Face-to-Face Teaching and the Need for Innovative Technology

I just read an article exploring whether active learning can co-exist with physically distanced classrooms (Lederman, 2020, May 25). I have been thinking about best tools to facilitate active learning online and face-to-face with restrictions as well. I was encouraged that more university instructors are forgoing lecturing to engage students in active learning. Some instructors use the Flipped Classroom approach to meet the goal of engaging all students in a meaningful learning process during class time. After viewing or reading the content before coming to class, during class they engage in partner or small group work to apply, analyze, and synthesize the material. If students are socially distanced six feet apart it may be difficult to talk to each other and create the physical projects they usually do when they come to the face-to-face class.

Linda C. Hodges notes in the article, "I'm not sure that being in the same physical space during social distancing and being masked provides any affordances over doing active learning in the virtual environment. It seems to me that students can engage in breakout rooms, etc., online more effectively than in the bizarre pandemic physical world. Of course, they could be in the room on their computers doing virtual collaborative learning, but that seems to add risk with little benefit." Hodges poses an important topic for all teachers to consider, what learning activities can be accomplished best online and which are more effective face-to-face? While this article focused on active learning in higher education, I think the same question can be asked in K-12 as we imagine and enact the best learning available within the set parameters required during this pandemic: How can active learning co-exist with physically distanced classrooms?

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Because seats will need to be at least six feet away from each other, and students won't be allowed to touch the same writing tools or whiteboards, many of the tools I shared in my last blog for online teaching will work well for distanced face-to-face teaching as well. The goal is to provide opportunities for students to be active in their learning. We can have students respond to reading by writing thoughts on a Padlet as we read in small groups and share. All collaborative Google Suite tools work well in face-to-face mode as well as students work with partners or groups to plan (Mindmeister add-on), share ideas (Google Docs), and create presentations (Google Slides) even while social distancing. Then they can share links to their projects in a shared Google Doc and Google Classroom for others to follow as they present. Also using Pear Deck add-on to add interactive slides in a Google Slides presentation allows teachers to invite student active involvement during direct instruction. There are options for Text, Number Response, Multiple Choice, and Web Slide questions to engage students in formative assessments throughout the lesson. The teacher dashboard instantly shows each student's response and collects all responses to share in a spreadsheet at the end of the activity. Pear Deck also allows you to add an opening interactive slide to find out how students are doing on that day as they deal with new regulations and possible fear of the pandemic and see each response immediately. This online data can inform your face-to-face teaching in real time.

Hands on activities can be created in the face-to-face classroom even via social distancing. A small group experiment, for example, can be organized by one student, researched by another, conducted by another, and recorded using images and video accompanied by student explanations using audio options by a fourth student to create a report of procedures and findings. A tool such as Google Slides lets them all work together on one project and include their name on each slide they create for more accurate individual feedback in group projects. Then in the next activity students can each play a different role in their group so they actively participate in each part of the learning process. While these methods may seem challenging to organize at first, with practice students will learn about the different roles necessary to complete a procedure and see how technology integrates with face-to-face learning to take them to even greater learning.

How can active learning co-exist within your physically distanced classroom? I look forward to hearing about your ideas! All the best as you innovate your teaching to provide active learning opportunities for your students.