Teaching Ideas

Pedagogical Distance

When teaching in a classroom, it's easy to simply deliver a lecture. "Stand and deliver" is almost a first reflexive instructional behavior when we want students to learn something. In effect, we "pour" information into their brains. Often, we can feel content knowing that we shared everything we need to share—but doing so doesn't mean that people have learned.

A concept called "pedagogical distance" posits that physical distance is not what hinders or prevents learning but rather the lack of social learning and instructor presence.

By knowing the tools and concepts available, you can emulate "social presence" in your Zoom room. Teaching exclusively through a Zoom lecture isn't always practical, especially in large classes.

  • Consider using the chat, especially for check-ins or ice-breakers.
  • When lecturing, use the chat every 10–15 minutes to ask a brief question about content. Answer questions or address comments as they are posted.
  • Use breakout rooms for small groups to:
    • solve problems together using the whiteboard
    • work on group projects
    • discuss a topic
    • role-play or practice interviews
    • present to each other

Maintain Typical Appearance to Preserve Normalcy

Even though you're probably recording at home, where some casualness is expected, record in a neutral backdrop (not a messy kitchen or basement laundry room). Try to preserve your typical on-campus appearance, and encourage your students to do the same. If you normally wear a suit and tie or dress while on campus, dress that way when appearing on-camera.

Be Aware of Eye Movement and Audio Fidelity

Invest in a high-quality microphone so that students can understand what you're saying. This is especially important if you have an accent or speech impediment.

Look directly at the camera. Reading lecture notes or glancing at another screen causes your eyes to drift around. It's disconcerting. Effective media personalities look at their camera and recite material from memory. Try to do the same.

Calling on Students

Some instructors call on students in alphabetical order by first or last name. This can be effective, but it can also prompt students to drift away if it will be some time before they're asked to respond. Consider calling on students as they appear in rows, call on students who raise hands, or select several students to be "on call". When you call on a student, pin or spotlight his or her video. This enables classmates to see who is speaking. During the conversation, manually switch back and forth between you, as the instructor, and the student. This somewhat approximately a natural conversation.

Avoid Prolonged Screen Sharing

Students are accustomed to watching videos. Live interaction can help engagement. Switch back and forth as much as possible, perhaps every 8–10 minutes or so. This takes practice, but it's better than staring at a lecturer for the entire class.

Monitor Chat

Students can "raise their hands" in Zoom, but others prefer to text. Answer questions or comments as you would in a physical classroom by repeating the question so everyone knows what you're addressing. Then answer it. Ask the person, by name, if you answered the question. If not, call on the student.

Using Zoom to Proctor Exams

Consider keeping Zoom running while students take quizzes or exams. While not foolproof, it will prevent them asking others for help or leaving the room. It helps preserve some of the strictures of proctored exam taking. You can also use Zoom in conjunction with Respondus LockDown Browser. See specific instructions on this page: Using LockDown Browser with Zoom

Backchanneling

This refers to having a synchronous conversation while something else is happening. Using chat as a backchannel encourages students to interact rather than just listen. This can be overwhelming for some people, however, so don't require it of everyone. It can also be difficult to monitor backchanneling while you're lecturing, so consider having your TA, ZA, or a student monitor chat while you teach.

Some possible uses of backchannel:

  • Encourage small groups to log questions and select one person to share them during a large group conversation.
  • Host a virtual fishbowl in which small groups solve a problem or discuss an issue. The other students react through chat.
  • Simulate live-tweeting during guest lectures by collecting questions and answering them at the end of the session.

Box of Lies

It can be difficult to keep students focused on the finer details during a lecture. Consider using the game "Box of Lies", made popular by Jimmy Fallon, to determine if students are paying attention. Have an object out of camera view, and then describe it. This could be used when discussing historical figures or learning a language's descriptive words.