1.
Best Practices for Remote Teaching
Dr. Maria Andersen, CEO, Coursetune
Adjunct Faculty, Westminster College
@busynessgirl, maria@coursetune.com

2.
What a long,
strange week
we are having.

3.
REMOTE
is not
ONLINE
REMOTE CLASSES
Mostly synchronous
Meets at scheduled times
Primarily utilizes virtual
meetings
Can be used anytime
ONLINE CLASSES
Mostly asynchronous
Rarely meets at
scheduled times
Primarily utilizes an LMS
(Canvas, Brightspace,
Moodle, Blackboard)
Requires careful
curriculum and
instructional design

4.
The glass is half-empty because
you drank the first half already.
The glass is half-full because this
is an opportunity to learn and try
something new and for once your
administration won’t tell you no!

5.
Remote Teaching Should Be in Your Teaching Toolbelt

6.
Move to new types of Assessment:
Assessment is more than Tests

7.
The Pressure Opportunity to Change

8.
Remote
Teaching is
Similar to F2F
Teaching
You can see your students and they can see you
You can have discussions
You can "write on the board"
Students can work in small groups
You can use active learning techniques

9.
But what if they don’t pay attention?

10.
They might not have been paying attention.

11.
Virtual
Meeting
Rooms -
Preparation
• Make sure you know how video and
audio mute work
• Make sure you know how to share
your browser or desktop
• Make sure you know how to stop
sharing your browser or desktop
• Find where the chat window is –
private chat vs public chat
• Clean up your desktop, browser tabs,
and bookmark folders
• Try features like “Raising Hands” or
answering “Yes/No” questions from
the teacher and student side

12.
Practice
sending a chat
message
Send a private chat to me:
What school do you teach for?
Then send a public chat to all:
What is the strangest thing
you’ve seen this week?

13.
Virtual
Meeting
Rooms -
Logistics
Record
Set meeting to auto-record
(because you’ll forget)
Mute Set students for “Mute on
Entry” (to minimize noise)
Waiting
Set for waiting room or enter
before host
Notes
Keep a paper class list by your
computer to take notes
Scene Check the scene behind you

14.
Virtual
Meeting
Rooms –
First Session
• Setting expectations for all your
sessions
• Suggest (but don’t demand) students
be on video
• Set policies around getting full
attention – “Stretch and watch”
• Practice “Raising Hands” (if that is an
option)
• Practice unmuting to answer a
question – “Where are you learning
from today?” Goal: Everyone tries by
the end of the session.

15.
The chat panel has
pedagogical
superpowers ... if you
know how to use it.

16.
3-2-1-Go
Method

17.
What gaffes have
you experienced
in a remote
meeting? (select
all that apply)
A) Someone taking another call
B) Someone using the bathroom
C) Someone wearing “business mullet”
D) Someone sending an obviously private
chat to the whole group
3-2-1-GO
TYPE YOUR ANSWER BUT DO NOT
PRESS ENTER UNTIL I TELL YOU TO.
PRACTICE

18.
What is your
biggest worry
about remote
teaching?
Answer in the chat window.
3-2-1-GO
TYPE YOUR ANSWER BUT DO NOT
PRESS ENTER UNTIL I TELL YOU TO.
LET’S TRY AGAIN!

19.
What makes the
3-2-1-GO chat
discussion better
than F2F
discussion?
Answer in the chat window.
3-2-1-GO
TYPE YOUR ANSWER BUT DO NOT
PRESS ENTER UNTIL I TELL YOU TO.
THE REALIZATION ...

20.
Small Group
Discussions:
Think-Pair-
Share

21.
What is Think-Pair-Share (TPS)?
THINK – Pose a question or
problem for students to think
about, jot down notes about, or
solve on their own for 1-3 minutes.
PAIR – Place students in small
groups or pairs to discuss the
similarities and differences in their
answers and reach a consensus.
SHARE – Ask selected groups or
pairs to share with the class.

22.
Many Virtual Meeting Platforms Have Breakout Group Options

23.
Students can work together, you can move between
groups, and students can ask for help

24.
THINK: How will
students be
affected by the
COVID-19 virus?
ANOTHER OPTION: SYNCHRONOUS DOCUMENTS
Jot down your own thoughts.
You have 1 minute.

25.
PAIR: How will
students be
affected by the
COVID-19 virus?
ANOTHER OPTION: SYNCHRONOUS DOCUMENTS
Go to the designated Google Doc
and work with your group to make
a consolidated list with more
detail.
See Chat Window for Links:
Last names A-F
Last names G-M
Last names N-S
Last names T-Z

26.
SHARE: How will
students be
affected by the
COVID-19 virus?
ANOTHER OPTION: SYNCHRONOUS DOCUMENTS
Exit slides and share browser
with documents in tabs.

27.
Prepare the
Docs Ahead
of Time with
links so that
you can
easily share
in chat.

28.
You can write “on the
board” in real time
I tried a LOT of options. USB tablets, PC
tablets, iPads, synchronous smartphone
apps.
The simplest solution is to make a $99
investment in an IPEVO Ultra High
Definition USB Document Camera.
https://amzn.to/2U1VbbA
LET ME DEMONSTRATE

29.
Logistics for a
Doc Camera
1. SHARE YOUR FULL
SCREEN
2. GO TO THE DOC
CAMERA APP AND MAKE
IT FULL SCREEN

30.
With a
Document
Camera
You can show problems in a book
Walk through completing a worksheet
Share handwritten solutions
Demonstrate experiments
Use math manipulatives

31.
How will students share
handwritten work in
discussions?
• They will talk about what they
wrote (isn’t that a win?)
• They can hold a paper up to the
camera to show classmates their
work or a diagram

32.
If you
happen to
have a PC
tablet, try
out
Microsoft
OneNote.

33.
LMS tools for facilitating
“what you do in the classroom”
• Discussion Forums
• Peer Review
Assignments
• Video Discussion
Tools (add-ons)
GET HELP FROM
AN EXPERT OR
THE PEDAGOGY
AND EXECUTION
WILL BE POOR

34.
Let’s talk about Summative Assessment

35.
Students need a way to
turn in work just like
they would in class.
Many apps turn your
phone into a scanner
and convert photos to
PDFs.

36.
Students will need to
have a low-stakes
practice run (or two)
Uploading Docs Using the CamScanner App
https://www.youtube.com/watch?v=5KQ-ySs03Wo&t=22s

37.
Proctoring
Strategies
Time-boxed: From download to
submission is a set time.
Consider open notebook assessments
(anything they can write down will be
allowed)
Remember students might not be able
to print (they will have to see their
screen)
Students handwrite and sign a short
academic integrity statement at the
beginning of their exam.

38.
Don’t use Googleable Questions

39.
Assessment
Transformation
GOOGLEABLE
What is the vertex of the
given function?
NOT SO GOOGLEABLE
List at ten properties of
the given function.

40.
Assessment
Transformation
GOOGLEABLE
Define the word
“integrity”
NOT SO GOOGLEABLE
Give an example from
your own life that
shows how someone
without integrity might
behave.

41.
Assessment
Transformation
GOOGLEABLE
Solve the problem ...
NOT SO GOOGLEABLE
The solution to the
above problem is ...
Now explain how to
another student how
you can solve it.

42.
Assessment
Transformation
GOOGLEABLE
What are the symptoms
of COVID-19?
NOT SO GOOGLEABLE
Given these symptoms
..., is a patient more
likely to have a cold, the
flu, or COVID-19?
Explain your reasoning.

43.
But maybe can we rethink assessment just a little?

44.
How deeply
do students
need to know
the skill or
information?

45.
What are
assessment
alternatives
to traditional
tests?
Answer in the chat window.
3-2-1-GO
TYPE YOUR ANSWER BUT DO NOT
PRESS ENTER UNTIL I TELL YOU TO.

46.
Alternative Assessments
• Make a 5-minute, 20-slide
presentation
• Draft a blog post for a chosen
audience
• Write a memo to persuade
• Design an infographic
• Make a TikTok to inform
• Do a teaching demo for a topic
Give the students some
agency in choosing the topic
or format.
Provide a clear rubric for
grading.

47.
Recording
Videos
Drop any expectations that you’re going to somehow
record all your lectures.
Record short help videos where needed.
Sound is very important
It’s easier to cut than to splice
Free TechSmith SnagIt through June
https://discover.techsmith.com/remote-techsmith/

48.
You can do this!

49.
Questions?
Dr. Maria Andersen, CEO, Coursetune
Adjunct Faculty, Westminster College
@busynessgirl, maria@coursetune.com