TERM 2 Framework for design and delivery Years 7-12 TEACHER GUIDE MCNAMARA, CHRIS
Teacher Guide
2020
Table of Contents Remote Learning @ GGS
2
Synchronous and Asynchronous Learning
2
Guiding Principles
4
Designing the Learning Sequence
4
Remote Learning Sequence Key Features
5
Learning Outcomes
5
Checks for Understanding
5
Mastery Checkpoint Tasks
6
Exit Ticket
6
Individual Feedback
7
Design Guidelines for Developing a Learning Sequence
8
Synchronous V’s Asynchronous
8
Student Agency
8
Template for Learning Sequence in OneNote
9
Tools and Tips for Creating a Remote Learning Sequence
11
Learning Outcomes
11
Mastery Checkpoint Tasks
12
Learning Sequence
13
Checks for Understanding
16
Collaboration
18
Maximising synchronous time through Zoom
20
Teacher Timetables/Zoom catch-ups schedule
21
Assessment and Reporting
22
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Remote Learning @GGS Lessons and shifts Now that we find ourselves in Remote Learning for a potentially extended period of time, we need to continue to think about how we evolve our Remote Learning Programme to ensure we provide a sustainable experience for our students, teachers and families. Based on feedback at the end of last term and advice and from colleagues overseas who, for some, have been in a remote learning framework since late January, it is unrealistic to believe that we can try and replicate our bricks and mortar timetable into an online context. As we shift our model, our intention will be to free out students and teachers from a lock step approach and transition to a more autonomous and self-paced structure. We have learnt that, long term, trying to maintain a 5 day per week timetabled academic experience will generate burnout, disengagement and wellbeing issues across the board.
Synchronous and Asynchronous Learning The early lessons of Remote Learning both at GGS and at Schools across the world have highlighted the importance of planning for and supporting our students to move between both synchronous (following the regular timetable and communicating in real time with their teacher/class) and asynchronous (working to your own timetable and pacing and accessing help across the day as it is required) learning. What we know is that a Remote Learning environment places increased demands on students to become more independent active learners and how teachers design, and sequence learning needs to support students to build their capacity in this area.
Synchronous: Students work in ‘synch’ with the timings and subject order of their daily timetable. Some students will find this a supportive way to structure their time and themselves across the day as they transition to a more autonomous working mode. Being synchronous allows a student easy access to peers who may also be organising themselves in ‘synch’ with the ‘normal’ timetable structure and the teacher who will continue to organise their time based on the ‘normal’ daily timetable. Asynchronous. Students work according to their own goals and focus on courses according to their own daily organisation. Some students may wish to start early in the morning and complete 2 hours of work before the ‘normal’ school day begins or they may wish to break their day into 30 minute chunks rather than be guided by the ‘normal’ timetable time structures. If, a student chooses to to work predominantly asynchronously, they will still complete all the weekly learning sequence and associated activities assigned to them on OneNote for the week. Combining the two allows a student to organise their schedule according to need. They can self pace and autonomously work their way through their learning sequence at times that works best for
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them and they can engage with teachers and peers as needed for extra support and to enrich their day as they progress through the week.
Supporting the integration of synchronous and asynchronous learning There are two key elements of the GGS Remote Learning experience that will support a student to transition between synchronous and asynchronous learning:
a. Weekly course learning sequence on OneNote b. Teacher timetables outlining the specific purpose of each synchronous option
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Guiding principles •
•
Consistency and continuity of process across departments is essential for student learning o My School is the single point of access for learning o OneNote Class Note is the single point for learning distribution o Questions and clarifications should be made via the collaboration space and email should be minimised or avoided Student autonomy, agency and accountability as essential components of our Remote Learning programme
Learning Sequence Checklist: Each week’s learning sequence should be planned and resourced as though it is being covered independently by the student without the teacher as the content deliverer. Design a cohesive learning sequence based on clearly identified Learning Outcomes. Design Mastery Checkpoint Tasks that provide students the opportunity to demonstrate application and understanding of the Learning Outcomes, knowledge and skills covered each week Create and curate a Learning Sequence including learning engagements and rehearsal and practice tasks that enable students to process, consolidate and extend their understandings. Create student Checks for Understanding that provide immediate feedback to the student about how well they understand the content and concepts being explored. Provide Feedback, and potentially remediation, to the students about what they have done well, where they can improve and what they might need to revisit in order to improve their understandings and capabilities. The role of the teacher in face to face sessions is to add extra value through interactions that: → Challenge and deepen understanding → Provide specific advice and feedback → Facilitate student collaboration → Uncover misconceptions and provide improved clarity •
Exit Ticket The role of the teacher in face to face sessions is to add extra value through interactions that
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Remote Learning Sequence Key Features LEARNING OUTCOMES Are statements that describe the knowledge or skills students should acquire
by the end of a particular assignment, class, course, or program, and help students understand why that knowledge and those skills will be useful to them. They focus on the context and potential applications of knowledge and skills, help students connect learning in various contexts, and help guide assessment and evaluation. Good learning outcomes emphasize the application and integration of knowledge. Instead of focusing on coverage of material, LEARNING OUTCOMES articulate how students will be able to employ the material, both in the context of the class and more broadly. They are very specific and use active language – and verbs in particular – that make expectations clear. This informs students of the standards by which they will be assessed and ensures that student and teacher goals in the course are aligned. Where possible, avoid terms like understand, demonstrate, or discuss that can be interpreted in many ways.
CREATE AND CURATE LEARNING SEQUENCE Signpost what students must do in the various learning engagements and rehearsal and practice tasks by using the colours and symbols below.
WATCH AND RESPOND BY… READ AND RESPOND BY… LISTEN AND RESPOND BY…
CHECKS FOR UNDERSTANDING These are small checks that provide students with information about how well they understand the content they have been working through. Checks should be interspersed between chunks of content and, by design, deliver automated feedback to the students. Students can action this information to determine whether they need to go back over the content they have just covered. Examples: Worked solutions, quizzes and multi choice embedded into video content 5|P a g e
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MASTERY CHECKPOINTS Instead of trying to give feedback on every task for every lesson that each child completes, build in clearly identified ‘Mastery Checkpoints’ for each week – one task (it doesn’t matter what it is) – that asks students to demonstrate the application of understandings/skills and Learning Outcomes acquired across the week. One Mastery Checkpoint per week per course is ideal. However, in the design of these Mastery Checkpoints, teachers will need to be mindful that: a. Student will be expected to deliver a Mastery Checkpoint task for each course in which they are enrolled b. Teachers will be required to receive, view and feedback on weekly Mastery Checkpoint Tasks for every student in each of their classes
EXIT TICKET (Optional inclusion) Use this technique to let students show you what they are thinking and what they have learned at the end of a section of the weekly learning sequence. This would be implemented as the final task before they move on to the next section. This provides an opportunity for the students to articulate some of their key learnings and indicate to the teacher any questions, concerns or confusions that may be present. Exit Tickets help you assess if students have picked up the key ideas and provide information about what might need to be revisited in a workshop or in a 1-1 feedback session. Teachers should think about mixing up the style and frequency of Exit Tickets.
INDIVIDUAL FEEDBACK
•
• •
• Be concise (particularly with written feedback): many children will be overwhelmed in this text-dominated environment so breaking your feedback up into bullet- or numbered points will give them a step by step solution to follow. • Use your students’ names. In a Remote Learning programme, students can quickly feel like they’ve become anonymous and invisible. Make feedback frequent, immediate, balanced and constructive. Praise is lovely, but research shows that students crave feedback that is timely, practical and shows them how to do better next time. Mix it up. Varying the medium and method by which you give feedback across a week breaks up a child’s day; however, it also helps to: End with a question. Once your students have your feedback, what next? In some cases, students will begin applying your thoughts immediately. In other cases, students will just read what you wrote. Ending your feedback with a question helps students to process the feedback and apply it in the future.
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Design Guidelines for Developing a Learning Sequence Synchronous versus Asynchronous When designing online learning, it’s important to see asynchronous experiences as equally valuable as synchronous ones. Asynchronicity allows students time to: • • • •
Absorb content Work at their own pace Take time to compose ideas Express themselves in ways that might not be possible in real time Most importantly it’s a way to avoid hours of staring at screens
The key questions to consider when planning your weekly learning sequences are these: • •
What types of learning experiences require synchronous connection? Which synchronous experiences can be turned into asynchronous experiences?
Student Agency
An opportunity afforded us by remote learning is to develop stronger student agency. Opportunities for student agency should be provided throughout your weekly learning sequences.
Ask yourself - how can I provide students with ways to control:
o Pace: How might online learning allow students to work at their own pace? o Choice: In what ways can students demonstrate choice in both when they learn and how they demonstrate their learning? o Voice: How might students take ownership over their own learning, making decisions about what to learn?
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Template for Weekly Overview – Click here to see exemplar Week: 28 April – 2 May CONTENT OVERVIEW Provides a description of the weekly focus and how what is being covered connects to previous learning and builds a bridge to future learning • •
The focus of this week will be… This builds upon… and will link to next week’s focus of…
LEARNING OUTCOMES (suggested between 1-3 weekly) Describe what a student should be able wo do as a result of their learning. Will provide specificity for what will be assessed in the Mastery Checkpoint Task • • •
LO1. Describe … LO2. Analyse … LO3. Classify …
Mastery Checkpoint Description of the task students will be required to submit when they have completed the learning sequence. •
At the conclusion of this week you will be required to submit the below task as evidence that you can apply the learning outcomes, knowledge and skills that have been the focus of the week.
•
Task Description:
LEARNING SEQUENCE (Complete the following table)
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CLASS CATCH UPS (Complete the following table)
EXIT TICKETS Use this technique to let students show you what they are thinking and what they have learned at the end of a section of the weekly learning sequence. Exit Tickets help you assess if students have picked up the key ideas and provide information about what might need to be revisited in a workshop or in a 1-1 feedback session. Optional Consolidation Activity • Complete a Venn diagram comparing … and share it with a peer. Discuss and justify the choices you made … Optional Extension Content and Activity • Click on the link to watch the YouTube video and write a paragraph summary of… Creation of individual parts to follow One Part per OneNote Page
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TOOLS & TIPS FOR CREATING YOUR REMOTE LEARNING SEQUENCE LEARNING OUTCOMES IDEAS Instructional vocabulary to support the stages of progression of competency-based learning Connect
Know
Active Prior learning (recall)
Initial engagement with new concepts
Application of new knowledge
Recall Find Draw Share Locate Organise
Who, What When Where Describe Identify Find Name Compare Translate Select Label Define Identify State List Extract Illustrate Quote Estimate Recognise Contrast
Define Examine Do algorithm Combine Account Calculate Discuss Rank Cite Give Examples Solve Represent Graph Extrapolate Assess Demonstrate Outline Recommend Summarise Sequence Construct Clarify Arrange Extend Organise Compile Simplify Interpret Sort Develop
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Understand
Forging relationships between ideals, deepening contextual understanding (Synthesis and analysis)
Compare Contrast Explain Causes Classify Appreciate Distinguish Reflect Claim Counterclaim Determine Generalise Justify Support Relate Apply Analyse Formulate question Assess Deduce Interpret Appraise Conclude Critique Defend Differentiate Recognise Infer
Own
Consolidation and application of understanding to new contexts (Evaluation and student initiated inquiry)
Theorise Generalise Predict Create Imagine Hypothesise Critically Propose Prove Validate Mash Up Authenticate Evaluate Justify Reflect Infer Investigate Critique Design Apply Defend
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TOOLS & TIPS FOR CREATING YOUR REMOTE LEARNING SEQUENCE MASTERY CHECKPOINTS TIPS
Try for a mix of analogue and digital tasks Tasks should incorporate all Learning Outcomes for the week Where possible offer choice Guidelines for time to be spent clearly articulated Make tasks authentic by being relevant and meaningful to the learner real life situations and experiences, and seamlessly embedded in the teaching and learning processes. Provide Rubrics or checklists for mastery for self-assessment
• • • • • •
IDEAS • • • • •
Real world PBL task asking for application of Learning Outcomes to individual situation/environment Learning or process journals Portfolio of work Video performances Exam questions response, self-marking and rewritten response
TOOLS OneNote
• •
• •
Flip Grid
•
• • •
STILE
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• • •
Is familiar and consistent for students Allows for students to upload a variety of media by simply dragging and dropping including: o Photographs of completed handwritten work o Digital documents o Audio and video files Pages can be locked on due date Feedback can be written on pages using stylus, typing or audio files Students can easily submit video of themselves: o performing o explaining a concept o demonstrating a skill o completing a problem on paper Allows students to screencast and explain their understanding Allows easy way to provide verbal feedback asynchronously Flipgrid submissions can be made visible to teacher only, or to whole class if wish to collaborate Ability to create a variety of activities Linear and predictable layout Feedback and mark book facilities
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TOOLS & TIPS FOR CREATING YOUR REMOTE LEARNING SEQUENCE LEARNING SEQUENCE
TIPS • • •
Don’t try to replicate what you do in the classroom. Student engagement is difficult to maintain, you need more creative and use self-directed tasks to maintain motivation – seek out your Creative Collaborators to try something new Borrow from your peers, join learning networks via social media to see what others are doing
IDEAS
General Name
Description
FUSE - VIC
Find resources for all stages of learning. Explore featured resources and browse resources aligned to the Victorian Curriculum.
LINK
Australian Computing Academy
Helping teachers implement the Digital Technologies Curriculum in classrooms around the country
LINK
KAHN
Kahn Academy quick start guide to set up class and assign work
LINK
CATO Institute
Great free online learning resources to mix it up a bit
LINK
TedEd
Add interactive questions, discussion topics and more to your favourite TED-Ed Animations, TED talks or any video on YouTube. You can share the lessons with your students online and track the results.
LINK
ABC Education
ABC Education brings you thousands of free, curriculum-linked resources for Primary and Secondary students and teachers.
LINK
Wide Open School
Readymade lessons and resources - highly recommended
LINK
Class book
A collaborative story making and publishing tool
LINK
Click View
Educational Videos, TV recorded and workspace for you to upload any video content and share directly or create into an interactive video with checks for understanding and guided instruction. Embeds directly into OneNote
LINK
Minecraft education edition
Minecraft: Education has lessons and projects for all ages that reinforce and teach concepts across all subject areas from literature to chemistry. Take a look at the hundreds of educator prepared lessons
LINK
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Weblink
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PBL
Understanding the Design principles of identify desired results, determine assessment evidence and plan learning experiences
LINK
MS Sway
Can be used to embed any interactive content directly into OneNote
LINK
MS Forms
Part of office 365, forms offers a simple quiz feature which can automatically embed into OneNote- students need not leave the page to complete quiz or receive feedback. Gives good visual analytics of student progress. Math teachers can use 'Math feature in OneNote' to write out an equation and then select (make quiz of similar questions) it will automatically generate
LINK
Art and History Virtual tours
Virtual tours of world's museums and galleries
LINK
NGV
We invite you to experience NGV exhibitions from home with our interactive virtual self-guided tours.
LINK
Google Arts and Culture
Google Arts & Culture is an online platform through which the public can access high-resolution images of artworks housed in the initiative's partner museums
LINK
SASTA
Amazing pre-prepared lessons resources and ideas for science and research at home
LINK
STILE
Augmenting science classes with Stile pre-prepared content
LINK
QLD MATHS METHODS: UNIT 2: COMPLETE VIDEO PLAYLISTS
LINK
Science
Maths Year 11 maths methods
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LEARNING SEQUENCE (Continued) TOOLS OneNote
• • • •
School wide platform for remote delivery Allows students to navigate the learning platform easily Can host a variety of materials Can embed a wide variety of 3rd party content including: - ClickView - Flipgrid - GeoGebra - Microsoft Forms - Quizlet - Slideshare - SoundCloud - Sway - ThingLink - Vimeo YouTube
Stream
•
Provide organisation only access to content created by you including videos or screen casts Auto Embeds in OneNote
•
Education Perfect
Edrolo
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•
Currently giving free access to self-paced lessons and assessment across 6-12 for: - Math - Languages - Science - English - Geography/History
Mathletics
Kahn Academy
Online Textbooks
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TOOLS & TIPS FOR CREATING YOUR REMOTE LEARNING SEQUENCE CHECKS FOR UNDERSTANDING TIPS • • • • • • • •
Embed in OneNote whenever possible Use tools that provide learner with immediate feedback Intersperse regularly throughout learning sequence Offer guidance as to what to do if understanding not yet attained. PEN Principle 4 – Spaced out practice enhances memory PEN Principle 7 – Mix-Up practice tasks to books performance PEN Principle 8 – Embrace error to improve learning PEN Principle 9 – Active recall trumps passive review
IDEAS
https://www.teachthought.com/pedagogy/10-assessments-you-can-perform-in-90-seconds/
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TOOLS Microsoft Forms Quiz
• • • •
Easy to create Generate and embed directly from OneNote Math self-generate from within OneNote Immediate feedback available for Multiple Choice and Short answer
ClickView Interactive Videos
• •
Use any video file Add multiple choice and true/false questions for immediate feedback. Increase student engagement in viewing process Can Embed into OneNote
• •
Verso Interactive
• • •
Poll Everywhere
• • • •
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Scaffolds responses to extended answer questions Allows students to see each other’s responses anonymously AFTER they have submitted their own Provides platform for collaboration
Quickly assesses understanding Allows for multiple response types Allows students to visualise class responses in comparison to own Can be embedded into OneNote via Sway
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TOOLS & TIPS FOR CREATING YOUR REMOTE LEARNING SEQUENCE
COLLABORATION TIPS • • • • • •
Clearly communicate expectations and responsibilities of students in using collaborative space Assign roles where appropriate – make clear expectations of each role (minimise free-rider problem) Engage a reflective process where appropriate and allow student to record their experience in working with others Build in an element of peer review so that students have the ability to hold each other to account Limit the variables – keep it simple and embed directly into OneNote where possible Edit Collaboration Space permissions to avoid students accessing certain sections
IDEAS Peer-to-peer discussion/ support
•
Direct all student questions/ enquiries to Collaboration Space where everyone is responsible for responding (build culture of learning community)
Group assignments
•
Leverage Office365 suite (Word, PowerPoint, Sway, Excel, etc.) to facilitate cloud-based group assignments
Facilitate online debate
•
For example, verbally through Flipgrid or in a written format through the Collaboration Space
Peer review
•
Allow peer assessment to inform subsequent submission of final product
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TOOLS Padlet
• •
Invite students to contribute to a prompt/ question that is easily shared with the whole class Easy and simple for students to respond/ contribute to classroom discussion – see ideas here
Office365 Shared Docs
• • • •
Allows students to edit the same document asynchronously Automatically backs up student work Removes the burden or email Can be embedded directly into OneNote
Flip Grid
• •
Supports peer-assessment and reflection for students Motivates student to speak/ provides an alternative to written responses
Verso
• • •
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Scaffolds responses to extended answer questions Allows students to see each other’s responses anonymously AFTER they have submitted their own Provides platform for collaboration
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MAXIMISING SYNCHRONOUS TIME THROUGH ZOOM TIPS • • • • • • • •
Provide an outline of discussion points in advance. Plan your delivery Start with some questions to set the mood Model your in-person best practice online – if you start lessons checking understanding then do this using Kahoot or mini whiteboards (paper – hold up answer) Let students lead the calls – to present to each other and receive feedback Leverage tools like raising hands or understand Chat function can be used to get students to respond to questions (chat to host only) Use break out spaces to allow students to collaborate with each other
IDEAS • •
Use thinking routines to guide collaboration through visible thinking – link here Activities for building collaboration through Verso – link here
TOOLS Calendly
• • •
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Links to your Outlook Calendar Allows students to select and book times from a predetermined set of available options Watch here to learn more
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TEACHER TIMETABLES/ Zoom catch-ups schedule Each week, teachers should publish their timetable for each course. The timetable is an overview of how a teacher will be organising their time and what the focus of each session will be, so that the student is able to make informed choices about how they organise their time. It is important that in structuring your time, you are not using sessions to deliver content. The content has been laid out within the weekly learning sequence, and if students are constantly compelled to attend teacher sessions, they will effectively lose control of their time and any independence and autonomy the structure is designed to provide. As per the example provided, we would recommend that in your weekly timetable you consider building in Zoom sessions similar to those outlined below:
‘Weekly Overview’
• •
A brief session early in the week Run students through the weekly learning sequences and explain Learning Outcomes, tasks and Mastery Checkpoint task
This type of session will help students understand how their learning has been organised and what is expected of them. This type of session may only be required in the first couple of weeks as students transition to the new structure. Alternatively, teachers may prefer to post a brief video outlining the week.
Class Feedback
•
May take the form of a designated time when you will be online to answer questions and/or audio/video call with your whole class.
Individual Check Ins
•
A designated time to reach out to small groups or individuals in a particular class to check on their progress
Workshop Groups
•
A designated time whereby you might choose to meet with predetermined small groups of students, effectively repeating the same session with each group of children over the time.
Mastery Checkpoint • Task overview
Concept review
• •
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An optional session to explain the requirements of a Mastery Task and clarify any questions
A designated time when a teacher may decide to host a time reviewing a key concept that has been introduced. A teacher might require the whole class or just students that have experienced difficulty with the concept Remote Learning @ GGS.V1.14 April
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Assessment and Reporting Understandably, this is an area people are keen for answers and clarity, but at this stage we have no definitive answers. We will continue to plan our way forward in 2 week blocks and if we find that we are in remote learning for an extended period of time this will significantly impact on assessment structures and what our reports might look like. At this stage assessment needs to be formative and focussed on: • • •
Identifying student misunderstandings Identifying students at risk Supporting student progression rather than grade creation
If remote learning runs deep into the term it is unlikely that we will be implementing exams. We are researching platform solutions to this that may enable us to put students in a ‘locked down’ environment, however, teaching teams are encouraged to start thinking about and planning alternative forms of assessment such as individual and collaborative projects and rich extended tasks.
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