Introductory activities

Asynchronous & Synchronous Introductions

For students to share multiple dimensions of themselves, synchronously or asynchronously.

Click on the CC icon in the bottom right corner of the video to turn on closed captions.  

Activity
Introductory activities

Asynchronous & Synchronous Introductions

Mia Zamora

Mia Zamora

Maha Bali

Maha Bali

For students to share multiple dimensions of themselves, synchronously or asynchronously.

ACTIVITY PURPOSE

For students to share multiple dimensions of themselves, synchronously or asynchronously.

USEFUL FOR

First week of class introductions, and to help the teacher and students remember things about each other beyond the moment of introductions. Teachers and students can go back to this throughout the semester to remember some details about each other.

PREPARATION

None.

INSTRUCTIONS

  1. ALTCV – ask students to create an introduction to themselves that is not like a regular CV, but is an alternative CV, both in terms of what they share about themselves (what they value, not what is expected) and how they present it (they can get creative with video, visuals, etc.). You can reuse or adapt the prompt used here. Students can upload/link their ALTCV on their blogs, or in a discussion forum space on the LMS or a Padlet or such.
  2. Video/picture introductions shared in one space, such as FlipGrid, Padlet, Google doc, or LMS discussion board. Ask students to record a brief video introducing themselves (can be voice over if they don’t like to use their actual face) or use a photo/image (does not need to be a personal photo, can be photo(s) representing something about themselves) and post it to a shared space where all students can see each others’ introductions.
  3. Collaborative introductions. This is a synchronous activity where each person says one or two things about themselves, and if others have the same thing in common, they raise their hand or type in the chat.

DURATION

  1. ALTCV – this can be an early low-stakes assignment. Give students a few days to a week to do it.
  2. Video/Picture introductions – this can be an early low-stakes assignment. Give students a few days to a week to do it.
  3. Collaborative introductions: this depends on the size of your class.

ADAPTATIONS AND EXAMPLES

Collaborative introductions adaptations:

  • Instead of raising hands or typing in chat, people who share the same thing turn their cameras on for a moment while others keep their cameras off (this adaptation works well if your students are comfortable turning cameras on, and if you use “hide non-video participants” within Zoom so that there is a focus on the people who turn their cameras on).
  • Instead of raising hands, you can use the whiteboard on Zoom and ask people to write one thing about themselves on it, and others can annotate on the Whiteboard or use the highlighter arrows and move it there if they share the same thing.
  • Instead of doing this synchronously, you can do it asynchronously, or text-based synchronously, where students post on a Google doc in a table different things about themselves, and others who share the same thing can type their names into a second column.
  • Instead of whole-class, you can do it in breakout rooms, which would take less time per breakout room.

TECHNICAL REQUIREMENTS

No specific tech requirements for the asynchronous options. For the collaborative introductions, any video conferencing tool could work.

USEFUL RESOURCES

Watch Video

ABOUT

  • Educator prep: None
  • Student prep: None
  • Asynchronous
  • On-screen annotation, Video conferencing
  • Duration: Variable

Do you have an activity that you would like to suggest?

Asynchronous & Synchronous Introductions
Educator prep: None
Student prep: None
Asynchronous
Video conferencing
Duration: Variable

Activity purpose

For students to share multiple dimensions of themselves, synchronously or asynchronously.

Useful for

First week of class introductions, and to help the teacher and students remember things about each other beyond the moment of introductions. Teachers and students can go back to this throughout the semester to remember some details about each other.

Preparation

None.

Instructions

  1. ALTCV - ask students to create an introduction to themselves that is not like a regular CV, but is an alternative CV, both in terms of what they share about themselves (what they value, not what is expected) and how they present it (they can get creative with video, visuals, etc.). You can reuse or adapt the prompt used here. Students can upload/link their ALTCV on their blogs, or in a discussion forum space on the LMS or a Padlet or such.
  2. Video/picture introductions shared in one space, such as FlipGrid, Padlet, Google doc, or LMS discussion board. Ask students to record a brief video introducing themselves (can be voice over if they don’t like to use their actual face) or use a photo/image (does not need to be a personal photo, can be photo(s) representing something about themselves) and post it to a shared space where all students can see each others’ introductions.
  3. Collaborative introductions. This is a synchronous activity where each person says one or two things about themselves, and if others have the same thing in common, they raise their hand or type in the chat.

Duration

  1. ALTCV - this can be an early low-stakes assignment. Give students a few days to a week to do it.
  2. Video/Picture introductions - this can be an early low-stakes assignment. Give students a few days to a week to do it.
  3. Collaborative introductions: this depends on the size of your class.

Adaptations and examples

Collaborative introductions adaptations:

  • Instead of raising hands or typing in chat, people who share the same thing turn their cameras on for a moment while others keep their cameras off (this adaptation works well if your students are comfortable turning cameras on, and if you use “hide non-video participants” within Zoom so that there is a focus on the people who turn their cameras on).
  • Instead of raising hands, you can use the whiteboard on Zoom and ask people to write one thing about themselves on it, and others can annotate on the Whiteboard or use the highlighter arrows and move it there if they share the same thing.
  • Instead of doing this synchronously, you can do it asynchronously, or text-based synchronously, where students post on a Google doc in a table different things about themselves, and others who share the same thing can type their names into a second column.
  • Instead of whole-class, you can do it in breakout rooms, which would take less time per breakout room.

Technical requirements

No specific tech requirements for the asynchronous options. For the collaborative introductions, any video conferencing tool could work.

Useful resources

More 'Introductory activities' activities:
Equity Unbound Activity
Language Portrait
Reflect on language experiences with your students and share biographical information.
Francesca Helm
Equity Unbound Activity
What kind of animal are you?
Fun introductory or warm-up activity.
Irene Maweu
Equity Unbound Activity
Tour of Where You Are
The purpose here is to build community through students sharing where they are studying from.
Patrice Prusko

Do you have feedback or suggestions?

More activities

Activity

Create a Fake Photo Group Assignment

Activity

What We Don’t Know About Each Other

Activity

Share Music and Create a Class Playlist

Activity

Would You Rather?

Activity

Creating Escape Room Experience For Students

Activity

I Wish My Students/Teacher Knew…

Activity

Using Metaphors to Express Thoughts

Activity

Using Dominoes in Teaching

Activity

Desert Island Songs

Activity

The Shape of You

Activity

Words From Your Names

Activity

What Can You Do With A…?

Activity

Student Voice in Learning Review and Feedback

Activity

Exploring the Role of Emotions in Learning

Activity

Classroom Engagement – 8 Step Model

Activity

Choose a Plant

Activity

Which Picture Best?

Activity

Imaginary Buffet (or Potluck)

Activity

PowerPoint Karaoke

Activity

Tiny Tales

Activity

Cognitive/exam Wrappers for Metacognition

Activity

Self-assessment Tool (of social justice in your teaching) from DISCs (Disciplines Inquiring into Societal Challenges)

Activity

Language Portrait

Activity

Lost in Translation

Activity

Wheel of Life for Student Self-help

Activity

Alternative Approaches to Grading

Activity

Thick Greetings

Activity

Estimate workload

Activity

Simple Metacognitive Activities

Activity

Tiny Demons/Drawing Monsters

Activity

Start/Stop/Continue

Activity

Survey students early in the semester: Pre-Course Survey

Activity

Pass the Paper

Activity

Gratitude Journal

Activity

15% solutions

Activity

Appreciative Interviews

Activity

Pop-up Psychogeography Journey Journal

Activity

While We Wait

Activity

What kind of animal are you?

Activity

Two by Three by Bradford

Activity

Troika Consulting – Adaptation for Class Community Building

Activity

TRIZ

Activity

Tour of Where You Are

Activity

Third Places for Ongoing Community Building

Activity

Theater of the Oppressed: Opposites

Activity

Theatre of the Oppressed: Image Theatre

Activity

Teaching Ethics with Theatre of the Oppressed and Liberating Structures

Activity

Surrealist Free Drawing Introductions

Activity

Studio visits

Activity

Structured Dialogues

Activity

Share an object from home

Activity

Room 101

Activity

Purpose to Practice

Activity

Pass the Ball & How Do You Make Rice?

Activity

Meditation

Activity

Wild Tea / Mad Tea

Activity

Introductions: Story of Your Name

Activity

Human Scavenger Hunt

Activity

Reviewing Your Assessments

Activity

Auditing Your Teaching Materials

Activity

Icebreaker Exercise: The Never-Ending Box

Activity

Building Close Listening Skills

Activity

Taking on a Confident Persona: Exploring Status

Activity

Promoting Collaboration and Positivity

Activity

Relieving Tension: Stretching Exercises

Activity

Warming Up: Lemon Face, Pumpkin Face

Activity

Relaxation: Breathing Exercises

Activity

Four Ideas for Checking In

Activity

Daily Creates

Activity

Critical Uncertainties

Activity

Conversation Cafe

Activity

Collaborative Storytelling

Activity

Collaborative Literature Review Matrix

Activity

Authentic Open Letter/Video Addressing Students

Activity

Asynchronous & Synchronous Introductions

Activity

9 Whys of Liberating Structures

Activity

Co-Developing Reading Lists with Students

Activity

Spiral Journal

Activity

Annotate the Syllabus

Introductory activities

Asynchronous & Synchronous Introductions

Introductory activities

Asynchronous & Synchronous Introductions