Pre-Lesson:
Flow Companion
and Additional Tips
The PAL Pre-Lesson Flow Companion
Consider using this handy resource as your Pre-Lesson Companion
Consulting the resource below from time to time can act as a reminder that there are creative ways to tackle some challenging front-line realities that make for powerful learning and engagement. Scroll through the table below and garner some ideas and inspiration for setting the stage for a lesson that is more likely to flow because many of the pre-lesson considerations have been tended to.
Work with potential LBS learners to review the following five (5) considerations before taking an online course:
If you are delivering remote classes, consider this handy group of questions to explore the fit of online learning for potential LBS learners:
1. Is online, synchronous learning the best way for me to learn?
Some people learn best online with a teacher. Some people learn best in-person. Other people learn best at their own pace. It’s important to recognize which delivery format is going to best suit you.
2. Can I stay consistent with the time commitment required?
When taking a skills-based course, it’s important to recognize that skills build upon one another - just like in an in-person course. Missing several lessons may put you significantly behind. It is important to be dedicated and consistent.
3. Do I have the appropriate level of language comprehension to take an online course?
When taking a virtual course, it’s important to be able to understand instructions and to ask questions in relation to the task and technology.
4. What are the digital literacy requirements to take this online course?
Do I meet these requirements?
When taking an online course, it’s important to ask what level of digital literacy is required. Is it a beginner course or is it targeted towards learners with more digital literacy skills? Consider your skill level and what skills you want to learn/develop during the course.
5. What are the technological requirements to take this online course?
Do I meet these requirements?
Key technological issues to ensure are in place:
Do you have a reliable device that can connect to the internet?
Do you have access to an internet connection that is strong enough to perform a virtual call?
Can your device easily alternate between tabs and programs?
Are you able to type comfortably with this device?
Is the screen of this device large enough for you to comfortably see texts?
Can you login to your accounts independently?
Additional Tips and Tricks from the PAL Working Group for Tending to Pre-Lesson Issues:
For the login process, it’s efficient to have students either write down their password somewhere safe (ex: their phone) or have students use the school’s/organization’s email address so that the teacher can reset it themselves.
In relation to attendance issues, it’s best for the instructor to have an initial activity planned, such as a review or brief task, prior to engaging in the main lesson of the class.
For technological bottlenecks in a school board setting, it’s best for the instructor to turn on devices, check for updates, and check the signal strength of the internet prior to the learners’ arrival. This will allow for the instructor to contact IT or problem solve in advance.
I tell them to bring their device to school. I help them with their setup, and help to create WiFi shortcuts.
The barriers to a successful lesson flow can serve as learning opportunities for students. For example, if an instructor is having difficulties with the internet connection, they can show learners how to troubleshoot these problems. Furthermore, the instructor can show learners how to reset their password in order to teach learners this skill and foster independence.
Some strategies for determining readiness for using digital tools for learning would be to have students attend an open-house [virtual or face-to-face] that could function as a pre-assessment activity. This would allow for LBS instructors to assess the learning needs, goals, and styles of students prior to having a mixed classroom. Having different leveled courses within the same LBS program would allow for students to follow more relevant pathways for their learning journey.
In order to build confidence within learners and to engage them in upcoming lessons, I utilize a KWL (know, wonder, learn) chart.
I ask students what they know about digital literacy.
I ask students what they wonder or want to know about digital literacy.
After the lesson, I then ask them later what they have learned.
Phrasing the pre-existing knowledge using “we” creates a collaborative environment instead of just focusing on one individual’s knowledge. This can be down in both an in-person and virtual setting.
We actually try and arrange it so that we can do the intake through Zoom. It gives the student a chance to try out their technology. Do they have a microphone that works; the camera works; is their laptop going to disconnect? So we try to address some of those issues BEFORE they even get anywhere near the classroom.
I do a virtual academic upgrading course. So it's a lot of people with low to medium rates of literacy. And sometimes the only way that people have access to education is to take the virtual courses, but they don't have the digital literacy skills. Often, even navigating something that most people would consider simple like the Ellii online site, I hear : 'Where do I click?'; 'How do I open a new tab?'; 'You disappeared, I can't see you anymore".
A helpful solution is to create pre-recorded videos we can email to our students showing them how to do these basic digital pieces.
You know, we don't have tech support on site, but students can make an appointment for face to face with me if they have some question around their digital skills and especially around their devices.
Find some of the tips and strategies from the PAL Pre-Lesson Flow Companion and the insights directly above, and try out those that resonate for YOU!
