The mixed mode of instruction affords some degree of in-person instruction by grouping students into sub-groups that will attend class on specified days, allowing those who attend in person to adhere to guidelines for social distancing. This mode includes some combination of the other three modes, most commonly:
- In Person + Remote Synchronous (referred to as Mixed Mode, Rotation)
- In Person + Remote Asynchronous (referred to as Mixed Mode, Virtual Enriched)
For Fall 2020, consider a modified lesson plan (for 50 minutes or for 75 minutes) as well as the following modifications to accommodate COVID-19 guidelines and requirements.
- Space: What affordances do you have given the available classroom space/technology?
- Comfort: How comfortable are you with conducting lectures through in person, remote synchronous, or asynchronous instruction? To what degree would you want to mix the three options?
- Purpose of Recording: To what degree are you planning to record lectures to connect with students who miss synchronous class sessions, replace in person class sessions for everyone, or act as a supplement for students seeking additional clarity?
- Engagement: What are the constraints for the interactive components you might include for in person, remote synchronous, and asynchronous instruction?
In-class activities, completed individually or in small groups, continue to engage students.
- What are the trade-offs for students when participating in activities for in person, remote synchronous, and asynchronous instruction?
- How many of your designed activities can be done individually?
- How many of your designed activities need to be done in small group settings?
Whiteboards are a great way to present when you want to collaboratively problem solve with your class, or just sketch on-the-fly visuals. Writing on a whiteboard can also accentuate key points by taking that extra moment to write it out.
- In an in-person lecture, more students will be further away from the board. For this reason, be conscious of how large your writing is when using the whiteboard.
- For courses using a rotational format, consider creating your diagrams upfront rather than adhoc. This ensures that students are getting consistent information across all lectures.
To what degree to you expect your student groups to work together through in person and remote synchronous meetings versus asynchronous meetings?
- Quiz/Exam: How would you execute quizzes/exams to protect against threats to academic integrity in your class?
- Assignments: How much are individual assignments and group projects dependent on synchronous collaboration in class?
Is it important that students participate synchronously (in person or remotely) in the course?
- What will students gain from synchronous interaction, whether student-to-student or student-to-faculty?
- Is there something about the demographic of the students (e.g., first-year students) that makes attendance particularly important?
- Is there something about the nature of the content (e.g., concepts build on previous ideas) that makes attendance particularly important?
- If requiring attendance, the attendance policy may require some nuance to provide flexibility for those who experience COVID-19-related absences.
- Consider using online discussion forums, rather than daily attendance, to monitor participation.