Do you know where to begin, when schools return?
We’re living through unusual times. Students, parents and teachers alike are trying to navigate the brave new world of education, while at the same time dealing with illness, isolation and new working arrangements. Not only that, the mental toll that this all takes is immeasurable.
But one day, it will end. So what then? Do we just go back to normal? I highly doubt it. As the days go by, a new “normal” seems to be emerging across the country and beyond. Companies who once ran large offices have successfully moved almost entirely online. Household shopping habits, panic-buying aside, have adapted with more and more people opting for online delivery. And schools have begun, finally, to adopt more remote-learning practices, emulating to varying levels those of other countries such as South Korea, China and the US, although in fairness this is much more tailored to university-based rather than school-based courses. Will it become the new normal for schools? Who knows. I suspect we will see more of it when we return to school. Watch this space.
It’s entirely possible, likely even, that schools won’t formally return until September 2020. When that happens, teachers will have a battle on their hands. Students will not all have had equal access to home-learning. Many students have their own laptops, of course. But some have very little in the way of IT facilities in their household beyond, perhaps, a smartphone.
Similarly, some families will have been proactive in pushing their children to make progress through the work set by their teachers. Obviously this will not be the case for all families, with some families being crippled by their health, education, or socio-economic conditions, regardless of their willingness to engage with schoolwork. For some (generally privileged) families, this will be the first time they have experienced anything like hardship. As Emily Maitlis recently mentioned on Newsnight, Covid-19 is not the “great leveller” that some politicians would have you believe. It has hit the least privileged the hardest. However, there are outliers, both positive and negative and we need to be particularly mindful of that, when planning our next steps.
There will be knowledge gaps. Chasms in some cases. So, when students return to school, teachers will need to spend far more time ensuring that missed milestones are hit, essential knowledge is covered and that each of your students can access what they need.
We’ve always done this, of course, but this challenge will be far greater, as entire topics may have to be retaught to groups within your classes. Below is something I will be doing to help diagnose the weak points that each of my students may have, on their return. It’s a work-in-progress and I’d love feedback on how you might improve the model, so please leave a comment on this article or tweet me @guruteaching and let me know what you think.
The 4-Step Plan for September
Step 1 – Assess Students’ Confidence
Using a Google Form (or something similar), I will create a list of topics that would normally have been covered and ask students to rate their confidence on each one. I’ll just be using a scale of 1-4:
- “I expect to perform extremely well on this area when assessed”
- “I expect to perform quite well on this area when assessed”
- “I’m not sure how well I will perform on this area when assessed”
- “I expect to perform poorly on this area when assessed”
I’ll then send this out to students, using Google Classroom. If you don’t use Google Classroom, you could just share the link via email, Class Charts, Class Dojo, or whatever platform you normally use.
N.B. It might be useful to send this out to students in July and then again in September, just to see how the summer break has affected students. This might be a bit of an ask though!
Once I have the responses, I can begin to prioritise which topics might require more teacher-input than others. Now I should point out that just because my students are “confident” in a topic, it doesn’t mean that they will definitely perform well when assessed. The two do tend to be loosely linked though, and in the absence of robust assessment data, I find that “confidence” is a useful starting point.
Step 2 – Teach the Essentials
We need to make sure that students cover the breadth and depth of their courses that they normally would. This is important for fulfilling National Curriculum and exam board commitments, but also because students have an entitlement to this information irrespective of our statutory duties. The problem we will face in September is that we will have an increased volume of content to cover in a short space of time. I’m working at the moment on identifying the most useful* pieces of each topic, such that if not everything can be covered adequately, at least students will still have a good chance of attaining well in their GCSE, A Level, or end of year examinations.
*By most useful, I mean pieces of knowledge that may be useful in a number of different assessment topics, rather than just in one topic. This could include specific principles, quotes, scholars, or broad themes and will differ depending on the course or subject.
Step 3 – Assess and Analyse
Assessments need to be particularly thorough. Standard mock papers won’t suffice, as they cover only a small proportion of what should have been learnt. Instead, I’ll be giving my students a series of short-answer questions to determine what they know and what they don’t, covering the breadth of the whole course. The questions won’t necessarily need to be in the style of the exam that students are preparing for, it might depend on what I (or you) want to draw from the students.
Some questions might even be multiple-choice Google Form quizzes that I can use to quickly ascertain where strengths and weaknesses lie, with next to no workload generated on the marking end. I can also keep these quizzes to be used by future cohorts.
Managing workload is going to be an even greater challenge than usual in the upcoming autumn term. September to December is always busy, but with the potential for Covid-19 to re-emerge after the summer (according to some experts), we need to be especially mindful of looking after ourselves and our colleagues as much as possible.
Step 4 – Personalisation and Filling in the Gaps
Ideally, the results from the assessment will be uniform across the class, with my students performing similarly well on some topics and similarly less well on others. But it’s more likely that students’ results will be less homogenous than usual. I will be ensuring that students keep a record in the front of their exercise books of their performance in different topics. This will help them to see at-a-glance how well they are performing. It will also, hopefully, provide parents and carers with some form of feedback on their child’s progress in between termly reports and progress evenings.
To personalise the learning, I will be compiling a list of go-to resources, with accompanying self-marked (Google Form) quizzes, so that students can independently fill in the gaps in their knowledge. Students will be asked to continue to update their assessment tracking sheets, to reflect the progress they make on their weaker areas. I expect that monitoring this personalisation system is going to be quite time-consuming at first, but as gaps are filled and students’ strengths and weaknesses become more uniform, the effort required should (hopefully) reduce.
My plan for September (or earlier) isn’t set in stone and may have to be adapted depending on the situation we find ourselves in when we return to school. Not only that, but we will also have a myriad of other non-academic issues to address, which in many ways are far more important. Relatively few of us will get through the next few months unscathed, but if we keep supporting each other with ideas and by sharing resources, we will all edge closer to where we need to be, wherever that is.
You can also find me on Twitter @guruteaching. Say hi!