Discussion boards/forums can be useful in expanding already acquired knowledge and creating meaningful, educational conversations, interactions, and theories. Teachers can post a discussion topic. In turn, students respond to that topic, by answering the question or adding evidence that supports or opposes the view presented. 

 

A discussion board/forum is a useful strategy for distance learning because it allows students to develop critical thinking skills and motivates students to find evidence to “defend” their position. In addition, it teaches students how to articulate their thoughts and ideas, even if they differ from the general population, and allows the teacher to check for understanding. (Amirali, 2019). This allows the teacher to rectify any misconceptions about a topic. This strategy can be used in grades 4-12, varying in the complexity of the conversations. The discussion board is adaptable for all learning styles and for students who may need support or have learning accommodations. Text to speech/speech to text, immersive reader, and video options can all be used to participate in the discussion board, making it quite adaptive.

 

 

     1. Students can develop confidence in articulating their thoughts.

     2. It allows different points of views to be explored and perhaps clarify misconceptions. 

 

     1.   Students may get distracted, and the conversation can go off track.

     2.   Comments may be inappropriate or misconstrued and cause animosity within the group.

 

Canva, Padlet, Nearpod, and Flip are just a few of the tools that can be used to create a discussion board/forum.  These tools allow students to be active participants in their learning, making it more authentic. They all have audio, video, and written word capabilities making them diverse and beneficial as differentiation learning tools.

Reference:
Amirali, A. (2019, August 18). The online discussion boards – A classroom pedagogical tool | How to use guide | Pros & cons [web log]. Retrieved August 1, 2022, from https://myreadables.com/the-online-discussion-boards-a-classroom-pedagogical-tool-how-to-use-guide-pros-cons/

 

Games have been used to entertain people from the earliest days of Tic-Tac-Toe. So why not use that to our advantage in education? Gamification is simply the use of games to enhance learning (Buljan, 2021).  Teachers can utilize this strategy to reinforce skills in Math, Language Arts, and many other subjects. It is a strategy that can develop communication skills and critical thinking processes. Providing games as a strategy for engagement is a smart and innovative way to engage students.

 

Some people may view gamification as a waste of time or consisting of little to no educational benefit, however that is not the case. Gamification can be a vital tool in engaging and stimulating students in learning, offering immediate feedback, and providing more real-life application of knowledge (Mulkeen, 2018). Games such as Minecraft and Kahoot challenge students to think critically and use their problem-solving skills, along with enhancing their collaboration skills. From the “littles” in kindergarten up to the “upperclassmen” of high schoolers and beyond, it takes learning to a different level. 

 

 Pros/Cons

 

     1. The desire to achieve rewards, ribbons, etc, motivates the students to push forward and achieve their goals. 

     2. It makes the concepts more concrete and applicable to real life.

 

     1.   It could cause students to become isolated from the group.

     2.   The development of social, emotional, and physical ailments from constant use of technology

 

Kahoot!, Quizizz, and even Minecraft can enhance a student’s engagement and learning. While playing the games, students are developing critical thinking and problem-solving skills. They are applying the knowledge they learned to situations and building upon it with every “level” of the game that is achieved. 

 

Reference:
Buljan, M. (2021). Gamification for learning: Strategies and examples. https://elearningindustry.com/gamification-for-learning-strategies-and-examples

 

 

 

 

During synchronous distance learning, a teacher can give a story element scenario, present a math equation, or ask for the chemical compound of an element. Students can work out the problem and answer the question presented on the screen using the chat feature in a Learning Management System.

 

Using the chat feature in a Learning Management System can motivate students to participate in class discussions without having the stress of verbalizing or finding the “right” words to express themselves (Minero, 2020). It can be especially helpful for K-3 students and those who have learning differences and require accommodations. Instead of having to input words, they can use emojis and symbols to express their answers. Students who need assistive technologies can use the text to speech features or assistive keyboards. For grades 4-12, it can also stimulate a healthy sense of competition, motivating a student to think critically and participate in the lesson. A timer can be utilized to encourage personal think time and prevent students from “blurting” the answers out.

 

 

     1. Allows students who are more reserved to participate in   class. 

     2. Prevents the same students from monopolizing the conversation.

 

     1.   Students may have “side” conversation and use the chat when they are not supposed to.

     2.   Difficult to keep track of who has participated and who hasn’t.

 

Moodle and Google classroom are Learning Management Systems that provides a chat feature. These two LMSs provide different accommodation tools such as immersive readers, text to speech/speech to text, different language settings, and the ability to create breakout rooms. These features allow for differentiation based on different learning styles and needs.

Reference:
Minero, E. (2020, August 21). 8 strategies to improve participation in your virtual classroom. Edutopia. https://www.edutopia.org/article/8-strategies-improve-participation-your-virtual-classroom

 

 

 

Creating a virtual scavenger hunt can engage students in their learning (Staake, 2021). Teachers can post items to find, such as a picture that represents Abraham Lincoln, a picture that represents a fractional part, or even words that start with a specific letter for the younger grades. Students can then find or draw a picture that correctly meets the requirements of the item requested. 

 

This is a great way for students in grades K-12 to be engaged and autonomous in the learning process. They have to think about the item being requested and analyze what item would correctly fit the criteria. Once they have the answer, students can find or draw a picture, upload an audio recording, post a video, or even type an explanation that represents their answer. By giving students choice in how to present the answer, it provides options for those who may need accommodations or modifications to their learning. 

 

     1. Requires students to critically think and connect ideas to fulfil the requirement. 

     2. Students have choice in how to present their answer.

     1.   Younger grades may need some help finding/drawing pictures.

     2.   Inappropriate material can be uploaded and visible to all.

  

Padlet is an exceptionally, versatile tool to use for this activity. It is easy to use, keeps things organized, can be set in different languages, provides opportunities for differentiation, and provides different templates to accommodate learning.

Reference:
Staake, J. (2021). Padlet for teachers: The best tips, tricks, and ideas for your classroom https://www.weareteachers.com/padlet-for-teachers/

 

Similar to using the chat feature strategy, a teacher presents a problem to be solved or a task to be completed, such as a Project Based Learning activity. Students take a few minutes to formulate their personal thoughts and ideas. Then students are separated into breakout rooms to brainstorm solutions to the task, and then work together in bring those solutions to fruition. 

 

The breakout rooms allowed students to work together in smaller groups to find the solution to a problem or task provided (Minero, 2020). The smaller break out groups of 4-5 students allows everyone to have a voice instead of competing to be heard in a group of 20-25. This strategy can easily be differentiated to encompass different learning styles, including learning accommodations, and assistive learning tools. In addition, each member can be assigned a role within the group. The Task Masters oversee making sure the conversation flows, limiting distractions, and making sure the focus is on the task at hand. Then there are the Recorders. They are responsible for organizing and capturing information that the group wants to present through the use of Google Docs or other shareable documents. The Timekeeperskeep the group on schedule. Finally, the Presenters use the information gathered by the group and present the information to the other groups. This strategy can be adapted for the younger grades 4-8, however it has the most potential of success in grades 9-12.

 

     1. Gives everyone responsibilities and accountability for the project. 

     2. Develops communication and collaborative skills.

     1.   Students may get distracted and be off task.

     2.   No immediate feedback. Students have to leave the breakout group to ask the teacher for clarification or help.

 

Breakout rooms, Flip, and Google Docs are all tools that can be used with this strategy. They all provide different accommodation tools such as immersive readers, text to speech/speech to text, different language settings and a timer. These features allow students to think-pair-share their ideas and products virtually.

 
Reference:
Minero, E. (2020, August 21). 8 strategies to improve participation in your virtual classroom. Edutopia. https://www.edutopia.org/article/8-strategies-improve-participation-your-virtual-classroom