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25 Strategies to Engage Students on Your Next Zoom Meeting

Now that we have all been thrust into the world of online learning, we have to figure out ways as educators to engage our students when they are online. Some of the first things schools did when shifting to remote learning was to hold regular video meetings with their students. These can vary based on the ages of the students and the frequency of when a teacher interacts with their students, but most teachers realized quickly that they can’t use the same behavioral strategies (like proximity) that they use in a physical classroom. This can lead to a lack of student engagement and involvement in what is trying to be taught regardless of age.

These 25 strategies listed here are not meant to take the place of deeper learning. That kind of learning is generally better when done with a mix of asynchronous learning. That said, in order to get our students to that deeper state of learning with greater depth of knowledge (DOK) levels, we need to make sure they are engaged when we have synchronous conversations and discussions. Some of these strategies take little set-up while others might take more time and energy to make them really successful. The purpose of these tools is to draw students into the lesson/activity and make them engaged and looking forward to your next virtual class meeting.

While there are a lot of video meeting solutions out there, I’m going to focus many of the tools around the Zoom platform as it has some of the best interactive features and seems to be the most widely accepted in K-12 schools across the country. However, as many of these strategies can be used with any video platform or device, I only focused on Zoom-centric ideas on the first 5 strategies, the rest you can use on any platform. Also, kids (especially teenagers) can say and do that darnedest things, especially when being remotely hidden behind a screen. As you would with the physical classroom, I would strongly encourage teachers discuss norms when it comes to interacting over video chat with their students prior to any of these strategies.

Here are 25 strategies to engage students on your next Zoom meeting:

1. Share your screen 

I’m going to start out with one of the basics. While you may be doing many of your chats with just video, don’t forget that you have the ability to share part or all of your screen with your students. This can be something as simple as sharing a question of the day to an entire slide show. If you have a slideshow that you’ve already created for use in your classroom, don’t recreate the wheel, just launch it on your share screen and use built in Zoom tools like ‘raise hand’ or the chat room to have a floating backchannel as you go through your slides. One bit of advice, check what items you have on your desktop and in your “favorites” bar of an internet browser before you share that with your students. There’s nothing more embarrassing than you students seeing your latest beach pic or maybe your bookmark for you favorite drink recipe.

2. Use the Whiteboard feature

Of course, if you don’t want to share your screen you can always use the built-in whiteboard feature that comes with Zoom. This feature can take some getting used to, especially if you are using a mouse or trackpad. To use it, simply go to share your screen and choose “whiteboard”. A little tip – if you have tablet like an iPad, install the Zoom app and then join the meeting with your iPad as well. This works better for drawing especially if you have a nice stylus or Apple Pencil. (just be careful you have one of the devices muted to avoid echoes) Of course, as you get more comfortable with Zoom and student expectations, let your students also use the whiteboard feature to share their understanding. If you are not using Zoom, a tool like Classroomscreen.com has a bevy of tools including a whiteboard if you share your screen with your students.

3. Enable the Annotation Features

Another feature that you could use when sharing slides, photos, or websites is the annotation tools. You’ll want to check your account settings to make sure these features are enabled by default. Having these tools enabled, you’ll be able write over any image, highlight certain features of a website, and make the viewing experience for your students much more interactive.

4. Create breakout rooms for collaboration

My favorite of all the Zoom features for learning is the ability to create breakout rooms for your students. Unlike whiteboard and annotation features, the ability to create breakout rooms are not enabled by default. You’ll want to go into your account settings to enable this ability before using it with your students. Once enabled, you can have Zoom either automatically or manually assign students into rooms. Even if it’s automatically assigning, you can swap students out depending on group dynamics (note: it helps to have your students put their name on their Zoom login). You can even rename the rooms depending on group names or topics before assigning certain students to each room. The great thing about these rooms is that it can create a more collaborative setting than the large whole-group zoom experience. As the moderator you can float around and join rooms to check in on the discussion, post an announcement to all rooms, or even place a time limit on them. Once you ask students to rejoin the whole group and end the breakouts, they’ll have 60-seconds to wrap-up their discussion and rejoin. A powerful way to enable collaboration remotely! Check out the video below for a quick how-to:

5. Virtual backgrounds can be more than just fun

If you’ve been in any Zoom meeting the past couple of months, you’ve probably seen all sorts of crazy and fun virtual backgrounds. These can be hilarious but also distracting so some educators have disabled this feature for their group meetings. However, there could be some productive uses of these virtual backgrounds. Some examples of using virtual backgrounds might be re-enacting moments in history with the appropriate backdrop, selecting a geographic landmark they might be studying or “visiting” virtually, or just having students select either a solid green or red background to quickly show if they agree or disagree with a topic (hint: use Grid view for this). No matter the reason, virtual backgrounds can be much more than everyone acting like they are a character from The Office.

6. Play “I Spy” Backgrounds

If you really want your students to focus on everyone in the classroom, play a game of “I Spy” backgrounds. You can do this either with or without virtual backgrounds, but in essence you are describing things that you notice in the background of someone’s zoom call. Students then quickly have to search all the attendees and see which student’s background is being described. A fun, 5-minute way to get students hooked into their next Zoom meeting.

7. Scavenger Hunts

Probably one of the most popular games to play with students is a virtual scavenger hunt. The premise is simple, you have a list of items and then ask students to run through their house or apartment attempting to find the items and show them on the screen. A quick word of advice on this is to be sure you are not picking exact objects for them to find like “a toy cell phone”. Rather, create a category that could involve all sorts of different objects that qualify like “an object with numbers on it.”  This will reveal a lot of different interpretations of the clue as well as not limiting what students can find around them. You could also use software like Eventzee or Goosechase to do a virtual scavenger hunt throughout the day or week where students capture items you’ve identified with their camera.

8. Live Quiz or Trivia

Last week, I got to host a virtual trivia night via Zoom. We had over 150 people during the event that drew lots of positive feedback for keeping them engaged while also doing something fun during this stressful time. I used a pro-level software called Crowdpurr to run my event, but I could just as easily do something similar using a tool like Kahoot! or Quizziz. These quizzes or trivia can either be done live or student-paced. Having the scores decrease as time dwindles down on each question also prevents students from “googling” the answers as it will affect their score. Check out the latest “Challenge” feature within Kahoot to create more of a self-paced challenge for your students that might have limited access to technology or can’t participate synchronously.

9. Survey your students

In the classroom, we use the classic “raise your hand” to gather feedback from students. In Zoom, it’s no different as there is a “Raise hand” button available to students, but some savvy teachers have also figured out that the chat room can act as an impromptu survey as long as it involves brief responses. For better tracking, you could always use a tools like Nearpod, Polleverywhere, or Peardeck to gather feedback via a second screen or browser tab. Playing a game like “would you rather” would work well to test this out before using it more in-depth in later lessons.

10. Brainstorming ideas 

Gathering feedback in polls is one way to interact with students, but you could also use a shared collaborative space like a Padlet or Ziteboard to have students discuss and brainstorm ideas on shared spaces. You could also combine this with the breakout rooms (#4 from above) to have each group brainstorm a topic while you navigate from board to board. A tip here is to create the “walls” or spaces for the students to collaborate on so that you have a live link to what they are working on. Once you’ve split them into groups, share your link to each group to work on.

11. Interactive presentations

Yes, you can share your screen and even your slides with your students via a tool like Google Slides, Keynote or Powerpoint. But since you have them live, why not use a tool like Nearpod to actually guide them through the learning with you. Ideally, this would work best with two screens, but since everything these days is web-based you could guide them through the presentation on one screen while they follow along to your voice on the other. Doing this on an iPad? Share the join code with your students and then have them switch to the Nearpod app while leaving the Zoom app open in the background so they can hear your voice while following along. Of course, one of the best parts of using a tool like Nearpod is all the extra features like Virtual field trips, 3D models, Microsoft Sway, collaborative boards and more. One thing I’ve tried that worked well was embedding a PollEverywhere poll within my Nearpod. That way students didn’t have to jump out of the app ever.

12. Embrace the pause

Silence can be awkward in the classroom. It’s even more awkward when you are looking at more than two dozen teenagers on the screen. That said, it’s important to let students pause and reflect throughout the lesson. Using a countdown timer either on a slide, video or on a tool like ClassroomScreen.com helps students know when they should break from their pause or reflection. As I will mention on my next point, students need breaks from lengthy instruction throughout their day whether they be on a screen or not. If you are hosting a 50-minute lesson online, build in a 5 minute break for students to stretch or get a glass of water to keep their brain active.

13. Brainbreaks

Taking breaks throughout a lengthy lesson are important whether it be for a reflective pause or just an opportunity to stretch. Using tools like GoNoodle, teachers can lead a virtual dance party in their remote classroom to get the kids up and moving. One word of advice here, if you are playing a video through your system speakers, make sure you don’t have headphones on or adjust the audio source in Zoom by clicking on the up-carrot symbol next to “Mute” to change your selection of audio output. (see image on the right)

14. Reveal your answer

With everything being digital, it’s also nice to take a break from digital as you already have a Zoom meeting occupying the students’ screens. There are a wide variety of analog strategies you could use with your students by using paper and pencil. One might be sharing a math problem on your screen while students work out the results. Then, countdown and have them reveal their answers to their cameras at the same time. I’ve also seen teachers have success doing a “directed drawing” by pointing their webcam or phone camera down to a sheet a paper while they give instruction and then have students share their creations at the end.

15. Box of Lies

A big struggle with online learning via video is keeping students focus and attention, especially to the finer details. The game “Box of Lies” was made popular by Jimmy Fallon (video below) and would be a creative way to see if students are paying attention. The premise would be that the teacher or student has an object out of camera view and then has to describe the object. You could do this with all sorts of other ideas from historical figures to using descriptive words in another language.

 

16. Monster drawing

Taking that directed drawing from #14 to the next level by doing a Monster drawing. In this activity, a teacher or student read aloud descriptions of their drawing but don’t let other students see it. They have listen for information like “my monster has a rectangle body” or “my monster has 5 eyes, one of them is big and in the middle” to figure out the drawing. This helps kids both with descriptive words but also with listening and translating. In the end, have students show their creations on the screen to see who got closest to the description. This activity could be used in other areas as well such as re-creating a story character or describing a graph in math.

17. Organize projects online

Distance learning doesn’t just have to be about kids filling out digital worksheets or playing online learning games. Students can still do long-term projects either individually or in groups even though they final results may be different than what was done traditionally in the classroom. Using online project management and productivity tools like Trello, MeisterTask or ClickUp can help students struggling with organization and timelines. Coupling those tools with video meeting check-ins can help kids learn how to collaborate and complete a project online over a length of time.

18. Breakout a Digital BreakOut EDU

BreakoutEDU has always been one of my favorite ways to engage students of all ages by creating a series of clues and challenges that the students have to uncover. For the last couple of years they’ve been offering Digital BreakOutEDU as an online version of their platform. Teachers could leverage the “breakout” room feature of Zoom with a Digital BreakOutEDU and have teams solve the challenges within a certain timeframe. The great thing about their platform is they have already done most of the heavy lifting in creating the BreakOuts for you based on subject and age level. You can also check out this “Build Your Own” resource if you don’t have the funds to purchase a subscription.

19. Who’s who?

A fun non-tech game to play is “Who’s who?”.  In this game, students privately message the teacher some facts about themselves and then the teacher reveals the clues. Students then write down their guesses as to who the person is based on the clues. This could also be turned into “Two truths and a lie” fairly easily. Other adaptations could be students sending clues about historical figures, book characters, etc. that the class has to figure out.

20. Play BINGO

Who doesn’t love a good game of BINGO? While this isn’t the classic game with numbers, balls, and clever calls, it is using the set-up of Bingo as a way to review facts, geographical locations, scientific terms, or even mathematical applications. Using the Flippity.net BINGO tool, you create what goes in the squares and then you read out the clues while students fill out their own digital square or by printing a game card. Flippity actually lets you send out the cards via link or QR code as kids can fill in their cards digitally. Then when it’s over, have them share their screen and review their answers to see who wins!

21. Host a Game Show

Amongst some of the other Flippity.net tools is the classic Jeopardy-like game show. A great way to review information for a unit or novel study, you can fill in the back-end answers using a Google spreadsheet and then share your screen with the game board. Students can play individually, or you could pre-assign teams and then send them to breakout rooms to discuss what they think the answer might be.

22. Story Progression

You remember the “telephone game” or maybe the game “one-word stories”? This is a similar concept where you start the story and have random students add the next line. A story could start with “Once upon a time….” and then you could select the student by unmuting their mic. By doing it randomly rather than in a specific order, you cause all students to be thinking of a response rather than just waiting until their turn. Mix it up with story recaps or historical fiction to see what they come up with.

23. Autodraw Slam

For those of us that are not budding artists or struggle with drawing with a mouse, I’ve long been a fan of Autodraw.com. This web-based application has you draw out a shape as close as you can while the AI guesses what it might be. When you see an object that is close to what you are drawing, you select it to place into your drawing. One fun thing I’ve tried with this is having students draw their favorite movie scene and then putting the picture on a Padlet wall for everyone to guess the movie.

24. Digital Flashcards

Flashcards can be pretty boring, especially if you are just using them yourself to practice terms, definitions or maybe even a foreign language. Now that we are remote, it becomes even more challenging to find a partner or group to practice with. Using tools like Fishbowl and Quizlet Live can be leveraged to create fun and energizing ways to have kids practice their terms either as a group or in breakout rooms.

25. Polygraph Questions

One of the hidden nuggets I always love showing teachers is the Polygraph feature contained within the free, web-based math app called Desmos. This tool acts creates a “Guess who?” like game where 2 students are randomly paired up via a join code you share with them on the screen. You create the cards and student A choses one of the items to be their “mystery item”. As you can upload any image, the mystery item could be a person, place, thing, word, math problem, etc. Then student B has to ask yes or no questions and decide which items they can eliminate. Polygraph creates a private loop between the students and the teacher can see the questions and guesses that each student is making to better check for understanding.

Additional Resources:

While most of these activities I either have done with students or teachers (both live and online), there are hundreds of other resources and games out there available to use freely with your students as you teach remotely. Here are two that I’ll give shout-outs to as I found them while writing this post:

TCEA Tech Notes – Zoom Games – This post came out while I was writing this post and contains many other games like the scavenger hunt and Pictionary that teachers could benefit from using.

Quarantine Games – This google doc compiled by @ihartnia has pages of board games, card games, and other things that you can play online.

I hope you enjoy my list and please feel free to share any other games or ideas you have in the comments below. Here’s an infographic with all 25 of the strategies (ironically) on a Zoom call. 🙂

Stay safe and stay sane!

 

My TCEA 2020 Manifesto

This year marks the 22nd year that I’ll be attending the TCEA conference. For those of you joining me at the event this year, I thought it might be nice to share a few ideas on how to make the best of your TCEA experience.  I created this “manifesto” of sorts for those that are either going for the first time or are just needing help not being overwhelmed by all the great sessions in their lineup.

If you are a first-time or veteran TCEA-er, hopefully some of these tips will help you as you make your way towards Austin next week.

If you are with a group, create a back channel

Attending a large conference with a group can be engaging but you also can run into serious FOMO (Fear of missing out) on sessions you don’t attend. At my previous district, I invited all of our staff attending to our own district Slack channel. Slack is a great way to share resources and communicate in a group format that won’t crowd your inbox during an event like this. I consider it kind of like a group text on steroids. If you aren’t comfortable with Slack, using a running Google doc or a Wakelet board would be another way to collaborate and share resources. We will still encourage staff to follow along at the #TCEA2020 hashtag, but using a private back channel can be powerful when reflecting and sharing after the event is over.

Download the app

Once on site, you’ll want to make sure you have a mobile version of the schedule. You can grab the giant paper notebook schedule if you prefer, but lugging that thing around can be cumbersome and you won’t know when sessions cancel at the last minute. Create an account and save sessions you’ll want to attend on the app. There’s also a social feed, a map, and a few other goodies located in the app. Be sure to upload a profile picture so you aren’t just a walking silhouette. 😉

Events

TCEA has several vendor-sponsored events that happen each evening of the week (especially Tuesday-Thursday). While it’s nice to have free food and beverages, I’ve found that these events are where I make the best professional connections. Sharing stories about our successes and failures over a malted, fermented beverage can be quite the bonding experience after all. The Exhibit hall opens at 3pm on Tuesday this year, so be sure to visit some of the vendor booths and see what is going on in terms of evening events and the tons of amazing giveaways they seem to always have. Also, check your email, as many VIP or after hours events may get lost in your spam.

Scheduling Quirks

TCEA doesn’t follow traditional conference schedules (1 hour sessions repeating throughout). There are variety of sessions from 50-minute talks to 90-minute hands-on to 2-hour poster sessions and even half and full-day workshops. When you are locating your favorite sessions in the app, be sure to pay attention to the start and end times as many overlap.  Also, note that this year, TCEA has a dedicated time slot for the Exhibit hall (2:00-3:00) on Wednesday and Thursday, so that will likely be when it is most packed.

Sessions that intrigue me

I’m lucky enough to have 5 sessions accepted this year, but as they are spread out throughout the week, I’ll likely get a chance to check out many more sessions than I normally do (see my session list at the bottom of this post). Here are a handful of the sessions I’m intrigued with by day:

Monday – 

Fake News, Alternative Facts – Jennifer LaGarde

Empowered by What You See – Kasey Hutchinson & Adam Phyall

Making OER SMART – Leo Brehm & Bruce Umpstead

Tuesday – 

Curating Virtual Reality w/Spark – Monica Burns

Esports Immersive Experiences

Future Ready Culture: Creating Equity through Empathy – Brianna Hodges

Wednesday – 

Digital Wellness: Engagement Toolkit – Lisa Johnson & Chris Hanson

Educated by Design – Rabbi Michael Cohen

Creative Story Telling with Spark – Claudio Zavala Jr

Thursday – 

Personal & Authentic – Tom Murray

Let’s Bring Literacy to Life with Making – Shannon Miller

Infographics: Not Just Posters, 25 Creative uses – Rachelle Poth

Friday – 

Top Apps and Practices for Busy Administrators – Leslie Fisher

Create Augmented, Virtual, and Mixed Reality – Jaime Donally

Takeaways and Reflections

Attending an event like this can be incredibly rewarding and energizing to those of us in education. However, it’s important that those that attend also bring back and share their learning with others on campus.

Here is a list of questions to keep in the back of your mind as you attend sessions and look for things to bring back. (shout out to Lisa Johnson @techchef4u for these)

  1. What are the top sessions/topics that you liked?
  2. What are the top sessions/topics that you would like to take back to your campus to impact change?
  3. What are the top sessions/topics that challenged your beliefs?
  4. Who was someone you connected with that impacted you?
  5. Who are the top people that engaged you?
  6. What are the top resources you found most impactful?
  7. What are the top pieces of research or studies you feel are most impactful for our students and/or teachers?
  8. How will I share my new discoveries from this event with my staff?

While there are many other questions you are thinking about than the ones above, keeping these in the back of your mind while attending TCEA allows you time to reflect when it’s all over and also think about ways to share your new discoveries with others when you return.  Learning doesn’t happen in isolation.

For me personally, my barometer of success is fairly low. If I walk away every day and have both learned something new and met a new colleague, I consider the day a success. I hope you all have many successes next week and please come by and see me either at my sessions or somewhere in between!

 

My Professional Learning Nightmare

If you’ve been in education for any length of time, you’ve likely experienced a myriad of professional learning experiences. Conferences, webinars, book studies, workshops, and the dreaded “mandatory training” are all part of the lexicon of learning for the everyday educator.  Strangely, a large part of our profession dreads these events. Then again, maybe that’s not so strange.

We try and tell teachers to make their classrooms student-centered with voice and choice. We want them to incorporate movement and mindfulness as well as risk-taking into their instruction. Then we absolutely do NONE of that when it comes to professional learning. During my 10+ years as a provider for professional learning, I try to emulate all the things we are asking our teachers to do. If you’ve ever seen one of my sessions you know there’s movement, voice, choice, and conversation taking place regularly. I’ll admit, there are some times when I can tell educators just want to sit in the back and surf on the web or grade papers, but usually by the time we are finished, they approach me with comments like:

“You know, I hate ice breakers, but I’m glad I did that.”

or

“I really just wanted to sit in the back and get my 6 hours credit, but I’m glad you got me to participate and try new things.”

I think at our core, all of us are learners. However, I think for many of us, we have been subjugated to instructional malpractice when it comes to the teaching of adults, otherwise known as andragogy. Brianna Hodges and I are in the midst of a several-year debate on the subject that teaching adults is different than teaching kids, otherwise known as pedagogy. We recently took this debate on the air with the OnEducation Podcast, and while the debate remains unresolved, I do think we need to consider the learners in our audience whenever we plan professional learning.

Last night, I woke up in a cold sweat. I’d just had a series of nightmares about attending a variety of professional learning and ALL of the worst things I could imagine were happening. I quickly grabbed my notepad to write down some of the things I remembered so I could think about a cure for each uncomfortable situation. The following scenarios may make you cringe or may hit a little close to home, but please know, these are all completely hypothetical and pulled from my series of nightmares.

Nightmare #1: The professional learning that could have been an email

As I walked into the room I could tell there was something wrong. Everyone had their laptops open around the table and no one was making eye contact. Had I done something that offended them? Was my zipper down? Had I forgot my clothes? (remember, this is a nightmare). Finally my boss says, “I’m glad you all are here, this shouldn’t take very long but we need to go over our TPS reports.”  Obviously I had been watching Office Space recently and that had crept into my dream. I looked down at my watch and it was 9:02. I sat down in my chair and a foggy haze seemed to drift around me. It seemed like the clock was spinning rapidly and people’s faces seemed to get sucked into their laptop screens.

My stomach started to growl. You know, that uncomfortable growl that everyone else notices but you try and pretend your chair was just making a funny noise? Was I hungry? Or starving? Had we taken this meeting right through lunch?

What I looked like following this meeting

Then, I noticed my beard was growing at an abnormal rate. How long was this meeting going to take? What was this all about anyway? At the end, my boss asks me in a question in a voice that now sounded like my old varsity basketball coach, “Well Hooker, what do you think?!”

And then I wake up. The anxiety I was experiencing was similar to those that recount tales of being stuck in a small space or trapped in an elevator. It was like I was suffering from some sort of claustrophobia of learning.

Cure: I think that schools and districts have the best of intentions when holding meetings to discuss things. However, rather than making the meeting focus on items that could easily be handled over email, make it about outcomes. Consider “flipping” your faculty meetings so that time together is time to collaborate and problem-solve, not just disseminate information.

Nightmare #2: The all-day sit-n-get

I drifted back off to sleep and awoke in a strange room.  The walls were colored that sanitarium off-white tone. Everyone was in a chair and desk, but they all appeared to be wearing straight jackets and Hannibal Lecter-like masks. Suddenly, the lights dim and a person wearing what appears to be some sort of 1940’s style army sergeant clothes walks in. He begins to show us videos of classrooms, a wide variety of apps, and even shares some clever quotes. I was almost in a hypnotic state as I watched slide after slide loaded with bullet points about “optimal learning production” flash across the screen.

My back started to ache so I tried to stand up, only to find that I had been chained to my desk. Others in the room seemed to be struggling to move in much the same way. The presenter didn’t stop or even recognize the discomfort. He continued to drone on in what was quickly becoming a very monotonous voice similar to Ben Stein’s teacher voice in the movie Ferris Bueller’s Day Off. The room began to spin. The walls closed in as the florescent lights over head began to buzz and flicker. The temperature seemed to be increasing. I was in hell. Finally, I got the courage to try and rock myself back and forth to try and tip over my desk in the hopes of breaking the chain. When I finally started to tip over, I awoke with a jolt. I had fallen out of my bed and found myself wrapped up in my sheets.

Cure: There are many days in our lives where we have an entire day dedicated to professional learning. Sometimes, the provider has only one job: to make sure you hear and see every bit of information they have prepared. The average adult brain can go 18-20 minutes in lecture setting before needing some sort of transition. My cure for the all-day sit-n-get is to break the day up into 20-minute chunks. Some of those chunks may involve some lecture or information sharing, but they never go longer than 20 minutes without some sort of brain break or discussion question to focus thinking. I often have my attendees “Stand-n-talk” to someone across the room about a question or idea. This accomplishes a couple of things:

1. It gets them out of their seat, thus increasing oxygen flow to the brain.

2. It makes them talk with someone that might not know as well, thus helping them expand their thoughts outside of their echo chamber.

Need other ideas on how to break up your professional learning day? You can find some of my favorite brain breaks on this google spreadsheet.

Nightmare #3: Drinking from a firehose

After picking myself off the floor and crawling into bed, I quickly fall back into the dream I was just in. Only now, something is a little different. I appear to be the only person in the room. I’m still strapped to my desk, but now there is a spotlight blaring into my face. I can’t quite make out what or who is behind the spotlight, but I do notice a 60-second countdown timer on the wall and what appears to be a panel of people sitting at a table taking notes.

Ready to drink from a fire hose?

The timer goes off and a door to my left opens. Someone walks in as a slide lights up on the projector screen. They quickly go through their presentation (about an app or idea, I can’t quite remember) and then proceed to walk off to the right and punch a giant red button.

I hear the squeak of a nob turning and look up just in time to be blasted in the face with a stream of water. As I shake off the water, I notice the timer go off again as another person walks in from the left.  They also rapidly go through their presentation as the 60 seconds counts down. Again, after the rapid-fire presenting of non-sensical information, the presenter slaps the red button and I get sprayed by a hose. And then another presenter walks in, followed by another and another and another. Each one does the same thing. They present information quickly and then punch the red button. After what seems to be 50 or 60 of these, I wake up in a cold sweat (and realize I need to go to the bathroom).

Cure: This scenario reminds me of the early days of apps when you would see all sorts of sessions that were “60 apps in 60 minutes”. They are referred to as firehose sessions for a reason. I will admit that one of my more popular session offerings is a “list” session, however I try and do it a little differently by building in some time for attendees to reflect on what I had just covered. Another cure for these rapid-fire sessions besides doing a little less and allowing for reflection, is to differentiate and prepare self-paced challenges ahead of time. I’ve started doing a session on “Google Tips & Tricks” which can admittedly be a misleading title. However, once the session starts, I give all the attendees access to the resources, which include a ton of self-paced challenges. I tell the crowd that there is no way I’m going to rapid-fire through all of these and that I know most people learn best by actually using the tool or strategy. Creating self-paced challenges ahead of time transfers the voice and choice of instruction from the presenter to the attendee.  They can self-monitor how much information they are taking in and decide whether or not to crank up the hose.

While these nightmares may seem extreme, my dreams were influenced by real events that I’ve experienced during my 21+ years in education. I do not have cures and solutions for every problem when it comes to professional learning. However, I do think if we begin to be just a little more mindful of our adult learners, we can start to make perceptions and attitudes around professional learning change for the good. One of the biggest compliments I ever get as a professional learning provider is when someone says, “I always look forward to your sessions because I don’t know what to expect but I know I’ll walk away entertained and with something useful.”

I think for providers of professional learning the best way to judge the success of what we provide is a simple math problem. Take the speed of which people are running to your workshop and divide it by the speed of which they are running away from it.

And hopefully don’t make these nightmares a reality.