Right now, I’m knee-deep in curriculum planning for next year. I already have a well-thought-out plan, but I’m still not happy with it. The sequence of topics needs to be tweaked again. Actually no, the topics are fine, but I do need to make sure to include more extended writing. Hang on though, will they know enough by that point to be able to write well enough on that topic? I’d better make sure they’ve got enough facts behind them first. No, actually, they need to engage with some real-world issues first to hook them and see the relevance of what they’re learning. But… but…
As Mary Myatt has already mentioned before, curriculum is a never-ending story. But it’s not the only one. Schools have a habit of pursuing more and more, no matter what has just been achieved.
It’s a noble aim and I’m as guilty as the next person when it comes to refining and reiterating everything to try to make it as good as it could be. Our students deserve it and I, like most teachers, see teaching not just as a job but as a vocation. We’re drawn to trying our hardest for others.
But at what point do we say to ourselves “actually this is really good, let’s just keep doing this. It doesn’t need to be improved”?
After all, there is a cost to everything we try to implement. We have limits on curriculum time, planning time, staffing, school budgets and quite simply the number of hours in a day. Add to that the fact that teachers deserve as much of a break as anyone else. We can’t just keep adding more and more to our to-do lists. Something has to give. But what?
Here’s a list to choose from. It’s not an easy task for you, but give it a go anyway. Assuming nothing else changes in the education system, which of these would you personally ignore for two years straight, in your own school setting, giving you time to focus on all of the rest properly?
Quality of teaching?
A well-sequenced curriculum?
It isn’t easy. I’d even go so far as to say that if any one of these goes missing (even if just for two years), then like a house of cards, the rest will come crashing down too.
So, we keep them all. But if we keep them and they are less than perfect, they could have a negative impact on the other pieces of the puzzle. There’s a moral imperative then to do everything we can, within our power and within the constraints of time and space, to ensure that everything is as good as it could be.
It’s a balancing act though. At this end of the year, staff are exhausted, have one eye on the summer holidays and in many cases are up to the eyeballs in exams and last-minute revision classes.
I’d bet that your middle leaders have many of the answers though. They’re the ones on the ground who have implemented this year’s new policies and procedures, identified the crunch points when it comes to assessment data windows, parents’ evenings and deadlines for everything in between.
Ask middle leaders what they would keep, what they would bin and what they would adapt. It probably won’t lead to wholesale change (and it probably doesn’t need to), but it might just be enough to ensure that the wheels keep turning as we journey onwards, as we’ll be in a better position than we were this time last year.
We’ll never have it cracked, but that’s ok. We’re always going to be chasing perfection, whatever that means to us, because we aren’t doing it for us, we’re doing it for our students. It does take its toll, both physically and mentally, but it’s also why we do the job.
This article first appeared in HWRK Magazine in November 2021. You can read the article on the HWRK Magazine website here.
“Correlation is not causation”.
I’ve been thinking of using this as a mantra. Far too often, even those of us who are aware of its truth can fall prey to this logical trap. After all, how many times have you tried out a new teaching technique, with students seemingly succeeding as a result, only to find out later on that they only really made progress because of your newfound enthusiasm, rather than the clever new strategy you used?
The key question is, how do we separate the truth from the noise? We need to ask the same question about mock exam results.
As we move into “mock season”, we should be especially mindful of the correlation/causation problem. The whole point of Autumn mocks is to find out what students do or don’t know, what they can or can’t do and to work out what I need to do next, in response to their performance.
Making Valid Inferences is the name of this game and it’s a lot harder than it seems.
Just imagine this: a student answers a “describe” question with a one-line response, when they should be writing a detailed paragraph or two. What should we make of that as their teacher?
Have they misunderstood the amount of detail required?
Do they have gaps in knowledge?
Is their understanding accurate, but shallow?
Did they merely guess the answer correctly without actually knowing it?
Is their response just a regurgitation from a revision sheet?
Without an accurate answer to these questions (and more besides), our next move may not have any impact. So what should we do?
Well, let’s look at the responses from the whole class:
Do many other students struggle similarly on that question?
Are other students having issues with that same exam “skill”, e.g. do they evaluate instead of describe?
Did they all run out of time?
Or is it actually more complex than that?
Sometimes there’s a mixed response from different students across the class. Do students from one group perform better or worse than others? A change in seating arrangements might help. But then again, it might not.
Maybe it was the weather that day. Did a wasp fly into the room during your explanation? Were your students in a bit of a rush after being late from PE? Was there a funny smell from the farmer’s field next door that students kept getting distracted by? Did you (without a hint of irony) forget to set a recall homework task on the topic where they underperformed?
In other words, did the problem occur during the teaching, rather than during the exam?
A Question Level Analysis can be helpful, but it won’t always provide the answers that we as teachers need. A good QLA can still only give you a limited amount of information. The information you actually need often comes from your memory of teaching that topic at the time.
What was it that helped or hindered your teaching? This might be a resource issue, a timetabling one, a staffing conundrum, or something on a whole school level, largely beyond the control of the class teacher or Head of Department.
It might even be that your own knowledge just wasn’t strong enough on that topic. That’s an uncomfortable thought, isn’t it? Well, it shouldn’t be. And we can address it without stigma, shame or professional embarrassment. In fact, I’d argue that if we are teaching a challenging curriculum, then from time to time we should fully expect it and actually embrace it in our practice, both individually and as a department. Think back to when you taught that topic: how strong was your subject-knowledge? And are you the best judge of that?
To tackle post-mock issues then should be a collaborative effort, not siloed off for a Head of Department or a Key Stage Coordinator to deal with alone. As a departmental team, it is worth discussing not just “how well did they answer question 8”? but also “how well did we teach the students to be able to answer question 8?” By posing the question in this way, we are much less likely to make assumptions about the student’s answer and much more likely to find the true reason for their response. We should discuss and model our own in-class explanations, how we scaffold and how we assess as we teach, checking for misconceptions and encouraging detail and nuance in students’ responses.
Having these discussions also stops us from letting ourselves off the hook. Much of a student’s attainment is down to things that occur beyond the walls of our classrooms and this is why holding teachers solely accountable for exam results is highly problematic. But we are responsible for how we teach and this impacts student responses in exams in arguably the most significant way. If we have taught it well, the students will typically perform well in assessments.
There are schools across the country, whose cohorts are classed as “disadvantaged” in various ways, but who also routinely outperform other schools whose students “have it easier” (at least on paper). This comes down to the teaching.
As Dylan Wiliam puts it, “Every teacher needs to improve, not because they are not good enough, but because they can be even better.”
So, scrap “correlation is not causation”. My mantra should simply be “Keep improving my teaching”. Everything else is just noise.
This article first appeared in the Summer 2021 Edition of HWRK Magazine. You can read this article here. This article contains affiliate links.
With so many edu-books released this year, where should you begin? Here are three of the most impactful that I’ve read this year.
A new teaching book seems to be released every other week at the moment. Maybe that’s just because of all the free time teachers suddenly had during lockdown, since the schools were shut?
I still have no idea how some teachers find the time to write so much and so well. But with limited time to be able to devour all of these new books, where should you start? Here are three that I seriously recommend, both for the short-term impact in your classroom tomorrow, but also for the way in which they will help you to develop as a teacher over the long term.
If, like me, you want your students to be able to remember more of the curriculum that you teach, then this is an absolute must-read. Kate Jones has written extensively on the theme of retrieval practice (this being the sequel to her first book, Retrieval Practice: Research and Resources for Every Classroom). The book itself strikes a careful balance between what educational research can tell us and also what it can’t, alongside real-world examples from the classroom practice of teachers. This is where some pedagogical books go wrong, but where Retrieval Practice 2 excels. From the outset, the educational research is presented with clarity, for novices, but with further references for those who want to dive in even further. If retrieval practice is something you intend to focus on in your department or in your school, then there really is no better author that I would trust, to guide you along the way.
Feedback is often misunderstood, conflated with marking and overly laborious. Michael Chiles aims to put an end to this in The Feedback Pendulum, which is his follow-up book to the also excellent C.R.A.F.T. of Assessment. In The Feedback Pendulum, Chiles takes us through not just how we could assess better, but also the wider issues that are sometimes overlooked. One such issue that Chiles deals with masterfully is the culture of assessment within schools and individual classrooms. Using Chiles’ advice, Middle and Senior Leaders can identify underlying problems across the school and with other stakeholders such as parents, that undermine attempts at effective assessment. Feedback is a highly complex concept and to do it well, you need to understand the nuances of it. This book is just that. Nuanced, practical and will stand the test of time.
Haili Hughes has created an exceptionally useful guide to mentoring, in her book Mentoring In Schools. In fact, when I read it, I felt as though I was being mentored by Haili herself. The chapters are designed to fit with the Teachers’ Standards and so this gem of a book can be read from cover to cover (as I did), or you can dip in and out of the parts that are most relevant to you at the time, as a Mentor. What Haili does particularly well is to include not just her own extensive experience, but also that of others, including a wide range of voices. Those voices do not just offer insight, but they offer a breadth of practical strategies and questions to ponder. Reading this book will make you a better Mentor, that’s for certain. But it will probably make you a better teacher in general too, as many of the strategies discussed and the issues raised are as important for teaching pupils as they are for mentoring new teachers.
This article is a transcript of a training session on Effective Remote Learning Strategies, which I delivered to Religious Education PGCE students at the University of Sunderland on 28 Jan 2021.
[Article contains affiliate links]
The Nature of Remote Learning: How Different Is It?
Remote learning, remote teaching, remote schools. It’s all different. As much as we can try to emulate what we ordinarily do in the classroom, there is something distinctly different about teaching via a screen.
We can’t see each other a lot of the time. Either the video isn’t working, or someone’s got their camera turned off. Maybe our students don’t want everyone to be able to see into their homes. Maybe we don’t either!
But the upshot of it is that we don’t have that crucial interaction with other people, seeing their facial expressions, watching to see when their attention span might be dipping. Seeing whether Tyler is copying again, or doing his own work this week. We also can’t tell whether or not Sarah is sleeping during her lesson, or whether she’s slept at all for the past couple of days.
What we do as teachers, when trying to educate our students is incredibly complex. You will be focused on developing your pedagogy, your behaviour management, your understanding of assessment and so on this year and rightly so!
But what the Teachers’ Standards don’t adequately assess is our ability to spot and react to the tiny details that we pick up on when having a conversation. It can be a word, a look, a shiftiness, a lack of care and attention to detail, a short temper. All of these things tell us how to adapt our practice and we do it unconsciously a lot of the time.
Remote learning often prevents us from being able to do this well, or even at all.
So, one of the greatest challenges teachers are facing right now is not in their teaching. We have adapted our practices pretty well this year, refined our curriculum, changed our modes of assessment and they work. The challenge we face is in not knowing how our students are doing, from a Pastoral point of view, at least not without further investigation. In the normal classroom, we could have a quiet word in a students ear, or ask them to step into the corridor for a quick chat about something that’s clearly bothering them. This often nips the problem in the bud or at least lets the student know that their problem is on the way to being dealt with.
The remote lesson is often not a good place for similar investigations to take place. After all, would you want your teacher broadcasting to the class their questions about your personal life? Or even worse, in the private chat function? NO THANKS! Aside from it being a Safeguarding minefield, it just doesn’t work like a normal human interaction. This makes things a lot trickier for a teacher on their own to tackle.
However, I’m not going to spend further time on that issue, as it needs a session of its own and someone with greater Pastoral expertise than mine to deal with it.
Finally, there are two different types of remote teaching or remote learning that take place.
Synchronous, where the lessons are being taught “live”
Asynchronous, where the lessons are pre-recorded, or tasks are set to be completed online, but not necessarily at a set time.
There are good reasons why a school or Multi Academy Trust would opt for one or the other of these modes of teaching. Most schools that I’m aware of employ a combination of both.
Where I teach, we are expected to incorporate a live element to the lesson, but it doesn’t have to be for the full lesson. Maybe you would have a live introduction, before setting the students off on tasks for a period of time. You could then rejoin them later in the lesson to go through answers, or to set the next set of tasks.
Or, you might be “live” throughout the lesson, breaking the lesson down into lots of short chunks and asking students lots of questions, verbally, during the session, while being “there” for the whole time.
Or, the students themselves might even take on more of a presenting role during the lesson, with the teacher being the listener, rather than the speaker.
There are lots of different approaches to teaching remotely and I would highly recommend varying your style of lesson now and again, to prevent (a) boredom and (b) burnout. I’ll be going through a couple of ways to do this when we look at some of the types of tasks that are useful when I teach remotely myself.
If “live lessons” are so useful then why don’t we all do them all the time? (I hear Gavin Williamson ask).
Well, Gavin, the fact of the matter is that students might not be able to access the lesson remotely, in the same way that they can access the lesson in a normal school environment.
They might not have their own device. They could be sharing with others in the family. This isn’t a deprivation issue though. I find this hard myself. I teach from home on a laptop. My wife also works from home on her laptop. I have two primary school-age children, each needing the use of a laptop (and supervision!) Oh, and I have a 4-year-old, rightfully wanting to be entertained for the whole day (often popping into my lessons to sing theme tunes from her favourite Netflix shows). Sometimes there just aren’t enough devices to go around! (And that’s without my laptop breaking last week!)
They might not have broadband. Or data on their phone. Or even a phone. Maybe mam’s got a phone, but she’s at work.
There could be SEND issues affecting students’ ability to access the materials. Perhaps they aren’t differentiated or scaffolded as well as they would be in class. The TA that normally sits beside them isn’t there any more to talk them through the task piece by piece.
Parents might not have the knowledge, the time or the patience to help their children, even if they wanted to. Unfortunately for some children, their parents don’t even seem to want to.
Students are left to regulate their own learning. This is hard. They have to take almost complete ownership of it for the first time in their lives. Getting up on time, doing the work without anyone checking if they are doing it and so on. For a lot of students, they struggle with not being told what to do. When we looked at home students performed during and after the first lockdown where most students learnt from home, it helped some of those students become extremely independent. Most students stayed about the same in terms of their independence. But some of them regressed significantly, becoming much less confident in their abilities and required much more extensive support afterwards. And it isn’t always easy to spot which students will fall into each of those three categories. It doesn’t always affect the typical “groups” that you might normally monitor, like PP, SEND, vulnerable, etc. Some of the highest levels of stress were felt by the higher attainers, who were left devastated by the thought that the lockdown might prevent them from getting onto the high-flying career that they were planning for.
Ofsted have also published their own guidance on What’s working well in remote education. You can find it here.
Pedagogy: Is the “teaching” bit really any different?
Now that we’ve dealt with the difference in the nature of remote vs normal teaching, we need to get down to the pedagogy. This is where you have the most amount of control over the situation and can make a real difference and where you should focus the majority of your attention.
There are some simple things you can do to make remote learning work better, but these are strategies you would also use in a normal classroom too. As always, some are more powerful than others, or are more necessary, depending on the school, the group, or the individuals in front of you, virtually or not.
Firstly, make sure that you think about the structure of your lesson. In the normal classroom, you could talk to your students for much longer and have a much more relaxed interaction with the class. The remote classroom is different. Often it might seem as though you are lecturing into the void, with nobody speaking back to you, much like I’m doing now. This is ok, for short bursts, but students won’t hold attention for long.
Pause often. Break the lesson into much shorter chunks than you normally would with a face-to-face lesson. Plan for pauses in the lesson, to give students a chance to digest the information, to discuss it, either using their actual voices or if not, then in the chat box. This is something that Doug Lemov points out in Teaching in the Online Classroom – Surviving and Thriving in the New Normal. (I really do recommend this book as it gives some brilliant practical advice and draws from teachers’ real classroom experiences as well as from research studies.)
Use cold-calling, rather than waiting for the same students to volunteer their answers. A good method to use for your questioning technique is to ask the question, pause for a few seconds, then name the student who you would like the answer from. This has the twin-benefit of keeping everyone on their toes, while also giving students the opportunity to think of an answer before their name is called.
If a student can’t answer, then don’t leave the interaction there. Try rephrasing the question, or giving them a little prompt. If they still can’t answer, then don’t continue to flog a dead horse, as my granny used to say. Instead, tell them that you will come back to them for their answer later on, or for an answer to another question. This lets them and everyone else know that there’s no opt-out. No getting off the hook. It makes it much less likely that students will attempt to dodge questions later on. They know they won’t get away with it.
Make sure you also ask a lot of questions. You might be familiar with Rosenshine’s Principles of Instruction, but in case you aren’t, he suggests that the teachers whose students performed better in the research studies, all other things considered, asked far more questions than their peers. Not only that, but those effective questioners asked a higher proportion of questions about the process of getting to the answer, as well as asking for the answer itself.
This makes sense doesn’t it? After all, a student might guess the answer correctly, or be told the answer secretly by their best friend. But if you probe a little further, asking why that is the answer, any doubt will soon unravel and you will know whether the student truly knows the answer, or whether, like me when I was in Y10, they are just blagging it.
It’s usually not enough to ask students to create an extended answer, without showing them what one looks like first. The problem is that if you show them an image of a completed paragraph, perfectly crafted, using sophisticated terminology, detailed explanations and lucid examples, it will demotivate them. It’s the same as showing you a photo of Duc a l’Orange and then sending you into a kitchen to knock one up (thanks for that analogy go to Matt Pinket (@positivteacha), co-author of the incredible Boys Don’t Try? Rethinking Masculinity In Schools).
Seeing the end result doesn’t actually show you how to get there. This is where modelling helps.
I like the “I do, we do, you do” approach. It gradually moves responsibility from the teacher to the students. In the remote classroom you can quite easily do this using an online whiteboard like Google’s Jamboard, or whiteboard.fi. Or if you just want a simpler way to do it, create an answer on a blank document or slide, while sharing your screen with the class.
Make sure that as you construct your model answer, you narrate your thinking, so that students understand why you are making the decisions you are making, choosing one word over another, or structuring your paragraph in a certain way.
After that, do one together, getting students to suggest what to write, how to edit it as you go, suggesting improvements and revisions. Help them to understand that writing is a messy process and that they don’t need to create an amazing answer on their first attempt. This fear of writing it “wrong” is often paralysing. You can avoid this paralysis by removing the notion of “wrong writing” altogether.
Finally, get students to do their own, without any (or with much less) support. This is where remote learning differs slightly from the normal classroom. You would ordinarily be able to peer over someone’s shoulder to see what they were writing and to offer feedback. To make that possible in a remote setting I’ve found a useful way to emulate this. I use Google Classroom, Docs, Slides, etc but Microsoft has similar functions too.
To do this, share editable documents with your students for them to type their answers into. When they type into it, you can see what they are typing in real-time. So, you can offer real-time advice, rather than waiting for them to submit the final piece, by which point any meaningful in-the-moment feedback will be redundant. You can therefore give timely comments to your students, referring to the models you worked on together previously and keeping that useful advice you narrated earlier in their minds for longer.
When I’ve spoken to my students about how they are finding remote learning, a lot of them miss the fact that they can’t see what their friends are producing. They like to know if they are keeping pace with the rest of the class. It can be very unnerving to not know whether you are doing enough, or too much, or just as expected. By being able to work with their peers, we can avoid this problem too.
I’ve started using shared spreadsheets for some collaborative tasks. What I do is I share a spreadsheet with the whole class. They all have their own column, row or tab that they type their answers into, so that they don’t accidentally overwrite someone else’s work. But what is great is that they can see what each other is typing in real-time.
For some, this gives them a nudge in the right direction if they aren’t pulling their own weight. For others, it can instil a sense of competitiveness, as they want to write something better or quicker or more original than their best friend. Some of them even use this as an opportunity to show off, but in a way that isn’t disruptive, as it doesn’t cause a scene.
This sort of task works best when used in synchronous learning, as the live element enhances the interactions between the students. It also works in asynchronous learning too though, as it gives “absent” students the ability to read the answers that were given in the live lesson, helping them to feel less like they have missed out. They can always add their answers later on.
Unless you think about it carefully and deliberately plan for it, assessment of remote learning can be very difficult. After all, it’s much easier to check for gaps in the learning, or gaps in work completed by taking a quick flick through an exercise book, or scanning the room as you’re doing an in-class test.
Fortunately, there are tools you can use to make the job of remote-assessment much simpler. Google and Microsoft both have similar functionality, but their apps are called different names and the labels on the buttons is often slightly different. For the purposes of this session, I’ll be talking about how I use Google’s platform, but rest assured you can do similar things using Microsoft too.
To capture student data on their knowledge and understanding of a topic, I create quizzes using Google Forms. The benefit of this is that once my Google Forms quizzes are created, I can:
Re-use this resource with different classes
Share it with as many students as I like at the click of a button
Easily edit the questions
Randomise the order of the questions to help prevent cheating
Collect and analyse data automatically – it is self-marking
Give feedback automatically, or at a set time in the future
Easily test for and spot common errors and misconceptions.
The quiz questions themselves can be different styles: multiple choice, short answer, long answer, source-based (comment on the photo), etc. I prefer the multiple choice ones though. They are the easiest to set as a self-marking task and they have the huge advantage of being adaptable for different levels of difficulty. To increase the difficulty, I often increase the number of common misconceptions in the available answers, making it easier for the blagger to make a mistake and reveal themselves. Or I pose questions that only someone who had really learnt the material would be able to answer.
One top tip that will save you further time is that if you often use the same style of form, then you can set up or edit an existing template, rather than you having to edit your Google Form quiz from scratch each time. I only found this out yesterday and I’m far too excited about it. Alice Keeler (@alicekeeler) is unofficially the Queen of Google Classroom. She posts new videos frequently on the different things you can do, so it’s worth scrolling through her feed to see what tips you can pick up.
Another way to easily create and collect an assessment is by giving out an “Assignment”. This is where students would be given a task, where you can specify a time limit. The way I do this is by scheduling the task to appear in my students’ Google Classroom timeline at a specific time of the day and for the deadline to be at a specified time later in the day.
This is ideal for doing timed assessments during a lesson, as you can tell the students that, “At 9:30 your Medical Ethics timed assessment will appear on Google Classroom. You have 30 minutes to complete and hand it in, from the moment the assignment appears. Open the blank Google Doc attached and type your answers directly into it. Click “Hand It In” by 10:00.”
Any student who does not complete the assignment by 10:00 will be automatically logged as late, or that they haven’t handed it in at all if that is the case. This makes chasing students up much easier as you can just send a message on Google straight to those students, with further instructions or feedback.
This type of activity only really works with synchronous learning though, so depending on the nature of your lessons, or the circumstances of your students, it might not always be possible. That being said, I can see this being used much more widely than previously, even once the pandemic is over and all students are back in the school building full time.
6. Giving Feedback
Giving feedback on the work completed via Google Classroom is going to be a method that I’ll continue to use, once we are all back in school too. It’s so much easier than writing on paper the same sorts of comments over and over again. I’ve already been using a whole class feedback approach for most of the feedback that I give anyway for the past couple of years, creating a slide that all students can see on the board with common errors and misconceptions.
What I can do now though, is easily share that as a Google Doc and place it in my students’ timeline, so that when they receive their marks, they can also see most of the mistakes that they made. For any mistakes that aren’t covered by the whole class feedback, I would add a private comment on the student’s work. I’ve created a comment bank to help with this. All I need to do is to click where the comment would apply and type the # key to bring up all of the comments I could select from.
You can also give an assessment back to the students to mark themselves, using a rubric. This is where you prepare a sheet with basic descriptors on it, that students then apply to their own answer. E.g. “⅗ if you have described the concept/object/event/teaching and given one example, but not given a second example in support”. You can then have greater confidence that the students are able to understand what makes their answer better and therefore what they need to do differently next time, or in a redraft of their answers. Dawn Cox (@missdcox), co-author of Making Every RE Lesson Count posted a Twitter thread about her use of rubrics, which you can find here.
The crucial thing to remember about giving feedback though is that it is not just something a teacher does to the student. The purpose is to ensure that the student is in a better position to answer next time. Don’t point out “more detail needed here”. This doesn’t really help the student. If they knew the detail you were on about, then they would probably have written about it. Instead, tell them, or show them what it is you want them to do next time, eg “Mention St Bernadette’s experience in Lourdes here”. This makes it much less likely that the student will flounder when attempting a redraft because they have a clearer understanding of what the answer should look like.
On Google Forms Quizzes, you can easily give feedback, when designing the questions. At the end of the multiple choice answers, there is a section where you can include feedback on whichever answer was given. This is where you can type in the correct answer and the reason(s) why, so that students who answer incorrectly can see why they should have chosen a different answer. Remember, students need to understand not just the answers, but they must have the correct process to get to those answers. If they get the answer right by accident, then they don’t really understand and they will become unstuck on essay questions later on.
Behaviour management and relationships
I can only really speak from my own experience on this topic, but I think behaviour, in general, is better than it was. By better, I only mean what I can see on the surface. There aren’t students shouting out, or pinching each other’s stationery. They might still be avoiding work or being distracted. I just can’t easily see it as obviously.
However, there are some classes whose behaviour stands out from others, in a good way, and I put it down to this: Means of Participation.
This is something I read in Doug Lemov’s Teach Like A Champion quite a while back, but I recently read an article by Adam Boxer (@adamboxer1) that mentioned it again and it brought it more sharply in my conscious understanding of how I speak to students in my own lessons.
When you set your instructions for an assignment, but then you aren’t there to keep an eye on what is going on, the students will often not do what you want them to do. This isn’t on purpose, though, they think they are doing what you’ve asked. The problem is that they haven’t really taken on board the “means of participation” or the rules of engagement if you like. Sometimes this is because I have forgotten to explain the parameters of the task, e.g. “You should write roughly 400 words” or “Use three Jewish teachings in your answer”.
Sometimes though, I give out the instructions in the wrong order. Can you spot the difference between these instructions?
In the Google Doc attached, write 500 words explaining the Jewish kosher rules, where they originate and how some Jews might find them difficult to live by.
Write about the Jewish kosher rules, where they originate and how some Jews might find them difficult to live by, in 500 words, using the Google Doc attached.
The nature of the task and the procedure or behaviour expectation are placed opposite ways around. I’ve found that if you place the behavioural expectation, the parameters or means of participation, at the front or at the start of your instructions, then the students are less likely to answer the question in the wrong way. It is even more important to do this when speaking to the class than when it is written down for them, as they can’t easily go back over the words you’ve said, especially if they are busy thinking of the next thing to do.
The last thing I want to say about behaviour management is also a Pastoral thing too. You need to deliberately put effort into maintaining your relationships with students. In class this is easy and comes naturally as you can see and hear each other and have a bit of banter with them. In a remote lesson it’s much harder. If they are learning asynchronously it’s even more difficult. When can you speak to them?
Make sure that you invest some time going out of your way to praise, reward and guide them personally. Mention them by name in your lessons, in written feedback to the class, or even just in an email to them about their progress. Phone calls home or even just emails home to parents can be invaluable, as it reminds students that they haven’t been forgotten about, especially if they aren’t able to be present in lessons.
Practical Tips to Reduce Workload
Encourage the use of cameras if that works in your setting. It’s easier to maintain relationships and to see if students are paying attention.
Almost always choose self-marking over teacher-marking where possible, when assessing to check knowledge.
Set deadlines for tasks, but understand that these need to be much more flexible than in normal times. Sometimes there is no need for a deadline.
Use scheduling to batch your planning. You can set assignments and materials to be uploaded at specific points in the future. This means I can get all of my planning done in one day for the next month. This frees up my time to do other things later on, knowing that students will regularly have work set for them without me having to lift a finger.
Set expectations high for the completion of the work set, just as you would in your normal classroom. Students stay engaged in their education where they see it as challenging. When the challenge drops, they begin to value it less and this can be very demotivating. Once this drops, it’s hard to get it back. Keep them challenged!
If you’ve come this far, then you really should buy the one book that has been a complete game-changer for me and countless other teachers, who began as remote-learning novices, but now have a huge arsenal of effective remote learning strategies to use in their lessons.
In this book, Doug Lemov sets out a series of practical strategies that you can and really should use when teaching your classes remotely. He covers everything you would need and more, including lesson structure, feedback, SEND-specific considerations, explanation and delivery, questioning techniques and interaction/collaboration. I could go on, but I won’t.
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.