Our school’s usual parent teacher conferences happen in the hall. It’s like speed dating where each teacher has a small desk in the school hall and parents move from one teacher to another. However, COVID19 means we can’t run our parent teacher conferences in our usual way. So we decided to use Zoom. Overall it was a success. We had 78 teachers hold hundreds and hundreds of conferences.
How we did it
Our school uses the NSW Education Zoom so only people with a Zoom account can enter a meeting room. Each meeting room has a password and a waiting room. The teacher is the host of their own meeting room and they have to let the parents in from the waiting room. We used the following steps to set up the conferences.
We used Edval for parents to book times. Usually we allocate 5 minute blocks per teacher. This time we allocated 10 minutes so there was enough buffer time to make sure all conferences ran on schedule.
We created a meeting room for each teacher. In the future, we will use each teacher’s personal Zoom meeting room.
We created a parent guide to explain how to create a Zoom account and how to join meetings. The parent guide listed all teachers’ meeting room IDs and passwords. We decided to send out meeting room IDs rather than links as it was less overwhelming and easier for parents using tablets for Zoom.
We created a teacher guide with step by step instructions. We emphasised teachers need to effectively manage the waiting room and stick to their conference schedule.
We encouraged students to be part of the conference and help their parents with Zoom.
Zoom enabled teachers to share their screens so they can show student samples of work to parents. This would not be possible over the phone.
COVID19 can make us feel isolated. A Zoom parent teacher conference, where you can see each other’s faces, is very valuable in fostering the school-home relationships in these uncertain times.
In NSW, Australia, NSW public schools moved to a ‘learning from home’ model on 24 May 2020, due to increased restrictions to combat COVID-19. Parents were asked to keep their children at home if they could learn from home Overnight, we moved from face to face teaching to online remote teaching and learning. Like many other teachers, I started to experiment with using online meetings. This is what I have found to be useful.
1. Play around with different tools
I tested Adobe Connect, Microsoft Teams and Zoom for online live lessons with my classes. Overall, I prefer to use Zoom with my students for the following reasons:
Many of them already use it with family and friends.
Many of their parents use it so they know how to help if required.
It has breakout rooms that is easy to set up and use (more on this later).
It generates a meeting link that you can use over and over. I have this link as the top post on Google Classroom so it is easy to find for students. See here for instructions on how to create a link for recurring meetings.
For staff teams, I prefer Microsoft Teams for online meetings as it offers a more efficient experience. Microsoft Teams is the easiest to run an online meeting when you have everyone you need in your Team. You literally just click a button and voila! I like how Microsoft Teams allows for staff teams to be broken into smaller teams through Channels (Eg. Our Year 7 Middle School team has a main Microsoft Team and then the STEM teachers and Humanities teachers have their own Channels. If you run a science faculty for example, you can have all of your teachers in the main Channel and then break off smaller teams of teachers into their own Channels like a separate Channel for each Year 11/12 subject.) In those channels, teachers can easily run their own online meetings.
You can also collectively take notes while you have an online meeting in Microsoft Teams. We ran an executive meeting on Teams and notes were taken live during the meeting. Everyone can see the minutes being entered.
You can also schedule online meetings in Microsoft Teams, but it’s trickier than Zoom if you work in a NSW public school. The video below shows how to do it. It’s important to let colleagues know who is starting the live meeting. Otherwise you may have enthusiastic teachers going into Teams early and then starting the meeting and end up two different meetings happening simultaneously.
After a few weeks of testing, it’s important to discuss a whole school approach to online meetings and come to a consensus on which online meeting tool to use with students. This is particularly important in high school where a student can have up to 8 different teachers and it will be challenging for them to use a different online meeting tool for each teacher.
2. Keep online live lessons short
I like to keep online live lessons at around 20 to 30 minutes. Our school periods are 50 minutes and that is way too long in an online lesson environment. Think about the purpose of the online live lesson. If it’s to explicitly explain a concept (eg. how to add fractions with different denominators), then it is better to record a video rather than a live meeting. I like to use live meetings for welfare check-in’s, collaborative discussions and feedback; basically things that cannot be done effectively with a recorded video on online posts.
3. Use breakout rooms
I like to use breakout rooms in Zoom for students to have small group discussions (about 3 to 4 students). Breakout rooms are where you can send students into their own online meeting spaces and you as the teacher can ‘drop in’ and monitor each one. It’s the online version of separating students into smaller groups in a classroom and the teacher walking around. Students have more opportunities to actively participate in an online discussion and some are more willing to when they are in smaller groups. You can randomly assign students to breakout rooms or choose your own student groups.
Breakout rooms can also be done in Microsoft Teams.
4. Give students something to do while they are waiting
In a regular face to face classroom, I start every class with a quick quiz. This is for several reasons:
Retrieval practice – The questions I set requires them to remember content they have learnt in previous lessons, which helps them to consolidate the information into their long term memory.
Classroom management – As soon as students walk in, they have something to do. They have to unpack their equipment and they have to engage with the course work straight away. It allows me to manage students coming into the classroom at different times. Some may be coming from the classroom next door and others are walking from the other end of the school. The quick quiz mean I have a five minute window of ensuring everyone is on task and attentive. It’s a good crowd control strategy. I can also mark the roll.
An online live lesson is very similar to a face to face class. Some students will log on before you do. Others will log on a few seconds after you. And others will log in minutes later. I like to use the Polls feature in Zoom for retrieval practice. I usually do 3 to 5 multiple choice questions for them to do in Polls while I allow students into the meeting from the lobby.
I also like to use the Whiteboard feature to tell them they need to be answering the questions in Polls, list the meeting’s agenda, learning goals, etc.
5. Set and practise routines
An online live class needs to have learning routines and they need to be explicitly taught, just like in a face to face classroom. I like to start my online live classes the same way every time – the quick quiz in Polls and use the Whiteboard to communicate what we are doing in this online class (and tick them off as we go). Students know they have to use the hands up features to ask a question and they know when and why to use the chat. Some teachers like to disable the chat, but I like it. Yes, my students have used it to talk about irrelevant things, but 99% of the time they use the chat to help each other and alert me to technical issues (like the YouTube clip I’m trying to share is glitchy).
Overall, my students really value live online classes. I think they value the connection with each other and with their teachers. As we move into Term 2 where they may be a continuation with remote teaching or some sort, I would like my students to lead the online live lessons more. Have them share their screens and show their work or use breakout rooms where there is a student leader to facilitate the discussions.
The new school year is about to start in Australia. This year my school is starting a new middle school initiative where Year 7 science, maths and some aspects of geography will be integrated and taught by the one teacher. And I am lucky to be one of these teachers. Since almost three subjects will be combined and taught by the one teacher, I will see my Year 7 class A LOT for a typical high school teacher. I’ve done this type of middle school/integrated curriculum before at my previous school and I always kick off the year with a project that allows each student learns about learning. This year the driving question for our first project will be ‘How can I learn effectively and achieve my personal best in maths and science?’
So I wanted a hook activity to launch the year and this project. It needs to be an activity that captures the excitement of the project (and the year’s learning) and allows me to see their existing group work skills. I played around with some ideas and thought an escape room will be good.
I have thought about escape rooms before but they seem to take a mammoth effort to create. But I thought I’d give it a go. I used the general guidelines from Bespoke ELA’s blog and was inspired by her use of Super Mario as the background story (Super Mario is one of my favourite video games series). I am using the introduction to Super Mario 3D as the background story for the escape room. If you haven’t got the time to view the video, the gist of the story is that Bowser has captured seven Sprixies (fairy-like creatures) and each time Super Mario and his pals complete a world, they rescue a Sprixie. For my escape room, a world will be a challenge and each time students complete a challenge, they rescue a Sprixie.
I also followed Bespoke ELA’s instructions on using Google Forms to create a digital escape room, using the section and validation features in Google Forms for students to enter codes to unlock rooms.
Students gain the code for each challenge by completing questions in small groups. The images below show each challenge. Challenge 1 was inspired by an activity in Stile, which currently has two online escape room activities. They are definitely worth checking out if you’re interested to see what other educational escape rooms can look like. I used Discovery Education Puzzlemaker to create some of the challenges.
All of the challenges are designed to be quite basic for this particular escape room as the purpose is to see how a group of new Year 7 students work together after knowing each other for a few days. However, escape rooms can be used as retrieval practice activities. I am planning to use this same escape room structure for my Year 12 classes, but have sample and past HSC exam questions in the challenges.
Have you created or used escape rooms before? How did you find them?
I really liked how the Ozobots were being used to create a moving model of eclipses, which is quite difficult to do without coded robots that automatically move (I have never found children holding basketballs and moving around another child holding a torch work well).
This term our school got hold of some Ozobots through the STEMShare initiative and I was able to test out how Ozobots can be used to enhance students’ understanding of the nitrogen cycle. Matter cycles through ecosystems, particularly the nitrogen cycle, can be quite difficult to conceptualise. Common activities include showing students diagrams of the nitrogen cycle, videos and getting students to physically model the cycle by pretending to be nitrogen particles themselves. However, just like eclipses, Ozobots provide an opportunity for students to create an annotated moving model to better visualise the processes.
So last Friday, my Year 9s used Ozobots to create a narrated video explanation of the nitrogen cycle with the Ozobot acting as a nitrogen particle. Here’s one of the videos.
The videos were created in an 80 minute lesson. What I really liked about using the Ozobots was that it gave students the opportunity to work in teams and talk to each other about the nitrogen cycle. They worked in teams of 2 to 3 students draw the map, negotiate the narration and film the video. The activity gave them an opportunity to test and clarify their understanding of the nitrogen cycle with each other. The activity allowed students to determine if they really understand the nitrogen cycle. Prior to this, we had already done many other activities of the nitrogen cycle (worksheets, question and answer sessions, quizzes) and many students were confident they understood the nitrogen cycle. However, when it came to creating the narrated video with the Ozobots, many found that they didn’t know the nitrogen cycle as well as they thought they did.
Next time, I would also ask students to create a map so that the Ozobot wouldn’t be travelling in a nice unidirectional cycle but back-and-forth through different components of the ecosystem.
In 2015, I was fortunate enough to have an instructional leadership role for technology as part of my school’s BYOD program. I worked with every faculty in the school across Year 7-12 to build the capacity of teachers to use technology to transform learning. A Twitter conversation led me to revisit a more formalised instructional leadership strategy, Early Action for Success (EAfS). EAfS involves instructional leaders working in schools to build capacities of teachers in teaching literacy and numeracy. A look at their online resources revealed some interesting ideas to me, particularly the progressions of how children learn early numeracy skills like place value, mental calculations and using symbols. I also really liked the idea of instructional leaders building collaborative cultures of inquiry and supporting teachers in collecting, evaluating and using data to inform their practice.
So I started thinking about how a similar strategy of instructional leadership would look like in a secondary school context. Instead of literacy and numeracy, what would subject-based instructional leadership look like in secondary schools, particularly in Year 11 and 12?
Some of the challenges facing secondary schools include low numbers of students choosing to study Year 11 and 12 physics and higher levels of mathematics, lower numbers of girls studying Year 11 and 12 science and high level mathematics and implementation of integrated learning. How can we further improve curriculum instruction in these subjects to better meet the needs of students in local school contexts? What does quality physics instruction look like? Can instructional leaders play a role in this?
I tweeted this and it led to a very rich and diverse conversation about instructional leadership in secondary schools (click on the embedded tweet below to see the thread of conversation).
So after yesterday’s conversations about instructional leaders, I had an idea while feeding the baby at 5am. Instructional leaders for STEM.
What if there were instructional leaders who work alongside head teachers, deputy principals and principals to support the school (or community of schools) for a specific need in time (eg. curriculum instruction in mathematics extension, science extension or integrated STEM)? These instructional leaders are selected by schools. They want to work with, and grow with the school. They aren’t experts parachuted in.
These instructional leaders work with school teams to build collaborative cultures of inquiry where teachers work together to use data and evidence to improve their practice. These instructional leaders are school-based and will continue teaching themselves (at a reduced load, say, 1 class).
How is this different to existing systems? How is this different to the role of existing head teachers, deputy principals and principals? These additional instructional leaders are for areas where the school may not have existing expertise. For example, a school implementing marine studies for the first time may not have anyone with expertise in that subject except for the classroom teacher of that class. An instructional leader for a community of schools requiring instructional expertise in marine studies can work with those teachers (and their head teachers) to build their capacities,
Like my tweet said, it is just an idea that came to me at 5am. And I like documenting and sharing crazy ideas.
What are your thoughts? Do you have instructional leaders at your school that are in addition to heads of department and are specific to a subject or area (eg gifted and talented; integrated learning)?
I had my second child recently. Being a parent is one of the steepest learning curves. Learning to be a parent of newborn again has made me reflect on myself as a learner. How do I learn best? I find myself different to many other parents. I don’t like people coming over to visit and “help”. I like to be left alone to try things for myself. The support I find most effective is to be allowed to work it out for myself. If I wanted help I would seek it out myself. I don’t need people to give me hints and advice if I haven’t asked for it. Even as a school student, I would prefer to find the information I need, try it myself first multiple times and then seek help from my teachers after multiple attempts. I hated it when I was forced to listen to the teacher’s ways of doing things step by step.
This got me thinking about personalised and differentiated learning. How can we as teachers design learning experiences to cater to the needs of individual students? A lot of the times personalised and differentiated learning translates to modified learning activities such as assessments, different levels of scaffolding, letting students choose how to present their learning (eg. choosing whether to do a presentation or a poster), allowing students to learn at different paces and creating individual student learning plans. These strategies are necessary and are often very effective but can we push personalised and differentiated learning to another level? Can we allow students to choose HOW they learn?
As teachers, we often force the same way of learning to all of our students, whether it is flipped learning, inquiry learning, traditional teaching, project based learning, etc, etc. In any class there will be some who love whatever strategy the teacher chooses, some who will adapt to any strategy and some who absolute hate the strategy. Also, students can prefer different strategies in different circumstances. Reflecting on my own school experiences, I like to be left to my own devices to work things out in science and maths, but I preferred very structured, teacher-led instruction in art, English and physical education. Talking to students, they have expressed the same views. Some really like the very structured, teacher-led, sage-on-the-stage teaching style of one teacher and others don’t find they learn that way. So is there a way to differentiate and personalise pedagogy for each student?
The answer is probably no (if we are looking at the current schooling model). It will be impractical for one teacher to design a project based learning experience for some students and something else for the rest. However, if we break down the one-teacher-per-thirty-students model, then maybe it can work. If we got rid of the idea of classes and instead took a whole cohort of students (eg. all of year 10) and they had a teaching team (say 6 teachers), then pedagogy can be personalised and differentiated for groups of students. One teacher can lead project based learning experiences for a group. Another can lead a group who like to learn independently. Another can lead a group who like to learn in small groups. The different options can be tailored to the needs of the cohort of students. Students can choose which teacher they would like their learning to be led by based on the pedagogy the teacher will use. This way, teachers can teach to the strategy they are best at and students can learn in the way they prefer.
I haven’t tried this strategy myself or seen it in action. I’d be interested to find out if there are schools who allow students to choose their teachers based on who they think they learn best from based on their teaching strategies.
Last Sunday I had the privilege of hosting the weekly #aussieED chat on Twitter. The focus was on STEM. I wanted to dig deep into what Australian teachers thought on STEM education.
For those who don’t know, STEM stands for science, technology, engineering and maths. A focus on STEM isn’t new and has been a focus on-and-off since the 1980s.However in the past 5 years, there has been a large focus on STEM in primary, secondary and tertiary education as well as being emphasised in government policies. So for the #aussieED chat I wanted to find out what teachers felt was happening with STEM education in their schools. These are some of the themes:
1. STEM education has come a long way and still has a long way to go.
Some teachers indicated that their schools have implemented STEM as cross-curricular project based learning experiences and have moved from a few innovators and early adopters trailing STEM programs to whole school approaches. These schools are now supporting other schools who are starting their STEM journeys. A good example of this is the STEM Action Schools project in NSW public schools. It will be interesting to see how different schools and teachers evolve their STEM teaching approaches as they gain more experience and reflect upon them.
2. STEM education needs more than passionate teachers; it needs enabling conditions.
Many teachers agreed that STEM is a way of teaching; a way of teaching that involves the integration of traditional subjects with a real-world context and driven by real-life solutions. This approach is enabled and sustained when structural systems like timetables, flexible learning spaces and a school culture that encourages teachers to take risks with different teaching approaches are in place. Otherwise it can become isolated pockets of excellence in STEM education, accessible to some students only. Some teachers mentioned dedicated time in timetables to work as a team so authentic cross-curricular collaboration can be created and sustained. Other teachers mentioned time to explore practical resources, opportunities to team teach with exemplary STEM teachers and time to reflect, evaluate and improve in their own practice.
3. How can educators and systems ensure promising practices in STEM are scaled and make an impact?
Is STEM an educational fad? Do we even need STEM to be an integrated, cross-curricular approach? Should we focus on teaching science, technology and maths separately but make sure we teach it well? What are the goals of STEM education? Is it just purely to make students “future job ready”? Is it to create scientifically and digitally literate citizens? Does everyone need to learn coding? How do we measure the impact of STEM? What is an appropriate timeframe to expect impact? These were some of the issues raised throughout the #aussieED chat. We didn’t come up with answers as they are highly complex issues that can be highly dependent on context. Personally I think STEM education is vital to the future of students on a personal, societal and economic level. To make STEM education a sustainable practice, that is day-to-day teaching practice, the enabling conditions of quality STEM education needs to be in place. We also need to be clear on the purpose of STEM education for our students. Otherwise it can easily become a fad.
What are your thoughts and experiences of STEM education?
We have all seen the crazy dancing guy video. The video emphasises that a leader must start a movement. At the start you will be dancing like a crazy lunatic by yourself but eventually you will have your first follower, then more followers and dancing like crazy will no longer be crazy but the norm. The important thing is to get the first initial followers!
For a while I have felt like I was dancing alone, but not anymore. I knew that when my faculty was programming for the new syllabus for the Australian Curriculum and a teacher said “I think we should make the natural disasters unit project based learning” and other teachers agreed. It is no longer me who is suggesting new pedagogical approaches, but other teachers in the faculty.
I also had another teacher in my faculty move from very traditional styles of assessment to experimenting with new approaches. Instead of relying on written, research-based assessments, his Year 11 Physics class was given the challenge of teaching a historical model of the solar system to Year 8 students.
Year 11 Physics students teaching Year 8s
There are heaps more examples of other teachers in the faculty embracing and driving change themselves. They are now becoming dancers as well and are encouraging others to dance with them. I am so proud of my faculty and how far we have progressed as a team, all with the aim of improving science learning for our students.
This week, a member of my faculty asked me if they could a re-design a store room into a learning space. We have a large storeroom in between two classrooms which houses scientific equipment that we can move into another storage space. So this teacher thought if we could clear and clean up the space and find some tables and chairs, the space can be turned into a small learning space where small groups of students can do group work or where students can do quiet independent tasks while the main classroom can be used for other activities. This requires the removal of some cupboards and rearranging some equipment and storage devices. It’s a big task and will probably need few consecutive days of work, but this teacher has volunteered to do it in their holidays. I haven’t prompted this teacher in any way. They just wanted to do this. They want to work for free.
I did have some hesitation at the start for a few seconds. As a leader I often want to take control of a project, but I decided it was a great idea and gave them the freedom to do what they think was best for the space, as long as they updated me and briefly told me what they were doing. But otherwise they had free reign. I told this teacher, “I trust you’ll do a great job. This is a really good idea that would benefit student learning.”
This got me wondering – Why do we do work for free? As teachers, we often do a lot of work for free. Whether this is after work hours at home, on weekends or during the holidays, we are planning lessons, helping our students with extra tutorials or painting our classrooms. Not many other organisations have their workers working for free.
Then I remembered an animation based on Dan Pink’s talk on three factors that motivate people and lead to better performance and satisfaction.
In this talk, Pink talks about autonomy, mastery and purpose as the key factors that drive better performance. Interestingly, money does not motivate people to perform any better. Once you pay people enough so they are not worried about finances, autonomy, mastery and purpose are the main drivers. These three factors are also what drive innovation within an organisation. The teacher that wants to voluntarily come in during Christmas holidays to turn a store room into learning space isn’t getting paid any extra to do this. They are doing it because there is a personal sense of purpose. And I gave them the autonomy to do it. I got out of their way. Hopefully this will be the start of more innovations.
So next time someone wants to do something cool, get out of their way J
My year 7 has had laptops now for a few weeks. The class received 12 laptops, which is a costly investment. A colleague once wisely said if that much money was spent you should be able to walk into a classroom/school and notice a difference. You should be able to visibly see that investment’s impact on student learning. So I asked myself exactly that question – Is the learning different in my classroom now? Is the learning better in my classroom now?
I’d like to say yes, and here’s my evidence:
-Students now use their laptops in small groups to demonstrate their understanding, often with higher order thinking skills. Today we explored the properties of magnets. Instead of doing the prac activity from the textbook and writing a prac report, students made a photo story to explain to other year 7s the magnetic properties they have discovered. This took 2 hours. Minimal editing was involved as I wanted the students to focus on the explanation of science, not on fancy video transitions.
-Laptops are used to differentiate learning. Year 7s have been learning about area of composite shapes and expressing area and perimeter through algebraic expressions. Students had to self assess whether they needed more practice in composite shapes or were ready to move onto algebra. Students who selected to refine their skills in composite shapes worked on a self-marking quiz on the laptops while the rest had small group instruction on algebra.
These are just 2 activities where laptops have enhanced learning. When you walk into my classroom, you can see, hear and feel those thousands of dollars making an impact.
Are your thousands of dollars of investments visibly making a difference?