Setting the Stage for Online Interactions
Prior to this week’s readings, I honestly hadn’t given much thought to how I would establish community in our Google Classroom. During the pandemic when we were fully online, I definitely considered this more. We had synchronous meetings and the students chatted with each other by commenting on posts in our Google Classroom. Most of the time the comments were regarding the assignments, but other times they were more social. As social interactions were limited during this time, I encouraged their interactions as long as they were appropriate rather than viewing them as off-task.
Since then, I have turned the commenting and posting ability off on Google Classroom. Now I question my intentions for limiting their ability to communicate and interact in our virtual classroom. It was mostly to avoid unwanted or inappropriate comments that 10-year-olds post…you know, like, bruh and sup. Instead, I should have helped them develop the necessary skills to participate in online discussions. Bates states that setting clear expectations and monitoring participation is essential in fostering stronger online communication. I do this for in-person conversations, so why wouldn’t I do this for online ones? Besides, turning off their ability to post or comment on Google Classroom didn’t stop them from posting silly comments. Now I just get “hiiiiiiiiiiiii” sent to me as a direct message on Google Classroom! Fostering a stronger sense of online community, as I would in the classroom, is something I will place an emphasis on in the future and when creating this course prototype.
Incorporating Online Interactions in My Course Prototype
In my course prototype, I will turn on the students’ ability to comment and provide them with the skills and goals needed to communicate with classmates online. Additionally, I will use resources such as Jamboard to allow students to share ideas with others. The students will also have opportunities to play Prodigy, and by answering differentiated math questions, they “battle” one another. There will also be assignments where students can co-create work together online, such as building a review game for the unit. These interactions allow students to share their ideas, ask questions, and learn alongside one another in a more engaging environment.
I will set up all of these online interactions the same way as I would in-person interactions by setting expectations and providing students with the skills needed to interact meaningfully with one another. For example, when I teach students a new math game to play with a partner, I first teach them how to the game. Next, I ensure they understand the expectations that they are to play fairly and engage with the game the entire math station. Then, as they play I monitor their success and intervene as necessary by providing reminders about the expectations. The same process goes for online interactions as well. Online, I will also provide them written feedback on any assignments that they submit.
Creating Super Simple Videos
After visiting several of my classmates’ blogs (thanks Colton , Durston, and Honey just to name a few) and checking out their Lumi videos, I definitely took notice when a video was created by the teacher versus using one from YouTube. Not to say that there is anything wrong with a YouTube video (my Lumi video was a YouTube one), but I thought that students would really like this personalization of hearing their teacher’s voice or seeing their face. I think this is another way to create stronger interactions between students and the teacher.
During the pandemic, I did try more to create videos explaining concepts or even to just say hi and give an overview of the week. I guess I never really considered its importance when creating this course as its intention was to be used in a blended format as a math station. After watching Michael Wesch’s video (see video below) I was inspired to make my own super simple video. Click here to watch my new Lumi video, squeaky whiteboard markers and all.
What other ways could I support online student interactions when teaching math in a blended format?
Great post!! I also love that you added in a YouTube video to supplement your blogs! I think other ways to support student interactions could be through Google Classroom discussions on the stream, Flipgrid (creating their own videos) and different small group/partner activities. I think communities and teamwork creates valuable skills and it progresses into other aspects in their lives. Have you had an experience with Flipgrid in the past? Way to go on your detailed post!
Sarah, I agree that it is hard to maneuver through the inappropriate conversations, especially if you have to monitor the conversations on a regular basis. I also found this difficult when I opened a group chat via Teams, so I understand why you would disable them altogether. Honestly, it is a struggle to try to keep up with all events in the day and then to add another one too your plate! After learning about providing students a community online I had to rethink a few aspects within as well. I think your approach about how to teach students to engage in these forums/chats is a great approach, and maybe going one step further would be teaching aspects of digital citizenship within our lessons. You have created an opportunity for students to engage in an online community. I have never used Prodigy and I will have to check this out! Thank you for the inspiring ideas in your blog post!
Hi Sarah!
I really enjoyed your post this week! It was really well written. Thank you for sharing that additional YouTube video with us – it is always nice to have some additional media to look over. My students love Prodigy! I also enjoy Jamboards and they are a great tool for collaboration among students. My students also enjoy engaging with Flip activities if you are ever wanting to try out something different 😊. Creating opportunities for online collaboration can be tricky at times but I definitely think you are on the right track!
Thanks for sharing your insights!
Valeska