Making digital teaching accessible

1. Ask your students (anonymously) about existing needs.
2. Realise how large your learning group is.
3. Consider whether a synchronised meeting makes sense. You are welcome to use the overview above with advantages and disadvantages.
4. Think about what phase of a meeting it is: Entry, development, degree.
5. Think about what goal you are pursuing in the selected phase: Development of new content, consolidation of existing content, reflection/ further development of content, (cognitive/ physical) activation of the learning group, ....
6. Now compare your considerations with the tabular overview of selected teaching methods.

Example:

1. 2 staff, people can only participate digitally, 1 person is severely visually impaired, 1 person has contact anxiety, 1 person will not participate.
2. My study group consists of 25 staff, people in total.
3. Previously, there was an asynchronous phase to work on the components of an animal cell and their functions. In today's meeting, the students will be able to discuss the research, ask technical questions and visualise the interaction of basic cell mechanisms together.
4. This is the introduction to the lesson.
5. The aim is to cognitively activate the learning group in preparation for the development phase.
6. (Word cloud is omitted because of the visually impaired person.) I decide in favour of the yes/no question in plenary via the Kahoot! tool. Reason: The person with contact anxiety is not obliged to make direct contact, Kahoot! can also be used by the visually impaired person, the staff, people participating from home can also take part in the survey via a link, I do not ask for any personal data.