# data[].attributes.headline
The transference of micro teaching & deliberate practice into the virtual world.  Having support roles online to help wit h admin, tech issues, managing the chat bar.  The online seminar CPDs sessions through Bright Space.  Taking feedback and responding to feedback live during sessions and adjusting accordingly.

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The transference of micro teaching & deliberate practice into the virtual world.  Having support roles online to help wit h admin, tech issues, managing the chat bar.  The online seminar CPDs sessions through Bright Space.  Taking feedback and responding to feedback live during sessions and adjusting accordingly.

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Blended learning - worked well, engaged with it and it was very flexible. Seminars also really useful. Small groups, and use of breakouts were helpful.

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Play based activities for the trainees to try in an EY session - trainees engaged in resources off screen. A practical task: go and find things that could enhance play, enhance number rhymes (linked to theory). 

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Play based activities for the trainees to try in an EY session - trainees engaged in resources off screen. A practical task: go and find things that could enhance play, enhance number rhymes (linked to theory). 

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Micro teaching (able to focus on style of teaching and hone explanations) links to practice on TF virtual school days, Video self for practical subjects.

Trainees going off to prepare something then coming back to present

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Some trainees did struggle with the blended learning and self-direct learning. Some trainees who perhaps who weren't really engaging. Less able to address misconceptions, and if been in the classroom and wouldn't have perhaps happened.

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Setting long readings during self directed learning 

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Setting long readings during self directed learning 

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Micro-teaching and lengthy practise sessions

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Micro-teaching and lengthy practise sessions

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Sessions that lasted longer than an hour seemed to lose engagement - more difficult

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Really enjoyed the break out rooms in Zoom - being able to discuss material presented with each other. Tutors felt they actually didn't need to jump into break-out rooms - they were more effective independently. Break out rooms as their forum

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Using real experiences and anecdotes from tutors and DLs 

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Using real experiences and anecdotes from tutors and DLs 

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1. Ensure break out rooms in live sessions are small and used purposefully to give them a space to speak and to feedback 2/3 key points
2. Giving opportunities to ask questions through the chat in online sessions - if you have more than one facilitator, the other person can address the Q's
3. Shorter and more powerful sessions; recordings of practice for them to digest themselves at their own pace & coming together after

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Keep the sessions short online - regular breaks Signposting the breaks. 

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Keep the sessions short online - regular breaks Signposting the breaks. 

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Use breakout groups to debate, discuss and then do group feedback on key learning areas/ key questions 

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Use breakout groups to debate, discuss and then do group feedback on key learning areas/ key questions 

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Nature of the platform (collaborate) only being able to see 4 attendees at once, online learning blog engagement, poor wifi impacting on ability to deliver more complex activities. Multiple platforms trainees where engaging with - overwhelming.

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Nature of the platform (collaborate) only being able to see 4 attendees at once, online learning blog engagement, poor wifi impacting on ability to deliver more complex activities. Multiple platforms trainees where engaging with - overwhelming.

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Small groups for break outs work well to keep trainees engaged

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Small groups for break outs work well to keep trainees engaged

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Using household objects to model and microteach practicals
Modelling the teaching with trainees

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1. Use of the chat bar/ Whiteboard tools
2. Use of breakout room - small groups/mix the groups up

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Videoing themselves and then giving feedback to peers and writing a short reflections

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Videoing themselves and then giving feedback to peers and writing a short reflections

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2, Making sure you are modelling everything before sending into breakout groups
3. Not talking too much and trying to fill the silence, being confident to deliver concisely and to point. Contract at start about silence and being given time to think

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Micro teaching and explicit modelling of pedagogical approaches when delivering sessions

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Micro teaching and explicit modelling of pedagogical approaches when delivering sessions

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Making the prework practically useful for the sessions. This adds accountability for the trainees' self directed content 

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Making the prework practically useful for the sessions. This adds accountability for the trainees' self directed content 

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Technical problems - showing videos - posed challenges; at times the sessions become disjointed because of internet speed...!

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Technical problems - showing videos - posed challenges; at times the sessions become disjointed because of internet speed...!

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Too much "teacher talk" - trainees switched off

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Too much "teacher talk" - trainees switched off

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Embed microteaching practice into online visits - group your trainees in same schools together and give them break out room discussion time?

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Embed microteaching practice into online visits - group your trainees in same schools together and give them break out room discussion time?

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Multi tasking - trying to deliver and looking at the chat bar at same time, setting up breakout rooms

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Multi tasking - trying to deliver and looking at the chat bar at same time, setting up breakout rooms

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Too many slides and models introduced at once - everything needs to be simplified and applied actively before introducing more conceptual ideas!

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Too many slides and models introduced at once - everything needs to be simplified and applied actively before introducing more conceptual ideas!

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Modelling an example followed by small group work.

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Modelling an example followed by small group work.

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Practice sessions
Forums post session

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Teaching in pairs of DLs, so that we can ensure all trainees are engaged and included, and deal with any tech or other difficulties. Managing chat and break out rooms was smoother as a result.

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Teaching in pairs of DLs, so that we can ensure all trainees are engaged and included, and deal with any tech or other difficulties. Managing chat and break out rooms was smoother as a result.

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Build in time in sessions to discuss different scenarios that arise in classrooms and for informal Q&A - helps address misconceptions

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Where possible, having two people to facilitate in the group is so helpful.  One person can summarise, provide clarity and definitions, do technical support and generally promote engagement while the other covers the content.

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Not anticipating how things will work online.

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Modelling and practising teaching techniques

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Modelling and practising teaching techniques

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Use of whiteboard and polls/cahoot to keep the trainees engaged and encourage participation from all

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Use of whiteboard and polls/cahoot to keep the trainees engaged and encourage participation from all

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Ensure groupings are going to generate discussion.

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Ensure groupings are going to generate discussion.

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Use AFL techniques

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Long readings. Need to be aware of what else they are doing/other demands on their time.

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Long readings. Need to be aware of what else they are doing/other demands on their time.

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Trainees said they would have liked more opportunities to hear real-life experiences and have an opportunity for an open Q&A (with particular focus on TS7 and TS8)

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Screen fatigue - Remember how exhausting virtual sessions are for all.  Bare that in mind throughout.

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Screen fatigue - Remember how exhausting virtual sessions are for all.  Bare that in mind throughout.

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Working in pairs enables you to model good practice.

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Working in pairs enables you to model good practice.