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| public:teaching:general_guide [2020-07-03 11:27] – jsichta | public:teaching:general_guide [2020-07-07 07:48] – jsichta |
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| Even when the world does get back to normal, a good-quality online course taught by a reputable and engaged professor is likely to be preferred to a rote, uninspiring face-to-face course. CERGE-EI has a great deal to offer in this respect, with our resources of highly credible professors and enthusiastic teaching fellows. | Even when the world does get back to normal, a good-quality online course taught by a reputable and engaged professor is likely to be preferred to a rote, uninspiring face-to-face course. CERGE-EI has a great deal to offer in this respect, with our resources of highly credible professors and enthusiastic teaching fellows. |
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| [[:public:presentation:presentation-402|CERGE-EI’s new Digital Media Center**]] offers opportunities for our professors to share lessons and collaborate with the wider CEE community, and it’s a great time to start exploring its possibilities. [[:public:teaching:lifesize|**Synchronous platforms including Lifesize]] [[:public:teaching:lifesize| (and Zoom)]] give each professor the tools s/he needs to deliver effective courses from any location with a solid internet connection (rather stable in terms of both upload and download, than fast) | [[:public:presentation:presentation-402|CERGE-EI’s new Digital Media Center]] offers opportunities for our professors to share lessons and collaborate with the wider CEE community, and it’s a great time to start exploring its possibilities. [[:public:teaching:lifesize|Synchronous platforms including Lifesize]] [[:public:teaching:lifesize| (and Zoom)]] give each professor the tools s/he needs to deliver effective courses from any location with a solid internet connection (rather stable in terms of both upload and download, than fast) |
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| **Asynchronous strategies** for delivering course materials can also be useful. Read more below! | **Asynchronous strategies** for delivering course materials can also be useful. Read more below! |
| **Flip the classroom.** Send them slides and lecture notes for self-study and then plan a distance lesson to walk through the main points and field questions and discussion. Or narrate the slides via a recording so students can watch the lecture on their own time (and go back if they need to), and hold discussion sessions live afterward. Students are more likely to participate in class if they have time to think content through in advance. | **Flip the classroom.** Send them slides and lecture notes for self-study and then plan a distance lesson to walk through the main points and field questions and discussion. Or narrate the slides via a recording so students can watch the lecture on their own time (and go back if they need to), and hold discussion sessions live afterward. Students are more likely to participate in class if they have time to think content through in advance. |
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| **Using a chat or conversation/messaging function can be handy.** If you pose a question/s and require each student (or a student team representative) to write some sort of answer, and if they can see each other’s answers, the fact that their answers are public to the cohort can push students to invest some time and energy in their answers so as not to appear stupid or uninformed to their peers. One idea is to have one (different) problem for every group of 3 or 4 students to solve. Each group should post their solution/s (and maybe rationale) to the problem, and then the other groups should comment on the solutions produced to all problems. Many variations on this theme exist, of course. | **Using a chat or conversation/messaging function can be handy.** If you pose a question/s and require each student (or a student team representative) to write some sort of answer, and if they can see each other’s answers, the fact that their answers are public to the cohort can push students to invest some time and energy in their answers so as not to appear stupid or uninformed to their peers. One idea is to have one (different) problem for every group of 3 or 4 students to solve. Each group should post their solution/s (and maybe rationale) to the problem, and then the other groups should comment on the solutions produced to all problems. Many variations on this theme exist, of course. Students can also be encouraged or required to **comment on each other's draft papers** in this manner. |
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| Ask students to work in **small study teams** (via distance of course!). Any time you can ask students to 'teach' each other is a rich opportunity for them to learn. For example, after a lesson, study groups can work together to summarize the main points, discuss what they learned, plan questions or comments about the content, and discuss ways the content could be applied or extended. Then the study group leader can be responsible for presenting their team's outputs in the first part of the next distance class. S/he will then be prepared in advance to participate in the lesson on behalf of the whole team, and you will have a more manageable number of students speaking. | Ask students to work in **small study teams** (via distance of course!). Any time you can ask students to 'teach' each other is a rich opportunity for them to learn. For example, after a lesson, study groups can work together to summarize the main points, discuss what they learned, plan questions or comments about the content, and discuss ways the content could be applied or extended. Then the study group leader can be responsible for presenting their team's outputs in the first part of the next distance class. S/he will then be prepared in advance to participate in the lesson on behalf of the whole team, and you will have a more manageable number of students speaking. |