Allow learners to contribute using different media (text, video, audio) and set assignments that allow learners to adapt to different media, i.e. not always text answers.
Synchronous activities require different skills compared to asynchronous ones. The more silent learners will benefit from asynchronous discussions where they have time to reflect before answering. If you have a brainstorming session or an active discussion, consider giving silent learners the responsibility to summarise or analyse the session in a written report or as a presentation.
Encourage all participants to take on different roles from time to time: for example asking the most active participants to take a back seat in a synchronous session, taking notes or developing a mindmap of the discussion. Encourage active listening skills by asking certain participants to write reflective blog posts after a discussion. Introduce rules to ensure that everyone gets a chance to speak and that everyone is listened to. Develop question skills to help colleagues explain what they really mean.
Let silent learners be responsible for summarising and reflecting on the week’s course activities. This role should be circulated around all learners but the silent learners can be role models for the others to learn from.
- Questions for all participants in chat
- Questions in the chat before, during and after Presentation
Get everybody in the same boat; be sure that everybody knows the expectations, understands the instructions and can use the required tools, common context/issue. Through formative assessment change ways of teaching.
All learners should write some kind of reflective learning journal (eg blog) where they focus on their own learning process and practice reflection and silent learning skills.