Video Conferencing
Annotation Tools for Language Learning
Catholic Charities/El Centro Adult Education
TAGS: #InstructionalRoutine #VideoConferencing #Zoom #ElCentro
WHAT | Optional blurb: Annotation tools allow teachers to effectively teach reading and vocabulary acquisition to large classes of online students.
WHY | Optional blurb: Traditional pedagogy implies that small classes or even one on one tutoring is the optimal way for students to acquire literacy skills. Teaching literacy with Zoom’s annotation tools provides an environment for ESOL students to make mistakes with confidence and still gain the attention to detail from an instructor.
Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:
Annotating: Zoom’s annotation tools replicate the personalization of a private lesson without diminishing the cohesiveness and interaction of a group discussion. Guided reading with annotation tools allows students to practice inference of vocabulary. It also allows teachers to isolate words on the screen for explicit instruction of pronunciation.
HOW | Zoom Annotation Tools: Once the participants have entered the class and the literacy activity has begun, the host should share their screen and identify the literacy materials. Once text has been indicated, the host should offer some type of audio or visual scaffolding as pre reading. In the screenshot below, a student is offered a picture to accompany the text. The instructor should elicit a response from the students, and use the zoom highlighting tool to color code part of the text. This feature is available in the zoom toolbar. After the instructor left clicks on the annotation symbol, scroll to draw and choose the dropdown menu symbol on the middle row- left column.
Choose a color and move the cursor over the desired text on the screen. Once the text is highlighted, ask a volunteer student to unmute and read the text aloud. Pause to allow for pronunciation correction as needed, and comprehension and analysis to bring in the rest of the class.
For further scaffolding, identify new vocabulary from the text and switch to draw mode to underline and circle desired words. Students can practice pronunciation of the words as a class and also mute themselves for privacy, if needed.
To see a recording of these tools in action click this link. Using Zoom Annotation Tools for ESOL
DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):
CO.2: Collaborate with Technology: Using Zoom’s Annotation features as a tool for literacy enables collaboration between students across multiple borders, and provides a convenience and comfort that is unmatched in a traditional classroom. All the while, the annotation features accompanied with a teacher’s instruction allows students to receive the personalized experience of a traditional classroom. Listening to the pronunciation of new words also helps students collaborate together and build confidence as language learners.
Engage Distance Learners at the Start and End of Class Using Screen Sharing Tools and Polls
Julie's Family Learning Program
TAGS: #InstructionalRoutine VideoConferencing #Polls #Zoom #Peardeck #JFLP
WHAT: The learners will join their hybrid class as normal and see an agenda and a warm-up question on the screen as soon as they join. Students will answer the question on a poll app and submit it to the teacher. This will get them thinking about the materials and focusing on a class even before direct instruction begins. They will start to engage with class material right away in the same way that in-person students do. At the end of class, the teacher will be able to tell what students learned from the lesson and keep high expectations for the whole class period.
WHY: Encouraging active participation, clear instruction, and regular activities will enhance engagement and create a safe learning environment. Distance learners will have the opportunity to engage and become committed to the lesson from the start of class. In-person students will have an opportunity to engage with the work distance learners are doing as well as the opportunity to work with technology. By giving them structured time to settle into learning, they will feel more connected to the whole class and the material being taught. The instructor will be able to tell if both their distance and in-person learners are engaged throughout the whole class from start to finish through warm-up work and guided practice/homework.
Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:
HOW | Zoom Screen Sharing and Peardeck
Zoom Screen Sharing: Using screen sharing tools to project the agenda and a warm-up question for distance learning students. Instructors use screen-sharing tools to set up the start of class materials so as students join, they are immediately moving into ‘school mode’ and know what to expect from the lesson. Students will be more engaged and have more opportunities to interact with the materials and the instructor.
Peardeck: Peardeck allows for the same materials to be projected on personal devices for both in-person and distance learners. Students will see the content or question being discussed, and can respond through writing on Peardeck or verbally. The instructor sees what the students are seeing and sees every response they provide.
DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):
CO.3: Make Voice & Video Calls: Make Internet-based voice and video calls (using Skype, FaceTime, etc.)
CO.7: Share Information with Others: Understanding ways to share information with others (E)
EF.3: Use Basic Browser Tools: Browser skills [e.g. address bar, web navigation, favorites/bookmarks, forward/back, etc.]
Navigating Between Different Screens to Access Information
Jewish Vocational Services - Hyde Park
TAGS: #InstructionalRoutine #VideoConferencing #Zoom #JVS
WHAT | Students click or tap on a link from the chat feature during remote classes to do an activity on another program. Students can use Wordwall, ELLII, Jamboard, Padlet, or others to navigate between the web meeting platform and the program.
WHY | Being able to navigate between screens can be an important skill. Students need to multitask on both their phones and computers. For example, if a student is checking email on their phone and wants to look up a word in Google Translate, they will need to navigate between screens.
Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:
HOW | Zoom: It is important to show students how to use your chosen program that they will be using to navigate between screens before teaching them how to do the navigation so students don’t get stuck on how to use the program. First, the teacher can use the program in class with a shared screen routinely so students start to recognize the program and how it works. Then, activities can be assigned through a link sent by the teacher as homework (for example using WhatsApp or email) so students can practice using the program on their own. After that, the students use the program during a remote class by navigating between screens with a link. Students who have trouble opening the program can go into a breakout room with the teacher who can use a shared screen to help students do the activity.
DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):
LL.2 Adapt to New Technology: Using a new program will help students be able to navigate other similar programs in the future. Having more interactive classes with the use of various programs, as well as practicing the skill of opening new windows, helps students adapt to a new way of learning in the remote classroom. Using different types of games in various programs helps students navigate sites (for example, they have to press the start/play button, click on answers, drag to do matching, and so on).
MO.6 Collaborate Using Mobile Tools: By practicing opening multiple windows on their phones, students gain a skill to better collaborate on projects with their classmates. This will eventually allow them to work on a shared document in a breakout room during class or look up information that they need while on Zoom or on a phone call.
Prepare Students for Expectations of Video Conferencing Use During Class
JVS - Bridges to College and Careers
TAGS: #ProgramPractice #VideoConferencing #Zoom #JVSBoston
WHAT | Video-conferencing tools increase opportunities to hear diverse perspectives, discover strategies to participate in coursework, and increase learning outcomes effectively.
WHY | The goal is to assess students’ skills, determine the additional support they need, and provide classroom instruction to build digital literacy skills before transitioning to higher education. A tutorial and review of the video conferencing app will provide students with the strategies and reminders they need to participate in Adult Ed or college classes successfully.
Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:
HOW | Zoom: Following orientation, students whose assessment results reveal that they need additional practice in computer basics, specifically Zoom (depending on program and student needs). Students are given a formative assessment to review their digital literacy with Zoom and asked to answer the question(s) at the start of class. After the assessment, the instructor reviews the answers with the students and shares the results. The instructor then reviews the Zoom basics that the students will be required to master during class, including, but not limited to: screen sharing, muting/unmuting, camera on/off, annotate, reactions, messaging via chat, polls, and breakout rooms. The instructor will then share additional videos and resources to assist students in mastering the content over Zoom. At the end of the lesson portion, the instructor will provide a Zoom “scavenger hunt” in breakout rooms requiring students to show mastery of content as a summative assessment.
DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):
CO.2: Collaborate with Technology: Digital collaboration (E)
IS.4: Self-assess Your Skills: Identify info needs and competence/knowledge gaps
LL.2*: Adapt to New Technology: Adaptability [e.g. open to learning new tech, reapply/build on tech experiences]
EF.1: Use Accessibility Features: Accessibility tools on device
IS.1*: Use & Apply Information: Apply info [synthesize understanding and knowledge, draw conclusions]
CO.1: Communicate Effectively: Awareness and adaptation of communication strategies to meet behavioral norms and respect user diversity (Netiquette) (E)