Ways to Plan for Online Group Discussions through Distance Learning
Small-group discussions in education are a type of collaboration that is critical for learning. With the likelihood of students spending some time at home learning next school year, the importance of planning for these discussion opportunities is especially important.
According to Rhonda Bondie of Harvard’s Graduate School of Education, “Small peer-group discussions enable students to practice academic language, gain feedback on their ideas, and further understanding. Students need to engage with their peers to know that they belong and are valued members of many communities, especially their school community.”
Rhonda also advises there are three techniques that teachers can use to work productive group discussions into their curriculum, while also measuring learning.
Create a Central Note Taking Document
When breaking students up into small group discussions, instruct them to use a Google Doc as a central location for note taking during their discussion. This will allow teachers to monitor and guide discussions in real-time. Bondie notes “When the teacher sees a group having difficulty getting started, then the teacher can enter that breakout room to help.”
You can use the same discussion techniques you use in class to help you guide conversation online. Use graphics and provide clear direction on what is expected. Also, include links and references to helpful resources. According to Bondie, teachers can set a standard by including “high-quality criteria in the note catcher as a means for students to monitor their responses and to add challenge to the discussion.”
Create Pre-Assignments
Teachers can help prepare their students for group discussions and projects by creating “pre-assignments” that will help them collect their thoughts and create questions in one common place. By using free resources like Google Slides, Flipgrid or VoiceThread, students can create slide shows and record responses to complete pre-assignments. This will allow the teacher to review the responses and craft groups and discussion topics based on the findings of the pre-assignment.
Gathering Feedback
Understanding what a student took away from a group discussion or project can be hard to determine in an online setting. Through the use of an online form such as a Google Form, Bondie suggests surveying your students shortly after a group project is completed so that it’s fresh in their minds. “Students have a tendency not to complete surveys after class, so incorporate the survey into lessons. Students generate incredibly useful ideas that often solve technical problems and promote better learning for everyone.”
Story via Edutopia
