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  • 1.  Synchronous in-person & virtual activities

    Posted 13-01-2022 07:14 PM
    Greetings TESOL Colleagues,

    I'm curious if any of you have ideas to share about structured activities that can be done simultaneously with in-person students and students on Zoom?

    As I plan for my spring courses, I have to prepare to accommodate students who may be quarantining and thus attending class virtually. My undergraduate teacher education courses will primarily be in person, but I want to make sure that students who may be attending virtually are also able to participate. I have thought of discussions and Canvas boards, but are there any other ways that students might be able to interact from home with in-person students, or vice versa, synchronously?

    Thanks for any ideas you might have to share!

    Chelsea Walter
    CLD Education, Colorado College
    Chair-Elect, TESOL Membership Professional Council
    United States

  • 2.  RE: Synchronous in-person & virtual activities

    Posted 14-01-2022 10:47 AM

    Hi Chelsea,
    I think there are a number of tasks and activities (routines) that can be done synchronously in the learning environment you describe, but it would help to know if the in-person learners will be using their phones or other devices to connect to their classmates on Zoom, whether the learners on Zoom are being projected on a screen in the classroom, and whether the learners in the class are seen by the learners in quarantine. If learners on Zoom are unable to be heard in the class, you'll want to have someone as the "voice of the chat" in the classroom.
    Here are a few ideas that may be what you're looking for-- (I would, however, ask your learners for ideas, especially since they may face this very issue when they enter the field. ;-) )
    Paired Reading - (two separate texts v. jigsaw with a text cut apart) Pairs (one in-class and one online learner) meet in breakout rooms (in-class learners on their phones and headphones) to discuss their text, respond to text-dependent questions then join another pair in a breakout room to teach about their texts. The teams collaborate to respond to a question or prompt that builds on the content of both texts.
    Virtual toss the ball for surveying (gathering data) about the group, demonstrating a substitution (or other) drill or pronunciation practice.
    • Jamboard "Notice and Wonder" - All learners go to a Google Jamboard to post what they notice, what they wonder about a presentation you've made to the class, then Zoom and in-person learners discuss their responses on mic or in the chat.

    I'm not sure if this chart on transferring in-person practices to remote instruction would be helpful, but I've linked it --just in case.


    Jayme Adelson-Goldstein
    Lighthearted Learning

  • 3.  RE: Synchronous in-person & virtual activities

    Posted 14-01-2022 11:22 AM
    Chelsea -

    I currently teach Pronunciation and Writing classes to ESL students at the college level. We use Zoom to connect the students who are only on-line with those who are on campus. I have used breakout rooms in Zoom for the students to brainstorm discussion topics or to practice dialogues. They also meet and complete worksheets or wikis on various topics. They can also be in breakout rooms to do virtual field trips or webquests and joint research projects. I can move from breakout room to breakout room to check on progress or answer questions. After breaout group times, there is a large group time where groups share what they discussed. In large groups, everyone from the group talks. Group share might be a presentation, a dialogue, a short video.... numerous things. As a large group, students call on each other as we review practice exercises and dialogues. By them calling on each other, they learn to understand not just my accent but each others.

    Hope these help.
    Judy Morton

    Judy Morton
    Dallas Baptist University