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- Google classroom planning per kampong helped the younger students on their Self management ATL-
The platform was common to all and allowed the kampong teacher to provide help with organisational skills .
- Preparation of all Units lessons plans was very demanding for teachers - to be uploaded every week - but gave clear instructions to students
MYP year 1-3 worked very well
Emotional and social elements had to be monitored by the kampong teacher
Older students may be more independent and given more agency but the model could be followsd

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What worked well:
Social and Emotional

Students with social and emotional needs really enjoyed being able to be counselled in their own personal comfort zone (e.g. they could have their dog on their lap, or sitting in the favourite chair.

However it is important to note that main stream kids struggled more because they were missing the social interactions that they were used to at school.

Students appreciated the ability to meet at times that suited them.  Ease of access was improved for  students, parents and staff.

Weekly discussions with the Head of School were very helpful and ensured that the whole ISS community was adjusting well to the ever changing situation.  It provided the necessary link with other staff members.

Parent sessions were well received and feedback showed they really valued this opportunity to connect during HBL.

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- More practical subjects - hard to plan without students having resources e.g. Art
- Controlling the chat function

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What worked well:
We could pop in and out of several classes simultaneously as we were included in Google Classrooms, Hangouts, or Zoom sessions.

We could observe targeted LS students and those who needed extra support to help as needed during or after classes in debrief sessions.

Most effective was having 1:1 Chat boxes with students so we could offer clarifications and advice during classes.

We engaged with teachers more effectively in class discussions and debriefs. We monitored small groups of students in online exams effectively.

LS teachers could share history of real time 1:1 hangout chats with students challenged in HBL with ISS counselors and outside therapists. As teachers were busy running lessons, we often caught students who logged into class but didn't participate except to log out (ie using a photo rather than live screen image). We got them back into the discussions.

In 2:1 HBL sessions with a student, 2 teachers could work with a student (ie. teacher gave reading passage, student read, they discussed, and I took running record of reading miscues and grammar errors in speech for more effective intervention).

What didn't work:
Too many students with behavioural based learning issued (ASD kids).

Difficult to work consistently with a student in China.

Impossible to carry through on referrals to outside agencies as they could not evaluate online.

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Dharshini, Fiona and Chris

Strategies...
Individual Check-ins
Flexibility around timetabling
Group sessions using Zoom breakout rooms with specific guided inquiry questions
Multiple platforms
Chat Messages in Zoom
What worked well...
- Longer Kampong for individual check ins and social/emotional development
- not all classes taught synchronous
- using chat box in google hangouts for attendance, moving away from formal attendance taking session at the beginning of the lesson
- Only 2 attendance sessions (MYP1-3)
- Competitions and challenges through marketing department
- social activities, including the Wednesday coffee session (thanks Dave B) to ensure staff are checking in on each other and have social interaction
What didn't work so well...
- Multiple platforms caused confusion
- wellbeing for teachers and students
- Some students were not overly active during sessions; it seemed easy for some to 'zone out' if not made accountable

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What worked well (Bhamini's group - Wes, Blanche, Brad, Sean)

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What worked well (Bhamini's group - Wes, Blanche, Brad, Sean)

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- Get written responses from students on google platform, using one document per task with all students working on it. This is sometimes easier for monitoring students, and it also allows students to see each others work.
- Have pre-arranged meeting times for the students for a lesson, this allows individual conferencing.
- Having an intro to the lesson, followed by a set activity/task and then conferencing at the end of the lesson worked better than trying to fill the whole hour with students online.
- Total online time per lesson therefore is less than one hour.
- Exam.net
- Using break out rooms/sub google-meets
- Break up the lesson with easy questions which students respond to in the chat box, this allow teachers to gauge participation.
- Flexibility is important with regards to planning and expectations.

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Student's who didn't have the appropriate space for exercising/enough space to participate in a lesson

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Write down what strategies were put in place.

Write down what worked well and why.

Write down what did not work well and why.

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Strategies
- Zoom lessons scheduled as timetable
- Teachers always available for every timetabled session even just for check in
Google Classroom
- Great for live documents and feedback
- Connects well with resources such as Google Sites
- Assignment tracking is intuitive
Zoom
- Use of breakout rooms was great for collaboration
- Use of chat feature for questions about instruction
PPT.
Business have presentations and Google Drive for handing in work

Cognitive

DP had roadmaps from unit structure
Soe use of padlet, Google Docs
Class feedback via Google Forms  for Geo
MYP had roadmap from Website structure (a key concept for each week to revise for eAssessment)

Social

Music at times during group tasks (The lion sleeps tonight!)
Conversation in break out rooms but not on chat function (surely chats create too many...)

Greeting each student by name and asking them how they were doing.

Emotional

Students often had access to material in advance from Google Classroom and website.

Reaction buttons used for classroom purposes.

Hat day!

Dramatic entrances!

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Using a second screen
- This really helped me.