Organise the teaching activity on different levels.
Use a presentation document that is not too long (12 slides) with extensive use of images, as a home study guide. Depending on your digital and communication competence, you may use either Google Slides (easier to create and to share) or Canva (more complex but also more graphically interesting).
Divide the class into cooperative work groups that produce digital texts with extensive use of images, to be returned during the synchronous video lesson. Show students repositories of images such as Wikimedia Commons, Flickr, Creative Commons, Google Arts & Culture; ask them to use collaborative boards such as Padlet or Flipgrid learning objects. Please note that you can start this part of the activity by creating a “board” for each group and then by sharing it with the members of that group.
Verify learning through online oral questions that serve as a formative test; you can take inspiration by the “formative test” template on Kahoot. After the test, plan a support activity with insights, intended for the most vulnerable students.
The activity is functional to the development of disciplinary skills: the number of feedback and returns were higher than the usual “traditional” teaching activities.
The activity is also useful for the development of transversal skills, mainly thanks to the repeated explanation of the means, times and tools available to students and the ability to interact with each other and with the teacher.
During this activity you can communicate with students using school email, shared documents and face to face during video lessons.
Students communicate using the school email, shared documents and Social Networks (WhatsApp, Facebook, Twitter, etc).