Teacher Yang and the children of Jingzhou Primary School 1 Class attend classes in Jingzhou Primary School, while the children of Zhou Pu Primary School participate in classes synchronously through audio and video and other scientific and technological means at the far end.
Synchronous classroom is most concerned about how to make the learning effect of distance students equal to that of local students. I have seen the synchronous class before, and I always feel that I have not done enough on the point of "equivalent effect". With the participation of Ma Jixing interactive teaching system in this class, the goal of "equivalent effect" is no longer so far away.
First, students have a stronger sense of participation.
In the traditional synchronous class, after the teacher throws a question, students who usually raise their hands can get more opportunities to answer than those who don't. Due to their own reasons, teachers are far more demanding of local students. Then, it is conceivable that how to ensure that students who don't raise their hands at the far end will seriously think about the teacher's problems? Teacher Yang used the random selection function in this class, which effectively alleviated this pain point.
Through the random lottery function of the two universities, everyone may be drawn, and everyone has an equal opportunity to answer questions, thus encouraging students to actively participate in classroom thinking.
Second, teachers get more comprehensive information.
In the traditional synchronous classroom, teachers judge students' learning situation through their teaching experience and expressions. This method of judging students' learning situation will inevitably let teachers know more about the learning situation in local classrooms. In this class, Teacher Yang skillfully used the function of the interactive teaching system. First of all, Teacher Yang used the feedback device to collect the data answered by two classes of students.
Light blue and dark blue represent students who have answered in two different classes, and red represents students who have not answered. Students in two classes answer questions at the same time through the feedback device, and the teacher can see the answer situation in real time. Next,
Teacher Yang Can shows the distribution of students' synthetic answers in the two classes through software, and the teacher can master the overall learning situation of the two classes through statistical charts. Not only that,
Teacher Yang also showed the answers of the two classes respectively. With such comprehensive and specific information about students' learning situation, Mr. Yang Can took targeted and differentiated teaching according to the differences of class answers, so that the classes were combined but different and each gained something.
This class made me really feel different synchronous classes, and also showed me how to help students from both places participate in the classroom through more classroom interaction and improve the classroom effect. Of course, there are still many things to explore in synchronous classroom. Let's work together.