Oral Summary: Students are each given a specific aspect of a topic, and asked to create a 4 minute oral explanation of it. The oral explanation is then shared with the other members of the class, either as a recording shared online, or through a live presentation during a scheduled session. This can work well when all the participating students are then asked to write a short summary of each of the aspects explained. In addition to providing students with an opportunity to learn more about the aspects, this also provides you the teacher with useful feedback about the aspects which students have not understood as well as needed.
Oral Summary; Self Assessment
Develop instructional videos for announcements, learning activities and discussions.
Provide quizzes within videos; provide video feedback, One Minute Video: How much could you explain in one minute? At the end of class, set a timer and ask students to record their most eye-opening revelation or biggest question. This activity lets students reflect on learning and build writing skills – plus you’ll get a window into their understandings and misunderstandings.
Digital story development:
Students (as individuals, pairs, or in groups) are provided with a scenario or case study which they must analyze. They prepare a 5 minute digital story that explains what the relevant issues are, including the stakeholders, the options, the impacts and consequences etc (as relevant to your discipline and context). These digital stories are shared on Panopto, and used in subsequent sessions for class analysis, for peer-feedback or assessment, for oral advocacy where the author(s) of the digital story respond to questions about the content, defending and explaining their reasoning, or for formal assessment and feedback from the teacher, among other uses.
Concept Mapping - Different Diagnosis activity: Write a concept on the board in Padlet that requires problem-solving (Example: chest pain). Direct the class to write everything that relates to that concept under Padlet card (Example: Write all the possible causes of chest pain) Go through each item on the board and "rule out" to determine a differential diagnosis to the problem. Students should discuss why and why not or include testing that would determine a final differential diagnosis.
Infographic: ask students to produce an infographic to explain, describe, and visualize information pertaining to the topic/context. The production of the infographic can be worked on by students outside of scheduled sessions, and should be shared with the whole class. The infographics could also be used as a starting point for further analyses and/or discussions.
Watch videos, complete the tasks within the site
Oral Summary: Students are each given a specific aspect of a topic, and asked to create a 4 minute oral explanation of it. The oral explanation is then shared with the other members of the class, either as a recording shared online, or through a live presentation during a scheduled session. This can work well when all the participating students are then asked to write a short summary of each of the aspects explained. In addition to providing students with an opportunity to learn more about the aspects, this also provides you the teacher with useful feedback about the aspects which students have not understood as well as needed.
Develop instructional videos for announcements, learning activities and discussions.
Watch videos, complete the tasks within the site
Concept Mapping - Different Diagnosis activity: Write a concept on the board in Padlet that requires problem-solving (Example: chest pain). Direct the class to write everything that relates to that concept under Padlet card (Example: Write all the possible causes of chest pain) Go through each item on the board and "rule out" to determine a differential diagnosis to the problem. Students should discuss why and why not or include testing that would determine a final differential diagnosis.
Provide quizzes within videos; provide video feedback, One Minute Video: How much could you explain in one minute? At the end of class, set a timer and ask students to record their most eye-opening revelation or biggest question. This activity lets students reflect on learning and build writing skills – plus you’ll get a window into their understandings and misunderstandings.
Digital story development:
Students (as individuals, pairs, or in groups) are provided with a scenario or case study which they must analyze. They prepare a 5 minute digital story that explains what the relevant issues are, including the stakeholders, the options, the impacts and consequences etc (as relevant to your discipline and context). These digital stories are shared on Panopto, and used in subsequent sessions for class analysis, for peer-feedback or assessment, for oral advocacy where the author(s) of the digital story respond to questions about the content, defending and explaining their reasoning, or for formal assessment and feedback from the teacher, among other uses.
Infographic: ask students to produce an infographic to explain, describe, and visualize information pertaining to the topic/context. The production of the infographic can be worked on by students outside of scheduled sessions, and should be shared with the whole class. The infographics could also be used as a starting point for further analyses and/or discussions.
Oral Summary; Self Assessment
