I recorded myself talking to a student about their work while pointing to it on my own screen. I tried written suggestions at first, but the students didn’t seem to be interpreting them correctly. Virtually, my feedback strategies have been more difficult to implement. In the face-to-face setting, my students and I are able to quickly troubleshoot issues, and I can read their writing aloud to them as we edit for grammar and clarity. My statistics students are analyzing Campaign Zero’s “Mapping Police Violence” data set and creating websites to share their findings and subsequent policy recommendations. Screencasting is a great way to make instructional videos, but I have also found it to be extremely useful for providing guidance and critique, especially in the virtual setting. One tool that has helped immensely is using screencasting for feedback on projects and work. To give both groups the same engaging experiences and learning opportunities, I’ve had to learn some new tricks.
This means that I teach each class in person and then again, online, to my international students. The boarding school where I teach has brought some students back to campus, but most of our international students were not able to return.
This year, I’ve been teaching all of my math classes both virtually and face-to-face.
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