Synchronous Engagement

Three Key Elements to

Engage Learners

Cognitive Presence

Teacher Presence

Peer Presence

Strategies

Strategies

Strategies

Cognitive Presence

The extent to which learners are able to construct and confirm meaning through reflection and discourse

Exploration

Resolution

Trigger Event

Integration

(Phenomena)

(Apply)

(Developing ideas)

(Content Instruction)

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Teacher Presence

Establishing Connections & Trust with Students

Modeling Expectations

WelcomingActivieties

Show Your Personality

Develop Support systems

Feedback

Establising a Positive Teaching Presence in Your Virtual Classroom

Peer Presence

Small Group

Discussions

Community

Using collaborative learning activities both in break-out sessions and whole group facilitates peer interactions.

Discussions allow students to share their thoughts, make connections, and hear diverse opinions.

Setting aside time for cummunity development at the start of the year will support collaboration and classroom community

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Teaching Presence

The design, facilitation and direction of cogitive and social processes for realizing personally meaningful and educationally worthwhile learning outcomes.

Questions to Ask When Planning1. How will I interact with learners? 2. How will learners interact with me?

Consider

• Pre-record your own instructional material
• Start your own traditions
• Make camera's an expectation
• Create ways to increase and individualize feedback
• Utilize tools for multiple ways to respond

Modeling

Becoming deliberate in modeling

1. Use visuals or examples that are relevant?
2. Model while thinking out loud so that students hear the process?
3. Concisely communicate what is being done and what is needed?
4. Present or model only what is needed and leave the extra stuff out?

Resolution

Learners apply the new knowledge

• Assignments that incorperate applying concepts learned
• Connect with prior knowledge
• Solve problem
• Relate back to initial trigger.

Integration

Learners construct meaning from ideas.

• This is where direct instruction supports learners connecting their prior experience and explorations to the content
• Incorperate different strategies for discussion and demonstration of understanding
• Correcting misconceptions and providing constructive feedback

Support Systems

Structured Support for all learners

Suggestions to Consider

• Set Open Office hours or Project support times
• Teach the values of challenges and independently talk about growing from failures
• Encourage students to expand upon answers to demonstrate a better understanding
• Allow time for individualized goal-setting and tracking
• Teach Test-Taking & Study Strategies

Develop Student to Student Relationships

Introductions

Partner Work

Open Share

Build in time for students to share experiences, connections, or thoughts on specific topics. Provide Multiple Means:

Working with one or two students may alieviate some of the social anxiety students demonstrate. Incentivese:

Use tools like padlet or flipgrid for students to introduce themselves. Provide Structure:

• Post a picture of you & your best friend
• Share your favorite childhood memory
• What superpower would you choose

• Microphone
• Post on Padlet
• Respond to peer
• Share a picture
• Private chat to teacher

Express expectation for everyone to share in some way and learning from eachother.

• Allow students to submit the same co-created work
• Help students with creating shareable documents
• Reward & highlight model collaborative work
• Pair strategically (when able)

Cognitive Presence

The extent to which learners are able to construct and confirm meaning through sustained reflection and discourse.

Suggestions

• Relate to prior experiences learners likely have (phenomena based learning is a powerful tool)
• Support learners to draw connections to prior content through interactive technology
• Design challenge activity allowing learners to apply new concepts

• Incorporate learners interests

• Provide opportunities for learners to explore their understanding of content BEFORE being taught
• Ask higher DOK questions.
• Consider cognitive load

Show Your Personality

As teachers we can sometimes be afraid to share too much of our personality with our students. When students see you as a person, even a little bit, they will be more engaged in your class.

Teaching with Personality is NOT..

• a fake persona that you put on
• trying to become best friends with students
• a "larger than life" personality

The power of your personality

Exploration

• Consider using discussions or other collaborative learning methods
• Incorperate different tools such as phet simulations to support learners developing meaning and connections.
• Allow students to test their own theories, reflect, and refine before explicit instruction.

Students explore the issue. This can be achieved individually or as a community.

Social Presence

The ability of participants to project themselves socially and emotionally as 'real' people through a medium of communication.

Facilitate Collaboration

• Create collaborative workspaces to enable individuals to participate within their comfort level.
• Creating a list of roles creates structure and sets expectations.
• Consider method for group organization

Triggering Event

A phenomena, issue, or problem is identified for further inquiry.

• A phenomena, issue, or problem is identified for further inquiry.
• Students share thoughts. questions, ideas to anchor learning