Step 3: Instructional Strategies

Use the Instructional Strategies Chart, below, to help determine how your students can have equivalent learning experiences whether they are face-to-face or remote/asynchronous:

Learning Activity
Classroom/Synchronous Strategy
Remote/Asynchronous Strategy

Lecture 
 Instruction is delivered by the instructor lecturing to the class. This includes the instructor posing questions to the students and the students asking questions of the instructor. 

Recorded Videos of Lecture highlights,Discussion forum,Student Lounge (ongoing discussion where students can ask other students questions). 

 Group Work / Discussion 

Divide students into groups to work on a project or assignment and/or discuss a particular topic. Interaction is between the students and supervised by the instructor. Groups may also share their ideas with other groups. 

Using Groups tool in Bb, divide students into groups to work on a project or assignment and/or discuss a particular topic. Interaction is between the students and supervised by the instructor. Groups may also share their ideas with other groups. 


Debate 
Divide students into groups based on a specific issue.  Groups research and organize an argument for their position on the issue, taking notes on paper.  Then groups engage in a debate over the issue. 

Using Groups tool in Bb, divide students into groups based on a specific issue.  Groups research and organize an argument for their position on the issue posting to Group Discussion Forum.  Groups engage in a debate over the issue via Discussion forum or recorded Zoom session. 

 Peer Review 

Students share typed, written work with other students who review the work and provide comments via face-to-face discussion or in writing. 

Students share work with other students who review the work and provide comments. Share via Messages, Groups, or Discussion forum in Bb.

 Student Presentation (without classroom feedback) 

Individual students complete a class assignment and present that assignment to the class.  Students are not required to answer questions from other classmates.

Individual students create video presentations and upload them to Ensemble Dropbox in Blackboard. Can substitute PowerPoint if presentation skill is not a CLO.

 

Student Presentation (with classroom feedback) 

Individual students complete a class assignment and present the assignment to the class.  During or after the presentation, students are required to answer questions posed by classmates.

Individual students upload their presentations to an Ensemble Dropbox in Bb. Instructor posts videos to a Discussion Forum for students to view, ask questions, and respond.

Think-Pair-Share  

After a concept is taught, students pair up with another student, discuss the material that was just learned and develop questions or a short summary, in documents, to share with the class.

After reading and viewing course materials, students share summaries and discuss them in a Discussion Forum.

Role-Playing  
Students are provided with a scenario and must role-play or model the proper response to that situation.

Students are provided with a scenario and respond to “What would you do if. . . “ questions either as an Assignment or Discussion.


Brainstorming  
Students are required to think of all possible ideas on a particular topic and record those ideas in a document.

Students are required to think of all possible ideas on a topic and record those ideas in a Blackboard Wiki.


Jigsaw Learning  
Students are placed in a group and each person in the group is required to learn one portion of the material and then teach the rest of their group the information that they learned. Students choose specific topics from the course material and write individual Blog posts explaining the topic, adding images and/or videos as appropriate.


Do you have suggestions for additional equivalent learning experiences to add to the chart? If so, please submit them in the form below!


Open Pedagogy: A Strategy for any Modality

Open pedagogy projects provide students with an opportunity to create educational content that is shared with a public audience (consisting at least of their class, but often publicly). These projects are generally designed to have value beyond the end of the term. A discussion of these projects can be found at the openobjectives.org site developed and maintained by Judith Littlejohn and John Kane. This site also contains information on a history research project used in one of Judith Littlejohn’s class and a student podcast project used in one of John Kane’s classes. More information on open pedagogy projects can also be found in a November 14, 2018 Tea for Teaching podcast with Robin DeRosa:

A January 30, 2019 Tea for Teaching podcast with Jessica Kruger also discussed her class’ open textbook project: This August 14, 2019 Tea for Teaching podcast provides a discussion with student participants in an open textbook project in John Kane’s economics capstone class:

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