zoom share presentation in breakout rooms

Zoom has become a household name lately, and it's not hard to understand why — it's one of the best ways for professionals to meet with colleagues digitally.

A big part of this comes from how many features Zoom offers that allow you to recreate the experience of meeting with people in real life. From waiting rooms to raising hands , Zoom is designed to help your meetings run as smoothly as possible.

One of Zoom's lesser known features is the breakout room. Breakout rooms let you separate people in a meeting into smaller groups, where they can have their own private conversations, and then come back to the larger meeting later.

To create a breakout room in Zoom , you'll need to enable the setting. But once you do, you can create up to 50 breakout rooms in a single call.

However, note that you can only create breakout rooms if you're using the desktop version of Zoom . Mobile users can still join the breakout rooms, but can't create or manage them.

Here's how to set up a breakout room, using the Zoom desktop app for Mac and PC.

How to enable breakout rooms in Zoom

First, you'll need to log onto zoom.us 's website, not the app itself, to enable breakout room functionality. 

1. Sign in with your username and password on zoom.us .

2. Go to your account by clicking "My Account" in the top-right corner. 

3. Under the "Personal" heading in the left sidebar, click "Settings."

4. Under the Meetings tab (which is selected by default), scroll down to the "In Meeting (Advanced)" category. 

5. From here, click the switch to enable breakout rooms. You can also pre-schedule breakout rooms by selecting the checkbox below this toggle — this will let you manually assign who should go to what breakout room before the meeting starts.

How to create breakout rooms in your Zoom call

1. Open up the Zoom application on your Mac or PC and log in. 

2. Select either "New Meeting" or "Schedule" to schedule an upcoming meeting. Either way, you must be the host to create breakout rooms.

3. When the meeting begins, in the bottom toolbar you'll now see a "Breakout Rooms" icon that wasn't there previously. Click it.

4. From here, you can either allow Zoom to automatically sort your participants into the number of rooms you select, or sort out each room manually. 

5. Once you've decided on your setting, click the "Create Breakout Rooms" button.

How to manage a breakout room in Zoom

A dialogue box will show the rooms you've created.

1. Click a room to see who's in it, or hover over to move, rename, delete, or reassign people from various rooms. 

2. Select the "Options" button to enable your various breakout room settings. 

3. Here you can set breakout rooms to close after a set amount of time, decide how much control you want participants to have over their time in these sessions, and set a countdown timer to let participants know how long they have left in a particular breakout session once time expires or the host decides to close it. 

4. Select "Open All Rooms" to officially start your breakout sessions. Selecting "Recreate Rooms" will shuffle the participants in any order you choose for future breakouts.

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Using Breakout Rooms in Zoom

When teaching online and synchronously in Zoom, hosts and co-hosts can use the Breakout Room tool to split students into separate Zoom meeting spaces where they can talk and work together in small groups. Some types of active learning are far more effective and manageable in small groups: discussion, collaboration and problem-solving are just a few examples. Active learning in small groups is a great way to facilitate student engagement.

How to Get Started

Best practices, ideas for using breakout rooms, 1. determine your goal(s) for using breakout rooms..

You might decide to use breakout rooms in order to:

• Allow students time to get to know each other and network in small groups, which builds community. 
• Provide a less intimidating environment for more reluctant students to speak out.
• Provide an opportunity to discuss course content, brainstorm and generate ideas to bring back to the larger group or work through a case study related to the day’s topic.
• Provide an opportunity for work on collaborative projects.

2. Identify and practice the Breakout Room assignment strategy that will best fit your classroom and goal(s), and the steps for managing breakout rooms.

Would it be useful to group quieter students together so that they are not drowned out by more vocal students? Do you want to re-use the same groupings from meeting to meeting? It is recommended that you put no fewer than 3 people in a room at a time; putting just 2 in runs the risk of one of them having stepped away from the session, leaving the other alone in the room.

You have six options for creating breakout rooms. Note: you can always manually move a student into a different group, regardless of the initial assignment method chosen. Find detailed instructions for each in Zoom support article on managing breakout rooms .

• Let Zoom a ssign students automatically (i.e., randomly) to breakout rooms during a meeting. This might be appropriate for informal or ad hoc discussion groups during class, when you don’t care about who is talking with whom, such as think-pair-share or a brainstorming session.
• Assign students manually to breakout rooms during a meeting. This can be time-consuming, so most appropriate in smaller classes.  
• Let participants choose a breakout room. You might name the rooms by topic or by student group name (if you have them), and students sort themselves appropriately when you open the rooms.
• Used saved breakout room assignments from a previous instance of a recurring meeting.
• Create breakout rooms based on poll results.
• Pre-assign students to breakout rooms before the meeting begins. You might choose this if you have a large class and set groups, especially groups that you want to maintain from class meeting to class meeting.

3. Take important steps to avoid issues and navigate a few Breakout Room quirks.

General breakout room considerations and troubleshooting.

• Do not count on items placed in the main room chat being visible to students in their breakout rooms. (There have been reports that it does not happen with some operating systems/devices.)
• If you want your participants to be able to screen share, annotate, and chat in Breakout Rooms, make sure that ability is enabled (under the Security Icon) before starting the Breakout Rooms.
• Cloud recording only records the main room, so be sure to pause any cloud recording when your students are in breakout rooms.

Pre-assigned Breakout Room Limitations

• If you pre-assign with a .csv file, you must format the file according to this template (click to download). 
• Students must sign into your Zoom session with the same email as you have used to pre-assign them to their breakout rooms in order for Zoom to assign them correctly.
• If you have a recurring meeting set up, you must select “Edit All” (not edit one occurrence) in order to pre-assign breakout rooms for that meeting.
• You can’t make more than one set of pre-assigned groups per meeting.

Give students clear directions about what to discuss in breakout rooms

Unclear directions mean that time will be wasted trying to figure out what they are supposed to be talking about. If your instructions are extensive, write them up in a Google Doc, the link to which you share in the chat. Encourage students to click the link before going into a breakout room; in some cases (perhaps dependent upon the operating system), the chat from the main meeting room does not follow participants to their breakout rooms.

Hosts can also share their screen and audio to all breakout rooms to guide participants on the next steps or tasks. Simply click “Screen share” in the main room, enable “Share to breakout rooms” at the bottom of the share window, select “share sound” if desired, and click “Share.” Any active shares in any breakout rooms will be interrupted; annotation is saved before the shared content is viewed.

If you want to communicate with your students in breakout rooms, use the “Broadcast Message to All” feature. Click the “Breakout Rooms” button, then “Broadcast,” then “Broadcast Message.” The message will appear to all participants and will disappear after 10 seconds.

Consider pairing technologies with Breakout Rooms that facilitate collaboration and capture discussions

Advantages to this include:

• You can reference the document(s) back in the main session, and students will have access to the document after they leave class.
• You can provide comments and feedback in the document to students on their work after class.
• You can monitor progress during breakout sessions. Dr. Sarah Egan Warren, Head of Technical Communication at the Institute for Advanced Analytics, reports that by using Google Docs,  “I was able to read the notes on the Google doc as they were being generated. I could see the common themes emerging across the breakout rooms. I could also gauge when things were naturally winding down. When I called the students back to the main Zoom room, I was able to ask leading questions based on the themes I noted. Then, when I wanted to encourage the larger group to engage in a discussion, I was able to ask better questions than “who wants to share what they discussed in their breakout room?’
• Everyone can contribute. Dr. Warren also reports: “Using the Google doc allowed all members of the class to contribute equally. Anyone could add to the Google doc at any time. As a result, our extroverted learners did not dominate the conversation and our introverted learners had time to compose thoughts and contribute.”
• These documents heighten accountability. If students know their work will be able to be viewed by others, they may put in more effort.

Here is a Google Doc template and a Google Slides template you can use or adapt for your purposes (clicking on these links will prompt you to make your own copy for editing).

Be clear about what students should expect

Let students know

• H ow long they will have in the breakout rooms .
• W hether you or a co-host will be popping in to ask questions or observe their conversation .
• H ow long of a warning will they get before breakout rooms close .
• W hat they will be asked to do once they are back in the main room.

Consider what level of involvement is appropriate for you or a TA to have in the actual breakout rooms

Hosts can co-hosts can view the level of activity in each breakout room from the main session, but you must enable this in your Zoom settings [under In Meeting (Advanced) > Breakout room]. You’ll be able to see the video and audio status, active screen shares, and active non-verbal reactions in the Breakout Room window. Participants will be alerted before joining if you have this turned on.

The host, and a co-host who started the breakout rooms will (if applicable) remain in the main room until they join a room manually.

The “Broadcast a message” tool will send a very brief note to all breakout rooms, and students can call the host into a room with the “Ask for Help” button.  Note that if the host starts breakout rooms and assigns a co-host (a TA, perhaps) to a breakout room, the co-host can then pop from room to room to assist as needed.

Should you join rooms if you are not called in? Dr. Sarah Egan Warren, Head of Technical Communication at the Institute for Advanced Analytics, finds that “the sudden appearance of the instructor in the breakout room causes a disruption and halts the conversation.” Instead, she monitors breakout room progress from the main room, using the collaborative Google doc or set of slides students are working on during their discussion.

Break the (virtual) ice. A breakout room first thing in your class session for a very informal discussion can help students get talking, and the comfort they gain in that first activity can carry into the rest of the session. 

Prime students to learn. Activate prior knowledge, or set the stage for today’s topic by putting students in breakout rooms to either review something that was covered in past course meetings, or discuss something they prepared for today’s meeting. You might consider pairing with Google Forms in this case.

• Create and share a questionnaire or survey in Google Forms that supports the day’s learning objectives, or to let students share perspectives, and share the link in the chat.
• Keep the responses anonymous (don’t collect email addresses of respondents).
• Once students have responded, share your screen to show the graphs and tables with responses.
• Ask students, in groups, to summarize the data or otherwise discuss the results.
• View this video for more ideas about pairing Google Forms and Breakout Rooms

For a think/pair*/share.

• Pose a thought-provoking question
• G ive students a few minutes to think/write an answer.
• Put them in breakout rooms (automatic; 3 per room is a good idea) to discuss their thoughts.
• Bring them back to the main session and have a few groups share what they discussed.

To work through case studies.

To let students prepare to lead a discussion.

• Send students to breakout rooms for small discussions, each on a different topic , and let each group lead the discussion on that topic back in the main session.
• U se the jigsaw technique to create new breakout rooms where one person from each original group is in each new group and is the “expert” on a topic.
• Suggestion: Create a Google Slide deck and let each group create a slide on their topic. Here is a template ; you can make a copy of for your own use.

To work on group projects.

For more great ideas see this article from Portland Community College.

Video Tutorials & Learning Center Items

• Zoom Learning Center: Zoom Learning Center Course: Breakout Rooms in Zoom Meetings
• Zoom. (2022, March 11). Using Breakout Rooms During a Meeting (Video; 4 min 40 sec)
• Zoom. (2022, March 11). Breakout Room Pre-Assign (Video, 3 min 52 sec)

Support Articles

• DELTA. (2022, September) Create and use pre-assigned rooms in Zoom .
• Zoom. (2022, April 26.) All you need to know about using Zoom Breakout Rooms
• Zoom. (2022, Sept 2). Managing breakout rooms
• Zoom. (2022, Aug 2). Pre-assigning participants to breakout rooms
• Zoom. (2022, Aug 22). Sharing screen and broadcasting to breakout rooms.
• Zoom. (2022, Feb 28). Participating in breakout rooms (including self-selecting)
• Zoom. (2023, Jan 16). Creating breakout rooms from poll results

Related Teaching Resources Page

• Leveraging Zoom Tools to Facilitate Engagement

DELTA Resources

• Fostering Deeper Discussions using Zoom Breakout Rooms
• Tips to Increase Student Engagement in Zoom Breakout Rooms

External Resources

• Kaminski, G. (2020, November). Creating Connection via Zoom: Better Breakout Rooms
• Stannard, R. (2020, April 2). Zoom-Make the lessons more student-centered-Practical Ideas [Video].
• TeachHUB. (2016, October 18). The Jigsaw Method Teaching Strategy

Technologies referenced

• Google Docs – Here is a Google Doc template   you can use or adapt for your purposes. (Clicking the link will prompt you to make your own copy for editing.)
• Google Slides – Here is a Google Slides template you can use or adapt for your purposes. (Clicking on the link will prompt you to make your own copy for editing.)

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Using Zoom Breakout Rooms Effectively

Many of us know from experience that large Zoom meetings can make interaction difficult, and that can lead to lack of engagement and inequities with who gets to be heard. Using breakout rooms in your classes can help get more students engaged in conversations and activities, but like all small group work, their use must be structured well to be productive. Zoom breakout rooms are new, but small group activities are not, and much of what we include in this guide is based on research-based principles of what makes small group activities work well.

Note: This guide is not intended to give you all of the technical details about managing a Zoom session. You can find those details in IT Training's Zoom: Using Breakout Rooms .

Tip 1: Clarify Purpose and Tasks (aka avoid busy work)

Make sure students always understand why you are using breakout rooms. Clearly state the reasons for the activity and connect it to larger course outcomes or goals—how this activity is going to help them meet those outcomes, prepare for exams, etc. Here are some possible reasons you may want to use breakout room activities:

• More opportunities for active learning and individual engagement
• Ability to rehearse and lock in knowledge while explaining concepts to others ( peer instruction )
• Practice applying concepts to cases and scenarios
• Community-building and support (which can improve sense of belonging and lead to longer-term study groups)
• Sharing of diverse viewpoints, contexts, and skills

As you develop the tasks you will ask students to accomplish in their groups, consider the following:

• Group tasks should generally be something individuals cannot accomplish on their own.
• Make clear connections to the learning outcomes (of the class or the day); the benefits should be tangible for students.
• Be careful not to overuse group work, particularly if the purposes and benefits aren't very clear. You might even do quick feedback activities to see if students are seeing the purpose and benefitting from the breakout room activities. You want them to look forward to these activities, not dread them.
• Give intermediate steps for complex tasks. You may even break those steps down with how much time to spend on each; this will scaffold more complex cognitive tasks and provide a useful time structure.
• Rather than “make a list” activities, shift toward “make a specific choice” activities that ask for comparison, synthesis, or judgement. (Michaelson, 1997)

Tip 2: Use Deliverables (Google Docs or Slides)

Use a deliverable to give the breakout room activity focus—from lists of student-generated examples to answers to complex questions that involves application or judgement. Using a common Google Doc and/or Google Slides file for these deliverables serves three purposes: 1) It allows you to see their work in progress, allowing you to visit groups needing guidance or nudging. 2) It makes sharing out to the larger class easier, since all deliverables are in one place and you can easily share them yourself rather than having each group share their screens. 3) It can act as a longer-term storage of the day’s work, allowing students to go back and learn from other groups’ work. Before you send students off to groups, share a short URL to the common document (and include it in the syllabus), in case someone cannot easily click a link on their device.

Use Google Slides to create a place where each group can share their deliverable—a list, solution to a problem or scenario, a sketch or diagram, etc.

• Create one big slide deck with a template copied into each slide, with the group’s number.
• Be sure to set the permissions to let everyone in the class edit the file.
• Ask that only one person per group edit the slides (less room for accidental erasures; 100-person max per file)
• Pros: Cleaner deliverable for presentation; Easier for instructor to scan when selecting groups to report out.
• Cons: Not appropriate to show in-process or individual work; Primarily presentational, not procedural.

Examples 2 and 3 from Sample Peer Instruction Questions by Peter Newbury

Use a Google Doc to allow students to record their group’s notes as well as their deliverable. This allows you to require all group members to post their individual contributions to the Google doc to ensure everyone is actively engaged.

• Make sure each group has its own clear page or section of a table, so they know where to put their notes and deliverable.
• Be sure to set the permissions to let everyone in the class edit the document.
• Give students a few minutes to respond to a prompt on their own before they put their individual ideas in the group’s notes, and then have them move on to the discussion part of the activity. This ensures everyone engages and gives you evidence of that, providing accountability.
• Repeat the instructions on each group’s page, so they don’t have to go scrolling up to the top of the document while they work.
• In small classes, you can just use a table separating group areas. In large classes, give each group its own page (separated by a hard page break) to avoid the page continually scrolling as lots of people are adding notes.
• In large classes, you might need to create multiple Google Docs to accommodate the number of editors involved (100 max per document).
• Give them space to write notes, but make sure they include a more clearly worded decision/deliverable that 1) provides a useful conclusion to their work, and 2) is useful to classmates from other teams.
• You can always use a combination of the two types of documents if the breakout activity is fairly complex and involves significant time—a Doc for recording in-process notes and a Slide for reporting out of the deliverable.
• Pros: Allows you to see their work in progress, giving you a better idea which groups to visit, especially on a longer breakout room assignment; Provides for individual accountability; Allows you to add more detailed and scaffolded instructions, especially useful in multi-step activities.
• Cons: Can get cluttered in large classes; More difficult for presentation purposes.

Tip 3: Be Intentional about Assigning Students to Groups

Simply sending students into group activities isn’t as easy as it seems, and there have been many studies that have examined the factors involved in successful learning in groups. Here are a few key tips from that research:

• Your groups should include 2-6 students, depending on the tasks you are asking them to do. If it is a simple think-pair-share activity, 2-3 students are fine, especially if the goal is a quick discussion with minor deliverable. More complex tasks, or those requiring more diverse perspectives, will need more students per group.
• Having too few students limits the breadth of skills and perspectives in the group, while too many students lets some not engage. Evidence shows that groups of three are best in some problem-solving tasks (Johnson et al., 2006; Heller and Hollabaugh, 1992).
• Basic roles can include: Facilitator, note taker, presenter, and timekeeper; Advanced roles can include integrator (to make sure everyone participates), skeptic/devil’s advocate, researcher, etc. Consider what tasks are necessary for a group to interact well and solve the problem at hand.
• Have quick activities to pick roles, which can also act as icebreakers: Closest birthday is facilitator, next is note taker…, etc. Or who lives furthest from Bloomington, or who came from the biggest high school, etc.
• Rotate assignments if you use the same groups in multiple class sessions.

For more general information about effective group work, see Vanderbilt University’s group work page .

There are four ways you can assign your students to groups:

• Pros: Lets you ensure diversity and distribution of strengths; Allows you to group students by known interest or specialization, or by longer-term group assignments; Allows you to assign students to groups associated with specific AIs for their lab/discussion sections.
• Cons: Takes more time before class to pre-load groups, which is fine if you keep the same groups all semester, but too much work for each class meeting; Groups can be uneven if some students don’t show up that day. Be sure to practice this beforehand.
• Pros: Fairly easy in small classes or if you have an AI/UTA to help; Allows you to adapt group assignments in the moment. (Note: Only the Host can assign breakouts, so you would have to make the AI Host, and have them make you Co-Host.)
• Cons: Can take too long in large classes.
• Tip: If students know their groups, they can rename themselves to “1 - Zhang Wei, 2 - Carmen Sanchez, 3 - Erica Donaldson,” etc. This makes manual assignments easier.
• Pros: Quickest method—just choose the number of groups; They meet more students in class.
• Cons: No way to control groups’ diversity or strengths; Limits student selection of topics that interest them; Rotating to different groups each time my require extra time during each activity to build some group cohesion.
• Tip: You can randomly assign students to groups and move a few manually if you see some problematic pairings, but do it before you open the rooms, or they will get yanked between groups mid-task.
• Pros: Students can select breakout room topics they are most interested in (which can lead to greater engagement/investment) IF each breakout room is set up to focus on a different topic; Useful for other purposes, like virtual poster sessions.
• Cons: Self-selected groups can lack diversity and lead to confirmation bias; May lead to uneven group sizes.
• Note: Selecting their own room requires all participants to have version 5.3.0 or higher of the Zoom desktop client ( information on updating ). If a few students do not, you can always send them manually to a group.

Tip 4: Work on Timing: How Long Should Breakout Rooms Last?

Small group work always takes longer than we think—getting into the room, spending a few moments chatting or figuring out the task at hand, and keeping focused while getting to all the parts of the assignment. The length of your breakout rooms depends on a few factors, including: 1) the complexity of the tasks you assign, 2) the level of detail required by the deliverable, and 3) students’ familiarity with their teammates and the processes you follow.

With small groups and a quick question—such as a think-pair-share or a brainstorming session meant to get their brains working—five minutes may be enough. More complex questions with a deliverable might take 10-20 minutes, although 20 minutes is a long time unless you have a detailed and well-scaffolded activity for them. For long tasks with big deliverables, consider waypoints to keep them on track, and be ready to check in on their progress—another reason for having them work through the steps in a shared Google Doc. If you need to keep group time brief, consider reducing the task size, avoiding multiple questions, or assigning different questions to different groups.

If students know each other already—like if you use the same groups each meeting—things will go faster. New groups take a bit longer to gel and get started. Consider giving new groups a few extra minutes for introductions and/or an icebreaker. Larger groups often need more time to work, as it takes longer to coordinate people and give everyone a chance for input.

Be ready to give groups more time if you sense they need it—another reason to check in with groups by watching their Google Docs and visiting their breakout rooms. And broadcast a 3- or 5-minute warning before the end of group time, so they can finish up deliverables or prepare for reporting out (sticking the reporter with that task with 30 seconds left is cruel).

Tip 5: Build in Mechanisms for All Voices to Be Heard

A challenge in all group work is to keep a few people from dominating, and to give everyone an opportunity to engage and have input; that is even more true online when it is easier to sit back and disengage. Assigning roles helps include everyone from a logistical point of view, but you should also build activities that require everyone’s involvement. Here are a few suggestions of how to do that:

• Make sure your group roles include someone who is tasked with drawing everyone into the conversation—both to get early input and to vet the deliverable. In smaller groups, this can be the facilitator, and in larger groups it may be a separate role called “includer.”
• Create tasks or prompts that invite (or require ) different perspectives or interpretations; questions with a simple correct answer can shut down discussions quickly once someone gets the answer (or thinks they do).
• Require each individual’s contributions be reflected in the team’s notes. ( Step 1: Take 3 minutes to individually think about your response to the prompt and put your individual ideas in the team’s notes. Step 2: Review everyone’s ideas as the first step toward your assignment. )
• Discuss group dynamics with your class and invite everyone to speak up if the dynamics are off—if someone isn’t getting a chance to talk, if someone keeps getting cut off, if men are dominating, etc. It takes everyone to add to the health of the group.

Tip 6: Support Your Groups while They Work

Just like you move around between groups in class, plan to move between breakout groups in Zoom. Be careful not to get caught up in one room, since you cannot just glance around a room for other groups needing help. If you have AIs or undergraduate teaching assistants (UTAs) in your class, they can be assigned to rooms or float among them. Dropping into rooms is even more important when you have assigned complex or multi-step activities.

Let students know how they can contact you during breakout rooms, so you can pop in to address a question. If they have the most recent version of Zoom, they can click the “Ask for Help” button to call the Host to their group. If you are working with AIs or UTAs, they cannot get called to a room, so you might have a plan to ask them to visit a room (e.g., Group 4 asks for help, and you group-text your UTAs, asking one of them to visit that breakout room).

If you like to have students lead class discussions, have groups take turns developing activities (with your or an AI’s guidance), have them do a short presentation at the start of class, and then have them drop into breakout rooms to help guide those discussions. They become the day’s experts and breakout room coaches.

Tip 7: Report Out (selectively) and Offer Alternative Ways to Maintain Knowledge

Having groups report out is an important part of using breakout rooms—it provides accountability for the groups, adds a sense of importance to the work they just did, and allows you to review and build upon their work in order to move the whole class forward. This is your opportunity to demonstrate and add value to the work they just did in groups. Here are some suggestions for having groups report out to the larger class:

• Use their responses to demonstrate their personal connections to a topic.
• Show a range of perspectives or interpretations.
• Explore difficult concepts or problems, demonstrating disciplinary ways of thinking through issues or problems.
• If you are addressing a complex problem or scenario, you can have groups address different aspects of the problem and use reporting out to view the whole picture; they benefit from their deep dive as a group into one, but they learn about the other aspects from different groups.
• If you need to address incorrect answers, do so with tact and support—“That’s a common mistake, and one many of us make on this tricky problem. Let’s talk about why you probably got this answer and how we can all learn from it.”
• Make sure you build in adequate time for your reporting out approach, and hold teams to their time limits. You will underestimate the time needed to get to all groups, or even a decent subset of them. Running out of class time for this step undermines all the work they just did in groups, so plan time for it.
• Watching the deliverables forming in a Google Doc or Slide allows you to pick which groups you want to call on, if you cannot get to everyone.
• If you have more groups than can report out, but you aren’t using Docs or Slides, come up with a fun way to randomly select the few you have time for.
• Don’t focus as much on the answers, but on the “why” behind the answers. After making their decisions on an application question, give each group ets 2-3 minutes to share their single most important reason for their decision . 

A Final (Important) Suggestion: Practice First

Consider a fairly light activity for the first time students are in breakout rooms, since they need to get used to both the tools and the processes you want to follow. Keep the assignment and deliverable simple this first time, and give them plenty of time to do the work. It may seem like a frivolous use of time, but consider it an investment in smoother work in future class sessions.

Just as importantly, take time to practice with Zoom first, perhaps with colleagues or AIs, so you know how to manage things, both organizationally and technically. Get a small group together to take turns hosting events so you can see what it is like to move into rooms and how to manage things as the instructor.

Additional Resources

• How to Make Breakout Rooms Work Better ( Chronicle of Higher Education)
• Creating a Google Collaboration in Canvas (Canvas)
• Google Docs: The Basics (IU IT Training)
• Google Slides : The Basics (IU IT Training)
• Teaching Effectively with Zoom (Dan Levy, Harvard University)
• Three Tools to Use in Your Zoom Breakout Rooms (short IU video)
• All You Need to Know about Zoom Breakout Rooms (Zoom blog)
• Zoom Etiquette (CITL Quick Guide)
• Zoom to the Next Level: Active Learning in the Virtual Classroom (IU Pressbook)
• Zoom: Using Breakout Rooms (IU UITS site)
• Managing Zoom Breakout Rooms (Zoom technical guide)
• Peer Instruction (Rochester Institute of Technology)

Heller, P., and Hollabaugh, M. (1992) Teaching problem solving through cooperative grouping. Part 2: Designing problems and structuring groups. American Journal of Physics 60, 637-644.

Johnson, D.W., Johnson, R.T., and Smith, K.A. (2006). Active learning: Cooperation in the university classroom (3rd edition). Edina, MN: Interaction.

Michaelson, L.K., Fink, L.D., & Knight, A. (1997). Designing effective group activities: Lessons for classroom teaching and faculty development . In Dezure (ed.) To Improve the Academy , Vol 16, pp. 373-398. Stillwater, OK: POD Network. 

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New in Zoom: Share your screen to breakout rooms

• September 20, 2022
• < View more Tech Tips Posts

Zoom is constantly adding new and exciting features—now we have the option to share our screen to all breakout rooms!

Once the breakout rooms are open, the host or co-host can share their screen from the main session directly into all open breakout rooms. With this, presenters can share visual information, such as instructions on activities or guidance on next steps, to all breakout rooms at once.

• Click Share Screen in the meeting controls.
• Enable the Share to breakout rooms option at the bottom of the share window.
• Choose what you would like to share, including an entire screen, a specific open program, or others.
• (Optional) Click the Share Sound box to include audio with the shared content.
• Click Share .

NOTE The selected content will be shared to all breakout rooms. Any active shares in any breakout rooms will be interrupted for the host's/co-host's shared screen. Annotation or whiteboarding is saved before the host's shared content is viewed. 

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by Machinedrum

Machinedrum - '3FOR82' LP [ZEN299] Record/Vinyl + Digital Album

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Machinedrum North Carolina

Travis Stewart known as Machinedrum has produced and composed over a dozen albums under various aliases since his first independent release in 1999. Covering an astonishing variety of styles with ease, through solo Machinedrum work and with collaborative projects Sepalcure, JETS, Dream Continuum, or other mutations, Stewart has established himself as electronic music's true Renaissance man. ...   more

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