Using collaboration and communication to empower students to obtain ownership of their learning and make sense of content through a productive struggle has shown us a much deeper learning through conceptual development. Knowing the power of facilitation and how effective it is in a classroom cannot be forgotten in virtual learning. Teachers will continue their role as a facilitator of learning; however, we now have a different platform, which requires a modified skill set. Leading effective discussions can be intentional and meaningful but, as a teacher, you need to do the frontloading prior to jumping online.

Establish Rules and Etiquette and a Discussion Agenda

If you have ever been in an online meeting and heard the chaos that is “unmuted” chatter upon entry, you understand the importance of educating your students regarding online etiquette. No different than the first day of school in a classroom, a teacher should establish what the normalized behavior expectations are for their online discussion. So, what should that look like? Depending upon the grade level of your students, you may have to shift.

Elementary:

1. Be respectful.
2. Raise your hand and be called on before you unmute yourself to talk.
3. You should be dressed for school before joining a video chat.
4. If you must move locations (i.e., go to the restroom), turn your video off first!
5. If you are participating in class and are able, you should have your video on.
6. Be in a quiet place where you can participate.
7. Only bring your animals, toys, or other people to your online classroom if your teacher gives you permission first.

Middle/High School:

1. Be respectful.
2. Be aware of your surroundings. Inappropriate at school is still inappropriate for online learning.
3. Be dressed appropriately for school.
4. Utilize the “Raise Hands” function of the platform to notify your facilitator you have a question or idea to share with the group.
5. Participate in the discussion.
6. Be prepared for class by completing pre-assignments before joining the discussion.

For all students, establishing these rules and sharing them at the beginning of each discussion will set the tone for your online learning. This could be a new concept for students, as well as educators, and they need to know what is expected. Teaching common online “netiquette” is also important.

Netiquette

1. Be respectful and kind.
2. Be careful when using sarcasm.
3. Do not “flame” others.
4. Report anything suspicious to a trusted adult.
5. Get permission from your parents before you speak with others online and allow them to approve the people with whom you are engaging.
6. Do not type in all capitals, use multiple punctuation marks, or overuse emoticons and acronyms.
7. Be aware of the type of conversation. Academic conversation is different than chatting with friends.
8. Do not share emails or messages from others unless they give you permission.
9. Do not use online content from other people without giving them credit.

Discussion Agenda

Students should be made aware of the topics they will discuss, the order in which they will be discussed, and how long the teacher plans to spend on each topic. This will keep the meeting moving forward, engaging students, and it provides security for the online learner because they know what to expect from their teacher.

Be Purposeful Regarding Roles and Group Size

Similar practice that is encouraged in the classroom should be utilized in an online environment, as well. Teachers need to carefully consider the role students will play in the virtual classroom and educate them on the expectations of that role. A student’s role may be more accurately defined based on the type of classroom in which they will engage; synchronous or asynchronous.

Group size is a major contributor to the effectiveness of the online instruction. When considering the task given to students, teachers need to be cognizant of the role each student will play in the task and the time it will take to complete the task. Poorly written tasks will illicit faulty learning and could create misconceptions, student disengagement, and frustration with online learners. Some elements to contemplate when planning an online discussion include: timeframe, age of learners, depth of background knowledge, and learning goals.

Set Aside Time for Research

Intentional planning around the pre-work will determine the depth of conversation during an online discussion. Students should be expected to read, research, watch a video, or interact with the content of the discussion prior to beginning an online discussion. The teacher’s expertise on developmental appropriateness and how students learn should be a primary driver when determining what content will best prepare students to be active learners in the online classroom.

Facilitate Discussion, Don’t Dominate It

Teachers cannot facilitate a discussion when they are doing all the talking. If a teacher is instructing during the entire conversation, the pre-work was not robust or impactful for the students to comprehend the learning. Just like students have roles in online discussions, so do teachers.

• Encourage student responses
• Provide feedback
• Move the discussion forward
• Prompt deeper learning by asking questions
• Manage student behavior

Teachers have vital roles in engaging students in online learning platforms. Being aware of the teacher and student roles, intentionally planning for online discussions and how to prepare students for those meetings using best practices, and successfully facilitating a productive conversation will not only provide an opportunity for new learning for students, but it will also give students an advanced skillset that will serve them well throughout their lives.

The post How to Facilitate Productive Online Discussions appeared first on TeachHUB.

During this unprecedented time of school closure, students taking responsibility for their participation in and progression of their own learning is crucial. This is the essence of student autonomy. Being able to independently manage their time and resources is necessary for online and distance learning, but it is also a skill that will support success in life as an adult.

As a nation and as educators, we are adjusting and learning how to accomplish the same goals of teaching and learning at an exponential rate. The model of schooling that we’ve followed for decades has suddenly been ripped from beneath our feet. Our routines of practice are gone, but our need for continuity of education prevails. In order to continue to meet our goals and purpose in education, we’ve turned to online or distance learning.

Due to the many different circumstances that our educators and students are facing, expecting synchronous education to be successful is shortsighted. Teachers at home are now home-school teachers for their own children, with expectations of providing instruction to their students at the same time.

Our students may or may not have stable internet, safe environments, or adults at home to support their learning. It is recommended that students have access to and receive instruction through asynchronous methods such as watching a video and then answering discussion questions. For the aforementioned reasons and countless other validations, creating student autonomy is critical for success in online learning and discussion.

How to Promote Student Autonomy

This article outlines several, but certainly not all, of the ways to promote student autonomy in online discussion. Here are some suggestions for helping to support student success.

Ask for Their Input When Shaping Discussion Requirements

Not all educators have designed instruction and assessment using online discussion as a tool before. Now that we’re all figuring it out together, it’s important to consider expectations for engagement. How many responses will be expected? How should the responses look? In the end, how will we be able to tell if learning has occurred? Asking input from students and using their suggestions will help create consensus for learning expectations and will also foster student buy-in of the process.

Offer Multiple Discussion Prompts to Choose From

I heard once that the subject that everyone is most interested in talking about is themselves. In other words, people of all ages like to talk about things that interest them. Having input on what to discuss and how will improve student engagement in the discussion and create more meaningful learning. Also, offering student choice through multiple prompts will encourage students to think autonomously by expecting them to employ decision-making skills and then respond.

Let Students Choose the Response

Traditionally, we imagine online response as “read and write.” I would encourage all educators to become open to allowing students to choose their mode of response to discussions online. Allowing them to choose between written, audio, visual, or multimedia response encourages critical and creative thinking. Again, student choice promotes decision-making skills, which supports the development of student autonomy. Students taking initiative to learn new modes of presentation; a new sound app, presentation software, or video editing should be encouraged.

Learning in these ways helps develop problem-solving skills and also allows creativity to flourish. These skills are transferable and will help ensure student success not just across content areas, but in post-secondary education and employment. Just as importantly, it is a way of allowing students to choose their own modifications based on personal learning styles and strengths. Students with IEPs who have a disability in reading and writing could relish the opportunity to respond orally!

Let Students Collaborate

Humans are social beings and according to Brené Brown, “We are hardwired for connection with others.” If our goal is to support development of student responsibility and independence when it comes to their own education, we should mirror the parameters of our expectations as closely to real world, adult life as possible. Allow students to work and collaborate with others, but only if they choose to, because that is what the real world is like. We are able to choose professions where collaboration with others is optional, based on our own strengths and preferences. Students should be given the same opportunities in online discussion, because it is how life works after graduation. Students will never develop autonomy without responsibility.

Offer Alternatives

While our options for delivering instruction have changed, it does not mean that we need to stop offering choice and opportunities for decision-making to our students. For some, responding to online discussion may not be the learning method that is best served. Consider allowing students to demonstrate learning and knowledge through other means, as well. Again, promoting student choice will best support student autonomy and even self-advocacy. In lieu of traditional response, consider offering students a way to respond or show understanding through other eLearning resources, such as the use of G-Suite apps like Google Doc, Google Form, or Google Slides. Many teachers use Ed Puzzle to upload videos of themselves providing instruction and then have students complete a Google Form in response.

Student autonomy is a skill that will continue to support student success and promotion long after they respond to an online discussion, pass a test, or graduate. It is a life skill that must be nurtured and taught. Online discussions can support strengthening that skill for present and future success.

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