It’s hard to believe that after 9 weeks of teaching from home, the conversation of synchronous vs asynchronous learning is sweeping Ontario. Just this week, leaders and friends have reached out to ask how we are dealing with our Minister of Education’s “mandate” that we teach kids “synchronously”. What exactly does that mean and why is everyone so upset?
Defining the terms
World Wide Learn define synchronous and asynchronous communication this way:
The word synchronous means working together at the same time, and in the online learning world, chat rooms and online conferences are good examples of synchronous communication. In a chat room, people’s comments to each other are relayed immediately, enabling a real-time discourse. Similarly, online conferencing with the benefit of voice over Internet protocol (VOIP) tools enable real-time conversations to take place online. Learning from synchronous communication is enhanced because real-time conversations allow people to explore, through writing or talking, the class concepts. The act of verbalizing helps students build bridges between different ideas and concepts, thus helping them retain information more effectively.
Asynchronous communication is the relay of information with a time lag. Discussion forums and email are two examples of how asynchronous communication is employed in online learning. It is very helpful to communicate in this way, because students have plenty of time to formulate thoughts. By communicating via email, students are able to respond in detail to a question or topic that they might have answered incompletely in a real-time conversation. This time lag in communication helps students internalize information by giving them time to research certain ideas or merely extra time for contemplation. The main disadvantage to asynchronous communication is time lost waiting for a response.
One of the biggest criticisms of synchronous learning is fear; mostly around protecting privacy of teachers and students. What if kids screen record me and I become a meme? The other is the very valid concern of equity. If I am forcing my kids to join via a Zoom or Google Meet at a certain time each day, what happens to kids whose wifi don’t allow this, whose home situations are dismal, who don’t have their own quiet space from where to connect, etc…? These are very valid, and certainly, the Covid19 has magnified many inequities.
Differing perspectives
I have been speaking to a few parents who are frustrated at how self-directed some of the work has been and how none of their kids have been in actual contact with their teachers. This is one perspective.
Other parents have shared that it is almost impossible to deal with their kids having to connect at a set time because they have more than one child expected to do so.
However, a few teachers I know tried to have everyone online at the same time and found the behaviours so disruptive, that not only did they feel demoralized, but they felt that it was not of any benefit to anyone.
We are asking the wrong questions
I really think we are asking the wrong questions. We should not be debating synchronous vs asynchronous, we should be asking ourselves how can we help our kids feel connected and supported; in their learning and with their well being.
We should be asking, is it more effective to have my students watch a video I created to learn a concept and then meet in real time to go over any issues or is it more effective to teach an interactive lesson in real time? (This is a question we have been asking ever since the “Flipped Classroom” concept–my first professional learning session on the Flipped Classroom was in 2012).
What are some of the tools which will allow my quiet students to be engaged?
How can I ensure that the students who do have the ability to and do attend synchronous sessions feel that it has been a good use of their time?
How can I invite my students to demonstrate their learning in different ways, using some of the tools they know best? My daughter was able to select a psychological theory and express it using TikTok.
And we should be asking our students. We need to check in and check in again.
What has worked for us
Schedule-Almost from day 1, our District had the foresight to make sure that our elementary schools and high schools would not expect students to be online at the same time. I am sure there are still some exceptions, but our Period 1 classes meet on Mondays at 1 pm, our Period 2 classes meet on Tuesdays at 1 pm, etc…
Recording-Recording sessions are important so students who can’t be there can watch what they missed. This also works for our students who need to go back and review. The recordings are only shared in Google Classroom and we let students know we are about to begin the recording. The class is recorded only if there is a lesson or an explanation.
Video is optional-depending on where students are or what their situation at home is like, they might not be wanting to turn their video camera on. It is definitely strange to talk to a sea of icons; Smaller groups or classes tend to have their videos turned on in my case, but this can be dependent on so many other factors.
Norms-I have used technology and social media for students to connect with each other and the world for many years now. I have had almost no negative experiences. I believe that part of the reason for this is the co-construction of norms. When we are explicit with students about the expectations and allow them to co-construct what those expectations look like, there are few issues. Here is a link to my norms which you can use as a starting point.
Choice and Voice-Never before has this been more important. In Ontario, we were told that a student’s mark cannot be lower than the mark they had on March 13th. This means that some students have legitimately checked out. And so now, not having to worry as much about marks means we can be creative with how we are addressing our curriculum expectations.
Connections
The whole point of meeting synchronously is to connect with your students. I never start a synchronous class with an actual lesson. I use Screencastify to teach concepts or give instructions; my priority when I meet with kids synchronously is connection.
I greet every child as they enter the room by name. This was what I did when they entered the physical classroom and it is even more important now. I can’t imagine how many students go days without being acknowledged by name; especially if coming to school was an escape for them.
I teach in a Catholic school and so we begin our class in prayer and call upon intentions (people for whom we’d like to pray). Even if you are in a non-religious school consider beginning with a reflection and intentions.
Each class begins with a digital moment (coined by my former Professor Wendy Barber): an opportunity to connect by sharing something personal. Padlet is a great and versatile tool for this. I invite students to share a GIF of how this past week went, or how they are feeling about the upcoming assignment. (George Couros has a weekly Friday GIF provocation in case you are stuck), I invite students to share something that makes them angry, grateful, joyful, sad. By spending a few minutes sharing and commenting, you are validating feelings and experiences and building community. This is not something you can get from watching a video or commenting on your LMS or Google Classroom.
Engaging in the lesson.
There are some tools that allow you to check in during your synchronous sharing. The chat itself is a great tool. Robin Kaye, my former advisor suggested a 3-2-1 chat activity. I ask students to think about a response (usually one word) and give enough wait time. I ask them to NOT put it in the chat yet. I count down and everyone puts their answer in at the same time. I don’t know why it worked, but it did. I have also used Pear Deck and Mentimeter to check in during our time together.
Small and Individual group connections. In some cases, a whole group lesson is not necessary or even ideal. We have used breakout rooms in Google Meet and I have also created Appointment slots for teachers and students to connect with me.
Hyperdocs – there are many options for lesson design, but I continue to be a huge fan of hyperdocs in these times. There are hundreds of templates to choose from. Here and here are two simple ones and here is a video tutorial I created for my staff. Here are lots of other great templates. Once I have designed my lesson, I decide which part of the lesson is best suited to a synchronous meeting. Typically, I start with the Engage and Explain elements and make sure kids understand what they need to do independently. Hyperdocs offer the best of synchronous and asynchronous because they are scaffolded for students.
It is unrealistic that we be “mandated” to teach synchronously, but there are certainly lots of ways to do it to connect with your students. And although I am not saying there aren’t legitimate concerns with meeting synchronously, there are lots of benefits as well. If you have been engaging in asynchronous learning are are finding that you are scrambling, reach out to others in your community who have been doing this for a while. We are all in this together and we are all trying to do the best we can in extraordinary circumstances.
