What is Zoom Fatigue?

Zoom fatigue is prevalent due to so many of our social encounters now moving online. While this type of video conferencing has been a lifeline for many, it also can be quite draining. Communication has never been easier, but people are relying on Zoom for work, school, and extra-curricular activities instead of getting together in person. The on-screen relationships do not provide the positive social stimulation and energy that you obtain from being together in person.

This is especially true for teachers and students. Novice and experienced teachers know that students learn best while being directly involved in the learning process. Teachers cannot read body language as they would in a face-to-face setting, and this is a disadvantage to video conferencing. By not being able to look into students’ eyes or picking up on social cues, this allows disengagement, fatigue, and loss of participation. Students are also young people, and they need consistent interaction and involvement while paying attention to the length and duration of online learning assignments.

While there are obvious reasons why Zoom fatigue is real, there are also scientific reasons as well that explain why we feel exhausted. According to Lee (2020), audio has been proposed as the main reason that video meetings are tiring. The millisecond delays negatively affect our interpersonal perceptions. This is without any technical issues or delays. Zoom meetings are here to stay in some capacity. In speaking with various educators, some have Zoom meetings most of their day. It is vital to find ways to combat Zoom fatigue and make it more engaging.

Tips to Prevent Zoom Fatigue

One of the simplest ways to fight Zoom fatigue is to turn on the camera to be more present and engaged. While sometimes this is not an option, being on camera allows everyone to be more involved and on target. Fatigue sets in during long periods of time on video conferencing, and below are ideas to combat the mental exhaustion from Zoom meetings:

Create Breakout Rooms when Applicable

This is a great way to simulate the traditional breakout or small-group sessions that many are used to when meeting in person. Many classes or meeting are generalized, and people lose interest if they are not directly involved in the discussion. Breakout rooms or breaking things down into smaller discussions can be more engaging for the people involved in the meeting. Teachers can use this in a myriad of ways for small-group learning. An example of this would be to work with a group of students that are on the same reading level, or work with students in an upper-level middle-school classroom on their math skills.

Build in Interaction

This is an effective way to allow students and teachers to listen intently and provide meaningful discussion within a Zoom meeting. Just as teachers realize that students will learn more when they are directly involved in the learning process, the same rule applies to teachers. Meeting participants will learn more when they are directly involved in the discussion in a Zoom meeting. Preparing specific questions or allowing students to question others is an effective example of how this creates positive interaction in a class meeting.

Set a Theme for the Zoom Meeting

Sometimes class meetings have information for the whole group and there is no way to break things down for a smaller group. Implementing a theme such as a tropical destination or something that everyone enjoys would be a neat twist on the traditional meetings. This can be as simple as changing the background or everyone wearing a themed top and something on their faces such as sunglasses, hats, or similar. These types of interactions are especially enjoyable for students. Another great idea would be to allow the students to decide on what theme to implement.

Implement Surveys During the Meeting and Utilize Feedback

These can be provided within the Zoom meetings to get immediate feedback from students. They can be distributed to students, parents, and other teachers. It is important to utilize the feedback to make necessary improvements. Feedback and ideas from fellow teaching colleagues, students, and parents is an amazingly effective measure in continual improvement and engagement in online learning.

Pre-Recorded Videos

Utilize pre-recorded videos where applicable so students can view this on their own time. Students have different levels of engagement and attention spans. Pre-recorded videos allow students and parents to complete the assignments on their own time. Providing a variety of assignments is also important in that one format is not always the only way to demonstrate a lesson. This perception goes back to teaching to different learning styles. While teachers are more limited in what can be done, they can still provide a variety of options when completing online lessons. Videos, written work, and allowing students to decide the best option are all ways to fight the arduousness of online learning.

References
Lee, Jena (2020.) A Neuropsychological Exploration of Zoom Fatigue. Psychiatric Times.

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Even if students have the resources at home to maintain the sanctity of school hours and to access video streaming consistently (which we must acknowledge is not true for many students), there are other issues with being asked to turn their cameras on while away from school.

Privacy

Students may be embarrassed about their living conditions due to socio-economic disparities, the other people present in the home, or because of something as basic as cleanliness. Some log in from a bathroom or a closet just to have a quiet place to learn. Homeless students logging in from a shelter, a car, or a local business establishment may not wish to answer the queries of curious classmates. Others, such as victims of violence or undocumented immigrants, require privacy in order to feel safe. There are also legitimate concerns about the security of some video streaming services.

Student Mental and Emotional Health

Most adolescents already believe everyone is looking at them. Add to that the presence of 20 faces in boxes staring back at them for an entire class period, and the negative self-talk that students often play on repeat in their minds is only amplified. That feeling that everyone is staring at them can cause a ‘flight or fight’ response in students that elevates feelings of anxiety and stress. The distraction and anxiety that can be felt as a result of the magnified mirror effect of watching one’s own face while watching the faces of others watch one’s face can affect the ability of students to concentrate and meaningfully participate in class.

The human brain has become incredibly adept at decoding and synthesizing verbal and nonverbal communication cues in order to create a complete communication picture. In a video call, the brain is impeded in its ability to collect this information because it can only see part of the person talking. It’s trying to figure out how to read the body language of the floating head in front of it…it simply does not compute. As the brain struggles to fill in the blanks, we become exhausted and “Zoom fatigue” sets in. After a full school day of video calls, many students (and adults) find themselves mentally and physically exhausted.

How to Engage Students with the Camera Off

Build Relationships

In any classroom, relationships are key. The more supportive and positive, the more likely students will be to participate. In a virtual classroom, use virtual icebreakers to get to know one another and find common ground. Students can respond in the chat or via a video link. Getting students excited to show their classmates something about themselves can be the first step to getting the cameras on. Games encourage student engagement. Try virtual variations on easy classics like Pictionary, charades, or rock, paper, scissors.

Capitalize on the momentum of positive connection by establishing a class social. By having honest dialogue about what is expected and holding each other accountable, all members of the class foster a safe learning environment (even a virtual one). Further leverage these relationships by asking students to identify others they’d like to work with in small groups. This serves two purposes: student choice can increase the likelihood they will use their cameras to participate, and it can allow teachers to identify the students who hold the most social capital, the ones whose participation is most likely to encourage others to turn on their cameras.

If some still resist turning on the camera, teachers should remain empathetic and work to understand the barriers their students face. By admitting students individually to class via a virtual waiting room, teachers have a moment to reinforce the positive relationship and to ask if they’d feel comfortable keeping their camera on. If not, they can thank them for simply turning it on to say hi, and try again next time.

Video-Optional Assignments

Encourage participation by providing video-optional assignments. One way to incorporate student choice is to assign small group projects where students can decide how they want to collaborate – a shared document, video chat, messaging, etc. Instead of asking all students to have their cameras on constantly during a class meeting, teachers might try organizing Socratic seminars in which the “inner circle” has their cameras on while the rest of the class comment and critique via the chat function with their cameras off.

Use a Variety of Tools

The most frequently used justification for keeping cameras on is that teachers cannot “tell” if students are engaged with cameras off. The tricky thing is that even with cameras on, students can be disengaged, just as they can be when sitting in a physical classroom. Use a variety of tools to ensure that all students are participating in learning.

While conducting formative assessments, use online polling tools such as Poll Everywhere, Mentimeter, or Micropoll or learning games like Kahoot, GimKit, or Quislet Live. Quick, spontaneous responses may also be given via the chat and polling features embedded in the video streaming program. Several add-on features such as PearDeck or Nearpod can be used to create interactive slideshows. The chief benefit to these is that built-in participation cues can be pre-planned and the teacher and class have an artifact of student participation to review after the class is over.

Pre-Record Video Participation

Another way to allow student choice in how, not if, they participate is to allow for pre-recorded videos in response to questions and to demonstrate skills. Flipgrid is one virtual venue in which students record short video responses that can be shared with a class while being monitored by the teacher.

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We all know that online learning can be productive and successful. However, as educators, we prefer face-to-face instruction with our students. Anyone who is currently or has previously been a teacher would never say that they would prefer to teach their students via a computer platform. However, in the current day and time we are in, distance remote learning might be our only option at any given time and we have to be able to adapt to it.

It is incredibly important to establish expectations for students when the online learning process begins. If you do not, you are setting yourself and your students up for failure. Students need to understand that when they cannot be in the classroom, online learning is just as important. We have to teach them how to become responsible, independent learners so they can take ownership of their learning and where they are as learners.

If they do not know how to make the most out of the opportunity of online learning, they will not meet the expectations and will fall behind. If we are transparent with students about why we need to establish expectations, hopefully they will be understanding and willing to contribute to those expectations and follow them. This will establish a healthy and safe space for learning to take place when in-person learning cannot occur.

How do Student Expectations for Online Instruction Differ?

Traditional instructional and classroom expectations are what we are accustomed to. Online expectations definitely differ because the platform is completely different. However, there are some commonalities.

First, we need to discuss with and teach students about respect for the teacher as well as each other. If everyone is trying to speak at the same time, or someone tries to speak over and interrupt the teacher, no one can learn. Another commonality is completion of work. Students must be expected to participate in discussions, formative assessments, and assignments given between Zoom (Google Meet, Microsoft Teams, etc.) sessions. As teachers, if students are not giving us their work or telling us what they are thinking, we do not know if they are learning the skills and standards we are teaching.

I also see another commonality in small group instruction. This is where teachers “get the most bang for their buck.” The online platforms can be used to meet with small groups, not just the entire class. Within small groups, we should also establish expectations for students so they can get the individual attention that they need to be successful. So, even though the platform is different and expectations will look and feel different, the underlying theme is that students should know what to do and what to expect from their teacher and what their teacher expects from them. Clear communication about these expectations will set the tone for the quality and quantity of online instruction, whether it is for a day, a week, a month, or longer.

Strategies for Establishing Student Expectations

I think it is crucial to begin with a conversation with students about what they think should be the expectations for a virtual classroom platform, just as you would a physical classroom. You, as the teacher, can guide and steer the conversation, but if they feel that their opinions and voices are heard and valued, they are more likely to follow the expectations that are decided on collectively. The teacher can even make a class document outlining the discussion and create a final product that she reviews at the beginning of every online lesson to remind everyone of agreed upon expectations.

Online Etiquette

Have a conversation with students about raising their hand, or other agreed upon hand signal if they have something to say. You should also discuss with students what it would not be appropriate to discuss online, such as having to go to the restroom. Teach them to stop their video feed and just go and start it back upon returning. They should also learn to mute and unmute when speaking so that everyone can hear the teacher or speaker. An easy way to start this is to mute everyone from the beginning until you establish this practice.

Participation

Students should also be guided to discuss why it is important to participate in “class discussions” or answering questions during an online lesson. Students need to understand that discussion and responding is just as important online as it is in person. This helps the teacher know what they understand and what they need help with. Students can also learn how to use the chat feature to answer questions by typing their response—even privately to the teacher if they are nervous about getting something wrong in front of their classmates.

Completion of Work

It should be established that students need to complete their assignments—whether it is during the time with their teacher or afterwards and turn it in via email, Google Classroom, SeeSaw, etc. Again, this helps guide the teacher to make sure students understand the material being taught.

Teachers should be responsive to work that is turned in by giving students feedback on what they did well and what they need to work on. They should also let them know that they are there to help them with anything they might be struggling with and even offer individual times for students to sign up for personalized instruction.

We have to make the most out of online instruction to ensure our students are learning, whether we can be with them in the classroom or virtually. Hopefully some of these ideas on expectations will assist you as you plan for online learning.

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Set Guidelines and Behavior Expectations

Just as it is important to establish guidelines within your regular classroom, it is equally important to set clear guidelines for virtual learning so that students understand the behavior expectations when conducting class virtually. From the microphone being muted at the appropriate times to keeping their camera on, all of these expectations should be clearly outlined for students.

Protect Yourself from Zoom-bombing

Presenting instructional content in a virtual platform is new and exciting, but it also comes with the possibility of unwelcome distractions, also known as Zoom-bombing. There are several steps that you may take to avoid this from happening. Students need a link to join the meeting, but sometimes students may decide to share the link with outside people. To avoid this, there are several steps you can take:

1. Only share links to meetings in password protected programs, such as Blackboard, Google Classroom, email, etc.
2. It would be beneficial to establish a Waiting Room. The Waiting Room feature on Zoom allows the teacher to monitor attendees and admit students to the meeting when he or she is ready. It also gives the teacher the ability to not admit and remove any unauthorized attendees. If for any reason an unauthorized user gets admitted to your meeting, Zoom allows you to remove that user from the meeting manually, too.
3. Zoom gives you the ability to lock the meeting once it has begun. This prevents any other attendees from joining the meeting.

There are also a few additional steps to take to prevent Zoom-bombing! As the teacher or facilitator of the meeting, Zoom allows you to control the settings of the meeting. Students should be “muted” upon entry to the meeting. Although it sounds like fun, students should not be allowed to rename themselves! You may also want to disable the chat features, preventing students from sharing out at inappropriate times, etc.

Zoom offers its users the ability to annotate materials and screen share. If this feature isn’t managed, students can annotate materials on the screen and share their own screens throughout the meeting. Talk about a distraction! The teacher should be the only member of the meeting with the ability to screen share and annotate to decrease the number of distractions and keep student focus on the instruction being presented.

Use Zoom for Education

Zoom for Education is another effective tool for successfully implementing virtual learning. This is a tool that can be purchased and used by your school or school district to safely deliver instruction online. This type of Zoom account is compliant with FERPA, COPPA, and other states’ student privacy laws. It is important to note that standard Zoom accounts are not complaint with student privacy laws; thus, additional precautions must be taken when using the platform in that manner.

Students Don’t Need Zoom Accounts

Students do not need Zoom accounts to use the platform. This can be both an advantage and disadvantage to teachers. As a general user of Zoom, students can have access to screen sharing capabilities unless turned off in advance by the teacher; however, allowing students to have their own Zoom account opens the door for unmonitored chatting, meetings, etc. The most useful solution would be to grant students access to Zoom via your school system’s domain if it is available.

Recording Lessons

Zoom gives teachers the option to record meetings. This is an amazing feature as it allows any student who had to miss instruction the opportunity to view the lesson at a later time to catch up on any missed material. Not only is this beneficial to the student, it saves you time as you do not have to reteach the material the next day. The advantages of recording are numerous, but it is important that any and all recordings adhere to school policy and avoid FERPA violations. When recording, you should only include the parts where you are speaking and delivering instruction. If recordings or images of students are part of your recording, they should be strictly limited to those students with permission to be included.

Group Work

Finally, one of the best features of Zoom is its ability to facilitate group work. The teacher may create and assign students to breakout rooms under the Zoom settings menu. Within the breakout rooms, students can work together via chat or video and have the ability to screen share as needed. The teacher never has to worry about groups staying on task or needing help, because he or she can drop in on groups during breakout time to monitor their progress and address any issues they may be having.

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Assessment arguably can be described as the most critical feature of effective student instruction. By incorporating formative and summative assessment strategies, educators can identify gaps within students’ understanding of concepts and also determine areas in which students are excelling and may benefit from enrichment activities.

How to Assess Student Learning Remotely

Although it may seem like an oversimplification, remote assessment follows the same best practices as traditional classroom assessment with the physical proximity of instructors and students removed.

Within a remote learning environment, educators should adhere to the traditional pattern which includes pre-testing students’ knowledge of new concepts in order to identify their levels of prior knowledge to subsequently drive the instructional process; incorporating formative assessments in the form of mini-quizzes, classroom exit tickets, homework, etc. in order to determine concept and process proficiency; and finally, utilizing summative assessment strategies including unit tests and/or project-based authentic assessments to determine mastery.

Choose Tools that Serve Your Purpose

The tools available for remote student assessment are limitless, so identifying applications that best serve each assessment purpose is critical. For example a diagnostic pre-test in a remote environment may be accomplished through the use of an interactive educational gaming app such as Kahoot! or a simple fillable survey form developed within an online learning platform such as Google Classroom. In this manner, educators can gain a rapid understanding of students’ familiarity with upcoming instructional concepts. An added benefit of these applications is that the results are tabulated instantly, thus eliminating the need for educators to tabulate them manually.

In order to formatively assess students’ understanding of concepts and processes, posting questions within a classroom stream on an online learning platform is effective. Through these avenues, students can respond in writing electronically through attached documents or even complete math or science problems on paper and then simply upload digital photos of their written work. In this manner, instructors can gain an understanding of individual students’ abilities both with regard to knowledge and process.

Summative assessment can adopt a variety of forms including traditional tests delivered via fillable electronic forms that incorporate multiple choice, short answer, and extended response questions, as well as authentic, project-based assessments that demonstrate students’ levels of understanding related to an entire unit or series of lessons. The possibilities for authentic summative assessment are limitless and may rely upon internet research, development of presentations, video or photo-based productions, and electronically-submitted research papers, among countless other methods.

While choosing appropriate remote assessment tools may appear challenging, educators must remember that they are not isolated. As in traditional learning environments, teachers should network with other instructors both within their organizations and via the multitude of available online educational forums in order to collaborate and broaden their knowledge bases while celebrating their successes.

Collect Data Consistently

Data collection and interpretation are especially critical within remote learning environments, as the ability for first-person observance of student performance is limited. Therefore, educators must maintain ongoing data related to every student within their charges. Performance data gathered through the previously discussed methods informs the next steps in the learning process for each student and therefore must be updated and revisited every time a new diagnostic, formative, or summative assessment strategy has been employed.

Routinely Check for Understanding

In order to monitor students’ progress toward content mastery, instructors must regularly check for understanding in a manner similar to traditional face-to-face learning environments. These checks can be as simple as a “Question of the Day” to which students respond electronically or a teacher-developed online discussion board in which students can post their questions related to specific tasks and assignments. These tools, combined with routine assessment, promote the creation of a virtual classroom community in which students are encouraged to collaborate with the instructor and their peers, which assists in alleviating feelings of isolation that may occur as a result of learning remotely.

Remember to Provide Feedback

Assessment for student learning without appropriate feedback is useless. As a result, educators in an online learning environment must provide timely and productive comments electronically in order to promote student understanding by dispelling misconceptions within the learning process. Additionally, positive feedback should be shared routinely in order to encourage students and assist in keeping them focused and intrinsically motivated to succeed.

Plan One-on-One Time

Although elearning environments can be both efficient and effective, countless educators likely would argue that the best component of teaching is the human interaction that occurs. While teachers and students are not physically together within an online setting, the regular use of video conferencing platforms such as Zoom or Google Meet provides opportunities for teachers and students to interact in real time. An important practice in addition to scheduling “live” class sessions is for instructors to establish virtual office hours during which they are available to video conference with students in order to answer questions and provide verbal feedback. This strategy greatly assists in transforming remote classroom environments into true virtual learning communities.

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Challenges Special Education Students Face Learning from Home

Students who receive special education services will face challenges in online learning that are similar to their general education counterparts yet amplified by their unique needs. Perhaps the most prominent challenge for these students is the absence of teachers in the learning environment. Most special education students have extra support in a small group setting, the support of a co-teacher in the general education setting, paraprofessional support, or even consultative services for academic content areas. When learning at home, this level of support is decreased drastically. Although we have substantially more technology at our fingertips than ever before, technology can’t fully replace the physical presence of a teacher to offer support.

Aside from the absence of the consistent presence of their special education teacher, special education students face many other challenges while they learn at home. Classrooms are spaces that are intentionally designed for learning, and this will not be the reality for many students’ homes. Students may not have a space that is comfortable for learning and free of distractions. This is particularly detrimental for students with sensory sensitivity and/or attention deficit. Furthermore, students may not have access to the resources and materials necessary to be successful or may have limited time with resources because they are shared amongst multiple household members. For younger students and older students with intellectual disabilities or disorders like autism, changing the learning environment and routine can be a very difficult adjustment that hinders their progress. This is true for all students to some degree, but these students are at higher risk for this struggle.

Teaching Strategies for Special Education Students Learning from Home

As we embark upon the uncharted territory of educating special education students at home for the unforeseeable future, there are some special education teaching strategies we can implement to ensure these students receive the best education possible. Here are some tips for supporting our students with disabilities at home.

Recalibrate Goals and Objectives

When transitioning to home learning, IEP goals and objectives will have to shift for most students. Any goals and objectives listed in a student’s IEP must be monitored unless stated otherwise, but there are some objectives that are not feasible for home learning. Though it may seem time consuming, taking time to meet with your IEP team about which objectives to postpone, remove, or add during home learning will be crucial in the long run. Do this early on so that you have a clear plan for what goals and objectives will be monitored for progress and how during remote learning.

Communicating with Parents and Guardians

Just as teachers have been hurled into a new phase of learning, parents and guardians are assuming a new role in their children’s learning. Establish a schedule for contacting parents, and make sure that parents know how and when to contact you as needed. Remember that while parents may have a long history with their students, they most likely do not have experience as a special educator. Providing strategies, environmental recommendations, and extension resources to parents will be key for home learning success. Make sure that parents receive support that is tailored to their student’s specific needs.

Encouraging an Effective Home Learning Space

When advising families about setting up an effective home learning space, it’s important to remember that many students’ homes are not equipped for learning. Students may not have access to a desk or even a quiet space for working sometimes. Being patient and understanding is crucial when making recommendations that will maximize what students do have for learning. If possible, families should set aside a space for learning that is consistent. This can range from a kitchen table to a spare room. Encourage families to find a hard surface to sit and work at (a table or desk), a place where distractions can be silenced, and comfortable seating.

Incorporate Movement

During remote learning, students are not moving about the classroom or between classes as they do in the traditional school setting. Students with some disabilities, like ADHD, will be particularly affected by a decrease in physical activity and this experience-reduced focus. Embedding movement into your lessons will help students to burn energy and have more stamina for learning. Furthermore, movement is good for both physical and mental health.

Take Advantage of Free Assistive Technology Resources

Assistive technology is any technology that helps students with disabilities comprehend curriculum and perform academic tasks. While learning at home, many accommodations that students have in the classroom may be difficult to implement, thus, even students who do not have assistive technology officially in their IEPs can benefit form assistive technology at home. Luckily, there are many free websites that provide services like oral reading, speech to text, and dyslexia font for students and teachers. This website is a great place to find free and low-cost assistive technology resources that students can access at home.

Maintain a Growth Mindset

Above all, it is important that the goal of remote learning for special education students is growth. Understand that students may not master concepts and standards, but if they demonstrate progress then the learning experience is successful. Our goal should be to cultivate an environment where students can grow academically and in character. Even when learning remotely, students with disabilities should have the support that affords them the growth that is available to their general education peers.

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Nature Scavenger Hunt

Who says learning can’t be fun at home? You can create a nature scavenger hunt where families go out into nature to find various items. Creating a Google Slideshow and assigning it to the students through Google Classroom is a simple way to have students organize photos from the scavenger hunt.

This is an activity that can be used at multiple grade levels from elementary through high school. An elementary assignment would be much simpler as you can put items such as a tree or a bird, with extension questions in the Slideshow that would build upon knowledge such as, “What gas do trees release into our environment?” On a high school level, you could put more specific items on the scavenger hunt such as an oak tree and a woodpecker and create more complex extension questions. This assignment encourages being outdoors, and it is something the whole family can enjoy together.

At-Home STEM

STEM projects to do at home are also a great option and can also be used for any grade level. One example of a STEM project that includes the whole family is creating Origami Projects. The STEM teacher at my school created a Google Slideshow with origami projects to choose from along with instructional videos on how to create each one. These projects varied in complexity with classic projects such as a crane to a complex Ninja Star. Families could create these fun projects to do at home together and even make it a competition such as “Whose barking dog was the best?” Extension questions on the project can be geared toward the grade level or level of the students, and a Flipgrid video is a fun way to include the family and share with classmates how all the projects turned out.

English Language Arts

A way to include the family in an ELA activity would be to bring a story to life. Encourage students to take an assigned reading and create a play with the family. Have family members go through closets and dress the part as best they can and then perform the reading as a family. As Flipgrid has become a best friend of many teachers during distance learning, have the students record a small portion of the performance to share with classmates and teachers. This activity can be extended as students can do this for any book they wish to, and you can find scripts online to perform. This activity is probably best for elementary and middle school students but could also be used by drama departments to continue performances virtually.

Create a Song

A project that could be used for any subject area would be to have the family create a song! Students could choose any topic they wish such as the rainforests in Brazil to fractions in math! There are so many different types of learners this activity would reach. Students and their families create a song to teach about a particular topic. Creativity is encouraged, and some ideas are creating backgrounds, creating a dance to go along with the lyrics, use props in your performance, etc. This assignment is cross-curricular and includes many of the arts!

Teacher for a Day

Another activity you could have students participate in is to be a teacher for the day! Challenge students to teach their families about a concept that they have learned throughout distance learning. Students can create a Flipgrid and show parts of their lesson, as well as discuss their feelings on the assignment and successes and challenges they had throughout.

Social-Emotional Learning

An assignment that supports social-emotional learning and can be just for fun and optional is a “See a Dance, Share a Dance” series! I use this with my class, and create a dance video of the day on Flipgrid, and students and their families create their own. There are different themes such as “Throwback Thursday” where you can use a dance like the Macarena and “TikTok” where students perform their favorite (school appropriate) TikTok dance! This has brought a lot of fun and smiles to our online classroom.

Keeping families included in the online learning process really brings school, families, and community together, and an education project is a great way to do that. Making everyone feel supported through this experience is of utmost importance, and families, whether they have young kids or older kids, love to feel involved. As a teacher, it is difficult to recreate the wheel and find assignments that are meaningful and valuable to student learning, yet able to be completed at home. As Albert Einstein said, “Education is not the learning of facts, but the training of the mind to think.” Teachers are teaching in new ways, students are learning in new ways, and we are all evolving in our thoughts. We are all lifelong learners, and it is showing more and more through this elearning experience.

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Plan for Multiple Kinds of Devices

It is essential to plan to use learning materials and platforms that are accessible on any device. According to the Pew Research Center, 96 percent of adults own a cellphone, and 81 percent own a smartphone. As for desktops, laptops, and tablets, research shows that 74 percent of adults own a laptop, and 52 percent own a tablet. This research shows that most students (81 percent) will at least be able to complete work at home on paper, then snap a picture of it to submit to the teacher.

Also, consider cloud-based apps that provide storage for students with limited device space. Google Classroom is one of the most popular learning management systems that educational institutions utilize because it enables students’ access to the platform from computers, tablets, and smartphones. Teachers can create online classrooms for sharing, attach files, port YouTube videos, chat with students in Google hangout, and keep track of students’ assignments and progress from one app.

Consider Connection

Consider students’ internet connection when planning for remote learning. Not all students have access to the internet or a good network connection. Luckily, there are options during this time. Spectrum and Comcast are offering free internet access to all students for 60 days. For smartphone and tablet users, AT&T is offering open hot spots and unlimited data to existing customers while Verizon, Sprint, and T-Mobile are following the FCC agreement and opening hot spots. Encourage students to utilize these deals while they are available.

Tune-In to the Television

The percentage of U.S. homes with a television signal, over-the-air, cable, or broadband, is about 96 percent, according to Nielsen’s National Television Household Universe. This means the majority of students have access to a television as an “alternative technology”. In response to the COVID-19 virus, PBS will provide a daily, five-hour At-Home Learning Service for students in grades 6-12 to PBS stations nationwide. There will be programs on history, English language arts, and science, as well as related learning resources from PBS Learning Media, a free online service of thousands of educational resources. Television provides an ample amount of resources and opportunities for learning. With 96 percent of households having access, in conjunction with PBS’s free daily learning programs, you can create lessons students can follow along to while watching.

Consider Homework Packets

Many school districts are having their faculty create homework packets for students. Teachers in each grade level put together a packet full of work (enough for a few weeks) and either set up a designated drive-up packet pick-up at the school, mail them home to students, or post them on the school website. If students are having trouble with an assignment, teachers set up office hours (via phone or email) as well as the opportunity to video chat if the student is able. If you are considering creating a weekly packet, make sure that it is a review for students. You do not want to teach anything new unless you know students have access to a computer and the internet where you can show instructional videos of how to complete any new work.

An alternative for creating your packet is to download one. Achieve3000 is offering free access to a set of literacy printable packets. These packets add up to a month’s worth of content differentiated for students who are at, below, and above grade-level in their reading abilities. Teachers can send a link for students to download, or they can print out the packets to hand to students.

When it comes to elearning, no one expects you to become an expert overnight. Think about the smallest thing that you can do for your students now that will make the most significant impact. That may simply be just checking in with your students as much as you can.

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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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What is Zoom?

Zoom is an incredibly user-friendly online platform for meetings. While it may have been used mostly for business in the past, now more and more teachers are realizing the usefulness of Zoom for distance learning. You can easily create an account by going to Zoom.com and following the steps to sign up. It is very easy to go from there and start inviting others to a meeting by sharing a link and a code. However, there are so many more features that can make your online learning instruction more effective.

Whiteboard –  Just like a whiteboard in your classroom, this can be used to demonstrate learning objectives for the entire class. You can also use the annotation feature to write on shared documents.

Breakout Room – This feature allows you to put students in small groups for a designated amount of time for group discussion or problem solving.

Audio Settings – Students can be muted when you need them to listen with minimal distractions. There is even a feature that allows students to virtually raise their hand in order to ask questions as needed. You can also pre-set your meeting to automatically mute students as they enter to minimize disruptions.

Sharing – You can easily share slides, files, or videos with students as you teach.

Poling – You can also poll students while in meetings. You can use single answer or multiple-choice answer format. You can do this during a meeting and see responses from your students. This is a great way to get a quick snapshot of student understanding.

Transcripts – An audio or text transcript can be given to students after the meeting so they can revisit information as needed.

How to Create Virtual Lessons

When creating your virtual lessons, remember that in many ways it is very similar to how you would teach and talk to your students in your own classroom. First of all, students do not have to sign up for an account in order to participate in meetings. After you have sent students the link they need to join the meeting and have set a date and time, you are ready. It is a good idea for you to join the meeting a few minutes early in order to ensure that the connection is good.

When you are beginning with your first virtual lesson, allow some time to speak to the students about the features of Zoom that they can utilize. Be sure to look at the camera to give eye contact to your students. Also, discuss appropriate behavior and procedures for eLearning.

Then, go ahead and give students an agenda or timeline of the events of the lesson. This tends to help students stay focused. Then, you can use screen share to provide direct instruction for your lesson topic. Throughout the lesson, you can allow time to promote questions, comments, and reactions. There may even be some small-group time to work problems together or discuss given issues.

Another great way to encourage student participation is to have students prepare a project, like some slides or a video, to share what they have learned with the whole class. You can use some of your time to check in with students individually to see how they are doing. Perhaps most importantly, allow some time at the end of the lesson for comments, questions, and closure. This is also a great time for engagement with the teacher as well as one another. Remember, relationships are just as important, if not more so, during this time of remote learning. This Tips and Tricks document is very helpful for learning your way around Zoom and all its features.

Other Ways to Use Zoom

Of course, there are many other ways to use Zoom. For example, teachers in our district are currently using Zoom to have meetings to discuss and share ideas for online learning. You can also use Zoom to meet with parents to help them with instructional issues that they are dealing with now as a result of this online learning situation.

Also, don’t forget how important it is that our students still get to have some social interaction with their friends. They miss each other as well and need to have some time to interact. Allow some time after a lesson or set up a meeting just for them to chat with one another. They need that communication and reassurance during this time most of all. Remember, you can always turn the volume down if they get a little loud. What a perk!

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