BC EDUCATION
Saved by @SteveeRogerr

THREAD: Remote Teaching
I’ve spoken to a few people recently about our remote teaching approach and thought I’d share some of our ideas here for anyone who many find them useful.
1. We use Google Classroom and post lessons which include videos, Google Forms and any other docs

 2. Classrooms are set up so that lessons are saved as ‘Topics’ each week. The Topic is named as Term/Week/Date for easy navigation. This is consistent so that Classrooms all look similar to pupils to provide a sense of routine - just like you would in a lesson
3. We have a dummy Classroom which all teachers can access which includes Classrooms for all subjects - this gives us a ‘pupil view’ to make it easier to help if parents ask for support and means we can share lessons across subjects and direct to good models
4. We chose to collapse our timetable rather than continue with our own classes. Our suggested timetable is at least 5 hours per day but includes more Art, Music, PSHE than our usual timetable as we felt that was appropriate to support pupils at this time
5. In most subjects, one person looks after the whole year group. This includes making lessons, looking after the GC, dealing with Qs, & giving feedback for that year group. Subjects have a max. of 3 lessons per week/year group supplemented with Bedrock Vocab & other platforms.
6. Most teachers have no more than 3 lessons to record each week. The rest of the time is spent hosting ‘live’ drop-in lessons for feedback and support, giving feedback on GC and making phone calls to their coaching group. This means every child has a phone call every week.
7. Feedback is given via whole group feedback, voice notes using Mote, or live feedback either in drop in sessions or on live documents. Mostly, feedback is through Google Forms which we use in every lesson
8. We have Google Forms with multiple choice questions for every lesson and feedback can be given by having the answers explained in the Form or in the next lesson. These Forms also act as an engagement tracker
9. A whole year group spreadsheet captures all the answers automatically from Google Forms - no manual tracking required at all. Teachers just post the link to their Form in the spreadsheet and it collects the data centrally so we can see who is or isn’t engaging
10. We use ‘gateway’ questions or codes so that the Google Form isn’t accessible until the first question is answered. The first question will be a code or answer ‘hidden’ in the lesson. We also use assignments for tasks but the GF data gives us a starting point
11. Our pastoral team uses the tracker to call/email those not engaging - offering help and often finding that although the family have devices, it’s between a number of children and this is when we can offer devices which families might not have realised they could access
12. We made the deliberate decision to minimise how many lessons each individual teacher made so we could focus on quality of resources, interaction and feedback. We therefore identified key principles for remote teaching and we use these as the focus for training and coaching
13. In school, our T&L is based on our Expert Teaching Principles. We then identified what these look like when employed remotely in recorded lessons
14. For each principle, our T&L team made CPD videos, guides and models to show what these principles might look like in practice and to give step-by-step support on using the GC platform to achieve this
15. Just like in school, we use the awesome Powerful Action Steps platform to coach teachers when making their lessons. We have bespoke steps for Remote Teaching and these are used to support teachers to develop their practice
16. By providing asynchronous recorded lessons, we can develop our teachers and ensure lessons are of the highest quality now and in the future. This is blended with high quality ‘live’ interaction & feedback which gives more opportunity for 1:1 support
17. To support teachers in developing their craft, both now and for our return to school, we also have our CPD platform available which provides a plethora of CPD opportunities. https://t.co/MN4BY9dDKq
18. Our ultimate aim, is to provide our pupils with excellent remote teaching whilst, perhaps most importantly, supporting our teachers to refine their modelling, explanations, feedback etc. so that on our return, our teachers are even more confident in these areas than before.

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Grade Awarding 2021 - a thread.
1. For pupils and parents; it sounds daft but there isn’t much you can control right now. Teacher will play the main role in awarding grades, and there may well be some time or formal exam for subjects. But we don’t know exactly what yet.

2. What we do know is that all work pupils have done, their resilience over such a difficult time, their drive to keep going will make a difference to them. It’s never been more important for pupils to keep going, and keep engaging with the provision a school provides.

3. To our pupils? Have faith that the work you are doing will pay off. Please don’t lose heart right now. We love you lots and we all want you to excel. We are always here for you.

4. For school leaders - we need to build a year story. Right now they need a narrative that stresses the need to keep engaging in lessons. A letter every two weeks won’t get that job done. It’s never been more that pupils and parents feel connected to a school and we have clear

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I have news about online teaching and reading workload, friends.

I have experimented with REDUCING the number of readings I assign for a class. This is hard in overview courses because you always feel like they should have "the lay of the land" and master all that there is.

HOWEVER...

My students have performed BETTER with reduced reading workloads.

Undergrads focus on ONE reading per week, while having 3 more available "if they so happen to have the time to read them" (they often do try to read these extra readings).

Masters' level students have appreciated taking a "let's just take things more slowly" approach.

Doctoral level students felt somewhat weirded out that I wasn't assigning three books a week. Though they appreciated it.

What I have drawn from my experiences:
- Workshops work.

Having a section of the class that is "hands-on, let's get writing/analyzing/thinking/reading" as a workshop fulfills two goals, for me:

1) Cements my students' understanding of the method.

2) Helps them have actual time to think and read and write rather than rush through.

Depth and breadth are issues we need to compromise on.

- Do I want them to read more broadly or more deeply?
- Do I want them to become more expert in a few things or become more generalist-type people?

These choices are malleable, as is our context.

What is NOT malleable:
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Michael Adebayo 🇳🇬🇫🇷...
@MichAdebayo
As you may know, asides sharing graduate school opportunities, I like to share practical insights and directional content that will give you a sense of what you are missing or not missing.

Serving you below:

HOW TO LEVERAGE "OPO" for grad school applications 👇

- A THREAD

2) OPO is an initialism coined from "Other People's Opportunities". This means you will be leveraging opportunities specific to others to your advantage. After this thread, you will stop asking:

"Can you share scholarships for Atmospheric Social Law"? 😂

(you get the drift).

3) PROCESS:

A) Once someone shares an opportunity. Say @olumuyiwaayo, @Jamaticulus or @AaronAkpuPhilip or myself shares an opportunity on our timeline, the first thing to do is to locate the name of the university and the country it is located.

4) (B) Type the name of the institution on Google and locate the website of your department. Often times, if there is a mass recruitment by the institution at the time you saw the ad, its likely there is something for prospective student looking to get into your department.

5) If otherwise, that is, if the ad you saw was particular to the advertised field, the leverage you have is that you are informed about the institution and you have the privilege to dig faculties.

(C) List the names of probable supervisors on the department's website.
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Parents United Against Unsafe Schools
Parents United Against...
@Parents_Utd
This seems like a positive base from which to #BuildBackBetter


https://t.co/OwpgNh8mEu


https://t.co/7eOi1Bv3bM


https://t.co/GhxVgLuWJE


https://t.co/ymHp910wrC
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Tracy O'Connell Novick
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@TracyNovick
Okay, #MAEdu, let's talk FY22 and the Student Opportunity Act: https://t.co/o1tgppGy4K


First up:

The FIRST year, Governor Baker?

This is the second year of SOA implementation: you're missing one.


So, are we going to do this in six years, or are we just going to kick the can ANOTHER year on kids?

Remember, school funding is builds on prior years.

We never get that missing funding back.


Also: what are the base numbers being used?

Is the Governor dropping enrollment, even though we all know that was an artificial drop?


There's a decent chance that a WHOLE bunch of those kindergartner and preschoolers are going to be back this fall if we manage to get kids into buildings, PLUS we'll have the USUAL enrollment of preK and K!

...and less funding than usual?
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It’s Siddhars time of the week! Last week I shared story of Guru (Machamuni or Yogi Matsyendranath), this week I bring you information on his Shishya.

#Thread on Gorakanathar Siddhar.

@LostTemple7


His origin story is interesting, though I couldn’t verify it’s authenticity, so not sharing the story here. He’s shishya of Machamuni Siddhar and also learnt from Agasthiya Siddhar.

@HelloNNewman @RajiIndustani @Kishoreciyer1

Unlike other Siddhars, he is depicted as either with a Tiger or seated & wearing Tiger skin. While I couldn’t find any explanation for this. My interpretation is as follows:

Tiger is a predator that lurks around and attacks unexpectedly.


Our 5 indriyas and 5 vikitis also similar to Tiger, they lurk around and attacks our thoughts when we’re least expecting. Gorakkar is said to have mastered these aspects, thus to denote this, he shown with Tiger.

@Itishree001 @VarierSangitha @jananisampath

Gorakanathar or Gorakshnath (as he’s known in the Nath Sampraday) is celebrated Guru in both Northern and Southern part of India. He’s one of the NavNath in Nath Sampraday and also 18 Siddhars of Tamil tradition. During his life, he’s travelled Indian subcontinent extensively +
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