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Improving student experiences

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I'm seeing lots of teachers new to #RemoteLearning and #LiveLessons talking already about student burnout. As someone who has been online teaching since March, let me hit you with some pieces of information that might help... /1

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I'm seeing lots of teachers new to #RemoteLearning and #LiveLessons talking already about student burnout. As someone who has been online teaching since March, let me hit you with some pieces of information that might help... /1

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Something went wrong, but don’t fret — let’s give it another shot.

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I'm seeing lots of teachers new to #RemoteLearning and #LiveLessons talking already about student burnout. As someone who has been online teaching since March, let me hit you with some pieces of information that might help... /1
— Sarah 🇮🇪 (@MsDowdSci) January 13, 2021

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I'm seeing lots of teachers new to #RemoteLearning and #LiveLessons talking already about student burnout. As someone who has been online teaching since March, let me hit you with some pieces of information that might help... /1

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I'm seeing lots of teachers new to #RemoteLearning and #LiveLessons talking already about student burnout. As someone who has been online teaching since March, let me hit you with some pieces of information that might help... /1

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I'm seeing lots of teachers new to #RemoteLearning and #LiveLessons talking already about student burnout. As someone who has been online teaching since March, let me hit you with some pieces of information that might help... /1

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Communication among staff and with students

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Communication among staff and with students

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- Regular meetings allowing the staff to know and discuss ideas, planning, decisions, among others.
- Meetings with the students to know how they feel, what they would like the teachers to know and how we can progress as a team.

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How/what to improve
Accessible/attendance: We are not in control, parents need to have the children there.
Parent support and communication:
-Suggest: regular parent surveys - as last year for positive/constructive feedback, parents feel listened to
-Ensure parents feel they can call on us any time
-School info - send with more notice when possible.

Measurement:
-Gathering evidence : try to have some ‘writing/drawing’ in notebooks every day/ Seesaw each day ‘show me your  work
-Evidence-upload tracking sheet at end of each term.

CPD: would be useful        Google chrome extensions        Sharing ideas at staff meetings

Problems: internet issues

Screen time: Currently OK for EYFS. We send activities on Google classroom for off screen learning.(as requested by parents last year.

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1 teacher comes into another teacher's class/meet. The teachers split the class and cover related interdisciplinary topics to prepare students to then re-unite and prepare a short project based on that content.
The lesson of the teacher who joined the other class will be used to create the project and the teacher will only need to supervise.

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Not setting homework as they are already spending too much time in front of a computer. Unless they are an exam year and then I set past paper questions 

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Not setting homework as they are already spending too much time in front of a computer. Unless they are an exam year and then I set past paper questions 

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Always remembering that there are different students in one group, which means it is necessary to individualize the needs of those who need more support.

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give a 5 minute screen break during every double lesson

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give a 5 minute screen break during every double lesson

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I have been doing all year and the students really appreaciate\

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Having the students say goodbye at the end of the lesson/wait for them to end the lesson not just leave.
Write issues on the student concerns,

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Gauge the feedback from Students and staff

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Emma have a look at this video. You can set virtual tours of lots of art galleries and get them to research a particular painting or artist found in that gallery then to either write an essay on it or design a presentation. Student still needs to log on but they can do in their own time so they are not sitting for massive blocks of time at once. They can take breaks and do at their own pace

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Russell Stannard (Teacher Training Videos)

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Using Flipped Classroom when teaching online #teachingonline #flippedclassroom

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The Arts naturally lend themselves to projects.
Maybe cross curricular projects.

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Encourage Students to Create Their Own At-Home Workspace

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Encourage Students to Create Their Own At-Home Workspace

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- Preparing activities they can do on their own. This allows them to work at their own pace, without stress of time and also knowing they can email teachers during that time if they have any doubts.

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Have staff meetings where staff are sharing how apps, or programs work.
Sharing good practice.

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This (free) software allows you to assign a video for students to watch. tells you if they watch whole video and if the skipped parts etc. You can also add questions to answew on the video

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Google Classroom has a "schedule"  option you can set if you know you'll be out for a particular lesson. The assignment gets posted when you set it to.

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When you create an assignment, you can:

Create an assignment

1. Click the class Classwork.

2. At the top, click Create Assignment.

3. Enter the title and any instructions.

You can continue to edit and customize your assignment. Otherwise, if you're ready, see below to post, schedule, or save your assignment.

Assignments to multiple classes go to all students in those classes.

Unless you're posting to multiple classes, you can post an assignment to individual students. You can't post to more than 100 students at a time.

1. Create an assignment (details above).

2. Next to All students, click the Down arrow All students again to deselect students.

3. Click a student's name to select them.

Use grade categories to organize assignments. With grade categories, you and your students can see the category an assignment belongs to, such as Homework or Essays. Teachers also see the categories on the Grades page.

1. Create an assignment (details above).

2. Under Grade category, click the Down arrow select a category from them menu.

For more information on grade categories, go to Add a grade category to posts or Set up grading.

You can change the point value of an assignment or make the assignment ungraded. By default, assignments are set at 100 points.

1. Create an assignment (details above).

2. Under Points, click the value.

3. Enter a new point value or select Ungraded.

By default, an assignment has no due date. To set a due date:

1. Create an assignment (details above).

2. Under Due, click the Down arrow .

3. Next to No due date, click the Down arrow .

4. Click a date on the calendar.

5. (Optional) To set a due time, click Time enter a time and specify AM or PM.
Note: Work is marked Missing or Turned in late as soon as the due date and time arrive. For example, for work to be on time at 9:00 AM, set the time due to 9:01 AM. For instructions to check work status, go to View student assignments.

1. Create an assignment (details above).

2. Under Topic, click the Down arrow .

3. Choose an option:

To create a topic, click Create topic and enter a topic name.

Click a topic in the list to select it.

Note: You can only add one topic to an assignment.

Learn more about how to add topics to the Classwork page.

You can add attachments to your assignment, such as files from your computer, Google Drive files, YouTube videos, or links.

1. Create an assignment (details above).

2. Click Add choose an option:

3. If you see a message that you don't have permission to attach a file, click Copy. Classroom makes a copy of the file to attach to the assignment and saves it to the class Drive folder.

4. Next to the attachment, click the Down arrow and choose an option for how students interact with the attachment:

5. (Optional) To delete an attachment, next to the attachment, click Remove .

For instructions, go to Create or reuse a rubric for an assignment.

For instructions, go to Turn on originality reports.

You can post an assignment immediately, or schedule it to post later. If you don't want to post it yet, you can save it as a draft. To see scheduled and drafted assignments, click Classwork.

Post an assignment

1. Follow the steps above to create an assignment.

2. Click Assign to immediately post the assignment.

Schedule the assignment to post later

Scheduled assignments might be delayed up to 5 minutes after the post time.

1. Follow the steps above to create an assignment.
Note: You can only schedule assignments for a single class.

2. Next to Assign, click the Down arrow Schedule.

3. Next to the date, click the Down arrow and select a date and time. When you enter a time, Classroom defaults to PM unless you specify AM.

4. Click Schedule. The assignment will automatically post at the scheduled date and time.

5. (Optional) To schedule the assignment for another class, schedule it first for one class and then reuse the post for the other class.

Save an assignment as a draft

Follow the steps above to create an assignment

You can open and edit draft assignments on the Classwork page.

Edits affect individual classes. For multi-class assignments, make edits in each class.

Note: If you change an assignment's name, the assignment's Drive folder name isn't updated. Go to Drive and rename the folder.

Edit a posted assignment

Edit a scheduled assignment

Enter your changes and click Schedule.

Edit a draft assignment

1. Click the assignment and enter your changes.
Changes are automatically saved.

2. Choose an option:

Assign it immediately (details above).

Schedule it to post at a specific date and time (details above).

To keep it a draft and return to the Classwork page, at the top, click Close .

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When you create an assignment, you can: Create an assignment Click the class Classwork. At the top, click Create Assignment. Enter the title and any instructions. You can continue to edit and customize your assignment. Otherwise, if you're ready, see below to post, schedule, or save your assignment.

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Reducing screen time during input by using audio content.
This can also be used by letting students create their own audio replies based on written content in their workbooks.

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Visibly tracking student progress - use of traffic light system.

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Visibly tracking student progress - use of traffic light system.

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Planning simple experiments to be developed at home during the lesson with a later peer presentation.

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- Listening to the suggestions from the students. If they need to change a date, if they prefer another work because they feel more secure, among others. "Let people choose their way".
-  Allowing students an extra plan to catch up if they report a problem. If they didn't finish an activity on time because they didn't have power, maybe they could do another activity at the same level.

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Most parental support but they want their kids in school.
Better communication is needed,  having a plan.  For example,  a plan before Christmas with different scenarios, so it can be put in place quicker.  Emails sent in plenty of time.
A policy of replying to emails to staff (24 hours) even if its just to say you have seen it and you will get back to them.

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Ensures engagement

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Positive reward system - linked to trips & rewards. 

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Positive reward system - linked to trips & rewards. 

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Supplies, Equipment and Training for Student and Teacher Wellbeing

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Supplies, Equipment and Training for Student and Teacher Wellbeing

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e.g. suitable lighting, screen filters, ergonomic seating, screen time monitoring apps, training on exercises and activities to improve recovery after long screen time

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Setting students up with videos or support readings and letting them get on with activities to feedback at the end of the week.
Teacher only to check up on project during most lessons.

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Using reading tasks on Kognity for flipped learning 

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Using reading tasks on Kognity for flipped learning 

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We express ourselves in different ways. On Flip, you can use our simple and fun built-in camera to record your thoughts, add effects and share within your Flip group as video, audio only or text in your web browser or mobile app.

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Flip is a video discussion and sharing app, free from Microsoft.

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Flip (formerly Flipgrid) is a video discussion and video sharing app, free from Microsoft, built for classrooms and beyond. Learn more.

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https://eedi.com/

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Russell Stannard (Teacher Training Videos)

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Using Flipped Classroom when teaching online #teachingonline #flippedclassroom

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Note down who is contributing to discussions - tick every time they answer a question/make a comment. Allows you to judge how engaged they have been.

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Depending on the subject and situations.
For art they are set the project through Google classroom,  demos will be done on screen if poss, videos shown etc.  But still being available on the meet to answer questions.
In Music, sometimes has a few different tabs up so they are off the meet and come back on after a certain amount of time.  But the teacher is avaliable to answer questions.

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Get sheets/summaries printed at school. It means planning a few weeks in advance, but kids can collect the resources, and it is a way to get them away from the screen

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Parent Support & Communications
-To improve the parent understanding of the current systems in place. Do they want to be involved?How can we encourage them to be more proactive? Emails not read or responded to? Parent meetings or training?

Measurement
-Teacher Review of own class model and lesson development from teachers point
-'Doing' opposed to teaching
-Interaction of students during online lesson
-Smaller group work- students should have more opportunity to speak

Additional details
1.-Getting students to complete work
2.-Communication & decisions in advance - we need to know at least 7 days in advance for planning lessons IN.
3.-More time to embed learning and understandings. Time IN to introduce new topics and then weeks OUT for revision and review. Quality of learning rather than quantity.
4.Use of TA/ specialists to plan individual sessions to reinforce previous learning.
5.To look at how resources can go between home and school- to improve variety of lessons.

Wellbeing
Students- Generally very good as parents are providing social, visits etc. Pressure is of from academics.
Teachers-Lack of forward planning leads to stress and anxiety. Can be easily avoided.

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A standard start to every lesson. Clear routines. debate/discssion at the start of each lesson.  Ensures engagement

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Starter activities - a consistent routine of an activity waiting for the kids at the start of the lesson.

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Easier if lessons were not covered unless of for a long period of time.
Make sure that there is good

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Teaching young learners online

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Join our free online course for primary and secondary teachers and learn how to plan engaging lessons for all your learners.

👉https://t.co/IAW7RJ7Bha
#FLYoungLearnersOnline

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Join our free online course for primary and secondary teachers and learn how to plan engaging lessons for all your learners.

👉https://t.co/IAW7RJ7Bha
#FLYoungLearnersOnline https://t.co/pshLhpE0WF

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Something went wrong, but don’t fret — let’s give it another shot.

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Join our free online course for primary and secondary teachers and learn how to plan engaging lessons for all your learners.

👉https://t.co/IAW7RJ7Bha#FLYoungLearnersOnline pic.twitter.com/pshLhpE0WF
— TeachingEnglish (@TeachingEnglish) January 11, 2021

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Join our free online course for primary and secondary teachers and learn how to plan engaging lessons for all your learners.

👉https://t.co/IAW7RJ7Bha
#FLYoungLearnersOnline https://t.co/pshLhpE0WF

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Join our free online course for primary and secondary teachers and learn how to plan engaging lessons for all your learners.

👉https://t.co/IAW7RJ7Bha
#FLYoungLearnersOnline https://t.co/pshLhpE0WF

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Join our free online course for primary and secondary teachers and learn how to plan engaging lessons for all your learners.

👉https://t.co/IAW7RJ7Bha
#FLYoungLearnersOnline

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Which 2-3 things should we prioritise?

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The past few days have seen increasing numbers of schools and universities across the world announce that they are moving to online-only learning. Hundreds of thousands of teachers are busy working to move their face-to-face lessons online. Designing online courses takes significant time and effort.

Read more: Coronavirus: universities are shifting classes online - but it's not as easy as it sounds

Right now, however, we need a simpler formula. Here are 14 quick tips to make online teaching better, from an expert in online learning.

1. Record your lectures - don't stream them

If students are unwell or are struggling with internet access, they will miss a live streamed lecture. Record videos instead and send them to your students so that they can watch in their own time.

2. Show your face

Research has shown that lecture videos that show instructors' faces are more effective than simple narrated slideshows. Intersperse your slides with video of yourself.

3. Keep videos short

Videos longer than 15 minutes can cause issues of slow downloading and learner distraction. If you have more to say, record two or three short videos.

4. Test out slides

Make sure you test slides on a smartphone before shooting your lectures so all text is readable on small screens. Font sizes, colours, template designs and screen ratios can be double-checked.

5. Use existing resources ...

It is unrealistic to expect that you, on your own, will produce a semester's worth of high quality videos. You can use pre-developed resources available online and provide students with clickable links.

6. ... and make sure they're open access

Using open resources helps prevent access problems for students. If any of your suggested resources are not accessible, you will receive an inbox full of student emails and eventually waste all your time troubleshooting. Spending a few extra minutes carefully searching for fully open access materials will save you a headache later.

7. Give specific instructions

When you suggest online media which runs for longer than 15 minutes, students will be put off watching. Instead, suggest the exact parts they need (eg 13:35 to 16:28) as this can even make students more curious. When you provide more than two resources, label them in the order you want students to approach them. Simple numbering, based on the level of difficulty or importance of each resource item, can be of great help for your students.

8. Provide interactive activities

Most learning management systems, such as Moodle, Edmodo and Blackboard, include a range of functions to create interactive learning activities such as quizzes. Step-by-step guides to creating them are widely available online. Use them.

9. Set reasonable expectations

When you create quizzes, you should make sure all questions can be answered by referring to the given learning resources. When you ask students to write a summary of lecture videos, you should make it clear that this is not a serious report. Making this as a mandatory assignment but a low-stakes task will produce the best outcomes and responses from students. A set of 15 quiz questions or a 300-word limit will be sufficient to engage students for 30 minutes.
10. Use auto-checking to measure attendance
If you tell students that their attendance will be measured by their participation in a quiz, it will increase compliance. However, you won't have time to check them all, so use the automatic checking and grading features on the learning management systems.

11. Use group communication carefully

Group communication shouldn't be used for direct teaching. Instead, set up " virtual office hours " on a video conferencing tool like Zoom. Simply log in at the appointed time and wait for students. Focus on providing social support and checking if any issues need to be addressed immediately. This can be a great way to collect student feedback on your online teaching as well. Make meetings optional and be relaxed. No need to be frustrated when no one shows up: students are still happy to know that this option is available.

12. Let students take control

You can set up online group spaces for small groups of students and ask them to support and consult with one another before sending emails to you directly. You can post a couple of questions to help students break the ice and start conversation. Encourage students to use the communication tools they prefer. Some groups will click well and some will not, but this little tip can make students feel socially supported and reduce your inbox traffic.

13. Don't hide your feelings

Online teachers' emotional openness is a great instructional strategy. Tell your students that it is your first time teaching online and you are learning while teaching. Explicitly ask them to help you, reassuring them that you will do your very best to support their learning as well. They will be sympathetic since they share the same emotions, and you will be set up for success.
14. Repeat
Online students do not like frequent changes in their learning style. They are happy to repeat the same structure and activities. Once you find a teaching style working for you, feel free to repeat it each week until you are back in your classroom.

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Coronavirus: 14 simple tips for better online teaching

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The past few days have seen increasing numbers of schools and universities across the world announce that they are moving to online-only learning. Hundreds of thousands of teachers are busy working to move their face-to-face lessons online. Designing online courses takes significant time and effort.

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Through technology, teachers can share the sights and sounds of the classroom to help remote students feel more connected.

The author, a Latin teacher, built a simple stand out of scrap wood so his remote students can see him annotate text.

Your students want to see your eyes, hear your voice, watch what your hands are doing, and know your heart. All of that is difficult at the moment, but remote learning has presented us with a perfect example of how constraints such as not being in the same room together can unleash creativity.

I use recordings of slide deck presentations for the focused, four-to-five-minute lectures I give, but I use them sparingly whether instruction is in person or remote. And if the learning is remote, I always use Loom, free screen and video recording software, which captures not only my presentation and my voice but also my eyes. As teachers, we all like to see our students' eyes. They want to see ours, too.

My students tell me that while the slide deck lessons are clear and helpful, they like to see me write on the board. They find that they remain engaged by tracking my hand and that they like it when my voice is coming from where the image is being produced. With slide decks, one must stand to the side to present.

A Setup Inspired by Salman Khan

I use a plain dry-erase board most of the time. Several years ago I salvaged an old slate chalkboard from a classroom renovation at another school and kept it in my basement. But last year I got it to my classroom with a little help and convinced Plant and Operations to hang it in my room. The students were fascinated and drew all over it. The slate board provides welcome variety during presentations. My students like the white writing on a black, matte background instead of colored writing on a white, shiny background. The slate board also emits its distinctive tapping sound, which is reproduced in Salman Khan's Khan Academy lessons. I now use a sampled image of the slate surface as the background to my slide decks, evoking tactile memories in my remote students.

During quarantine, I wanted to respond somehow to my students' expressed desire to watch me write. I printed out a snippet of text that I wanted to explicate and annotate in a large font, double-spaced. I put my phone on top of a stack of books and began recording as I annotated the piece of text with a pencil. I made a mistake and used the eraser. It was simple, human, and basic, and my students loved it.

Using a Simple Rig to Better Connect With Students

From some random lumber I had in the basement, I built a very simple rig to hold my phone a few inches above a table. I put a large rock on the base to keep it from tumbling over, and I used a rubber band to secure the phone. I drilled several screw holes in the vertical beam so that I could adjust the height of the horizontal platform that held the phone. This gave me the ability to get the right focal distance from my workspace. I didn't want the font to appear too small, but I needed the phone to have enough elevation for me to write and point. I am right-handed, and I wear a silver ring showing the Pueblo symbols for sun and rain on that hand. I noticed while reviewing my videos that the ring provided interest and individuality.

I plugged an inexpensive headset with a decent mic into the phone and got excellent, FM-radio-quality sound on the recordings. I kept the lessons under seven minutes-most of them clocked in at about four minutes.

I always found it curious that Khan Academy's signature look and feel was chalk on a blackboard with the tap, tap, tap of the chalk hitting the board and the slowly revealed, hand-drawn lines along with the soft voice of the one who was drawing. I cannot seem to capture the sound of my pencil on the paper, but my students can see my hand drawing, writing, and pointing. They also hear my voice as though they were sitting beside me.

I edit my lessons on the phone and then upload them to YouTube. We use Canvas as our learning management system, and it's easy to embed the video into a Canvas assignment using the embed code. The end result is an uncanny combination of slick production value and homey, handcrafted, artisanal teaching. It's unique, deeply personal, and from the heart. I let them know how I approach a piece of text, how I read, how I write, how I speak, and how I feel about the text. They then take that with them into their breakout rooms to do their own work.

When I visit them in their groups, I have a rule: Listen forever. If a student wants me to listen to a rant about tech problems, I listen. They may say they have questions, but they really just want to talk through their ideas. I listen. Whatever they want to say, they can say, and I stay quiet. In this way, I give them my ears as well. I get to know them just as I let them know me.

You need to be a person in class to make learning personal, and you need to be your own author if you want to be authentic. Show your students your own, authentic work with all of its flaws and brilliance. Speak personally about the things that interest you in the material, and speak passionately about the things that interest you and you alone. We are at our best when we express what is unique and peculiar about us in our teaching.

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Bringing More of a Classroom Feel to Distance Learning

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Through technology, teachers can share the sights and sounds of the classroom to help remote students feel more connected. The author, a Latin teacher, built a simple stand out of scrap wood so his remote students can see him annotate text.

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Please also share any ideas, articles or anything else colleagues might find useful!

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Please add your ideas here in any form you would like - Remote Learning Priorities on the left, and Wellbeing/Screen time suggestions on the right