·       Take time to promote reactions – I like to think that I’m pretty good about getting questions and comments from the class, but I would love to include reactions.  I think this is a good way to get a sense of who’s participating because with reactions, it’s easier for students to participate quickly without waiting for them to think for very long.  It would help me touch base with them without taking too much time away from the lesson.  I could use this during lessons by asking questions such as “how are you all doing? Should I go faster/slower?  Any questions?”  I could also ask questions about the material such as “If an operators utilization is above 100%, what should the process manager consider doing to the production line?” to which the students could answer “go faster” OR “go slower” then have the students explain their answer out loud.  Both of these answers could be correct, depending on the student’s explanation.

·       Divide into smaller groups – I think that I will definitely be using break out rooms in the Fall since I won’t be allowed to do group work in the classroom.  This would be a way for me to use group work in a safe, social-distant environment.  In these break out rooms, I would ask students to work through a series of questions or activities related to a case study.  To monitor progress, I would pop into each break out room at random times.  This is nearly identical to how I ran in-class group work activities.

Lesson content – applying IE principles to a case study to develop recommendations for improvement to a process, then pitch the recommendations to upper management through a Piktochart document

Learning outcomes – how to apply IE principles to make recommendations, how to pitch recommendations in an interesting but factual method

Discussions –recommendations through group collaboration, feedback/suggestions/recommendations to peers about their Piktochart (after submission)

Create – develop a Piktochart document which displays/advertises the proposed process recommendations; be sure to address the need of the process and the improvements that the recommendations will provide to the process

One professor asked us to use Twitter as part of our assignments to document and distribute our homework assignments. This idea is something I want to initiate with an added twist. I think incorporating a reflective piece on what our identity is in terms of the content we distribute, share/like, etc. to understand our values, interests, and how to be strategic as posting your opinions on Twitter (depending on context) can be challenged by the public. It allows students to become more aware of their social presence as well as enhance their audiences by seeing who they follow or may follow in the future, including mentors and how their audience responds to their information. 

All elements of this incorporate the desire for community as we represent the area we produce news on, effectively summarize events, and awareness about our audiences as well as our positionally. 
-Tabitha Dyer

The agenda is central to organization, no matter what the delivery of the material is. In my other teaching courses, I learned each lecture/component of the course should be divided into no more than three or four smaller lessons; this gives students a chance to absorb the material.
3) "Divide into smaller groups for a discussion on a certain topic. You can use Zoom’s Breakout Room feature to either pre-assign or auto-assign students into groups for a short period of time so they may discuss things together."
The Zoom breakout room is the online window for the traditional Think-Pair-Share classroom technique: https://www.wgu.edu/heyteach/article/how-think-pair-share-activity-can-improve-your-classroom-discussions1704.html
I think these classroom activities are beneficial because students are able to express their ideas to their peers in a smaller setting, and then contribute to the overall conversation with the class.

One example of a sociological lesson utilizing breakout rooms could be the examination of China's culture as a class, where breakout rooms examine individual components of culture. One breakout room is to report on China's education system. Another breakout room is to report on China's food, fashion, music, etc. Another breakout room is to report on technology in China.

Students could be given structure with a worksheet that contains open-ended questions to guide student conversations. The breakout room that is to examine China's education system may start off with basic questions like demographics, wealth distribution, geographical components, and continue from there.

Progress is monitored through oral presentation and quality of responses on the worksheet.

-Shyanne Hilliard

The content of my lesson includes the exposure to and importance of sociology as a discipline. In groups, students use their first slide to explain why studying sociology is especially important in 2020. On the next slide, as a group, students take this lesson further and  contribute by typing a paragraph  that describes how a Key Sociology Theorist would view the COVID-19 pandemic. What would this theorist have to say about it based on their sociological perspective? As students share their paragraphs about different theorists, they are exposed to information in a concise and user-friendly way. Lastly, students would be required to  write a paragraph on the slide that explains how their culture has been affected COVID-19. Visual aids would be a requirement for this project.

A Google Slides show that documents their group responses to these topics. Ultimately, these slide shows will be presented for the entire class. These slide shows include concise writing and visual aids.