I have been shown an amazing online resource that might be useful for live lessons.
The website allows you to create a new class for free and shares a link to give to your class (can just share this on the chat function in zoom). Students simply click on the link, enter their name and click join class. As a teacher you can then see all student whiteboards. You can write content on your whiteboard and copy it to theirs (so that they have an example to look at) and then give them a question to attempt. As a teacher you can watch them all write on their whiteboards live but students can only ever see your whiteboard and their own. they can draw on it using their mouse or there is an option to type onto it if they find this difficult.
I hope I have explained that clearly enough, I am happy to organise a quick zoom at some point if anyone would like me to go through it and demonstrate how it looks from both a teacher and student point of view, just let me know.
One last thing to mention, there is an option to register – don’t choose this. You can simply click new class and use the free version.
As Wellacre is currently a school with mixed ability classes, I always endeavour to continue my professional development as a teacher through differentiating tasks for students appropriately. I’ve been doing some of my own extra research and CPD around this and have focused on how to manage teaching and learning in an age of remote learning. I feel like this is relevant to what we have discussed regarding Rosenshine’s Principles prior to lockdown.
I thought to share this as I feel some people might benefit from this. Both have a major focus on how teachers can provide differentiation whilst teaching remotely.
The first link is provided by Seneca and outlines various things to do with using differentiation using a variety of techniques. They outline four main ways to differentiate when teaching remotely – Assessment, Content, Process and Products.
The second link has a specific way of differentiating learning through Google Sites – creating linear support pages which can help students to access work that is for their learning ability.
Feel free to share elsewhere.
For staff, looking at introducing Padlet in the New Year, please find a useful link here:
We will be blogging about our journey and progress in the Spring.
Taking inspiration from Zoe Esner’s #roadmap for CPD blog; ( @greeborunner ) we continue to carefully orchestrate our professional training at Wellacre.
We want every member of staff to keep getting better, regardless of career stage or role. Our shared language for pedagogy, eliminates confusion about what best practice looks like and lies in the research shared by Barak Rosenshine and the Learning Scientists (@AceThatTest). Their research has contributed significantly to understanding the effectiveness of various instructional methods, culminating in Rosenshine’s principles of direct instruction and the independent learning strategies championed by https://www.learningscientists.org/.
“Many of the skills taught in classrooms can be conveyed by provising prompts, modelling use of the prompt, and then guiding students as they gain independence”
“One characteristic of effective teachers is their ability to anticipate students’ errors and warn them about possible errors some of them are likely to make”
“Increase the use of effective study and teaching strategies that are backed by research”
It resonates with teachers of all subjects and contexts, because the principles and strategies focus on aspects of teaching that are universal, namely:
questioning and practice
We hope to nurture the building of knowledge using the https://www.learningscientists.org/downloadable-materials
Our drive this year, is to implement the principles and strategies, so that our students are
- more able to recall facts so that they can confidently articulate themselves
- confidently discuss points of view, share ideas and debate topics
- think for themselves
To meet our objectives, there are several key and connected components to our 2020/21 teacher development curriculum. Tom Sherrington’s Walk Thru platform (https://www.walkthrus.co.uk/) supports our Heads of faculty in the delivery of half termly subject developmental sessions, additional time allotted for action research, built in time for reflections on our developing pedagogy and in-house coaching to build a stronger network of support.
This year, we have launched the Walk Thru’s “3 point communication” model to support developmental feedback too. All staff have the Walk Thru book and the Workbook by C Grimes (@CsargeyG) to facilitate more informed reflections and encourage collaboration.