![]() ![]() Then, we displayed the board on a shared screen and invited participants to write, using Zoom’s annotation tools, the correct names in each square. Well, we adapted this for the virtual classroom: We used the Flipgrid introduction videos to populate a Bingo board, with each space including a statement about one of the participants. The student writes down the person’s name, and the first student to get five in a row - or fill out the whole board - wins. You might be familiar with the game Human Bingo: students walk around the room and mingle until they find someone that matches the facts listed on a bingo-style sheet. Need ideas for questions to ask? Check out our 550 Prompts for Personal and Narrative Writing. Start by posting your own video answering the questions you ask students and reply to them as they post their own. The default video length is 90 seconds, but you can adjust it to anywhere between 15 seconds and 5 minutes. Teachers will need to create a class Flipgrid account. It was a way for participants to get to know one another and make connections before the sessions even started. What’s one thing that people don’t know about you by looking at you?Īfter they posted their own videos, we asked them to reply to at least one other person’s introduction. If you had to eat one thing for the rest of your life, what would it be? ![]() What’s your favorite show to binge-watch? Then, learners record and share short videos to respond.īefore our summer institute began, we asked our Teaching Project participants to create short Flipgrid videos introducing themselves, including their name, pronouns, subject area, location and the answer to a fun question of their choice: It’s easy: You create a discussion topic. ![]() This activity works best using the “gallery view” or something similar so you can see all participants.įlipgrid is a video discussion tool that allows you to have face-to-face conversations without being in the same place at the same time. Instead of having students jump on the mic whenever they have a statement, you might have them use the “raise hand” icon or group chat to volunteer. If you’re concerned that students might have trouble coming up with statements about themselves, you can provide the class with a list of possibilities from which to choose: “I like mint chocolate chip ice cream.” “I have never tried surfing.” “Math is my favorite subject. Teachers need to have a remote learning classroom space that allows individual students to control their cameras and microphones. Then, one person came on camera and shared a statement about themselves like, “I have a sister.” Anyone else who had a sister turned on his or her camera and said, “That’s me!” Then, everyone turned their cameras and microphones back off and the next person made a statement. To set up the activity, everyone started with their cameras and microphones turned off. “I have two cats.” “I love eating Oreos dipped in peanut butter.” “I speak two languages at home.” These are the kinds of personal statements participants shared during our game of That’s Me. If we were doing this with students, we might give the class two minutes to write down some ideas in their notebooks before pairing them up to discuss. Your students might need more or less time. We gave participants four minutes to chat. We put participants in groups of two, but if you’re starting the school year with this activity, consider that students might feel most comfortable talking in a group of three or four. The teacher will need the ability to create breakout rooms and assign students to them on their digital learning platform. Please note: The activities we describe below were all conducted via Zoom, but many other video conferencing platforms have similar capabilities. How are you planning to get to know your students while teaching remotely this school year? Let us know in the comments. After several participants told us they planned to start the school year with some of these activities, we thought we should share them with all of our readers. They come from the community building exercises we used during our three-day virtual New York Times Teaching Project summer institute. To support educators who are trying to do this, we’ve compiled a list of strategies that can foster meaningful relationships and authentic connection in the virtual classroom. This fall, not only will many educators continue that same work, but they will have the added challenge of building community with students they’ve never met. When schools transitioned to remote learning in the spring, teachers worked quickly to adapt lesson plans and curriculums for virtual classes, while also trying to maintain community and connection. ![]()
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