference in communication preferences and mediums i didn’t really employ them improve learning outcomes. I aim to make it work for me not against me from now on.
Having a clearer understanding of Generational difference defiantly helps to create strategies to encourage stronger teaching relationships and build on communication skills with students. Totally enjoyed part 4
Connecting with students certainly changed in particular over 2020! During tutorial online in particular, with mainly international student’s I developed some Kahoot quizzes on the topic. Getting a little bit of competition into the lesson, and seeing the names pop up helped to know the students were engaging with the content. It was a good way to break up the session, while staying on topic. Being able to share the screen on MS teams helped.
2020 certainly made a lasting impression on what is possible in terms of communicating online. It was a huge forced learning curve for me. Like yourself the new tools and confidence gained using these methods will definitely help moving forward.
As a learning designer working with online resources, I use technology every day to design ways to engage students. One thing I have used is creating interactive branching scenarios, where students are taken on different learning journeys depending on the answer they select. Depending on the content, there may not be fixed right or wrong paths. Rather the ability to explore the consequences of different decisions.
Fascinating, how engaging for individuals to be able to travel their own path.
I found the whole discussion of age groups and their characteristics fascinating. I am gen X and my gen Z daughter joined me to listen in. I could see the traits across different generations of my family. I feel inspired to try other forms of communication which might be more effective with different cohorts.
Hi Julie, I found this discussion really very interesting as I have many different generations in my family I can certainly see the differences in how they think and behave.. It has made me more aware of how different communication might be more effective when speaking to my grandchildren.
I agree. Though we know parts of it, it is great to see it side by side and understand where exactly and why we are different.
To connect well with students, I have found that knowing their names, giving students some personal attention each morning , while checking their work and giving feedback, motivates them.
Last year we were fast tracked in the use and benefits of technology. With my ESL students , MS Teams was challenging for some, so for those students, What’sApp or a simple conference call worked well. As we were all in lockdown, at that stage, a short conversation was appreciated by most students. Only a couple generation X/Y students preferred to settle straight into the days work, however, this could have been their lack of confidence in speaking English or even cultural?
Once back in the classroom, I found that students were more comfortable to ask questions and share their stories, having appreciated the connected learning experience.
I continue to communicate through messaging, both audio and text based, which builds their English and technology skills. Kahoot is also good for a bit of fun/revision, and MS Padlet to share and build conversations/ stories etc, with the option to be anonymous for the less confident students. I have found that the technology, once understood, keeps students engaged.
It sounds like you are well versed in technology and use it really well. I shall look into padlet as I haven’t used it much.
Hi Kim, I definitely try to remember all my student’s names this really does personalise my classes. I remember one time I totally forgot a students name and how very upset this student was. She came to me after class and asked why I couldn’t remember her name I felt so bad. when entering the attendance I make a not at looking at all the students TAFE photos.
Hi Jeanette. I too think it is important to remember my student names (which I try to do by the 2nd lesson) and I agree with you that it does make the classes more personalised. I don’t think it matters which generation they are from, they all appreciate that the teacher knows their names.
2020 provided a crash course for most teachers to use technology more in their classrooms. As with most teachers, I was propelled into the world of online / “connected learning” with mixed results from my adult students. The students generally liked the pre-recorded lectures as a reference source but only if they were 20-30 minutes each. They were happy to join online tutorial sessions but were mostly engaged when they could participate – for example activities in Google docs, MS Teams surveys, sharing their screens to get feedback on their assignment drafts, etc. Many international students were uncomfortable to speak online (or their living situation didn’t allow it) so I really encouraged typed questions in the chat box & then making sure that I responded to them. This also helped when students were experiencing sound difficulties or didn’t hear the response as they could read it or refer to it later. I also found when students were working in groups that meeting just their group in an online MS Teams meeting worked well. Students were far more likely to turn their cameras on when it was just 4 of us rather than the whole class.
Yes I found that small group meetings worked well online , be it on MS Teams or small groups on WhatsApp, the students were keen to do the work and have it checked.
I teach adult English Language Learners and some of them are not very good with technology at all and many don’t even have computers at home. However most of them have a smart phone and many of them have WhatsApp to contact family members overseas. At the start of the semester, I create a class WhatsApp group where students can communicate with myself and other students (only in English) to ask questions, inform me of their absence/change of plans, add photos or messages etc. We have rules and regulations surrounding the group but on the whole it is a great way to get students to communicate with myself and others on a different forum.
I’ve used WhatsApp as a great cross-generational tool to connect with colleagues and also friends who don’t have or want social media. I haven’t used it with international students but I know many Hospitality workplace are using it (because my students tell me!) as it works across many cultures too.
interesting perspective to group people according to a DOB I find many people don’t fit their age mold
Hi Jean,
Its like all stereotypes. You certainly cant guarantee everyone fits the same mould. I feel it can give some guidance behind people’s motivations, and the best way to motivate them will often come from pushing these buttons.
I have fount that its important to ask the students to access a credible source when searching for information on the internet and what a credible source means. A google search usually brings up the most advertised web site which is also not a credible web site, usually paid sponsorship.
Yes, so many students also copy and paste the first information they come across without looking at its credibility or even its relevance.
I have been teaching face to face up until COVID. Since then online teaching began which was challenging for both myself and the students. I ensured to make my classes engaging and more frequent breaks and insert icebreakers / connecting games into the online learning.
Since the change, I have learnt some much about online delivery and made it a point to receive feedback from the students on every lesson on how it could be improved and keep them engaged.
Thats Great Catherina that you are seeking feedback from your students about the online lesson at the end of every lesson. A disadvantage of teaching online is by losing eye contact you cannot easily judge if you have communicated effectively or not. So its good that you are seeking feedback regularly.
Frequent breaks, inserting fun activities and chunking content works well with the remote learning
I firstly engage with students by demonstrating and building respectful relationships. I have used many platforms to engage with students facebook, whats app, pinterest, instagram
Agree, whatever generational group we belong to, mutual teacher student respect is a universal requirement
I heard of a teacher that developed a wiki about the “tree fish”. Then set up a class exercise where he asked his students to research the tree fish. They found the page on the internet and were happy to accept this as true fact.
Obviously, it was a lesson the demonstrate that all that you read on the internet is not true–the CSI method discussed in the reading, would be the next step to following up this lesson.
Great example Sheila – I have the same type also. The Gen Y’s will grab the first link on a google search – without necessarily sense checking it on other areas. A dream for marketing.
My students – Gen Y and Gen Z – do tend to grab the first link on a Google search. I actually teach Marketing so this helps me to teach them to check the “CSI” but also the importance of “key words” when internet searching as a student and when developing a website for a business. I’m not sure that it is a “dream for Marketing” but would agree that it is “a dream for Google” as they reap the financial benefits from Marketers!
This is great! What a great idea to show the importance of checking sources and if they are credible.
I have used different strategies that include face to face and online learning with my students. i do prefer face to face because I find that I connect easier with the students however during COVID things have changed. As a result I have changed too and embraced more technology tools to connect with my students. Being flexible and open to learn is a key to effective communication.
I wonder – do you find the Gen X’s ok with the change once they work it out?
I agree, embrace the technology students use.
Hi Ljiljana. Totally agree, being flexible and open to change is extremely important as a teacher as we need to communicate with a variety of student from all generations.
COVID brought opportunities to be trained in online classrooms and apps. I taught in a similar way as a corporate technology teacher teaching adults. I used virtual classrooms to train staff in in-house and Microsoft applications and I’ve created some online training aids. As a teacher I’ve facilitated students using apps, online learning sites and helped them scan and take notes from website content. Students want to use technology and also watch videos – music or stories on iPads or the shared classroom screen. They are most engaged when they can share their screen with the main classroom screen to show their work, or to show other students how to use the technology. I’m interested is seeing how robotics and related technologies are used in schools.
I have used numerous modes of teaching over the years both in schools and in higher education institutions. Face to face teaching, to fully online courses, to a mix of blended learning. In all approaches, starting off with hello, my name is Chris and I will be your teacher has usually been a good way to start the ball rolling. Getting to know your students in those initial lessons is paramount to establishing rapport and, identifying students who may need additional assistance. Even in an online environment, like this year during covid, one cannot dismiss the importance of having an actual face on the other side of the screen with whom to communicate with.
Chris, I agree. I’ve had similar experiences in corporate. No matter whether you’re in the same room or a virtual location, rapport must be built. Without a connection between learner and teacher, the learning experience can be hampered, or the assessing of learning can be made more difficult.
Chris that is so true about building rapport in the first lesson. I am doing the same, just a simple intro with my name and i will be your teacher breaks the ice.
yes, students need to know that teachers are real. Building relationships is the key to developing trust with students so they take risks in their learning.
The best way to communicate with any group on the generational spectrum is to understand them first by understanding their preferred communication style. Try some flexibility in adjusting to the communication style of the group. This will enable in establishing a common protocol. When a common protocol is established, the information flows easily. It is important to remember that we are humans, and we want to be valued and respected. We will value communication more if the information is correct and there is no hidden agenda.
Picking the right technology for the right task is very important. Apart from being intuitive and easy to use, the technology should be used as a medium of communication for the intended information. Yahoo groups, Moodle and Google classroom is more suited for academic settings in my opinion than for example, Facebook where people are more concerned about ‘Likes’. I prefer to use technologies which can deliver the original message rather than become medium of publicity for some and intimidation for others.
It is also important that we continuously assess the effectiveness of any technology we use and keep an eye on anything new and better. Our students are very knowledgeable about new technologies. By using their input in selecting the right technologies will create trust and better understanding.
I agree with Amir. If we are sensitive to the age group who are in the classroom, we can adapt to the best communication style. Even if there is a mix group, we can mix the style and hopefully everyone will become more tolerant to the different groups and the way individuals learn.
Recently I came across the concept of digital citizenship which is about using technology responsibly. Cyberbullying, copyright, plagiarism, digital footprint and proper conduct when using the internet or social media can all be integrated into our teaching.
Discussing with learners what kinds of information are safe or unsafe to share online. I realised the significance of developing learners’ knowledge in these aspects when young high-profile footballers got themselves in strife by putting their private activities on social media and it fast became public knowledge.
I find in a classroom setting that if you can have a face to face conversation with each student on arrival you make a intent connection and know where they are at this works well for all generations.
Yes Brenda, this works but there is always a chance that someone might take it personal, especially the young and fragile. If you understand your cohort and you believe that this approach does not have any unintended consequences, it is fine.
Having listened the the sessions, a hearing that the younger generations are craving personal interactions, I will increase my personal interactions with students, and hopefully build up a better rapport.
I think having an understanding of what has influenced generations and the subsequent characteristics portrayed by different groups is very interesting and can impact communication styles and techniques. I think I rely too much on technology to communicate, it seems easier to text or email than pick up the phone but for some generations this may not be the best method.
Amanda i agree the value in a verbal conversation is gold. I think any generation does appreciate it.
I agree Amanda, sometimes emails and technology based communication tools lack the tone when its delivered which can lead to misunderstanding and possible conflict.
I prefer face to face heartfelt connection.
Communicating with our students is always an issue as their English language skills start at non-existent through to functional. we have learned to use a variety of forms of communication in the hope that one of them will hit the mark. printed English text, printed text in their first language, voice messages (these work well as their spoken language is often a bit better than their written.
We use a range of technologies but working with migrants and refugees our biggest barrier to technology is their access to it…as we found out quickly when we had to deliver mixed mode. we do use course on line platforms to introduce students to how they work in case they go on to further education and as a repository for resources and learning materials they can access any time.
our older refugee students in particular do not use technology and have no interest in it…their children look after this part of their lives. they are very traditional learners and have very traditional values.
our younger refugee learners are excited to use technology and are pretty up with it although they tend to not have great access at home because of cost. they like to use it as much as possible in class. we use you tube, online activities that kind of thing.
i think with both communication and technology using a variety is good so that they can experience a range and can respond to a range.
As with any good teaching no one method will suit everyone and as you say Keryn variety is the key, especially when you’re teaching multigenerational groups of English language learners.
Keryn, I agree that using both communication and technology works best for all ages of students.
Totally agree Keryn. Some of our older students will miss class on the day they know they will need to use computers in class because they don’t believe it will benefit their learning in any way at all.
Yes Amanda, I agree. We need to probably think about what communication method suits the situation and the age group of the person we are communicating with. This might help clearer and more meaningful relationships.
I think the most important thing is to ensure we use a variety of technology but it has to be used where appropriate. I use email, mobile phones, microsoft teams etc. It is important not to use technology just for the sake of technology. There is still a lot of value in face to face communication. However allowing your students to access a multitude of forums will ensure you give them the opportunity to access the skillset needed for their future.
Hi Jessica, I had the same thought about using technology and the value of face to face communication. Using a variety of methods allows for different groups to engage with the message in their own way.
Thanks Jessica, this is something i need to work on.
Although I am on the edge of baby boomer and Gen X, I certainly have an appreciation for the generations I am currently teaching and mentoring to compared to the Generation I began with over 20 years ago.
I am a true believer of using the technology to both improve and enhance delivery in teaching. My hobbies as musician and video work has been implemented into my delivery.
In this world where youtube is a surrogate teacher, I use this technology as a compliment by creating video content then uploading to youtube then sharing this with students as additional study material.
I also run our social media which is useful for promoting events, advising of what’s new, jobs that I have done and answering questions via messenger for education.
I actually enjoy this world of technology and in some ways wish i grew up on it for learning, but then again, our generation is certainly different in it’s approach
Paul, I am a GEN X and i have had to embrace a lot of change in the last few years with technology. I have stayed away from social media as i did not grow up with that communication tool however I have enjoyed learning and growing with other technology tools to deliver online classroom.
I find it’s the assumptions that are made about generations and their ability to use and understand technology that is the biggest hindrance….not only for those making the assumptions but also for those having had the assumptions made about them. For example my son (Gen Z) feels embarrassed when he doesn’t know how to do something technology wise because everything thinks he “should know” how to do it.
Jodie, I am also surprised and have made the same assumptions, and I am agreeing that maybe there are unrealistic assumptions that this generation needs to be tech savvy. Maybe because of our generation, we have a drive, but now understanding what we have learnt, I need to change my perspectives
Jodie, quite right, we don’t all fit nicely into pigeon holes. I find it’s important to let students know it’s better to ask than not to ask for help or clarity. In my classes peer support is important so technology is just another item to learn about or use. One child can often train another in technology whilst another maybe helpful in story writing ideas etc.
In my job as an adult literacy educator I have to teach baby boomers how to use a computer, how to email, how to use their phone and so on. In this context I need to include traditional teaching techniques as it is with these styles and methods, these learners feel most comfortable learning.
Very interesting Kay, it’s combining the two, traditional learning with technology that can make learning both enjoyable and rewarding
We use a variety of technology with our students. Some struggle but I note it is not their generation as much as their circumstances.
Tracey, you are correct. Some students will always struggle with technology. I used to think that the students who struggle with technology might have disability but that is not the case. In fact, some students with a disability are very good at using new technologies.
As an ESL teacher , I would have to agree with you Tracey. Culture, past experiences and current circumstances are barriers that sometimes preclude our students’ from progressing successfully.
I am using Moodle. Microsoft Teams, Adobe Connect when required to do online or connected learning. However, many students still like face-to-face. Even last week I had feedback from a student (yes, probably in a baby boomer category who questioned our having online Adobe connect sessions for tutorials even though we are in a covid-19 avoidance environment). Some people need more support than others to successfully access the online learning systems.
I have found that some of my Gen Z learners are uncomfortable with using a PC or laptop but very comfortable using their phones, to the point where they will complete their assessments in their phone.
Hi Vszopen
I manage a section that has students in a wide range of a ages and i agree with you. i have found that most of them would prefer face to face classes if possible. they have really not enjoyed the lack of face to face classes during covid. i think it is not just the teaching but also the camaraderie they miss. classes are often the only time they are in a safe space to practice talking English.
I have found its best to give learners given options for participating in classes. Some will be naturally more outspoken than others. Some may prefer to communicate electronically with the group or with me directly. I have used a variety of tools and technologies including Moodle, Canvas, Edmodo, Microsoft Teams, Adobe Connect and Skype.
Interesting, I wonder how this works, I assume you find it successful, I try not to force but encourage. It’s hard to gauge how they are going if there is no participation. Thanks for sharing
We have a range of learners come through our section and because the course is focused on a particular field I find it easy to communicate, regardless of when you were born we are all wanting to know and share our experiences about our subject/topic.
The harder to engage topics however, present more of a problem in that the students have less interest and only by relating it back to our field can this help but not always. Relating our experiences or creating discussion help.
Yes, totally agree and how powerful is it when we start to share our stories!
I regularly have cohorts of students ranging from Baby Boomers to Gen Z who are undertaking short courses ( 6 hours) online. As there is not much time to spend familiarising yourself with their preferred learning styles and needs I ensure I make verbal contact with each learner at the commencement of class. I can usually make an educated guess as to how they will cope with technology and online delivery. There is always an interesting mix of personalities and individual characteristics that allow me to engage the learners effectively. As they are large groups (usually 30 students) linking from all over the state, I encourage the stronger personalities in the room to help guide the more reserved learners, which in most cases are the Baby Boomers. Gen X and Y learners are most helpful in these situation. We connect using combinations of Video Conferencing facilities, MS Teams, Adobe Connect, MSForms, Sway and good old verbal communication. There have been many satisfying moments over time when the Baby Boomers have never faced this type of technology previously. They have left the room having learnt a new skill and are not feeling so scared that they are going to break something.
What a great range of options you use. I can imagine it is difficult to get the groups mixing together. Thanks for sharing.
I get the students to use their phones for research and solving problems. MSTeams has been a great resource during the pandemic and helped deliver content in a new and exciting way.
Phones are really great for many people even the baby boomers
How universal is phone technology now that we can use it as part of our teaching experience!
I think this is great for students of all ages. After all the mobile phone is what most people use as their first go to in looking for answers. Such a great tool to use in the modern classroom.
Hi Adam,
throughout covid we have found with our refugee students that using phones and whatsapp was the most successful way to contact them. you could send pictures, text and spoken messages and above all they were all on whats app. we found with things like teams they didn’t have the technology at their end to support this as a teaching tool. as things have changed and we have some teachers caught in the cross border COVID wars we have brought the students into the classroom while the teacher is remote and this works a lot better than the other way around.
Very innovative – The things you do when you are forced to
Phones are great, my students play Kahoot on their phones.
I have been using MS Teams as a virtual classroom. We start off each class with a bit of social time, as we would have if we were in a face-to-face class. This is a check in to see how everyone is going, and how their week has been.
Within the Class Team I use Microsoft Forms, Mentimeter, Padlet, Whiteboard for activities. The students have enjoyed these, however I am careful not to use too many or too much variety, This can take away from the learning. Students use their microphones and the chat box to communicate. I use a PowerPoint at times but don’t leave it on. I like to connect with the class by being ‘present’ where they can see I’m there, and not just look at my shared screen all class.
I’ve been using Padlet too Barb. A great tool. Works beeter for viewing students work than Teams.
We have fortnightly drop in sessions on MS Teams so that students can interact with one another but also with the teachers on a rotational basis. We are there for any questions the students might have and always try to bring to the table interesting information that has come out such as new products, new studies, training methods or any new technology, health and welfare issues or updates.
It is important that student can see whom they are talking to as this gives a sense or realness, especially in our current climate.
Teams for online classes but has also been a great help for one on one with students, especially as can be done outside ‘normal’ class times. Also use Forms for Attendance.
Teams has given a platform to connect to learners during COVID. Use of Forms has helped one on one engagement.
I like Microsoft Teams as a communication tool too.
Teams has been successful during COVID to connect one on one with each student. In the classroom I try to change the methods of technology and resources used and rely on the students to guide the way they want to learn, I find for me is the most effective way of engagement.
I like this approach Carol
Changing resources and using current industry practices also helps our students engage as most of them haven’t been able to see the most up to date practices because of their location or situation. Really gets them in!
It was a good form of teaching and communicating during COVID.
I have been using excel and power point at various times and use MS Project for Project Management to engage students. I have noticed that students feel more engaged when they use the technology themselves. Connected delivery during COVID has opened doors for many technologies to explore and use in the class room. As it is the transition phase, still many students get engaged via the online sessions.
direct speech combined with visual support to concrete the message. I work in special education therefore limited long instructions. Reduce the speed of speech. Shorten the sentences and demonstrate as deliver communication.
I have a tendency to talk fast so have to make a conscious effort to slow down when working online and also ask the students to let me know if I don’t, especially as English is a second language for many.
These are excellent strategies Theresa. Thanks for sharing!
Within a classroom setting, I would use open communication strategies to draw out prior knowledge and demonstrate understanding .However, we are all different and communication methodology can and does change rapidly depending on aspects such as content ,external environmental factors ,the length of the relationship that has been established and the trust levels.
During COVID, communication has been through TEAMS ,Zoom, sway, whiteboard, PP , email and closed social media groups.
totally agree. Despite that i have student with severe Autism challenges, and all the training for Teams and Zooms. Majority of the special needs students could not participate as they do not have verbal communication. During COVID 19 these group of high needs students were certainly at a disadvantage.
They miss their friends and miss a lot of learning time.
Teams is a great platform. The use of the raised hand or direct questioning can help engage learners.
I find the students using the chat line more than they would talk in class as I think they feel less intimidated, so going online has had some unexpected advantages.
Great strategies Fiona. I agree
Yes Teams has saved the day for the creative courses. The raised hand was a great addition during the term.
I recall when I had to teach applications in the early 1990’s I would ask the class to play solitaire on the computer to improve their mouse skills.
Yes, i remember those days. I remember teaching students to swipe the i pad and move slowly when entering a command into the computer. .
I learn a lot from the students. With new technology I’m not afraid to engage learners to help show the way.
I respond to people as they are. I try not to make massive assumptions about them based on artificial demographic markers. Bias is rife in a lot these assumptions. Therefore, I take a Buddhist approach: respond to what is in front of you. Don’t pigeon hole people based on age or sex.
I would have thought that today, where diversity is the big thing, this would be the norm. Instead I see that it is not the case in this presentation.
I agree, we need to use technology where it is required and where it is helpful to students in their learning.
I engage with students in and outside the classroom. I haven’t had much experience using technology to engage with students but will start using forms and different ways to connect with them, to ask their opinions and help them to engage by using the chat pod.
Nanette, chat pod is a great starting point to get some initial engagement, I also use mentimeter as a tool where you can pose questions/discussions to students who than answer with their smart devices and answers are collated real time which is a great engaging tool (can be used face to face or via online platforms with you sharing your screen).
I have used the online platform TEAMS to deliver training and used things like Menti metre (used to enhance engagement ad promote the students input) and Microsoft forms – the forms was used as a tool to evaluate the learning that had been delivdered
In the classroom I encourage students to work together and work towards solving their own questions. It’s a technique that gets participants talking with each other without the pressure of having to be right. Due to Covid, my regular face to face classes have transitioned to Adobe connect and Teams. Both mediums offer the capacity to show educational clips, show power points or SWAYs and use a ‘whiteboard’.
when language is an issue I encourage me students to use their phones and working pairs so that they can approach the task and then I check with them that they are on the right track. This is critical as not all classroome=s have computers, but the tools the internet provides for real learning engagement are essential.