Warning: Trying to access array offset on null in /www_vol/data/www-data/Warner/lida/wp-content/themes/salient-news/inc/hooks/excerpt.php on line 18 {"id":19882,"date":"2020-07-29T20:53:11","date_gmt":"2020-07-29T20:53:11","guid":{"rendered":"https:\/\/www.rochester.edu\/warner\/lida\/?page_id=19882"},"modified":"2020-09-28T22:05:55","modified_gmt":"2020-09-28T22:05:55","slug":"sharing-student-work-in-remote-online-settings","status":"publish","type":"page","link":"https:\/\/www.rochester.edu\/warner\/lida\/resources\/e-modules\/high-leverage-teaching-practices-for-remote-teaching\/sharing-student-work-in-remote-online-settings\/","title":{"rendered":"SHARING STUDENT WORK"},"content":{"rendered":"

[vc_row][vc_column width=”2\/3″]

\n\tHigh Leverage Teaching Practices for Remote Teaching\t

SHARING STUDENT WORK<\/h1><\/header>[vc_column_text]In-Depth Analysis<\/span><\/strong>
\nPrepared by Raffaella Borasi, Center for Learning in the Digital Age<\/em><\/p>\n
Use this webpage as a resource to inform the design of specific learning activities aiming at sharing student work. <\/strong><\/em>While created specifically for online\/remote settings, many of the considerations reported here are applicable to face-to-face instruction as well.<\/em>[\/vc_column_text][\/vc_column][vc_column width=”1\/3″][vc_video link=”https:\/\/www.youtube.com\/watch?v=3kcTUBJi7KQ” el_id=”video”][\/vc_column][vc_column][vc_row_inner el_class=”arrow-row”][vc_column_inner width=”1\/6″][vc_icon icon_fontawesome=”fa fa-video-camera” size=”xl” align=”center”][vc_column_text]Watch VIDEO<\/a> as introduction[\/vc_column_text][\/vc_column_inner][vc_column_inner width=”1\/6″][vc_icon icon_fontawesome=”fa fa-plus-circle” size=”xl” align=”center”][vc_column_text]Explore by clicking on \u201c+\u201d across the page[\/vc_column_text][\/vc_column_inner][vc_column_inner width=”1\/6″][vc_icon icon_fontawesome=”fa fa-download” size=”xl” align=”center”][vc_column_text]Download In-depth Analysis<\/a> and Summary Handout<\/a>[\/vc_column_text][\/vc_column_inner][vc_column_inner width=”1\/6″][vc_icon icon_fontawesome=”fa fa-list-ul” size=”xl” align=”center”][vc_column_text]Plan implementations of this practice (using the Summary Handout<\/a>)[\/vc_column_text][\/vc_column_inner][vc_column_inner width=”1\/6″][vc_icon icon_fontawesome=”fa fa-lightbulb-o” size=”xl” align=”center”][vc_column_text]Reflect on your implementations (using Journal Template<\/a>)[\/vc_column_text][\/vc_column_inner][vc_column_inner width=”1\/6″][vc_icon icon_fontawesome=”fa fa-pencil” size=”xl” align=”center”][vc_column_text](If desired) Add to the In-depth Analysis<\/a> and Summary Handout<\/a>[\/vc_column_text][\/vc_column_inner][\/vc_row_inner][vc_row_inner][vc_column_inner width=”1\/3″][vc_btn title=”Detailed Guide for Use as a Resource” align=”center” link=”url:https%3A%2F%2Fwww.rochester.edu%2Fwarner%2Flida%2Fwp-content%2Fuploads%2F2020%2F09%2FHow-to-use-this-eModule_As-a-resource.pdf||target:%20_blank|”][\/vc_column_inner][vc_column_inner width=”1\/3″][vc_btn title=”Detailed Guide for Individuals” align=”center” link=”url:https%3A%2F%2Fwww.rochester.edu%2Fwarner%2Flida%2Fwp-content%2Fuploads%2F2020%2F09%2FHow-to-use-this-eModule_for-Individuals.pdf||target:%20_blank|”][\/vc_column_inner][vc_column_inner width=”1\/3″][vc_btn title=”Detailed Guide for Groups” align=”center” link=”url:https%3A%2F%2Fwww.rochester.edu%2Fwarner%2Flida%2Fwp-content%2Fuploads%2F2020%2F09%2FHow-to-use-this-eModule_for-Groups.pdf||target:%20_blank|”][\/vc_column_inner][\/vc_row_inner][vc_separator][\/vc_column][\/vc_row][vc_row][vc_column width=”2\/3″][vc_tta_accordion active_section=”0″ collapsible_all=”true”][vc_tta_section title=”Introduction” tab_id=”1596055319532-e1f4687e-5923″][vc_column_text]A key tenet of social constructivist learning theories is that students can learn a lot from each other. This calls for providing students with opportunities to share and discuss their work \u2013 which may be even more important when students do not see each other\u2019s in class, as it will help them stay connected with each other and their teacher.\u00a0 Yet, you will need to make some important decisions about how<\/em> to share your students\u2019 work. \u00a0These decisions include what kind of student work is most worth sharing, whether or not to make their work public, and what online tools to use for the sharing.[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”Potential benefits of Sharing Student Work we want to maximize” tab_id=”1596055319550-d82ba544-7b07″][vc_column_text]<\/p>\n
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It can enhance individual students\u2019 learning, as students can benefit from becoming aware of different strategies they could have used (as employed by other students in the class); realizing that there may be different ways to approach the same task, along with the advantages and limitations of each solution; having their own thinking validated (when shared by someone else)<\/li>\n
Sharing student work, in whichever form it happens, helps make a lesson much more interactive and dynamic<\/li>\n
Knowing that their work will be publicly displayed will give students an additional reason to produce good work<\/li>\n<\/ul>\n
[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”Potential challenges (and how they may be reduced)” tab_id=”1596055351998-6d400e12-18f5″][vc_column_text]<\/p>\n
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Looking at each other\u2019s work will take significant time (at the expense of some other learning activity):\n
\n
Only share student work when really worthwhile<\/em><\/li>\n
Be explicit about what you want students to get from the sharing <\/em><\/li>\n<\/ul>\n<\/li>\n
Students may be reluctant to share their work, because of the fear of looking \u201cstupid\u201d if they made a mistake or showing ignorance \u2013 especially in competitive environments:\n
\n
Develop a learning community and classroom norms conducive to sharing<\/em><\/li>\n
Show the value of all students\u2019 contributions<\/em><\/li>\n
Give students sufficient time and opportunities to have a quality product to share<\/em><\/li>\n<\/ul>\n<\/li>\n
Students\u2019 work may include some misconceptions and errors:\n\n
Explicitly use errors and misconceptions as learning opportunities for the whole class<\/em><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n
[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”Other things to consider” tab_id=”1596055366542-7d95be38-88b0″][vc_column_text]<\/p>\n
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There must be an authentic value in looking at other students\u2019 work; If all students\u2019 products are exactly the same, the sharing is not likely to be very interesting or worthwhile:\n
\n
Only share student work for open-ended tasks that allow for multiple perspectives, solutions and\/or strategies<\/em><\/li>\n<\/ul>\n<\/li>\n
How you structure the sharing, and the role it plays in a learning activity, will also affect its value<\/li>\n<\/ul>\n
[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”Key tips” tab_id=”1597046564972-892135c9-5050″][vc_column_text]<\/p>\n
\n
Make sure you develop a learning community and classroom norms conducive to sharing<\/li>\n
Reviewing each other\u2019s work takes time \u2013 so do it only when it is really worthwhile<\/li>\n
Open-ended tasks that allow for multiple solutions and\/or strategies are most conducive to valuable sharing of student work<\/li>\n
Pay attention to how you structure the sharing, and most importantly what you ask students to do with other people\u2019s work<\/li>\n
Explicitly use errors and misconceptions as learning opportunities for the whole class<\/li>\n<\/ol>\n
[\/vc_column_text][\/vc_tta_section][\/vc_tta_accordion][\/vc_column][vc_column width=”1\/3″][vc_column_text]Summary Handout<\/strong> (PDF<\/a>) (Word<\/a>) \u2013 1-page summary you can print out and use as reference<\/p>\n
Journal Template<\/strong> (PDF<\/a>) (Word<\/a>) \u2013 fillable pdf to record your experiences with this practice<\/p>\n
In-depth Analysis<\/strong> (PDF<\/a>) (Word<\/a>) \u2013 Document version of the content of this page, which you can personalize if you wish by adding your own notes[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column width=”1\/2″][vc_column_text]<\/p>\n
Key instructional decisions\u00a0<\/strong><\/h2>\n
(click on each item to show options, along with their pros & cons)<\/em>[\/vc_column_text][vc_tta_accordion active_section=”0″ collapsible_all=”true”][vc_tta_section title=”WHICH WORK to share” tab_id=”1596055530752-7d864929-ec3d”][vc_column_text]<\/p>\n
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This decision will depend on your context and learning goals \u2013 but keep in mind that you should only choose to share student work when you clearly see that it will add value to the learning activity<\/li>\n<\/ul>\n
[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”Type of ARTIFACT to be shared” tab_id=”1596135568847-823765c4-799c”][vc_column_text]<\/p>\n\n\n\n\n\n\n\n\n
Option:<\/em><\/strong><\/td>\n Advantages<\/em><\/strong><\/td>\n Limitations<\/em><\/strong><\/td>\n<\/tr>\n
Oral<\/em><\/td>\n \n
\n
Easier to share for young children<\/li>\n
Most immediate<\/li>\n<\/ul>\n<\/td>\n
\n
\n
Difficult to share asynchronously (unless recorded)<\/li>\n<\/ul>\n
\u00b7\u00a0 Cannot be \u201cedited\u201d<\/td>\n<\/tr>\n
Typed text<\/em><\/td>\n \n
\n
Can be easily posted in a discussion board<\/li>\n
Can be easily commented on and edited<\/li>\n<\/ul>\n<\/td>\n
\n
\n
More challenging for young children<\/li>\n
Challenging for content requiring representations other than words to communicate meaning<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
Drawing\/ handwritten text<\/em><\/td>\n \n
\n
Necessary for some tasks (like solving a math problem, creating a diagram)<\/li>\n<\/ul>\n<\/td>\n
\n
\n
More difficult to share (although a digital photo could be taken and uploaded)<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
Video<\/em><\/td>\n \n
\n
Can be posted in most discussion board platforms<\/li>\n
Easier way to share for young children<\/li>\n
Allows for explaining solutions\/ products<\/li>\n<\/ul>\n<\/td>\n
\n
\n
Cannot be easily \u201cedited\u201d<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
Object<\/em><\/td>\n \n
\n
Necessary for some tasks (like art\/ tech projects)<\/li>\n<\/ul>\n<\/td>\n
\n
\n
More difficult to share (although a digital photo or video could be taken and uploaded)<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”Level of PRIVACY” tab_id=”1596135636414-a81122b2-feb4″][vc_column_text]<\/p>\n\n\n\n\n\n\n
Option:<\/em><\/strong><\/td>\n Advantages<\/em><\/strong><\/td>\n Limitations<\/em><\/strong><\/td>\n<\/tr>\n
Shared with whole class<\/em><\/td>\n \n
\n
Students will benefit from each other\u2019s ideas<\/li>\n
Because of the authentic audience, students may take the task more seriously<\/li>\n
Teacher can facilitate and leverage the sharing<\/li>\n<\/ul>\n<\/td>\n
\n
\n
Some students may not feel \u201csafe\u201d<\/li>\n
When done synchronously, not everyone may have time to share<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
Shared in a small group<\/em><\/td>\n \n
\n
Students will benefit from each other\u2019s ideas<\/li>\n
Some students may be more inclined to share<\/li>\n
Everyone will be able to share<\/li>\n<\/ul>\n<\/td>\n
\n
\n
Teacher cannot facilitate and leverage the sharing<\/li>\n
Teacher may not know what is shared<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
Shared anonymously<\/em><\/td>\n \n
\n
Students will still benefit from each other\u2019s ideas<\/li>\n
Students will feel safe to share<\/li>\n
Teacher can still leverage the sharing<\/li>\n<\/ul>\n<\/td>\n
\n
\n
No accountability on the part of individual students<\/li>\n
Much more limited student interaction<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”INTERACTION expected” tab_id=”1596135662279-f5135384-8206″][vc_column_text]<\/p>\n\n\n\n\n\n\n\n
Option:<\/em><\/strong><\/td>\n Advantages<\/em><\/strong><\/td>\n Limitations<\/em><\/strong><\/td>\n<\/tr>\n
None beyond review<\/em><\/td>\n \n
\n
It takes the least amount of time<\/li>\n
Still sufficient to allow students to learn from seeing different solutions and approaches<\/li>\n<\/ul>\n<\/td>\n
\n
\n
Difficult to know if students did it<\/li>\n
Students may not know what to \u201clook for\u201d<\/li>\n<\/ul>\n
<\/td>\n<\/tr>\n
Spontaneous comments\/ contributions<\/em><\/td>\n \n
\n
Most natural\/ genuine<\/li>\n
Still sufficient to allow students to learn from seeing different solutions and approaches<\/li>\n<\/ul>\n<\/td>\n
\n
\n
Not many students may feel like commenting<\/li>\n
Value may be missed by some students (unless explicitly called out by the teacher)<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
Structured feedback<\/em><\/td>\n \n
\n
It ensures every student will look at other students\u2019 work<\/li>\n
It helps students know what to \u201clook for\u201d<\/li>\n<\/ul>\n<\/td>\n
\n
\n
It may feel a bit contrived<\/li>\n
It will take more time<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
Collaboration on final product<\/em><\/td>\n \n
\n
It will create a genuine reason to review and provide feedback on other students\u2019 work<\/li>\n<\/ul>\n<\/td>\n
\n
\n
Appropriate only for certain tasks<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
[\/vc_column_text][\/vc_tta_section][\/vc_tta_accordion][vc_separator][vc_column_text]<\/p>\n
Useful online tools<\/h2>\n
[\/vc_column_text][vc_tta_accordion active_section=”1″ collapsible_all=”true”][vc_tta_section title=”Learning Management System (LMS)” tab_id=”1597046777039-b9ab8271-58bf”][vc_column_text]Any Learning Management Systems (such as Schoology, Google Classrooms, Canvas, Blackboard) has built-in functions such as discussion boards that allow students to post their work, so that it is accessible to the rest of the class, with the option for other students as well as the instructor to leave comments.\u00a0 Most LMSs also allow students to post different kinds of artifacts \u2013 including written text, digital photos, voice recording, or videos they may have created.[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”\u201cSharing\u201d apps” tab_id=”1597046777105-a5a41cfe-a1da”][vc_column_text]Even if your institution has not invested in a Learning Management System, there are stand-alone apps (such as Padlet <\/em>and Flipgrid<\/em>) that allow students to post their work so that it is accessible to everyone else in the class, and other people can comment on it.\u00a0 Several of these apps allow students to post not just written text, but also videos, digital photos, and even voice recordings.[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”Platforms allowing for synchronous sessions” tab_id=”1597046853073-10d8af0f-29f9″][vc_column_text]Platforms like Zoom <\/em>or Google Meet <\/em>allow students to share their work through oral presentations and demonstration \u2013 as well as more informal sharing of ideas in brainstorming and working sessions. Whenever the platform allows for break-out rooms, the sharing could also occur within a smaller group.[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”\u201cEditable\u201d text software” tab_id=”1597046891398-183bf053-9013″][vc_column_text]Whenever student work involves written text, using software that allows for sharing, editing, and adding comments, opens up new possibilities for the kinds of interactions students will be able to have on their shared work.\u00a0 <\/em>Software allowing multiple people to contribute to the same text \u2013 like Google docs \u2013 may be provide unique opportunities for collaboration on shared texts.[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”Voice-recording tools” tab_id=”1597046907583-74eae0c4-cb80″][vc_column_text]Today\u2019s there are a number of digital voice recording tools (such as VoiceThred) <\/em>that can be used to record oral explanations or arguments. These recordings can then be easily shared with other students by posting them in compatible \u201csharing\u201d apps or LMSs.[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”Video-recording tools” tab_id=”1597046932722-1a407090-5378″][vc_column_text]Today taking a video has become both much easier and more accessible, as it can be done even from a personal smart phone!\u00a0 There also easy-to-use video-editing tools like Camtasia that allows students to make their videos more effective.[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”Digital cameras” tab_id=”1597046990869-4986dc12-505a”][vc_column_text]Taking and sharing digital photos is now a common practice among people of all ages, as smart phones can not only take pictures, but also make it easy to both store and share those pictures through a number of apps and social media.\u00a0 Therefore, students of all ages can easily take pictures to share artifacts of their work such as drawings and objects they may have created in response to an assignment.[\/vc_column_text][\/vc_tta_section][\/vc_tta_accordion][\/vc_column][vc_column width=”1\/2″][vc_column_text]<\/p>\n
Options worth considering<\/h2>\n
(click on each item for comments about that option)<\/em>[\/vc_column_text][vc_tta_accordion active_section=”0″ collapsible_all=”true”][vc_tta_section title=”A. Sharing findings\/ solutions in an online synchronous session” tab_id=”1596055603573-2297eda4-5b08″][vc_column_text]<\/p>\n
\n
Teacher can facilitate and leverage students\u2019 results and strategies<\/li>\n
Not every students is likely to be able to share or give comments<\/li>\n
Creating records that can be revisited later is more challenging, and must be purposefully planned<\/li>\n<\/ul>\n
[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”B. \u201cThink-Pair-Share\u201d (i.e., students work on a task independently, then share with another student\/small group, then share publicly with the whole class)” tab_id=”1596055603592-1dbf61a3-1e66″][vc_column_text]<\/p>\n
\n
Allows students to share and refine their initial ideas\/results in a smaller\/safer context, before they share publicly with the rest of the class<\/li>\n
Every student is actively engaged in sharing and responding to others<\/li>\n
Gives the teacher the opportunity to facilitate and leverage the final sharing<\/li>\n
It requires a \u201cbreakout room\u201d capability for synch sessions<\/li>\n
It may be more challenging to share drawings virtually (although possible using cameras built in phone\/tablet\/laptop used for the synch session)<\/li>\n<\/ul>\n
[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”C. Having students just post selected findings and other work online” tab_id=”1596055940219-b7b33798-6c8b”][vc_column_text]<\/p>\n
\n
Gives every student the opportunity to share<\/li>\n
Provides the opportunity to look at what other students have done (and compare with one\u2019s results), while choosing how to do so<\/li>\n
Creates public records that can be easily revisited as needed<\/li>\n
If there is no purpose or task associated, it is difficult to know if students have looked at their classmates\u2019 work<\/li>\n
Unless the original task allows for different solutions and approaches, there would not be much reason for students to look at what has been posted<\/li>\n
<\/li>\n<\/ul>\n
[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”D. Assigning specific tasks related to posted student work” tab_id=”1596136058172-9e47cc63-6fb8″][vc_column_text]<\/p>\n
\n
Requires every student to engage with other students\u2019 work<\/li>\n
Teacher can help direct students\u2019 attention to specific aspects of other students\u2019 work<\/li>\n
Will take more time on the part of the students- so it is critical that the assigned task is meaningful and engaging, and can contribute to the goals of the lesson\/unit<\/li>\n<\/ul>\n
[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”E. Creating (and posting) a recorded presentation to share findings from a project” tab_id=”1596136118799-93dd3aae-d1b3″][vc_column_text]<\/p>\n
\n
Allows every student to plan and refine what they want to share orally \u2013 and thus have a better product to share with their classmates<\/li>\n
Allows to capture the key elements of a complex work, and to share about process as well as product<\/li>\n
Allows every student to share and look at other students\u2019 work, while saving significant class\/synch time<\/li>\n
Requires more preparation time on the part of each student<\/li>\n<\/ul>\n
[\/vc_column_text][\/vc_tta_section][\/vc_tta_accordion][\/vc_column][\/vc_row][vc_row][vc_column][vc_separator][\/vc_column][\/vc_row][vc_row][vc_column][vc_column_text]<\/p>\n
More Teaching Practices<\/h2>\n
Eliciting Prior Knowledge<\/a> |\u00a0 Synthesizing Learning<\/a> |\u00a0 Conveying Content Online<\/a> | Giving Direction for Independent Work<\/a> | Giving Feedback<\/a><\/p>\n
Back to Main Page<\/a><\/p>\n
[\/vc_column_text][\/vc_column][\/vc_row]<\/p>\n","protected":false},"excerpt":{"rendered":"
[vc_row][vc_column width=”2\/3″][vc_column_text]In-Depth Analysis Prepared by Raffaella Borasi, Center for Learning in the Digital Age Use this webpage as a resource to inform the design of specific learning activities aiming at sharing student work. While created specifically for online\/remote settings, many of the considerations reported here are applicable to face-to-face instruction as well.[\/vc_column_text][\/vc_column][vc_column width=”1\/3″][vc_video link=”https:\/\/www.youtube.com\/watch?v=3kcTUBJi7KQ” el_id=”video”][\/vc_column][vc_column][vc_row_inner […]<\/p>\n","protected":false},"author":36,"featured_media":0,"parent":19382,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"class_list":["post-19882","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/www.rochester.edu\/warner\/lida\/wp-json\/wp\/v2\/pages\/19882","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.rochester.edu\/warner\/lida\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.rochester.edu\/warner\/lida\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.rochester.edu\/warner\/lida\/wp-json\/wp\/v2\/users\/36"}],"replies":[{"embeddable":true,"href":"https:\/\/www.rochester.edu\/warner\/lida\/wp-json\/wp\/v2\/comments?post=19882"}],"version-history":[{"count":22,"href":"https:\/\/www.rochester.edu\/warner\/lida\/wp-json\/wp\/v2\/pages\/19882\/revisions"}],"predecessor-version":[{"id":24172,"href":"https:\/\/www.rochester.edu\/warner\/lida\/wp-json\/wp\/v2\/pages\/19882\/revisions\/24172"}],"up":[{"embeddable":true,"href":"https:\/\/www.rochester.edu\/warner\/lida\/wp-json\/wp\/v2\/pages\/19382"}],"wp:attachment":[{"href":"https:\/\/www.rochester.edu\/warner\/lida\/wp-json\/wp\/v2\/media?parent=19882"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}