Online Contingency Plan for Educators
This guide is a crash course for how to transfer learning magic from your classroom to an online environment.
- You’ve probably never done this before. That’s ok. We’re here to help.
BGL’s TITAC training method has effectively transitioned classroom teachers to online environments for over a decade.
- We recently presented this method at the NCCE conference in Seattle. Here are the slides from that presentation which can support overview training.
This training video is an overview of BGL’s TITAC method for how to teach over interactive video.
- Due to our decade-long experience in the field we find ourselves in a unique position to support educators so that learning can continue during school closures.
- Check our YouTube channel for updates.
Other Tips for Teachers Quickly Transitioning Online
- Even though you know your students already, treat it like the first day of school. Spend time first building community and your routines for this new virtual classroom.
- If possible split your class into small groups. Large groups will be harder to manage especially at first. If large groups are inevitable, Zoom’s breakout rooms are a good way make things more manageable.
- Make sure your students or an adult in the room are prepped on how to use the technology you plan to use. Especially important will be the ability to mute people; they will be in their homes and random noises can disrupt the lesson. In Zoom, you yourself as the host of the meeting can mute participants.
- Many teachers will not connect with their students daily over video conferencing. To stay connected to your students record a short video greeting every day. This is an uncertain time for your students and you are a grounding force in your students’ lives. Little efforts toward human connection can go a long way toward keeping them feeling safe and engaged.
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Here’s a Summary of TITAC (Also Covered in the Video Above):
This resource is intended to help quickly transition teachers to an online teaching environment using interactive video conferencing (IVC).
Distance learning and teaching vary widely in methodology, with some online classrooms having equivalent (Bernard, Abrami, Lou, Borokhovski, Wade, Wozney, Wallet, Fiset, & Huang, 2004; Cavanaugh, Gillan, Kromrey, Hess, & Blomeyer, 2004; Bertsch, Callas, Rubin, Caputo, & Ricci, 2007) or even greater success than traditional classrooms (Harris-Packer, J. D., & Ségol, G. , 2015) . Given that online teaching and IVC are not monolithic, constant forces with consistent elements, BGL has developed the TITAC method to create a powerful education environment.
TITAC Method Overview:
- Teacher – The IVC teacher is effective and highly engaging.
- Interaction – Meaningful interaction is central to lesson design.
- Technology – The technology used is driven by learning goals and enhances the learning experience.
- Aesthetics – The aesthetics of the lesson engage the learners.
- Collaboration – Open communication facilitates collaboration between all stakeholders.
TITAC Best Practices for Online Teaching Using IVC:
- Teacher: The teacher is effective and extra engaging.
- The lesson design, pedagogy, teaching methods and tools are founded in best practices, meticulously planned and optimized for the student population and delivered effectively.
- The IVC teacher brings excitement and passion that extend beyond the 2-dimensionality of the medium.
- The IVC teacher’s word choice, pace of speech and intonation are appropriate for the medium and audience.
- Interaction – Meaningful interaction is central to the experience.
- The students have frequent opportunities to lead and to share their ideas.
- A sense of global citizenship – including cultural respect and empathy – is developed while connecting with otherwise unattainable people and places.
- The interaction introduces students to and/or reinforces 21st century skills such as communication, collaboration, critical thinking and creativity.
- Technology – The technology used enhances and is driven by the learning experience.
- Operation of supplementary technology is internalized and back-up plans are on the ready.
- All stakeholders are invested in the capacity of technology to redefine education and prepare students for the future.
- In 1:1 environments, blended learning tools redefine student work and teacher assessment.
- Aesthetics – The presentation looks and sounds good.
- The IVC setting and all people in it are camera-ready and professional.
- The IVC feed is well-framed, well-lit, has good acoustics and good use of color.
- The IVC visual and aural experience is multi-dimensional and dynamic.
- Any digital resources are pithy, visible and well-designed.
- Collaboration – The relationship of stakeholders to each other is communicative and collaborative.
- Teacher roles – both on-site and IVC – are well-defined beforehand including classroom management and assessment.
- The teachers have an open back channel with which to communicate during class.
- All teachers know the lesson plan, design and contingency plans and discuss these beforehand.
- The classroom teacher handles individual behavior management.
- The IVC teacher has an accurate class roster.
In addition to the free resources that will be available soon on our YouTube channel and our website. Follow up training sessions are available by writing to firstname.lastname@example.org or by clicking here.
Teaching with IVC removes limitations of physical location and therefore dramatically expands possibilities for human connection. Mastering these connections is critical in a world where unanticipated school closures can restrict access to education and where demand for flexible school environments is increasing. IVC prepares students for a future where essential human skills are prioritized and technological advances create unprecedented opportunity for widespread collaboration. Therefore, more than ever, a model for delivering high-quality educational experiences over IVC is essential.
This model is based on 10+ years experience teaching over IVC trans-nationally to whole groups of students in Asia. The benefits of this type of IVC education also include 1) the steep reduction of cost and carbon footprints 2) the ability to drastically expand the audience for any given educational content and 3) the real-life human impact of communicating directly with people from different backgrounds. The added challenges of IVC include logistical complications and the need to develop cultural understanding.
As more providers use IVC to teach, this paper provides a guide map for factors to consider. It is a supplement to established resources such as Ben Newsome’s account of successful STEM experiences over IVC and Cole, Ray and Zanetis’s trailblazing book Videoconferencing for K12 Classrooms. Critically important aspects of the IVC experience – including curricular goals, classroom setup and definition of stakeholders – are described in those resources.