How do other teachers plan?

 I am up for changing anything in my practice that needs changing. If my inquiry is indicating that something isn't working then there is no point in clinging on, it is time for change.

Part of my thinking about this is wondering how other teachers plan, what works, what doesn't work etc. I decided to put a Google Form together to ask them. This went out to the staff here at Tamaki College and I put it out into the Manaiakalani Google Plus community to try and get a wider view.

The TLDR version of highlights are ....

• The most popular way of sharing work is from the class website, with emails and direct sharing from drive very popular.
• Pen and paper are still very popular, used in conjunction with online.
• Everything being in one place is popular.
• Different methods are used fro different year groups depending on their needs.
• Youtube videos about a topic is the most used method, with follow up work added on.
• Using documents  / presentations as templates are well used to set students up with what to do and how to do it.
• Screencasts are very popular, especially since lockdowns and working from home.
• Whatever methods that are chosen, they are used to enhance sharing and collaboration.
• Exemplars to push higher expectations.
• Lots of willingness to find the way that fits for the students in front of you, no one size fits all approach.

Below here are the full questions and answers that I received. Any indication of identity or class set that came through has been altered or deleted.

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What are the main ways that you get the work to the students for them to work on. Click on more than one option if you like

Can you please explain why you have found this to be the best way for you to work with your students?

Device is always an issue. If it's not flat its something else. There is always an excuse so a variety of options works best for me even paper sometimes

It's direct and easier for all students to access. Hardcopy as sometimes they need a break from technology and most times students work best without the added distraction of technology.

Easier for students to have paper copies. However, this term I'm trying to use our Chromebooks more.

It's easier for me to track in real time and mark out of school hours

I like using my website as the main resource. The place with all of the information easily accessible. If we are mainly using devices for a lesson or section of a project I will send calendar invites to each student with links to the resources on my site for ease of access. I always have to prepare for students who don't have devices though and this is where the photocopies and printouts come in handy. We also spend a lot of time drawing and off-screen.

Children can access all areas of the curriculum, all timetables, notices and it’s all rewindable and can be accessed from home so kids don’t get behind if they are sick

All our class work are on the class site. If there is something urgent such as a survey that needs to be done urgently then I would email the link to the students.

Doesn't get lost, is archived.

We are 1:1 chromebooks - easiest and most efficient way to get the info out to them

It is what the students are used to doing and all teachers in our hub of 4 classes do the same. All work is accessed via our learning site.

If they got a device I work online otherwise paper copy.

We haven’t got our website up and running yet so this seems to be the easiest at the moment for me.

I find it gives them a variety of digital and tangible hard copy. It prepares them for a range of scenarios.

Everything in one place. Means I need to keep the site updated too

Class Site is the easiest way for my students to access their learning.

By having it accessible on the site, it teaches the learners to default towards going to the site to access learning and follow the instructions/links. Otherwise it takes teacher time, or they expect to be spoon-fed all their information.

It varies by class - Year 9 and 10 classes I have been emphasising the class sites and class blog but need to send a link via email to them, they also use ed perfect and the links are different for different students, so I share links directly with them using Hapara to open the tabs relevant to them (sometimes even the specific doc url for the ones who just can't get themselves to the right place. Year 13 - I use workspace for assessments, class website for resources and slideshows they make copies XXXXXXX class - use a lot more paper and games with this group, blog tells them specific tasks and has links to class site docs for them self regulation, level of differentiation ion the group and assessment demands mean i vary what i do My year 9, 10 and 11 are a mixed class with subject specific focus so huge differentiation, services academy are year 11-13 so same issue, year 13 stats are easier

It’s not best it’s a process of moving from old to new ways of doing things

Through Hapara I can put their work in the correct folder in their Drive. I find a lot of students fail to file their work if I provide just the link (just putting it in their Drive). If I do give a link I always go through where to file and check that it actually there. These guys are 8/9 years old

Through surveys, kōrero and observation students have expressed how they prefer to engage with their work. Some prefer online, while some prefer hard copy. I will always have both readily available. Both soft and hard copies have their pros and cons and we know what they are.

Email link: I've found this the best way as I think the kids are used to working from and in their google drive and email for me are the best way to get the same message out to the whole class where I can link work. And also, I can't get the hang of workspaces so I don't use them. Class sites for me are good for storing everything in one easy space for the eye and for visibility for everyone. Photocopies are good for students without a netbook but also for looking at exemplars and highlighting key words and facts needed for learning. Photocopies are also great for getting everyone to do the same thing at the same time for example at the start of a lesson and you want them to start afresh on something. Printing student assessments, then giving kids written feedback on their assessment also has been positive because kids like the way the feedback and work is presented in one space/place.

It is more effective in that I can load all the work onto a Workspace into modules and I am able to see student progress and I am able to give effective and targeted feedback. Students still prefer to handwrite so a mixture of online and workbooks cater to students needs.

I like a mix of digital learning, conversational and formatively extracted work and prepared, online accessible material. I'm super focused on memorable, large and well-scaffolded teaching and learning and use digital with that in mind. Video transcripts, for example, are often a focus so there is a lens on languaging learning as well as catching ideas from a video. Conversational teaching and learning is optimal in my view.

All my students have a device so it is easily accessible to them.

Which of these have you tried? (please feel free to choose more than one)

Can you please explain your previous answer in terms of what made you decide to use those methods and what effect they had on the students and their work.

Students are familiar with the sharing doc and plus they always ask if i have shared a doc Step by step instructions are for students who need that extra support should they forget the first time around Students enjoy surfing the net particularly youtube so its already a forum that they are familiar and can relate to easily

Younger students need detailed instructions with visual example and teacher voice over. Have used documents filled with instructions and they switch off. I mean anyone would especially if you are a visual, tactile or auditory learner.

I've us d it in the past, and all students learn different. I also try and include digital technology in my students learning. That way I know I've cover the visual learners, copy and the auditory learners.

Covering all bases of learning styles

I am still very much in the process of figuring out what works well for my students and what works well at different stages of projects. I find that having multiple points of entry into an activity best assures that all students understand and produce strong outcomes.

We use a lot of YouTube clips particularly in writing to model aspects like narrative structure, or topic sentences in a paragraph then follow it up with a teachers snd students completing a modelled scaffold before the students independently complete the scaffold/plan We have many of our struggling writers refer back to our group plan as they are working through their own

It is dependent on the task and also the topic we are working on. Ubiquitous learning is also another reason why.

For NCEA assessments students specifically ask for exemplars. For some instructional topics (eg how to use Sheets- Loom is good)

Templates easy for them to fill out, step by step is also good for them to do in their own time. Have attempted to make videos - however, they don't tend to watch them, prefer to talk to the teacher.

What we choose depends on the task and subject area and how much scaffolding the students require.

Internal is different from external prep.

I discuss first with students and some students need to walk through steps on their own time.

We have tried all of these with varying success but it really depends on the task. Sometimes a fully loaded slide deck where they just type in answers is best, sometimes even that is too complicated. Other times we set up links to all sorts of resources that never get looked at or they go back to constantly. Doesn't seem to be a rule for why they check or not

I have seen the different teachers use all these strategies with teaching. During covid being able to film myself was perfect! I enjoy getting the kids to screencastify to share their learning.

My students have recently asked for more explicit descriptions of the step by step instructions delivered in class, to be more rewindable. This is due to the higher absenteeism with the uncertainty of covid and being firmer about staying home if sick. The learners find it easier to catch up on what they missed, by going about it on their own, rather than having to make a big deal about it openly.

our school is dominated by workspaces, this means if you do anything different it takes some training. I have moved away form workspaces as it appears that students have heaps of documents but often most of the material is teacher created and little student work. It depends if you are thinking of sharing the learning - which is much of what I share, rather than the docs, slides, drawings where they work/create and hopefully I am working towards them making these and then they file/share.

Process to work through - I may change the more I learn

I try to give information in multiple modalities to cater for all levels of learning. In a multi level/ability class it is important that all students can access the tasks and material that will support them in their learning.

I like to use templates as I see that they help students to organise their thoughts and ideas better.

Document/ppt: Doc gives whole page instructions that students can fill as a template for example/Ppt, definitely use them as templates to complete inquiries ready to present in front of a class - effect, docs give is that i think kids use this the most so don't need much thinking about when/why/how to use the doc, effect for ppt, visually pleasing but also new point or idea can be given on a new slide so for my seniors for example, we have a 'all you need to know for term 1' ppt and I share it with the kids during teaching time and they can use it as a resource for their assessments - this slide has every single lesson I've done with the kids. Step by step: Doc, Flows down the page nicely, ppt - probably my most common form I use which in class as well as shared with students and on my site to present information - effect: all you need to know in one place. Videos of myself: rewindable learning for kids who missed a lesson or want to revisit learning (more used during lockdowns), youtube, mainly for trips and guest speakers to revisit learning and for assessments - effect: positive for those who've used them at home especially and for students new to the class and subject. Exemplars: So they know what the end picture could look like and they have something tangible to work towards & kids can see what's achievable.

Seeking more attractive and appealing ways to communicate and teach content especially literacy and the ARTS.

Collaborative, co-sharing our learning is tops in my pedagogical approach. Scaffolding learners carefully to avoid assumptions about process and content is why I try as much as I can to ensure learners are enabled with support to work independently. While aiming to push towards high expectation learning, I'm also focused on offering students enough supportive scaffolding to cater for the diverse learners in the space. modelling and working together before independent application, to then wananga together as a peer teaching tool, makes for dynamic teaching and learning.

These modes of presentation are easy to prepare and it can be shared or sourced from other Kaiakos who have expert knowledge in curriculum areas they are good at. Students found these modes of presentations easy to follow because they could listen to instructions, watch demonstrations and do hands on activities by following step by step instructions.

Is there anything that you have done that you really recommend as it does the job well?

I do a demonstration and students repeat or follow. Whole class reading and discussion works well for me as well as oppose to letting them do SDL

Screencastify if possible understand we teachers can be strapped for time.

Using flipgrid, that way students can complete the tasks at home and super fun making videos

Other programs such as IXL for reinforcement of topics taught in maths as it gives a clear record of achievement and students can immediately get help if they get answers incorrect . Google forms for feedback about their learning or to deconstruct next steps.

Exemplars are super important and worthwhile, especially examples of other students' work, I find it motivates the students to do better and push further when they see what their peers have produced. I use different methods of instruction at different stages of the project, more videos, and exemplars in the making stages and documents and presentations in the research stages.

Linking the scaffolds and providing a completed model for students to consult all the way through guarantees accessabity and success for all

Screencast especially for learning from home/lockdowns.

Started using mote - children that didn't like reading instructions can listen to the mote. They prefer things short - i.e. don't want to watch a whole video or read a whole page of instructions.

Mainly use Google slides with all the links (audio, links to templates, Youtube clips, etc).

Conversations with students and clarify. Maybe a workshop with an experienced student to explain or work together. Always have a good meaningful hook in for the subject.

Screencastify yourself doing things. It shows them each step and they know how to stop and start a video (Y4-5) to follow instructions

Making short movies of themselves explaining their learning.

It's a work in progress

When I set up a table for the do now or tasks with specific directions for each student named works reasonably well - depending on the time of day... Some lessons I need to do something that forms the class as a group before I can then get them to work on the work for their level or specific learning needs. I have my yr 9-11 subject specific class period 4 and 5 on a single day for 2/3 of their lessons in a week. For them I find I open learning links for each student to get them in the right place (but not focussed) for this class this means 15 different sessions, but the time to do it is worth it. I also get them to make their own docs, to put the work in rather than the links being docs they fill in.

Workspace great for teacher as everything in 1 place, which I think is superior to sites and blogs posts

Varies hugely... what worked well last year has not worked well this year!

When learning a new language for the first time at a high level, I found this year that it really does work to scaffold the students. I have also found that consistency in the formatting and design of my scaffolded resources work well, as my students know now what to do.

Can't think of anything at the mo;)

WORKSPACE

Working collaboratively on a doc and co-constructing - accompanied by sharing conversationally. Learn, create, share is happening formatively throughout a series of sessions. Students need to move aware form a fixation on individualised digital task completion to engaging is the dialogue of learning.

I have tried getting presenters from different works of life to come into the classroom and talk about their experiences about things like water conservation, gardening, pollution, transportation....

Is there anything that you have tried that was a disaster? Why did it not work? What did you do instead?

Letting the students pick what they want to make in a practical lesson without checking in before the actual assessment and finding out that the students do not even know what they are doing themselves even though it's their work. Produce a work plan outlining what they need to do and time frames.

Simplify instructions as much as possible but if you need to explain more and cannot be there leave a voice over instruction via screencastify.

Every disaster is a learning experience that is made better when laughing with the students. Eg not giving them access to a document they needed or doing the opposite and giving editing rights to a google form! You cannot restore Google forms

Lots of things! And all of the time. What doesn't work is having a one size fits all approach, or only one way of explaining for everyone, because all of our leaners engage differently.

Not so much a disaster but step by step instructions in written form are not very effective as the student would much prefer to listen and follow by watching a screencast of me explaining.

sharing master docs as 'make editable' rather than 'create a copy for each student', students ended up editting the subject website!!

Different things work with different students - I mix it up a lot and offer different ways of giving students work

If the Google slide show is too long it takes a long time to load.

A topic that the students were not interested in. Students were tired (Y 7 -Y 10) after weekend. It was my first two weeks with this class. Mainly boys. 100% Maori. I decided (without really building relationships with the students) on a motivational movie clip. I had watched it but I never saw all actors were all white Americans. One student said” Why do all white people do that in the mornings?” I just froze and thought, how stupid was that. A lesson well learnt

Nothing went too haywire really. And nothing has worked every single time. Just feel it out I suppose

Shared documents have been frustrating. I'd like to explore the links being in a sheet where everyone can view each others work without editing it.

workspaces- as above have the challenges mentioned I like the blog coupled with the website - blog with the directions on what to do access, website with the resources. Very much a work in progress and this is my first year of moving so far away from workspaces .

Too much stimuli, too much writing, too many instructions

I tried to make my first Year 10 group do Kōrero assessments as their summative assessment, but it was a complete disaster as they were all not confident or willing. With my next group of Year 10s I am using the Guess Who game as their summative assessment, and they are enjoying the learning. They are also retaining more through gamifying the work.

Yes for sure but can't think of any at the moment. Once or twice I've accidentally given kids editing rights on some docs and they end up deleting everything or using that as their main documents:)

Encouraging students to conduct their own recordings - students were not mature with the processs - recordings were carried out by teachers.

Less that..more that there are tools I'd like to try but haven't. I certainly can learn from you...but feel shy to approach you.