Continuing with Video Conferencing

In March, I posted information about how I've been using video conferencing with elementary children for probably about 15 years (see post here). From activities with other other classes around the world, to virtual field trips, to read alouds, and even to directing a dog sled team in Alaska, my students have had many fun and educational experiences. In these challenging times, we are trying to figure out how best to work with our students during the 20-21 school year, with the possibility of full distance learning, alternating days of in-person and at home learning, or even in-person but with major modifications. 

One suggestion I've seen is to do some sort of live streaming while there are some students live and some at home. I do have several concerns about a live stream of an elementary classroom all day, including kids having to watch a computer screen for long periods of time, the privacy issues, technical difficulties or just the lack of needed equipment, and providing the best support for those at home. But, if you can make it work for you and your students, I think there could be some great benefits of including video conferencing experiences for kids at the elementary level. Planning now for how to make live video experiences work will give teachers additional tools to use regardless of what our school year looks like.

Tips:

1. One suggestion if you plan to do live video is to have a PLAN B. There are many ways things can go wrong, and I think I've experienced most of them! From freezing video, no audio, lost connection, student misbehavior, it's going to happen. Plan ahead and you can handle it. 

• Make sure the kids know there could be problems and what they are expected to do if there are problems.
• Practice before an actual event. Once children see themselves on screen a few times, most are not as silly. Fortunately, many of our students have now had experiences with video connections and so this will help for future experiences. 
• Give kids paper and a pencil or crayons and have a couple of writing or drawing prompts ready in case there are delays in connection or technical difficulties.
• If possible, when you are connecting with another adult, exchange cell numbers and have your phone ready in case you need to call one another.
• If possible (harder with current physical distancing guidelines) have a spot outside of video view where children who are having a hard time focusing while on the screen can sit and "observe." Then follow up after the event to discuss how things can improve for next time.
• Know how to mute your mic! Whether one child is having a hard time or you need to redirect the class, a quick mute of the mic can help avoid broadcasting what you might want to keep private among those in person.
• Use a small wipe-off board or paper to get a quick message to those in person while not having the message viewed or heard on screen. It could be a prompt to speak louder, a reminder to focus on the speaker, a suggestion to raise hands and take turns talking, or a way to give positive feedback that doesn't interrupt the live discussion. You could also work with kids to come up with nonverbal cues you can use to guide them as well (think sign language). 

2. If possible, have a second adult or a responsible student volunteer who will monitor any type of chat if that is part of your connection. When my students engaged in Zoom calls this year, I had a really hard time following the chat, especially when I was sharing my screen. Students enjoyed the job of monitoring the chat during our calls. This is definitely easier with older children. For those who typically have parents or senior volunteers in your classroom, this could be a great way to include them during a time when they are not permitted in the building (if your school allows this).

3. I have always communicated with parents and my principal when I would be engaging in any type of video connections. My principal was always invited to join us, and parents always had the option to have their child excluded from video/audio. While this very rarely happened, some parents and children do not want to be part of a live event, even when it is not recorded. If so, we make a plan for them to participate out of view. 

4. A half hour is about it! I have found with kids from grades 2-6 that 30-45 minutes is about the amount of time kids will sustain focus on a video connection, depending on the amount of activity happening. If it is lecture and Q&A, plan for a shorter time. If there is some sort of collaboration, physical movement, or reflection time built in, they will hang on for longer. 

5.  Some children get very nervous with live video events. They might not feel comfortable talking or being the focus of the video view. So, you will likely have some children who do not participate in parts of the activity, such as asking questions. This was a major challenge with our live Zoom calls this spring. Consider some other ways for them to participate, such as writing questions on index cards that a student volunteer or teacher reads, a "thumbs up/down" to show agreement/disagreement, etc. At the same time, there might be some students who want to be in the spotlight the whole time. Recognize this is a strength for them but also be prepared to redirect that energy if necessary. Dedicating some time to reflection after the event might help both those who are reluctant to participate and those who want to be in the spotlight to think about how they will engage in future events.

6. I have found that most children use a quiet voice with live video. If your children are also wearing masks and if you cannot have children come close to the mic due to distancing guidelines and not sharing equipment, this could be an issue. I don't have a perfect answer, but you might consider having children practice using a "loud voice" ahead of time, you could be prepared to have to repeat what your children are saying, quick answers (like yes/no) could be written on wipe-off boards or paper, or you could make use of a chat feature. 

7. Remind students that sometimes with video connections there is a delay. They will have to talk slower, and they will have to be prepared for a pause before getting a response. With experience, the children (and adults) will have a better time with this issue.

Resources:

Here are some ways my students and I have connected via live video over the years. These are great experiences for your students in regular times as well as during the pandemic.

1. Skype in the Classroom, including Mystery Skype - Mystery Skype is a great way to connect with other schools. Each class has to ask yes/no questions to try to guess where the other class is located. Some modifications might be needed if physical distance guidelines are in place. There are other suggestions for how to use Skype to connect on the website, including guest speakers and virtual field trips. And you don't necessarily have to use the Skype tool to arrange some of these experiences.

2. Skype a Scientist - a great way to bring experts into your classroom! 

3. See my March post for other Skype/video conferencing suggestions. 

4. Performances - whether it is role playing or acting out a play, a performance is a great way to help kids feel comfortable during a video event and to allow kids to participate whether they are in person or at home. We had a great time performing the Sticky Burr webcomic during our time at home this spring. Check out the comic and accompanying resources. For children who don't want to have a part, they can participate by being the audience and providing positive feedback for the performers. Fun!

5. CILC - Check out these video conference experiences. Some have a cost but some are free.

6. Smithsonian American Art Museum (also posted in CILC) - connect art with history as staff at SAAM engage your students in an interactive event. They are very well organized, help you plan for any technical difficulties, and provide you with resources.

I hope you will take some time to think about how you can bring some creative, interactive video experiences to your students during the next school year. While it can feel risky to have kids involved in live interactions, there are some really great benefits for learners. As with other activities you do with your students, preparing them and yourself ahead of time, including preparing for challenges, will help the live events run smoothly.

I know there are other ideas for using video connections. If you want to share your suggestions or have questions, please add to the comments. 

~Maryann

I Never Doubted Them (Much)

So the EraserTowners are wiggly, chatty, silly, and goofy. They are seven- and eight-year-olds after all. So why would a teacher (me) sign them up to stand in front of a camera to be seen by five other classrooms across Pennsylvania?

Well, there were a few reasons. First, it was to participate in a videoconference with MAGPI entitled Famous Americans - a guessing game activity where each school gave clues about three different people and the other schools had to guess who they were. (see here for photos, etc.). My class has been researching "famous Americans" and learning about being good citizens four a few years now. We do it in the fall, and it is a difficult project for the beginning of second grade. But, I have learned that the benefits are well worth the effort it takes. And, the children truly immerse themselves in their work and take ownership of their learning. It is a guided research project, so I am helping them every step of the way. This is hard work for me, of course, but I am building skills that the children will need through the year and in years to come. So, to give the children a chance to share information they are gathering anyway with other children their age in a fun guessing game activity was the first reason to sign up for the videoconference.

The second reason was because these children love to work collaboratively. They love to move around, plan, and create things. For this videoconference, the children would not only be listening to other people presenting, they, too, would be the presenters. That is quite a job for young children! But since the other classes joining us would be second and third grade classes, I rationalized that we would all be working at the same level so "what could go wrong" in my class?

I also believe strongly in giving young children the chance to see how technology can be used and to be a part of the tech-side of the projects. I model how to set things up, explain the problems, and ask for their help when appropriate. I explain to them the possible snags in our plan and ask them to help me prepare for Plan B and even Plan C if necessary.

After all the preparation and the discussion of proper behavior when participating in this type of event, we did have a moment of "bunny ears" during the set-up. I did get very nervous that we would (they would) fall apart in front of all the other schools. But, as I had originally expected, they worked so well together and pulled it off fantastically. Even though, because of technical difficulties, we could not see the other schools as they presented, my students worked hard, took notes together, pretty much sat still for over an hour, and presented like professionals. We also learned some great videoconferencing tips that we can share with our school.

Oh, and there was some curriculum-type learning that went on as well! Oops, almost forgot about that!