Durante ese tiempo en clase, normalmente hablo durante unos minutos y luego hago una pregunta. Les doy a mis alumnos un par de minutos para que lo piensen. A menudo utilizo clickers o Poll Everywhere para hacer que se comprometan con una respuesta, pero siempre existe ese componente de: "Habla con las personas que tienes cerca y discute la pregunta ”.
Después de eso, llamaré al azar a un estudiante que comparta la conversación que estaba sucediendo con el resto de la clase, y luego proporcionaré comentarios. Y esa es la estrategia de pensar-par-compartir.
Utilizo este enfoque porque sabemos que cuando los estudiantes hablan entre ellos, cuando participan en conversaciones, explican cosas a sus compañeros y, a veces, discuten, es cuando ocurre la magia. Ahí es cuando aprenden. Y tenemos mucha evidencia de eso.
Now that we [have] moved online, and I am teaching using Zoom primarily, my question was: How do I translate this peer-instruction strategy to an online environment?
We came up with this model in which we use breakout rooms in Zoom and a Google Doc.
The Google doc contains all the questions that I want to ask during the session. It includes, in addition to the specific questions, plots and diagrams and sketches, all the information that the students need to answer those questions. You can think of it like a traditional worksheet, but in Google Docs.
And that “worksheet” is replicated as many times as the number of breakout rooms. But all in the same document. So, we have breakout room number one, two, three, four and so on, and each of them contain those questions, plots, diagrams and sketches.
In addition, each worksheet also has “roles” for the students. I normally have four students per breakout room, so I normally use four roles:
The Moderator, who is in charge of facilitating the conversation.
The Timekeeper, who keeps the group on track by being mindful of the time.
The Note Taker, who takes notes of the group discussion in the Google Doc.
The Reporter, who will summarize the group’s discussion to the class.
So, this is how it works: we start the class in Zoom, in the main room, and then I talk for a few minutes and I will ask a question – the first question in the worksheet.
Now instead of having the students talking to each other, I will send them to the breakout rooms, where they discuss the question. After a few minutes, I bring them back to the main room, and I will randomly call a breakout room, where the reporter explains the answer or the conversation that was going on in that breakout room.
And now the class is just a back and forth from the breakout room, where students talk, to the main room, where we, as a class, discuss the question.
After using this strategy for quite some time now, I found to be very important that I create a very clear structure and expectations, so students know exactly what they have to do in every moment, what is the question they have to answer.
So with that we avoid when students are sent to the breakout room, that moment when they are like “So, what are we supposed to do now? What was the question?”
Everybody participates, that’s why we have specific roles for each student in the breakout room: four students, four roles. And those roles remain for the entire session.
I try to keep the time in the breakout room relatively short, just a few minutes, enough time for the students to answer one or two questions, no more. And then I go back and forth from the breakout room to the main room, as many times as I need.
When we come back from the breakout room, I always honour the question that students were working on, and discuss it. Students need to see the value of their conversation.
Finalmente, y esto es muy importante: los estudiantes están trabajando en un documento de Google, recuerde que hay un tomador de notas, que toma notas de la conversación, para que pueda leer en tiempo real todas las "conversaciones" que están sucediendo. Por lo tanto, siempre estoy atento, y si veo que hay un grupo que se está quedando atrás o que tiene problemas, entro en esa sala de reuniones y brindo ayuda o retroalimentación, de la misma manera que lo haría si escuchara esa conversación. en la clase.
Espero que ayude.
Ciao.
Este video fue producido por José Guzman, profesor asistente de la Facultad de Ciencias Acuáticas y Pesqueras de la Universidad de Washington .
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