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SFI Private channels with support staff and students on an ILP

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SFI Private channels with support staff and students on an ILP

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Encourage them to make a habit of using their 1 hr per day of allowed exercise outside the house, fresh air, nature. LSM. 

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Encourage them to make a habit of using their 1 hr per day of allowed exercise outside the house, fresh air, nature. LSM. 

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Take some time during lessons to check in with students and discuss stress management strategies and techniques. NRO

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It is positive for teacher to express some vulnerability of feeling stress being remote teaching. It gives students assurance that it is ok to feel that way and there is a sense that we are going through everything together.

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LRO - setting up channels/groups for informal group chats

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LRO - setting up channels/groups for informal group chats

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Discus well being issues during pastoral time and chat with each student at least once during each class. Even if it is just good morning how are are you? Bruce

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Discus well being issues during pastoral time and chat with each student at least once during each class. Even if it is just good morning how are are you? Bruce

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Are we assuming they are not connected to each other. They have so many connections going on...LSM

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Are we assuming they are not connected to each other. They have so many connections going on...LSM

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Incorporate themes during Pastoral classes for each week- e.g. pet week (show pets on the screen), sport, super heroes and villains etc.- NRO

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Not expecting students to know how to study/plan/task breakdown actually teaching and modelling these skills

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Not expecting students to know how to study/plan/task breakdown actually teaching and modelling these skills

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LRO - Taking the time to step away from the curriculum for a bit and just check on how they are doing. 

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LRO - Taking the time to step away from the curriculum for a bit and just check on how they are doing. 

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Schedule 1 session per week for a more social and issue based class. I call it 'Campfire time.' LSM

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Schedule 1 session per week for a more social and issue based class. I call it 'Campfire time.' LSM

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facilitating task breakdown, helping students to plan for assessment rather than hitting the inevitable hump

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facilitating task breakdown, helping students to plan for assessment rather than hitting the inevitable hump

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I once read an article that says instead of asking someone how they are doing, ask ‘how are you doing today?’ And by just adding the word today - it makes them feel like you really care MJA

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SFI Project-based learning with freedom of choice within projects. A period per cycle, or every now and then, to allow students freedom to research and apply their learnt skills outside the scope of the curriculum. E.g. in Digi Tech, giving students a lesson to write a program in Python on anything they choose.

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SFI Project-based learning with freedom of choice within projects. A period per cycle, or every now and then, to allow students freedom to research and apply their learnt skills outside the scope of the curriculum. E.g. in Digi Tech, giving students a lesson to write a program in Python on anything they choose.

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Get students to share something about themselves during the roll - Favourite book/tv show / dessert. RPE

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Get students to share something about themselves during the roll - Favourite book/tv show / dessert. RPE

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Send emails to Pastoral students to check in with them and encourage them- NRO

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Dialogue - I think it’s important to Take the time to just speak to our students MJA

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Ice-breaker questions, getting every student to respond to mark the roll.

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Bruce

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LRO - checking in with students...sending an email to check on them...sending an ecard for birthdays, emails to encourage

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LRO - checking in with students...sending an email to check on them...sending an ecard for birthdays, emails to encourage

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KKI Project style learning can incorporate a themed approach to content. The project can start with some basic skills and then focus in on real-world aspects such as strategies for investing money wisely. Having useful life skills after finishing year 12.

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KKI Project style learning can incorporate a themed approach to content. The project can start with some basic skills and then focus in on real-world aspects such as strategies for investing money wisely. Having useful life skills after finishing year 12.

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Have a 'check in ' poll where students can check in how they're feeling for the day

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extended tasks with relaxed due dates (work at own pace) and regular progress checks through digital means...?

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extended tasks with relaxed due dates (work at own pace) and regular progress checks through digital means...?

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Asking students random questions and getting them to contribute to the discussion.

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Starting with a new approach  everyday and leaving the past behind

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Starting with a new approach  everyday and leaving the past behind

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Have you tried Project based learning? I hear it's real good.

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Have you tried Project based learning? I hear it's real good.

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Projects with multiple points of access would allow students to address the task from their best angle as opposed to their worst
TTE

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All learners are different and need a variety of approaches to cater to their study. YRU

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ask the students how they are, give them the time to talk to you, give them the space to approach you.
let them know it will be ok

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VSW - encourage them to help eachother eg. forums, chats etc.

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VSW - encourage them to help eachother eg. forums, chats etc.

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providing opportunities for students to work in small groups. Could be doing a joint video essay or discussion during lesson time

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Finding some fun facts or unique situations that relate to your topic. Share these with the students to help facilitate discussions, ideas, what they would rather experience.

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Lots of encouragement and praises when kids did fabulous work. Let their parents know the work, too. (KAR)

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Lots of encouragement and praises when kids did fabulous work. Let their parents know the work, too. (KAR)

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Enforce 'cameras on' across the school. It's mandatory in government schools.

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During pastoral time, playing games like Charades/Heads Up or Pictionary  (MKH)

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During pastoral time, playing games like Charades/Heads Up or Pictionary  (MKH)

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KKI Listen to conversations within working groups and provide guidance as necessary. Encourage cameras on to maintain the connection of seeing another human face. Maintain a sense of humour.

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KKI Listen to conversations within working groups and provide guidance as necessary. Encourage cameras on to maintain the connection of seeing another human face. Maintain a sense of humour.

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Use those periods to give students opportunities to regulate their workload, finding a bit breather in between everything else.

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Be more flexible with tasks. Allow for students to get creative and respond to assessments in their own way.

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Small group calls on Teams for brainstorming and collaboration

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More choice in how they present assessment tasks  MMT

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More choice in how they present assessment tasks  MMT

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Be interested in them and the things that are important to them.

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Be interested in them and the things that are important to them.

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Small group work and more time for students to focus on less academic group work.

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just to have a chat and a laugh with the students in class. the lesson doesn't have to be all about the learning content. students love it when we talk about life and what is going on for them

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Provide small opportunities for students to help others which in turn can help them feel better about themselves having made someone else's lives better.

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GMY - Students put up suggestions for style of reportable tasks eg video, poster, written, 

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GMY - Students put up suggestions for style of reportable tasks eg video, poster, written, 

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Students taught to self assess and judge their learning needs

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Focus on a small area of learning

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GMY monitor and educate on the benefits of PA for Mental health. 

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GMY monitor and educate on the benefits of PA for Mental health. 

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Wellbeing check-in ideas in pastoral context... What I wish my teacher knew. How are you going - and a opportunity to put "not good"  - leading to follow through one-to-one.

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Wellbeing check-in ideas in pastoral context... What I wish my teacher knew. How are you going - and a opportunity to put "not good"  - leading to follow through one-to-one.

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Facilitating ways for students to ask for help

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Frequent check ins, not setting work for works sake, taking time to talk to the kids about things outside of school, allow them to work in channels with friends

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Scaffolding guided opportunities to be kind, to give, to contribute e.g. Thank you cards, documenting acts of kindness etc.

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Scaffolding guided opportunities to be kind, to give, to contribute e.g. Thank you cards, documenting acts of kindness etc.

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Allowing students to share what they have chosen to cook/make for their product of the week. Sharing ideas of different food products gives other students great ideas.

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VSW - survey students to get their feedback on how they are going

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VSW - survey students to get their feedback on how they are going

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Provide students a chance to talk about wellbeing as part of the conversation. Giving them a chance to channel their wellbeing into creativity.

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supporting and encouraging creative projects or passion pieces that students feel passionate about. This in turn can create inspiration and connection

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Explain to/provide the students with the learning outcomes - then discuss/brainstorm how they might approach the task.

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Explain to/provide the students with the learning outcomes - then discuss/brainstorm how they might approach the task.

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Student choice in learning activities and assessment tasks- to encourage ownership in their learning. For example let students choose the topic, content, materials and resources or format- NRO

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More group work where students choose who they want to work with. You find out a lot about your students when you provide opportunities to choose. Yvette

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Have discussions with students about how the content is relevant to their everyday lives and how they can apply it to their everyday activities.

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encourage students to keep videos on so you can see expression and mood.

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encourage students to keep videos on so you can see expression and mood.

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encourgage open dialogue by building good relationship with the class so they feel free to share when things aren't going so well.  Have time in lessons to chat.  Kerry and Brad

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a 'Check in' quick link for students how they're tracking KTH

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Speak freely about the issues relating to Lock down and how these feeling are normal and expected during these time. Health Classes are teaching about Mental Health
Grant

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have opportunities for informal chats and activities - show your pet in class, tell a joke, give an update on what exercise you are doing etc

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have opportunities for informal chats and activities - show your pet in class, tell a joke, give an update on what exercise you are doing etc

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Kerry

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Allow students to work in smaller group on different channels in Teams to allow discussion and collaboration
Grant

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For students who are struggling, providing an opportunity before/after school to schedule in a 'revision' or 'SAC Preparation' class (I am using the Period 0/7) and emailing parents for students who have expressed interest - Olanda 

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For students who are struggling, providing an opportunity before/after school to schedule in a 'revision' or 'SAC Preparation' class (I am using the Period 0/7) and emailing parents for students who have expressed interest - Olanda 

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Channels within Teams utilised & 'group tasks' set for assessment.

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for students to pursue research of their own choosing within the subject (eg. History - allow students an opportunity to research a particular incident in more depth that is not necessarily necessary for the test but is connected to the content) - MOH

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KKI-set up working groups within the class to facilitate collaborative learning. Ideas are discussed between students and sections of tasks are completed by different students. This enables peer to peer discussion and tutoring

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KKI-set up working groups within the class to facilitate collaborative learning. Ideas are discussed between students and sections of tasks are completed by different students. This enables peer to peer discussion and tutoring

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Allowing students to lead - assemblies, cohort related activities, etc.

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Allowing students to lead - assemblies, cohort related activities, etc.

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give students the choice of context in which they learn a topic.  For example in maths they could learn how a guitar is made (length of string that make notes, volume etc).  In Legal Studies, looking at civil cases, getting students to choose their own case that is of interest and apply the set criteria to it.
Also give agency in terms of mode of delivery - video, essay etc that still has to meet set criteria.  Kerry and Brad

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Make sure each student has a chance to inform teacher of how they are going through channel. Use a checklist so that no one will miss out.

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Make time for students to socialize and talk about their experiences.

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Offering students overseas learning opportunities. KTH

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Project-based learning for Les Miserables Virtual Concert Series

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Project-based learning for Les Miserables Virtual Concert Series

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- Chris

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for vcal - there is much scope for students to build their learning around their chosen industry.

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Give the students time to talk to each other and work on non-academic tasks.

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In some way we are better connected because are have to work harder to be connected. Although we can't physically see what they are doing. Bruce

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In some way we are better connected because are have to work harder to be connected. Although we can't physically see what they are doing. Bruce

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Using conflict as one of the strategies to help students understand various perspectives and respect differences - Deb

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Using conflict as one of the strategies to help students understand various perspectives and respect differences - Deb

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Offering a diverse range of learning activities, modes of presentation etc. for students to choose from (MKH)

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Offering a diverse range of learning activities, modes of presentation etc. for students to choose from (MKH)

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Provide Students agency to choice the medium they wish to communicate their ideas e.g. Video, Written, Diary, Logbook etc.
Grant

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Students have more freedom to talk, collaborate and ask questions. Teachers can drop into small groups to have small group conversations.