Alternate Delivery: Teach

This section contains a variety of resources that will guide the day-to-day teaching of your Alternate Delivery course, though a focus several guiding principles and strategies.

Synchronous Teaching Principles and Session Recording

Much of the emphasis of the Build section was on creating asynchronous elements of Alternate Delivery courses as these can more readily be prepared in advance than synchronous instructional elements. The following principles for synchronous instruction may help you manage the idiosyncrasies of Alternate Delivery teaching.

Synchronous Teaching Principles

Synchronous learning experiences delivered through Teams may be recorded and shared with students. Please review the following guide for suggestions and best practices.

Guide - Recording of Learning Experiences

Providing Feedback

Building on the discussion of the importance of feedback from the Build section, these strategies can assist you to provide effective feedback in Alternate Delivery teaching.

  • Emphasize future-oriented feedback; use language like “This time you...Next time consider…” when giving feedback.

  • Use video or audio feedback in replace or supplement written feedback. Student often engage with these novel formats more than with plain text.

  • Explore one-on-one or small group meetings as part of your synchronous sessions to provide feedback.

  • Set up virtual office hours and try to make them fun and informal.

  • Break up larger assessments into parts so that feedback can be provided early, before students get off track.

Create Community

As previously mentioned, build community in Alternate Delivery classroom can take a different form than in face-to-face classrooms. Try some of the following strategies to build your class community.

  • Create meaningful introduction activities (not just silly time-filling icebreakers). However, be sure to coordinate with your program team peers to ensure that you do these activities strategically such that students aren’t overwhelmed by substantial introduction activities in every class.

  • Try setting up student-driven Q&A forums in your Blackboard course.

  • Be quirky and be yourself.

  • Create opportunities for informal one-on-one coaching, mentorship, and rapport building. Creating positive relationships with students based on non-academic interactions can support the often more challenge conversations around academic performance and learning.

  • Review this Behavioural Expectations Resource to support student engagement and professionalism in both synchronous and asynchronous interactions.

Teach How to Learn

Because Alternate Delivery courses can place more responsibility on students to manage their own time and learning, it is vital that you invest time in ensuring that students have tools to help them manage this. The most common framework is known as Self-Regulated Learning or SRL. SRL has three components, many of which may be familiar to you.

  1. Goal Setting

  2. Progress Monitoring

  3. Self-Evaluation/Reflection

Consider providing some explicit instruction in SRL or provide template/frameworks that will support students’ learning and reduce the cognitive load so they can focus on learning the new skills and knowledge from the course instead of dedicating so much of their mental resources to managing their learning. For more information on SRL, review this resource or talk to your Student Success Facilitator.