![]() Reflective teaching questions: What instructions can I give for seeking support from me if students have a problem or need help? How can I circulate among breakout groups to help students stay on task? Participation checks also reinforce the expectations you set about active participation in group work by all (Li et al., 2021). You might also wish to visit groups to ensure they are on task and aren’t stuck (Reinholz et al., 2020). Here are some ideas on designing your breakout activities to clarify value, purpose, and steps.Īlthough breakout rooms give autonomy to students, it is a good idea monitor screen and mic activity from the main room (breakout window). Consider developing alternative activities for those who are unable to speak in breakouts. Students may have reasons for being silent that are unrelated to common assumptions about non-participating students.īefore calling classes or individual students for silence in breakouts, seek to understand what students think about silence and explain when silence and speech are important in the class for learning. Students may view their silence as a form of respect (Yamada, 2015), connectedness (Covarrubias, 2007), concentration (Cronin, 2009), and reflective thought (Li, 2020). However, students from diverse national, ethnic, cultural, and religious backgrounds may have different and positive ideas about their silence in class. The Meaning of Silenceįaculty in the Western post-secondary classroom may perceive student silence as negative or disrespectful, or as a sign of disengagement (Jia et al., 2021). Note: if you are looking for more information on setting up and using breakout rooms, see this tech for teaching post, Breakout Rooms. If your students are not participating in online breakout rooms to your expectations, it may be worthwhile to reflect on how you might reflect on the meaning of the silence, provide more task clarity, and instil greater confidence in students for breakouts. ![]() Decolonizing and Indigenizing Educationīreakout groups are used as a discussion technique to increase participation and group-based learning. However, pair and group activities can be cumbersome in online synchronous meetings, especially when, as professor, you cannot see all groups and monitor student conversations at the same time (Reinholz et al., 2020).
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |