Best Practice: Use Asynchronous & Synchronous Creatively
As we transition from face-to-face meetings with our students to our new role in an online classroom, our focus shifts to being a coach, a mentor, and a guide for our students. This also means that by combining the proper blend of asynchronous to synchronous teaching and learning, we can best ensure student engagement and achievement. We want to make those interactions manageable and meaningful.
To help with this process, here’s something to consider - try this strategy:
Prior to the synchronous session, have students read and view all necessary content, give students several discussion prompts to consider while they review the material. Have some of the students be responsible for leading a section of the discussion (they can take turns each discussion). This before-hand preparation leads them to read, view, consider, research and prepare for the synchronous interaction happening once or twice a week, as necessary.
Students should prepare for the synchronous interaction by reviewing the module’s contents entirely before the live meeting. When the meeting begins, students are then presented with the problem and as a group begin to solve the problem or defend or refute the facts. They will have probing or targeted questions as their guides.
At the end of these engagements, have an open Q&A session for students to ask other questions and offer discussion prompts for the group. Repeat this process as needed.
**This also becomes another useful way to access student learning and participation.
We call this ‘chunking’…we 'chunk it' into smaller pieces for a more manageable and meaningful interaction with our class.
Here’s a synchronous meeting timeline, as an example:
· Present problem solving - 10 mins
· Discussion - targeted questions - 15 mins
· Q/A - questions from students - 5-10 mins
· Repeat, as necessary.
