We identified two primary class formats that are used in the Foundations Phase:

• Interactive Lecture
• Small Group Discussion

We have organized this document to begin with the guidelines for all Zoom class sessions, followed by the recommendations that apply to each class format specifically.  Here is how we have differentiated the two course formats:

BEFORE

1. Get Trained
2. Have a Plan & Practice
3. Open All Materials needed on your computer before starting the session
4. Set up your Audio, Video, & Background

DURING

5. Outline what session will look like & Objectives
6. Communicate Zoom Guidelines
7. Build in Pauses
   • After asking questions (10 seconds)
   • After asking students to open a file or navigate to a page

Get Trained

Zoom training is available to you through the Academic & Learning Technology Team at SOM.  To schedule training email somaltsupport@uw.edu

Training information is also available on our website:

Zoom Instructions (HIPAA)

Have a Plan & Practice

Spontaneity can work well in the classroom once the instructor is familiar with the tools and teaching techniques they are working with. As you get accustomed to Zoom, please spend some time planning your session then having a “dress rehearsal” in Zoom. A small amount of planning and practice goes a long way in preventing mishaps and confusion, leading to a smoother class experience for everyone. 

How will you plan your session? 

There are many techniques you can use to make your Zoom session interactive and engaging.  How a Zoom class looks will depend on your objectives and teaching style (just like an in-person class). 

Zoom Interactive Teaching Techniques:

Medical Education During COVID: How to Make it Work Online (CLIME Webinar)

12 Interactive Teaching Methods You Can Use with Zoom (CLIME handout)

Using an iPad as a Whiteboard (YouTube video <4 minutes)

Open All Materials

This will cut down on transition time and on the awkward feeling that comes with looking for something while a roomful of people watch you.

Set up your Audio, Video, & Background

Follow these best practices to set up your Audio and Video.  This guide also includes tips for lighting and setting up your background.  Highlights:

• Join meetings from a quiet, well light space
• Have a neutral background without windows or foot traffic

Outline what the session will look like & Objectives

Provide a roadmap for students of what class will look like and what they can expect to learn.  This will make it easier for them to follow the lesson and focus on the information most related to the objectives.  See our page on Presentation Best Practices for a concise guide.

Interactive Lecture Format:

1. Title
2. Outline
3. Learning Objectives (~3 objectives)
4. Disclosures
5. Zoom Guidelines
6. Connection to previous knowledge
7. Lesson Content (10-15 min)
8. Summary
9. Interactive Element or Poll
10. Repeat 6-9 for additional topics
11. Grand Summation

This is a suggested format.  Interactive elements could be inserted at different locations within the lecture as appropriate.

Small Group Format:

1. Title
2. Outline
3. Learning Objectives (~3 objectives)
4. Disclosures
5. Zoom Guidelines
6. Group work or discussion
7. Summary

The format of the group work or discussion will differ depending on the class.  Summary could be generated by the instructor or students.

Communicate Zoom Guidelines

• Go over this in your first class and revisit periodically
• Include a slide on Zoom Guidelines for first class. Choose the slide that best fits your session
  • Be clear with students on how they can ask questions
  • Raise Hand
  • Chat
• Pause periodically to address questions
• Follow the guidelines you set out

Since this is a new medium for many, guidelines need to be set on how people should interact and communicate.  What this will look like will vary depending on the type of class you are holding.  In the Zoom Guidelines slides you will find a slide for each of the session types we outline below: Interactive Lectures and Small Group Discussion. 

The main differences in these types of sessions is:

• group size and
• role of the instructor

Build in Pauses

• After asking questions (10 seconds)
• After asking students to open a file or navigate to a page

You may have noticed that there often are delays when using Zoom.  The internet may be slow or the student may be trying to remember how to unmute themselves.  In any case, you need to lengthen your normal pause for questions, or your students will either "miss their chance" or keep pulling you back to the last slide.  10 seconds is a current recommendation that is circulating.

1. Chat On
2. Student cameras Off, Instructor On
3. Polls (highly suggested)
4. Breakout Rooms

Chat On

• Identify & Communicate how you will use chat
• Use for questions
• If feasible, ask a colleague serve as moderator to bring chat questions to the group discussion. Pause periodically to review and answer verbally for benefit of the whole group and the recording.
• Good for a time where you want everyone to respond (eg reflection) but not everyone needs to say something verbally
• If concerned about side conversations, have discussion with class about
• Settings:
  • Find in meeting, settings within the Chat
  • 3 options available, you can set Participant Can Chat With to:
    • Everyone Publicly and Privately
    • Everyone Publicly OR
    • Host Only

Chat is necessary in meetings for students to ask questions. Like any tool, it requires students to be given expectations on how it is to be used. Decide whether you want student-student chat to occur, whether you just want students to chat with presenter, and then communicate this to students. Chat will need to be monitored so that student questions can be answered. Since it is difficult to monitor the chat and lecture at the same time, we recommend pausing periodically to review the chat for questions and/or having a cohost to support you.  Communicate to students when you will be reviewing the chat.

Cameras Off

• Personal choice of student if would like to turn on
  • Helps mitigate Zoom fatigue
  • Will improve small groups and differentiate them from lecture
  • Students appreciate this
• Cameras On for
  • Break Out Rooms
  • You can request students to turn camera on to ask questions (set this out as an expectation in Zoom Guidelines slide – don’t spring this on them in the moment, this would put them in a potentially uncomfortable position)
  • Privacy – Students do not need to tell you why they are turning off their camera, please do not ask. You can ask them to let you know when they need to turn off their video.

Since the intention of these sessions is mostly for students to listen, students do not need their cameras on.  Requiring cameras on could potentially detract from their learning, contribute to Zoom fatigue, or cause discomfort if session is being recorded.

Polls (Highly Suggested)

• Check for understanding (assessment or self-report)
• Pre and Post Assessment
• Gauge the room (spend more time on subject or move on to next?)
• Preload these in your Zoom room (check with room scheduler to load)
• Use built in or another tool (Poll Everywhere)

Even though we refer to these classes as “Lecture” there are still many ways to add interactivity.  Using Polls is one of the quickest and easiest ways to engage students with high yield results.  Students consistently give feedback that they enjoy polls and that effective polls contribute to their learning. Zoom has a built-in polling tool which allows for single choice or multiple-choice questions.  For more advanced polling questions (free form answer, word bubbles, pin drop on image) Poll Everywhere is an excellent choice.  We recommend using 1 poll to every 10 minutes of lecture. Examples of Active Learning Using Polls

Breakout Rooms

• Great tool for engagement. If using, be intention and plan ahead
• If using, give clear instructions to students before sending them to Breakout Rooms, including how long
• Have directions accessible to students from the Breakout Rooms, such as a page in Canvas or a document. Students cannot see your screen share or slides from the Breakout Rooms.
• Use Broadcast Message to give students updates
• Let students know they can reach you using the Ask for Help button (only visible in the Breakout Rooms)
• Create random groups or pre-load Breakout groups

1. Build Community
2. Student cameras On, Instructor On
3. Chat On

Build community at start of session

• Icebreakers
• Creates safe space to ask questions and engage in meaningful discussion
• Do any time with new instructor

This is more important than in person classes as it can be harder for students to feel comfortable speaking up online.  You may have to spend more time on this than you would in an in-person class.

Cameras On

• May be times where students need to turn camera off
• Turn off camera if having internet issues

For small group discussion sessions, the primary activity for students is to engage with each other and the faculty.  Since the intention of small groups is to collaborate, share ideas, and interact with each other, everyone’s video feeds should remain on (as much as possible).  Video of individuals informs and contributes to the conversation.  Being able to see each other’s faces helps to build connection between students and between student and faculty.  Saving video for small group discussion sessions will help to engage students. 

Chat On

• Good for situations where you want everyone to respond (eg reflection) but would take too long to hear from everyone
• Good for communicating when having sound issues
• Can share links and documents
• Communicate with your students on how you would like chat to be used

We recommend keeping chat on even for small groups as it can give students a way to communicate when they are having technical difficulties as well as notify the group of something without interrupting the conversation.  For example, if they need to turn off their camera due to low internet or if they need to step away for a moment.