[Small and large class teaching] Getting students involved through dialogic and iterative pedagogies [1F]

I adapted my teaching approach to emulate the same dialogic principles that are usually embedded in my blended learning design. This includes active listening, joint engagement, positive relationships, and opportunities to collaborate. I created an iterative sequence of activities that scaffolded coherent lines of thinking and understanding through synchronous and asynchronous interactions. The use of Zoom with break out rooms, Studio commentary, Padlet, discussion boards, chunked lectures, Canvas quiz and other tools enabled me to create social and intellectual connections for the students. The students commented positively about how the tutorials “got us involved”. They told me they thought our work online was “engaging” because I focussed on how they learnt not just on what they needed to learn.