From Independent Sorters to Synchronous Collaborators: Adapting Assignments for Dynamic Learning

Adapting an assignment from an asynchronous to a synchronous mode requires careful consideration of various factors to ensure a smooth transition while still meeting the learning objectives effectively. In reflecting on the process of shifting from version 1, asynchronous, to version 2, synchronous, of the Maya, Aztec and Inca sorting activity, several key choices and adaptations were made to accommodate the change in mode and optimize the learning experience for students.

Click on the image for Version 1 - Asynchronous

Click on the image for Version 2 - Synchronous

Shift in Roles and Interaction

One of the significant changes made in transitioning from asynchronous to synchronous mode was the shift in roles and interaction dynamics. In version 1, students played both the roles of sorter and feedback provider at different times, working independently to complete the assignment and provide feedback to their peers asynchronously. However, in version 2, the roles were redefined to focus on collaboration and immediate feedback. Students were paired up in Zoom Breakout Rooms to work together synchronously, taking turns being the sorter and coach/praiser in a structured cooperative learning format.

Adjustments in Rules and Procedures

This change necessitated adjustments in the rules and procedures of the assignment. In version 2, the Kagan Cooperative Learning Structure RallyCoach was implemented to facilitate cooperative sorting and peer coaching in breakout rooms, followed by a whole-class debrief to check answers and reinforce learning. The time frame was also condensed to fit within a synchronous session, with 30 minutes allocated for the entire activity, including sorting in pairs and group discussion. Unlike the asynchronous session which was allotted three days from start to finish in order to provide adequate time to independently complete the sort and provide peer feedback.

Consistency Across Both Versions

Despite these adaptations, certain components remained consistent across both versions, such as the task itself which consisted of sorting facts about the three Early American civilizations, the Maya, Aztec and Inca, and the presence of key vocabulary terms essential for understanding the content. These elements were retained to maintain continuity and ensure that the learning objectives were still being met effectively in order for each student to be prepared for their upcoming unit assessment, regardless of the mode of delivery.

Technological and Administrative Considerations

In terms of technological and administrative considerations, transitioning to a synchronous mode required the use of video conferencing tools, such as Zoom with breakout room functionality to facilitate pair work, as well as clear instructions and time management strategies to ensure smooth transitions between activities. Additionally, the teacher's role shifted from primarily facilitative in the asynchronous mode to more actively guiding and monitoring student interactions in real-time during the synchronous session.

Clear and Explicit Instructions Are Vital

A visual of the steps of RallyCoach for the students to refer to while in their Breakout Rooms.

Reflecting on the adaptation process, certain areas emerged where greater explicitness was needed to support student understanding and engagement, particularly in clarifying the roles and expectations for using RallyCoach in the cooperative sorting and peer coaching in version 2. Providing clear instructions and modeling effective communication strategies and coaching tips became essential for fostering productive collaboration and maximizing the benefits of synchronous interaction.

Overall, the assignment successfully adapted to meet learners' needs in different spaces by leveraging the strengths of both asynchronous and synchronous modes. While version 1 emphasized independent work and asynchronous feedback, version 2 prioritized collaboration, immediate feedback, and active participation in a synchronous learning environment. By carefully considering the changes needed in each category and maintaining alignment with the learning objectives, the adapted assignment effectively met the evolving needs of students in both modes.

References

Clowes, G. The Essential 5: A Starting Point for Kagan Cooperative Learning. San Clemente, CA: Kagan Publishing. Kagan Online Magazine, Spring 2011. www.KaganOnline.com