Engaging or re-engaging disconnected learners isn't an easy task. Adding in the element of remote learning has increased our numbers of disengaged learners. So what do we do? This edition of Teaching with Tech will share a recipe for re-engagement, along with some articles that will dig deeper into the practice.

The Recipe

Working Communication Format with the Student

When it comes to remote learning, you will need to diversify your communication based on the needs of the family/student. A one-size fits all style of communication doesn't work like it does in the classroom. When you communicate something in the classroom, you can ensure everyone hears it. That doesn't exist in a remote learning scenario. Instead, you have to actively find out what the preferred process of communication is for each student/family.

Failure to do this can lead to disengagement. If there isn't a defined working mode of communication between you and the student, you have no way to ensure your messages are being received.

In 10 ways to improve student engagement in virtual classrooms by Shoshiana Luria she states, "You’ll never know if a student is falling behind or feeling bored unless you ask. Virtual classrooms make it easy for shy or disinterested students to fade into the background unless a teacher makes a concerted effort to reach out."

Short Captivating Lessons

An In-Person lesson vs. a Remote Learning lesson on the same content, can't be the same length. The research on this is pretty cut and dry, from screen time to attention spans to learner capacity.

In 7 High-Impact, Evidence-Based Tips for Online Teaching by Youki Terada, he sites a study that suggested "What would normally be a 30-minute activity in a face-to-face classroom should be much shorter in the virtual one. Instead of recording an entire lecture, consider creating several smaller ones, each covering a single key idea. The ideal duration for an instructional video, according to a 2014 study, is about 6 minutes, and researchers recorded steep drop-offs in attention after 9 minutes."

Developing a curriculum around shorter content is also suggested by Luria. She states, "Not only are attention spans shorter than ever, but virtual students can easily skip out on long lectures or skim complicated readings. With so many distractions available to them, you’ve got to work extra hard to grab and keep their attention. One way to do this is to focus on creating short, captivating lessons. Consider recording 5- to 10-minute lectures or having students engage with interactive media, such as YouTube videos, music, or even live performances as part of your curriculum. Encourage student interaction during your lessons. That means less lecturing and more open discussions."

Isha Sood, in her article 9 Tried and Tested Tips to Engage Remote Learners, recommends the 10:2 method, "For every 10 minutes of instruction, allocate 2 minutes to your students to process and respond to it. Have them ask any questions they may have or make them write what they have learned."

FEEDBACK (LOTS OF FEEDBACK)

Once we defined a method of communication and we have adopted our content for Remote Learning, the final ingredient is FEEDBACK. Feedback must be regular, timely, and personalized.

Terada, in Reading the Virtual Classroom is Hard, but It Can Be Done, talks about the ability to read the room, "Teachers of high-performing online classes, in other words, read the virtual room and collect feedback not just to gauge how well students understand the subject matter but also to identify any obstacles that may be preventing them from being able to fully participate." In the linked article above are countless pre-created surveys to garner student input.

Using Dipsticks, Peer-To-Peer Evaluations, and Virtual Exit Tickets are some of the ideas shared by Nora Fleming in 7 Ways to Do Formative Assessments in Your Virtual Classroom. Fleming quotes education consultant Mike Anderson, saying "Formative assessments might feel harder now in virtual classrooms—you can’t just walk around class and look over a kid’s shoulders—but I’m not sure they have to be harder.” She gives a great reminder to "remember non-tech solutions, like the simple but invaluable one-to-one conversations that can yield information about students’ progress—and their well-being."

"If you want to know if your students feel engaged and are grasping the material, why not just ask? Not every student will want to be honest if you question them directly, so consider creating anonymous polls that allow students to let you know what they really think. This is a great way to assess how much they know about the topic at the beginning of class, what types of assignments they want, if a topic needs more discussion, and what they would recommend changing at the end of class. " -Shoshana Luria

Luria states it best in the quote above, we need to ask disengaged students why, then formulate a plan for success together.

Put the Recipe to Work

I want you to think about one of your students/families that are disengaged with Remote Learning and answer the following questions.

• Have I established a preferred method of communication that works for everybody involved?

• Is the amount of content manageable and appropriate for the Remote Learning environment the student is in?

• Is there a feedback loop with the student? How does the student communicate what was learned, what they need help on, or if they have questions? How do you communicate what is expected, how the the student achieved, or questions you have?

I truly believe that clearly answering these questions at the individual student level will increase engagement. I also realize that engaging the disengaged isn't easy, but that it is worth the effort