Thumbnails with a taco🌮. A 3-2-1 activity. A world tour🌎. Scratch-offs for testing. If you’re interested in new teaching techniques, creative ideas, fostering classroom community, and more, join the Teacher teacher online lecture. No need to leave the comfort of your home, couch or office – you can attend and access all sessions available through December 31, 2022 as many times as you wish. With nine carefully chosen topics, you will have the opportunity to refresh, re-energize and invigorate your teaching. If you’re curious about what you might learn, check out some sessions below!
How the Metaverse Can Improve Student Engagement and Learning: Using Augmented Reality and Virtual Reality in the Classroom
How can you use simple augmented reality (AR) and virtual reality (VR) tools in your own course? In this session, Juanita Wallace explains how you can transport your students to an entirely different world to captivate, teach and inspire them.
What is AR? “Augmented reality is technology that superimposes a computer-generated image onto a user’s view of the real world, providing a composite view.”
Here are some ways to use AR in your own course:
SketchAR: Use your phone and place the picture on it on a blank sheet of paper so you can find it easily. This is basically a fancy way to trace on a sheet of paper with your phone/tablet.
Human Anatomy Atlas for the Human Body: You can numerically place any part of the human body in your class. Students can walk around the table and manipulate the body part on a tablet wherever they are.
What is Virtual Reality? “Virtual reality is a computer-simulated 3D environment that allows users to explore and interact with their surroundings.”
Here are some ways to use virtual reality in your own course:
VirtualSpeech: This is a tool used to make presentations in front of a virtual audience, and at the end of your presentation, you receive feedback. You can choose the type of setting you are in and the number of people in the audience. You can even make people yawn or heckle you to add distractions. It also tracks the eye contact you had with the participants, whether you should slow down/speed up, words per minute, your volume, etc.
Google Earth VR: In this simulation, you can travel to places all over the world and it’s like you are flying on top of the world. You can view buildings in real time or show your students different places they’ve never been.
Picture Perfect: Using Graphic Design Elements to Increase Student Engagement
In this session, Alexandra Herron explains how you can use visually appealing content to engage learners and boost your instructor’s presence in your online course.
Use thumbnails. You can create any thumbnail for your videos/folders. A thumbnail gives students a visual representation of the subject of the video. For one of Herron’s files, she created a vignette that read, “One step at a time. You’ll get there,” for a week that included a tougher workload. During the first week, she creates a “Let’s taco about it…” vignette with a taco as the focal point.
Flipgrid. For program orientation, Herron University asked faculty to introduce themselves via Flipgrid so new students could learn more about their prospective instructors. Many instructors had different filters (Superman, Mario, etc.) to help set the tone for their class and give students a chance to get to know them personally.
Jorad. This tracks your on-screen clicks so you can create instructions on the web on your computer. After tracking your clicks, it populates your clicks and students can view it as a video, print it as a pdf, or view it as a document. Essentially, it provides written and/or visual instructions to students.
Cultivate a classroom culture conducive to relationships
How can you cultivate a connection with your students from day one? In this session, Tiffany Sayles offers easy-to-implement ideas for creating a classroom culture that is conducive to bonding.
Four main ways to connect with students are:
One quote per day. Sayles begins each class with a quote where she gives students a minute to think about the quote and asks them to expand on it. This is an encouraging opportunity for students to explain what the quote means to them. After each student expressed their thoughts, Sayles said, “Thank you so much for your insight and perspective.” This positive response to their interpretation of the quote encourages other students to participate.
The 3-2-1. This is where you ask students three interesting facts about themselves, two goals they have, and one expectation for the class. It’s a connecting piece for you and your students. Plus, students love learning more about your life outside of class when you share your own 3-2-1.
Sayles says it’s extremely important to give students a sense of purpose and identity. She makes sure to tell the students, “What you have to offer to the classroom conversation is something unique, it’s something I’ve never heard. So I want to hear from you. I want to know what you know.
Feed Their Minds: Brain-Based Learning in the Classroom
Have you ever tried Immediate Feedback Assessment (IF-AT) techniques in your course? In this session, Sabrina Timperman discusses how brain-based techniques can improve learning and retention and help reduce test anxiety in your students.
IF-AT is a testing system that allows students to receive immediate feedback as they complete each item.
Scratch exam. Here you can use a scratch sheet to lay out the answers. So, if the student thinks the answer is A, he will cross out A, and if there is a star under it, he has understood correctly. It works well as a group quiz where students can discuss potential answers as a group and scratch off A, B, C, or D. If there is a star when they scratch the letter, they get full marks, but there is no star, the group rediscusses and crosses out another answer.
Memory games. In this game, based on the memory game, students are given cards which they turn over and must match. Students are divided into small groups and two groups play against each other. In Timperman’s course, she creates flashcards made up of fibrous joints, cartilaginous joints, and synovial joints.
There are four rounds, and with each round the students get less information from the map – they have to rely on their memory after each round. The first set of cards from the first round has the common name, an image, a description and an example. The two teams take turns flipping the cards over and finding a match. Once all the cards match, the teams move on to the second round. The second set of cards from the second round only contains the image, the example and the description, but it lacks the common name. The third set of cards in the third round only has an image and a description. The fourth deck of cards in the fourth round contains only the picture, so students must remember information from previous decks, such as joint type and what it did. This game relies on students’ memory of each trick and also teaches students information about joints as they play the game.
If you are interested in these sessions and more, register now at Teacher Teachers Online Conference!
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