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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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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The problem that the ‘lets-shut-schools-for-a-couple-of-weeks-crowd’ ignore is that its much easier to shut schools than to open them. Therefore, the probability is that once schools are shut, they will be shut for months on end, just like last time.

In other words, they are engaging in wishful thinking. The probability is that schools will be shut for months on end whilst online teaching provision will likely be patchy/minimal/inadequate/non-existent like it was last time & educational inequalities will continue to widen.

We’ve learned nothing from the schools shutting for 6 months last yr. Once those schools are shut, they will be shut for months. Online learning will continue to be inadequate, meanwhile big-mouthed Twitter users with no skin in the game will continue to opine on the subject.

The average Twitter user is more likely to be parent to a cat than to a human child. No skin in the game & it shows, quite frankly. The online learning that is available for parents is inadequate & it will be left to parents to utilise their own resources, again.

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Chicago Public Schools are supposed to open for some special needs and pre-K students Monday

The Chicago Teachers Union is now threatening to refuse to return to work in person.

https://t.co/MgDgNe6REj


Meanwhile
https://t.co/FIij8J3r7z

Dr. Fauci: "The default position should be to try as best as possible within reason to keep the children in school or to get them back to school [...] if you look at the data the spread among children and from children is not really big at


UNICEF: "Data from 191 countries shows no consistent link between reopening schools and increased rates of coronavirus
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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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The outrage is not that she fit better. The outrage is that she stated very firmly on national television with no caveat, that there are no conditions not improved by exercise. Many people with viral sequelae have been saying for years that exercise has made them more disabled 1/


And the new draft NICE guidelines for ME/CFS which often has a viral onset specifically say that ME/CFS patients shouldn't do graded exercise. Clare is fully aware of this but still made a sweeping and very firm statement that all conditions are improved by exercise. This 2/

was an active dismissal of the lived experience of hundreds of thousands of patients with viral sequelae. Yes, exercise does help so many conditions. Yes, a very small number of people with an ME/CFS diagnosis are helped by exercise. But the vast majority of people with ME, a 3/

a quintessential post-viral condition, are made worse by exercise. Many have been left wheelchair dependent of bedbound by graded exercise therapy when they could walk before. To dismiss the lived experience of these patients with such a sweeping statement is unethical and 4/

unsafe. Clare has every right to her lived experience. But she can't, and you can't justifiably speak out on favour of listening to lived experience but cherry pick the lived experiences you are going to listen to. Why are the lived experiences of most people with ME dismissed?
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