I’ve heard it said “in politics a week is a long time” but nothing could be truer about education and what has happened in the last week and a half. When the Prime Minister announced on Wednesday 18th March that schools would be closing that week and examinations were to be cancelled for that Summer, schools went into overdrive to work out exactly what that meant on the ground. Whilst leadership teams (more on below but I’m very grateful to our Master, James Dahl for the past week) were up to their eyeballs in documents, emails and other guidelines to translate for staff, parents and pupils alike, teachers were working out what learning might look like for our nation’s students. My hope, here, is to share with you my experience of teaching lessons, observing lessons and talking to students. I also hope to spark conversation over the Easter holidays so that the Summer term is the best it can be across as many lessons and schools as possible.
At Wellington, we had “planned” for this potential outcome a few days earlier. We were all taught about Microsoft Teams and how that can be used to set up conference calls/online chat rooms and how we were supposed to be turn this into a virtual classroom. That was all that any teacher had learnt and from what I’ve read and listened to over the last week, that is much, much more than a lot of teachers had as a pre-warning. I also listened to Craig Barton’s emergency podcast with three excellent teachers from Toulouse where they discussed virtual learning and remote teaching (link here: http://www.mrbartonmaths.com/blog/special-episode-online-learning-during-the-covid-19-outbreak/). The below will follow some similar questions to those that Craig asked and hopefully I can offer some help and advice to any teachers still trying to work out what “best practice” might look like now.
Question 1: How do we set this up?
Firstly, it must be stated here that we’re lucky. Our school is highly technological anyway. Students all have their own Microsoft Surface or device and staff have been working with an Office 365 system solely for at least five years. All of this means we were coming from a position where we had the best chance of a smooth start. We use Microsoft Teams because it is consistent with the rest of what we do across the school. The benefits include being able to invite through school email addresses (so we know who’s there!); recording of lessons; using online calendars to set meetings easily amongst others. There are other options here but this isn’t the place to go in to that. The negatives of Teams from a teaching point of view are: one can’t take “complete control” of a meeting e.g. muting everyone until one unmutes them (students can always unmute themselves); there are no breakout room capabilities so it is hard for students to work together. Other than that, I think the negatives come along with any remote based teaching model.
Students also complete a lot of their work on OneNote which allows teachers to see their work online. Even those working on paper tend to be asked to upload photographs of their work for this reason. Again, this is something our students have been doing for the last few years.
2: What’s been good about virtual schooling and remote teaching?
- Keen, committed students have got more out of lessons than they otherwise would. Those that ask questions and engage actively tend to dominate the lessons and this means that they can access more teacher attention than usual. Teachers are guilty, I think, of spending time with those that find material a challenge to process and this sometimes means that the students who could accelerate have to slow down their pace of learning.
- Teachers can spend far more time looking through students’ work than they would do normally. Classwork can sometimes be neglected or passed over by teachers but now this is pretty much the only measure of “engagement” so this is a chance to learn more about your students here.
- Students have seen the best parts of what school brings to their life. Tutorials have bought up the fact that students miss school and miss lessons. The novelty of staying in bed a little longer wore off very quickly and students quickly realised that classroom learning and the affordances this brings for them were taken for granted.
3: What have been the problems with remote teaching and how can we resolve them?
- Teachers miss the interactive element of the classroom. Almost every teacher I know does the job because of the human, social element. There are no longer any small, side conversations and there are no small opportunities to build individual relationships any more. We’ve got no idea what students are doing on the other side of the screen. Even using the cameras, this is limited and it does not feel the same. I’ve seen some very good bits of teaching practice over this week which I’ll certainly be taking into my lessons after Easter to mitigate some of this. One of the “tactics” I witnessed was teachers making sure they are “in” the lesson first and finishing the lesson a few minutes early so they can be the last to leave. In this finishing time, teachers are open about offering time for students to “stay behind” if they have any questions. This creates time where there are individual interactions which are crucial to teachers being at their best. The best teachers hold n individual interactions (where n is the number of students in the class) whilst delivering one lesson to everybody. Every student gets their own lesson. We’ve got to try and be creative with how we can create this in our online classrooms. Other ideas are quite time intensive and involve small group tutorials and the like. This is an area I’d like to spend more time thinking about over the next few weeks.
- Less keen, less committed students can be left behind. This is the exact counter point to the first point above. If stronger students can accelerate then weaker (or less confident) students can struggle to keep up. If students aren’t confident enough to shout up in the online forum, they could leave lessons with far more questions than when they started. My best fix for this is to ensure that lessons have a variety of tasks. Instead of setting one long worksheet, for example, two or three activities through the lesson allow for students to work at a pace dictated by the teacher but also with the chance to carry on when others are still working on activity one. In maths, we try to make these self-marking so the use of resources such as “Diagnostic Questions” and “MyMaths” help here too. Teachers need to be creative in their task design in order to create the aura of safety that students thrive upon and need. This safety is removed when you know that your question is going to be heard by everyone. I think it’s also important that teachers make it clear that individual questions can still be asked through their online teaching software. In Teams, it is easy to send a 1-2-1 chat or email so students can still get some element of one-to-one help.
- “Teaching” is different. As above, almost all teachers I know do the job because they love the classroom. They love the conversations and they love the school day. That now looks completely different. Teaching becomes far more about looking at a screen, trying to find ways to see if students are working and working out how they are going to do any assessment. This is an exciting proposition though. Teachers must now, more than ever, share resources and ideas. If we can half a teacher’s preparation time with a resource we’ve used then that frees up mental space for that teacher to think about their lesson and what they might do to address the issues highlighted here. I’m keen to impress that teachers should also ensure they are setting enough tasks which get themselves and students away from a screen. I watched a great history lesson where a teacher gave whole class feedback to start; set them a writing task on paper for 25 minutes; group offering ideas through a “cold calling” method; conclude. 25 minutes away from the screen allowed students some healthy time off screen and this is important. It was important for the teacher, too. He could take time away from the screen and we must look after ourselves in these times, too.
- Teacher boredom. From my own lessons and from lessons I’ve observed, there is far less silence in an online lesson than there would be in a real classroom. Teachers don’t like the idea of silence in an online classroom since sound is their only measure of engagement. This has meant that some of my own lessons have been led by one or two people (the first people to answer group questions) or have been dominant by my speaking over “thinking time”. Teachers should make a conscious effort to include “wait time” after questions and include “thinking only” tasks. I was reminded this week of the think/participate ratio that Doug Lemov speaks about so eloquently. I feel that teachers are so worried that students are participating that they’ve forgotten to balance the thinking elements of a lesson. Assessment of whether students are engaging in these must be done through some diagnostic style testing throughout the lessons. If you can do this online with a self-marking element, that would be the best solution.
4: Other thoughts on remote teaching and virtual learning?
Don’t forget what best practice looks like! If you are someone who regularly uses cold calling, wait time and other teaching techniques then try to keep true to your teaching style. Be creative and be careful but if you have access to see pupils’ work, cold calling can still be used, for example. Again, like you would in the classroom, think carefully about where your targeted questions go. I have felt that students are more on edge in this environment than they are in the classroom.
The best questions I heard on Craig’s podcast were:
“if one hour’s worth of work happened, what is the one thing I would like to see?”
and
“what is the best thing that I can do in the time I have for the students?”
If nothing else, remember these at the front of your mind as you plan, reflect, assess and think about your lessons. Start from the position that your students want to learn and you’re trying to help them on this journey as best you can.
The final note after hearing some horror stories is to thank all at Wellington College. The leadership team have been excellent in their messaging. All messages have been calm, concise and clear. Any advice we’ve been given has been purposeful and only for the best of the students. I’m thankful for this in a time where so many other things are going wrong in the world. Teachers truly collaborating and helping each other is the best form of education and I think this common experience has bought us all together. I said to my colleagues last week that we were all on the same start line on Monday and I think we’ve got a chance to go forward together as a professional body to give the best output we can possibly put together.