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1. How has your experience of HBL differed from last year? Better structured. More content on Compass. More students working from home, rather than from school.

2. What have you noticed about student engagement? Have any students surprised you? Initially, the attendance and work ethic was surprisingling high. This has now dropped off and students are complaining about too much work and too many Zooms across the board.

3. How can we bring this style of learning back into the classroom? Should we? Student directed learning does not always work well with students who have special learning needs. They often need directions and one-on-one support - hence many of these students have "dropped off" during HBL. In a class where 50% + have learning needs it takes a great deal more planning and effort to make self-directed learning work effectively. Many teachers already embrace this style of teaching and learning and making it work in their classes.

4. Has HBL changed the way you collaborate as a faculty/staff? Not really.

5. What support/PL would you like or do you need to move forward? More time for all members of the faculty to help write programs.

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PDHPE - How can we bring this style of learning back into the classroom? Should we? 

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PDHPE - How can we bring this style of learning back into the classroom? Should we? 

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As a faculty, we will have a smooth transition out of HBL as our pedagogy has only changed slightly. Parents will still receive ongoing feedback on their child's engagement in Weeks 1-5 and 6-10 about their child's performance against areas in the College Guiding Principles.
The main difference from Semester One is that the rubric for this has been altered to reflect HBL rather than face to face. The Semester Two report will contain a student reflection that consists of their performance across both face to face and HBL. It will be interesting to see if there is any students who have dramatically improved/declined between the two modes of delivery.

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PDHPE - Has HBL changed the way you collaborate as a faculty/staff?

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PDHPE - Has HBL changed the way you collaborate as a faculty/staff?

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Not really. We have used Teams as a platform to collaborate over the last 18 or so months where all our meeting minutes and faculty documentation are housed. This has continued but we have utilised Zoom for faculty meetings because of HBL which has been a more efficient way of getting together as lunch meetings are always difficult to be productive (due to only having 40 mins and needing to get things ready for the next lesson such as sport). We have used breakout rooms for each year group where the team leader goes through the program progress and checkpoints. Administration items are posted in our Teams general channel.

Each staff member takes ownership/is the leader of a year group to put together programs and associated resources to share with the other teachers in the year group. This is an existing practice.

We moved away from workbooks roughly four years ago, and implemented the new PDHPE syllabus which gave us an opportunity to reconsider the way we were doing things. HBL has allowed us to refine this practice.

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Differences in HBL compared to 2020 - The majority of our community of Learners are trying to make the best of a poor situation. The students are engaged in the learning and the teachers are improving their online delivery skills with each passing day.

Student engagement
Students are becoming more resilient and capable of seeking assistance with their issues rather than ignoring them in hopes that it will all go away and they can get back to normal. I am also very proud to work with so many skilled professionals with a positive "can do" approach to the work they are doing.

Bring it back to the classroom
We should bring this style of teaching and learning back into the classroom as it will allow us to build on the existing skills demonstrated during HBL and reinvigorate learning at school. The lessons learned during HBL can be used to redevelop our school-wide approach to planning and delivery of the various curricula in a manner that intentionally aligns with the Learning framework, the 6 Cs, and with the wellbeing agenda.

Collaboration
HBL has improved our level faculty/staff collaboration out of sense of urgency arising from isolation and I need for professional conversation around the difficulties of teaching and learning remotely and face to face.

These conversations give us the opportunity to reflect on our practice and align it with our colleagues who are engaged in the same process of Professional Learning.

Support/PL requested
We need to invest in professional learning that is aligned with the continuous improvement of our skills in lesson design, appropriate use of technology, and individualized differentiation. We need to build a robust Learning Management System to support this investment and we need input from ALL of our teachers to ensure that the system caters to our current, emerging, and future needs.

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See attached file for feedback

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1. How has your experience of HBL differed from last year? Obviously much longer than last yea, and continuing. Felt a degree of confidence at the start; we’ve done this before. However, at times feeling overwhelmed with emails, prepping interesting work, marking of google classroom work and kids not turning on screens! Have also had some laptop issues (Rhys was very helpful) but I now just have my personal laptop ready to go all the time for zoom failures.

2. What have you noticed about student engagement? Have any students surprised you? Welfare issues definitely rearing head much more as weeks go by. Yr 12 home room very flat; try to cheer/ uplife them as I can. My better classes – virtually all kids turn up. Less able kids, poorer turnout some lessons. Staying on top of attendance & work submitted with Phil, and sending out caring/ welfare emails to parents/ kids. Sharing screen, I use Reactions a lot to get a feel for how kids are going. I also try to do some fun things/ caring things like show them where I walk/ talk about their exercise/ talk about origins of their surnames/ what is their pet etc. Yes, a number of kids surprise me. Sometimes quieter ones, some newer kids? I feel I’ve developed a good / better relationship with certain kids who email you/ communicate on google classroom, do all the work, give them good mentions on compass. I have had a couple of very poignant interactions with kids with mental health issues (known to coords) which I felt were very positive.

3. How can we bring this style of learning back into the classroom? Should we? Not sure about this…feel a bit overwhelmed with juggling in class as well as online learning?? Open to suggestions.

4. Has HBL changed the way you collaborate as a faculty/staff? Yes. I email/ text my work partner Phil the same; but certain colleagues eg Karen Reid, we share resources for google classes to reduce job load. Also I/ others share any resources  we have found to support each other. Phone calls from LOL Nat, support with parents/ kids.

5. What support/PL would you like or do you need to move forward? Feel like there’s a great deal I’m learning/ teaching myself. Did JacPlus online learning in Week 1 or 2, which helped. But at home you’re quite isolated, and I figure things out myself. I was touched when Rhys told me I’m doing really well, as I only contacted him once ( he said some teachers ring him every day).

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1. How has your experience of HBL differed from last year?

Better than last year, compass and regular zooms are going well. Parents are very happy with engagement with school communication generally and with staff making a good effort to keep kids on track.

We have noticed the few student who have very good communication skills and manners who answer questions, engage well and greet friends and teacher at the beginning of lessons. Some we knew about before others can be the cheeky students who have great communication skills – they help maintain the normal banter in the zoom lessons.

Canvas – What is it going to do differently?

Zooming each lesson reinforces the idea that the others in your class are “with you” so helps to keep students doing the work. However it is getting harder as we go on.

2. What have you noticed about student engagement? Have any students surprised you?

It is getting much harder as this situation progresses for longer and longer. Students are really feeling zoom fatigue and many are seeking the easiest and simplest way to complete tasks to simply get the work done. Minimal focus on effort and detail.

3. How can we bring this style of learning back into the classroom? Should we?

It has many drawbacks due to lost social interaction. – Collaboration break out groups have been helpful.

Stile has been useful tool for staff collaboration and interactive lesson design.
4. Has HBL changed the way you collaborate as a faculty/staff?

We appreciate each other and our collective skills and sharing of resources.

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1. How has your experience of HBL differed from last year?

-  More organised

-  Clearer structure for both staff and   students

-  Feel more competent

2.  What have you noticed about student engagement? Have any students surprised you?

-  I feel like student engagement is higher than last year

-  Most of my students are attending most of the zooms

-          Most students are completing most of the work

3.  How can we bring this style of learning back into the classroom? Should we?

-   Elements of student directed learning is effective

-   Really need to set 3 levels of the same task for a mixed ability class (this takes significant planning time and requires an overhaul of programs which is worthwhile. We have already begun to implement this style of programming pre-lockdown but staff need to be upskilled and given time to do this.

4.       Has HBL changed the way you collaborate as a faculty/staff?

-   Some pockets of collaboration

-   Still only a small number of staff contributing

-   Some staff may be creating their own resources but not sharing

-    Most teachers are not sharing

-    No formalised collaboration

5.       What support/PL would you like or do you need to move forward?

-  Upskilling staff on strategies to change teacher directed activities/units of work to student centred activities/projects

-  Time allocated to facilitate teacher collaboration of projects/units of work (to involve all staff not just placing the burden on a few)

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1. How has your experience of HBL differed from last year? It has been the same situation but obviously longer. Students at the start of lockdown enjoyed the novelty of using Zoom but students are now not engaging and we are seeing the amount of work completed decreasing. There is still a lot of issues with IT with students and staff devices. Laptops are slow when you have a number of programs opened and Zoom is not 100% reliable.

2. What have you noticed about student engagement? Have any students surprised you? Engagement has decreased as the lock down increases in duration. Students have certainly felt overwhelmed because of workload. It is hard to gage what students can actually achieve in a lesson because students have said that they spend a lot of time catching up with from other subjects. HBL have shown the lack of academic skills students have and the ability for most students to work independently. It has also shown that schooling is not valued as more and more work is being neglected, even though staff have offered support. The top students (mainly girls) are doing really when but its minority of our total students.  Al lot of students have struggled to meet minimum expectations.

3. How can we bring this style of learning back into the classroom? Should we? Not sure we can bring any learning aspects of HBL back into school. Students need to supervised to do work. The more academic students could cope with more student centred work.

4. Has HBL changed the way you collaborate as a faculty/staff? It has created more opportunity to share resources and utilise resources that we already have e.g. Jacplus. In HSIE we already collaborate closely and work well together.

5. What support/PL would you like or do you need to move forward? We need to give weaker and middle of the road students more one-on-one support so they can meet the minimum standards of reading and writing for successful student centred work. We need to use Compass more instead of using over platforms to organise subject content. Also Zoom access is clunky and is not as easy to use compared to how it is used in DET schools.

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Use of compass for roll marking

Lost the bigger picture without access to compass roll.
No compass entries on students who are missing in action and information from YC not forthcoming. Students may be picking and choosing what they attend.
No communicated follow up when multiple Compass entries made.
Double handling – keep our own rolls, non-attenders need to add to a separate spreadsheet (Year 10) or email the YC. Sense that no clear pathway, going around in circles with emails. The loss of Compass has made more work – multi faceted, have to dig for information or recall what has been received.

Where to direct energy – welfare, checking/chasing students. Asks to maintain a balance with this – what does that look like?

How to deal with students ghosting you!!! Camera and microphone off and won't respond to questions

Timely communication, adequate planning, eg CSSA exams

Why do we need to go to Canvas when we have a very robust system within our faculty already. The students embrace our system, it is student centred and focuses on building capacity and ownership.

Funding option - Need additional staff to look at attendance data etc and make contact.

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Some potential issue with laptop management may need to be considered moving forward. As the HBL phase continues, the support offered for hardware and software issues will possibly require more focus. Clear lines will need to be established to delineate exactly what support is offered to students form Rhys and the extended IT team.
Suggestion was made to nominate a consistent app for students to use for scanning of written tasks, photos of completed practical tasks, evidence of skills application, etc.
Suggestion was made to develop a more transparent, uniform, official method of taking and keeping the roles each lesson. At the moment there seems to be inconsistency from teacher to teacher as to how this is being done. Maybe the use of a google sheets type tool.

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Q5. Time! And upskilling in things like:
- proper 'collaboration'
- program and resource development

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4) It has encouraged the sharing of resources, but it does feel like a small number of people are doing the creating and sharing- which isn't really collaboration.
Collaboration needs sharing and multiple people involved.

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TAS faculty collaboration has not changed in essence. We still catch up on a relatively regular basis, either individually to discuss issues, concerns, ideas, etc or as a faculty to regulate planning and future proofing the delivery and coverage of content. We have always been a very collegiate and supportive staff and this is still very evident in the HBL format.

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Q3. This needs to be a hybrid method only. Purely using and focusing on devices doesn't ultimately prepare them for any 'exam' situation.
There has to be a balance between teacher directed and student centred otherwise some will take advantage of 'working at their own pace'.

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I'm still doing pretty much what I did last year. I'm using Stile and Education Perfect as my learning platforms.

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Q2.
Students have maintained contact really well. And submission of work has been much better.
Seniors are surprising- my worst engages and submitters when they're a top group and I didn't think that would happen.
The middle kids are doing well though- especially when they ask questions they wouldn't normally.

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The HBL experience this time around seems to be much more effective and is working well. The mandated zoom session to start every scheduled lesson allows us to engage with the students and establish expectations of their time. Student attendance to zoom sessions is strong and in most cases where students are unable to attend, this is communicated with the teacher and further instructions can be given. Engagement with tasks seems to be strong as well due to this initial contact and the knowledge that there will be further contact at the next scheduled lesson time slot. Student progress can be monitored and managed through the use of the zoom/google classroom/teams platform combinations.

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Q.1 More taxing and time consuming.
Far less 'free time' for autonomy and responsibility.
A lot busier.
BUT, attendance and engagement is a lot better than last year. The routine seems to be appreciated.

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Q5. Creative Arts- Visual Arts, Dance and Music

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Q5. Creative Arts- Visual Arts, Dance and Music

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Ways in which we can collate student work on new platforms. Support to learn Wakelet or Sway

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Faculty does not see each other as often. Not being able to bouce off each other on a regular basis

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Q5. More time is needed to create student centred resources and programs

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3) We are already using many of these strategies effectively re collaboration, combined resources, variety of activities, differentiation. It has been quite seemles mvong to HBL for this reason.

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1.     I find HBL is a more positive experience than last year. I think many more students are engaging with the work. In some ways it is very similar too....students don't seem to read instructions very well, or listen to instructions. But, that is also not too different to LIVE in the classroom. I think the zooms each lesson provide a supportive environment that allows students more opportunity for clarification. compared with the intermittent zooms of last year.

2. Students seem to be engaged with the work. However, I find
that on zoom they are much quieter and less likely to interact LIVE. Students
are more likely to jump back onto zooms after everyone has got off - they seem
to prefer to be one-on-one for Q&A. Yes, I have had many students surprise
me with the quality of work they present, their engagement and motivation and
positive attitude. Particularly a few students stand out as they were not overly
positive when we were on site, but now the quality of their work is
outstanding. Likewise, the reverse is true as well - students who work well in
the classroom seem to struggle with the online environment. This is not a surprise.
3. I find the way I present work both in the classroom and
online is very similar. The one thing I really miss, and I know the students
are too, is the verbal interaction. We would spend a lot of time talking and
tossing around ideas. Students don't seem to feel comfortable doing it on zoom.
I will be keeping a lot of what I am doing when we return to class.
4. It hasn't really changed the way I collaborate with staff,
except that I don't get to see NFL as much. Because I am across 3 different
faculties, I relied upon emails anyway.

5. Unsure about PL – things seem to be working well. Continued support with disengaged students. I would like to learn how to use PADLET. It seems to be a great interactive tool.

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2) Better engagement than last year. Checking in every timetabled lessons helps in this regards. The loss of Compass for roll marking means that we can't track students across the day etc. There are some students who have continual wifi problems. Students are logging back in if they do drop out this year which is good.

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How has your experience of HBL differed from last year? Normal timetable, attendance has improved. Slightly dropping off in numbers. Completing assessment during lesson instead of extra classwork has been a positive. Smoother transition to HBL than year. Homeroom activities have been good.  Improved use of QUIZZIZ and STILE to check student participation and understanding.

What have you noticed about student engagement? Have any students surprised you? Some students who usually disruptive have been more focused. The engagement has lasted longer than last lockdown.

How can we bring this style of learning back into the classroom? Should we?

Lesson plan organization on compass is something that we could continue when returning to the classroom. This make all work accessible to students who are absent. Using breakout rooms and small groups has given student a voice who are often reserved in class.

Has HBL changed the way you collaborate as a faculty/staff? Not too much, communication has generally remained just the format has changed. Less connection to the wider school community.

What support/PL would you like or do you need to move forward?

Time for Individual/small group within faculties (or cross curricular if relevant to a unit of work) to work on preparation of engaging activities and tasks. Using a plan so preparation is efficient and not repeated by individual teachers for individual classes. Having resources prepared for use (or modification as needed) by all reduces the workload and also allows staff to see alternate ways of presenting material or alternate types of activities. More support for staff, focus sometimes appears to be on students and families.

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Q2. The students are more engaged in attending Zooms. I think this may be due to them working to their normal timetable. The submission of tasks varies between classes and students. It is sometimes difficult to monitor the work that is being completed as not all students upload their work.

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1) Kids and students are more informed. ie.better communication. Teacher and student workload is still high.
2) LS students are much more engaged and reliable. They are displaying student agency by letting LST know if they don't understand or require help. LS students are contacting their casemanager and teachers themselves.
Vulnerable students that didn't engage in the classroom are surprisingly engaged. The "slower rate of learning" works
3) Yes definitely but be mindful of varying literacy levels in delivery.
4) Class teachers are seeing evidence of need and are collaborating with LSTs.
5) Training

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Geeze, they're a bit high....

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Q1. Creative Arts - Visual Arts, Dance, Music

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Q1. Creative Arts - Visual Arts, Dance, Music

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We already had a good bank of resources for our Stages on our digital classroom platform. We were able to get straight on top of it and engage our students. We have adjusted the way that we have structured our lessons/ sequencing and uploading into Google Classroom, marking and feedback compared to last year. Using the mark book has kept task more organised and visual as to who has submitted etc.

Question 2. The quiet students receiving regular feedback.
Identifying both strengths and weeknesses in students writing.
Dropping off a little bit now we are in week 6. Thinking of innovative ways of teaching is challenging.

Sarah's dance really impressed with year 12 dance students and how adaptable they have been.

Regular zooms have really helped with delivery to year 7 and 8’s

Feedback on an individual basis seems to encourage students to improve and amend their work to gain more positive feedback, commendations. A bit more freedom with time constraints.

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PDHPE - What have you noticed about student engagement? Have any students surprised you? 

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PDHPE - What have you noticed about student engagement? Have any students surprised you? 

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- Student engagement is improving with regular documentation (e.g. email, phone).
- We are still missing the same students as we were last year, lack of response from parents.
- Some students are preferring HBL, some are engaging better through this method of learning due to a lack of distraction by others in class.
- Positive feedback to students and parents about performance has motivated students to engage more.
- In relation to this, our positive engagement with the students and 'check ins' about both wellbeing and learning has contributed to an overall improvement in student engagement.

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This year my online skills have improved due to the crash course that last years lockdown created. The students are more receptive to online learning possibly due to the more organised and uniform way in which it has been rolled out this time. There is much less confusion so consequently a much more productive use of time. Also, the attendance is much improved from last year. More than 90% attendance in most lessons and if the students can't attend, they email and let you know..... very different to last year.( probably due to the zooms with every class at the start of each lesson.

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Q1. We seem to be more prepared and organised compared to last year as we know what to expect

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The classroom has shifted. It is now in the home, in the wider world providing scope for greater resources.

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We have continued the same practice as last year (e.g. providing students with checkpoints as formative assessment)
The explanation to the students has been more explicit.
Second time around we are more prepared and know to expect (same with students).
As a figure around 80% of students are engaging with lessons which is higher than last year.
Regular check ins have provided an avenue for a quality learning relationships.
However, some students have found the ongoing lessons challenging to keep up.
Some students are prioritising English, Maths, Science (as commented on by the students).

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The quiet students receiving regular feedback.
Identifying both strengths and weeknesses in students writing. Opportunity for individual tutoring using Stile where students can resubmitt work.

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1) Same as last year in what we do but the organisation is much better this year with all the lessons scheduled. It was a challenge when we didn't have all the lessons scheduled like last year.

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Q1. Greater collaboration between staff.

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Q1. Greater collaboration between staff.

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Usung Stile as a learning tool.
Giving regular feedback to students.