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: