Teaching from home Inclusivity Your class will have students Physical space with different accessibility Wellbeing Without the classroom, needs, as well as home Learning needs to be as much students need a place they circumstances. They may fun as possible. Students will associate with learning. This be sharing a with miss the connection with their physical cue helps them adopt a parent or have a poor teacher and social engagement the right mindset. It can be as Internet connection. with friends. Student anxiety simple as a desk or the way may need managing. the kitchen table is set up. Managing the new reality Before considering curriculum, delivery or planning, take a moment to reflect on the differences with online teaching. Use our checklist to ensure you address a new set of needs.

Download the checklist Providing feedback and Parental involvement setting high expectations This is a new and challenging Routine and decompression In school, you can walk learning dynamic. Parents around the class, observe School routines help (particularly of primary activities, provide feedback, students manage learning students) are overwhelmed. showcase best practice and and break times. They need They often lack time, challenge students to achieve a timetable at home too. experience and knowledge more. This is even more Decompression is important to assist in learning. Their critical in an online world. for their physical and mental child may have no desire to wellbeing so breaks should please them by attempting or be play and ‘change’, not just completing tasks. They need free time on the computer. regular support and check-ins. Which approach will you take?

Self-directed learning Teacher-led learning Students work independently and/or collaboratively with Students and teachers meet face-to-face via video conference classmates. The teacher provides detailed lessons in Class in Teams as they would in class. The teacher leads the lesson Notebook with clear deadlines and expectations. The teacher also and students carry out learning activities using the shared schedules a regular class meet-up to introduce a new topic, clarify whiteboard, co-authoring, video, chat and other tools to requirements, provide explanations and check for understanding. join in. Key learning activities take place in these sessions, For the rest of the time the teacher is available for students to complemented by homework that occurs independently. ‘drop in’ via video conference at set times and has a regular one- Outside of teaching time, the teacher monitors on-one check-in scheduled with each student. Students can also student progress, provides feedback, answers connect to classmates to ask questions and discuss assignments. questions and marks assignments in Teams.

Pros Cons Pros Cons Teachers have more time to Teachers spend more Teachers are in regular Teachers may be monitor student progress time preparing detailed, contact with the class challenged to upskill and support their learning. thorough lessons, and can guide and quickly to deliver more Students build independent complete with resources. support them directly. complex subjects online. learning, collaboration Students may be Students are familiar with Students may find it tiring and communication skills. challenged to complete this model of learning and to remain engaged. independent self- may feel more supported. directed tasks. Planning your classes Be confident. You’re a qualified teacher. You know your subject and your students. You just need to adapt the way you deliver learning to teach remotely and make sure you aim for active student engagement.

Passive use Active engagement

Online videos Digitised worksheets Coding Presenting online Creating videos, Talking to podcasts experts

Playing Researching and simulation games note-taking

Collaborating Contributing with students to chat

Writing blogs Designing quizzes and stories and games

Make learning simple Move to student‑driven Make teaching manageable Support different Your students are going to have assignments You may find it easier to split your learning preferences to take control of their learning. Online learning takes more time class into smaller ‘virtual table Empower students to approach Make it easy for them. to plan and requires more detail. groups’ and rotate your face-to- information in more than one Teams provides a single, digital Where possible, move to longer, face video conferences accordingly. way. Microsoft Accessibility tools learning hub where they can enquiry-based student-driven Encourage students to say on support disabilities and learning find everything they need. assignments, freeing up time to the call afterwards to discuss preferences with text-to-speech, plan ahead. Set clear checkpoints assignments, ask each other changeable colour contrast, and deadlines for students to meet. questions and stay connected. backgrounds, alterable text size and support for dyslexia. Start with learning goals, not technology Kolb’s experiential learning cycle*

Begin with your learning intention. This could be a concept, theory or idea you want to convey and skills you want to develop – collaboration, Do creativity, critical thinking, etc. Then use the suggestions on the Concrete experience following pages to develop your best approach in an online setting. – the learner To help you get started, we’ve taken the four stages in Kolb’s actively experiences experiential learning cycle* as the departure point and suggested an activity. ways you could use different online learning technologies and methods to deliver meaningful experiences at each stage. Where possible, we have also mapped ideas to the four key learning types identified by Kolb, so you can provide a choice of activities for: Plan Observe AS – Assimilators Active Reflective Who learn better when presented with experimentation – observation – the sound logical theories to consider. the learner plans learner consciously and tests the reflects back on C – Convergers model or theory. that experience. Who learn better when provided with practical applications of concepts and theories.

AC – Accommodators Think Who learn better when provided Abstract with ‘hands-on’ experiences. conceptualisation – the learner attempts to conceptualise the D – Divergers theory or model. Who learn better when allowed to observe and collect a wide range of information.

* www.learning-theories.com/experiential-learning-kolb.html Do Introducing a new experience, concept or topic

What you’d normally What you could And how to do in class do online do it

Pre-assessment

Hold a quick class quiz or discussion Send out a true-false diagnostic quiz to find out how much students already including common misconceptions Create, share and grade quizzes know and what they want to learn. related to the targeted learning.

Ask students to research, create and design Have the students create concept Set up OneNote the most effective visual representation of maps, drawings, and K-W-L what they know and want to learn and upload Teams for comes with a (Know-Want to Learn) charts. it to their OneNote Class Notebook. linked OneNote Class Notebook.

Introducing the topic

Face-to-face explanation, live Set students an active listening task and Pre-record and share a lesson demonstration, inspirational reading pre‑record your introduction or demonstrate live from a text followed by discussion. over video conference with class discussion. Schedule and deliver a live video conference

Share a link to a video or recording, Commentary on a video, recording, diagram, photograph or other file. Upload a file photograph or diagram while students Students enter questions into chat for ask questions for clarification. Open group chat others and the teacher to answer.

Students carry out a concrete, Students carry out a concrete, active task Student collaboration space in active experience while teacher at home, then record findings to share, OneNote Class Notebook walks around discussing it. discuss or receive assessment online.

Providing the assessment criteria

Upload a file Hand out a printed sheet. Upload rubric to OneNote for the class. Set an Assignment Year 6 Maths example

AS Teacher delivers live or recorded lesson with props explaining how to calculate perimeter and area.

C D AC Students use the Chat Window to Students measure their lounge room for discuss how perimeter and area a new carpet then share and discuss their are useful for farming, real estate, findings in their collaboration space. landscaping and architecture.

Students take a pre-assessment quiz uploaded Teacher uploads the assessment, helpful by the teacher to see how much they already links, files and marking criteria rubric to the know, so the teacher knows where to focus. students’ OneNote so it’s all in one place. Observe Helping students to reflect on learning

What you’d normally What you could And how to do in class do online do it

Encouraging students to reflect on learning

Ask students to reflect on their learning in a blog. Ask students to spend the last five or Where are you with your project? What challenges ten minutes of a class to reflect on Publish blogs from Word are you having? What are you planning to do what they have learned in a diary. about those challenges? What did you learn?

Ask students to record a 60-second ‘video Informally ask students about what they confessional’ as per reality TV. Set guidelines are learning as you walk around the class. to suit the topic such as, “Comment on the How do you know you understood? Record and share video over Teams initial stimulus (map, photo, maths theory, What got in the way of your learning? literary quotation, video) and what it means What helped? How did you feel? to you now, compared to two weeks ago.”

Creating a physical folder or Students build a personal online learning Using a digital notebook as an e-portfolio scrapbook of student learning. portfolio that records their learning reflections.

Two students exchange projects, then schedule Pair students up to swap final assessments and and record a video conference discussing Schedule and record a video conference interview each other on learning experiences. what they learned from each other’s work.

Formative assessment

Ask students to embed an audio commentary Ongoing review of students’ work to see when they submit their assignment with five Annotate an assignment where the major stumbling blocks are. key ‘because’ reflections. I find this difficult with audio comments because... This makes sense to me because... Year 12 History example

AS Having learned how to identify and interpret primary and secondary historical sources, students D reflect on their new understanding in a blog. Students exchange their projects with a small team and then record a 20-minute video call where they discuss what they learned from each other’s work.

C AC

Students record a 60-second video reflecting on an artefact Students chart the differences between primary and that they think is a primary source and what it means to secondary sources, the challenges in identifying which is them now compared to when they started the topic. which and how they have learned to help themselves do that. Think Guiding students’ intellectual understanding

What you’d normally What you could And how to do in class do online do it

Encouraging students to analyse a concept, theory or approach

Compare and contrast different approaches, Write relevant headings – e.g. pros/cons – on the techniques, theories, beliefs or methods Teams whiteboard. Ask students to contribute Share whiteboard in Teams by asking students to contribute their ideas directly or in the chat window and select the thoughts on the whiteboard. best for the whiteboard while explaining why.

Use Flipgrid, a social learning platform Ask a probing question that causes in Teams that allows educators to ask a students to think deeply about a topic question, so students can respond in a Using Flipgrid and discuss their answers live in class. video. Students can also respond to one another, creating a ‘web’ of discussion.

Provide a stimulus that students analyse and Challenge students to find a household object dissect – e.g. two differing newspaper opinion that they would use to explain the theory you Live video conference pieces, a fake and an authentic artwork, etc. are studying and how they would do so.

Split students into groups and ask Split students into ‘virtual table groups’ and them to analyse an aspect of learning ask them to co-author a report that analyses Co-authoring in Word and collaborate on a report. an aspect of learning in more depth.

Summative assessment

Set a series of short essay questions. Set a quiz containing short essay questions. Setting up a class quiz Year 9 English example

AS Having read Shakespeare’s Romeo and Juliet and watched Baz Luhrmann’s movie, students use the whiteboard and chat D window to brainstorm the On live video conference, students are contextual differences and challenged to run and find an object similarities of each piece. that might have been found in Juliet’s home and present it on screen, explaining contextual differences in the past 400 years.

C AC

Students use Flipgrid to provide video responses In groups, students co-author a short speech from to their teacher’s question: “Which techniques did different characters in the play explaining who they are, Baz Luhrmann retain from Shakespeare’s play and why?” how they feel, what their life is like and what they want. Plan Providing opportunities for active experimentation

What you’d normally What you could And how to do in class do online do it

Experiential learning

Ask students to make a model, draw or Students create a design in 3D to demonstrate Paint 3D paint to demonstrate their learning. or model an aspect of learning.

Ask students to conduct an experiment Students use Minecraft to simulate an experiment Using Minecraft for remote learning and record the process. or activity and document their process.

Ask students to develop a training manual for Create a dynamic training resource with Microsoft Sway others, based on what they have learned. photos, multimedia and interactivity.

Students learn coding and design Ask students to design a new game. Using Minecraft to create a game a functioning game.

Students create an animation in PowerPoint Create a storyboard to show a process or event. Create animations in PowerPoint to demonstrate a sequence or process.

Summative assessment

Students create a wiki explaining the topic. Ask students to develop a list of FAQs Creating a Wiki in Teams Advanced students create a chatbot to to explain a topic to others. automatically answer FAQs on a topic. Creating a chatbot in Teams Year 8 Science example

AS Groups of students use Minecraft element constructor to study atoms and report D back on five different elements. Students create a 3D model of an atom using Paint 3D.

C AC

Students animate the movement of electrons around Students use Sway to create an appealing neutrons and protons in a PowerPoint animation. chapter on atoms for a science textbook. Your teaching from home journey Get set up with Practice to build starts here 1 Microsoft Teams 2 confidence Microsoft Teams is how you create your Organise a Teams video conference with central hub for remote learning. It’s intuitive a group of colleagues to get familiar and has everything you need for: with the basics while brainstorming • Presenting and discussing – your school’s, subject’s or year’s Video conferencing. approach to remote learning. • Sharing assessments, resources – Files. Share the screen in turns, with each teacher experimenting or demonstrating a different • ‘Hands up’ informal conversations – Text chat. feature (schedule a video conference, • Demonstrating, brainstorming – whiteboard. share an assessment rubric, start a text • Secure student learning spaces – OneNote. conversation, use the whiteboard, add a class quiz, etc.) while others chip in • Interactive assessments and quizzes – Forms. to help with ideas and support. • Ensuring inclusivity – Best in class built-in accessibility features. Start your first video conference Quick Guide Download Teams How to pre-record lessons, organise Quick Guide group work and teach live on Teams Free online course 5-day guide to setting up your school for remote learning – for school leaders Set yourself up Engage the Join the 3 for success 4 parents & guardians 5 community

Here are the key things you need to do: Class Teams has a parent/guardian link We’re all in this together. Join teachers • Create a Team for each class, topic where they can keep up with their student’s right around Australia who are sharing or course. work, class announcements and discussion. their ideas and best practice as they get up It’s especially helpful for those who feel to speed with new ideas and techniques. • Invite your students to join and let them their child needs extra support to review We’re sharing their experiences on: know how to behave and what to expect. assignments and know what to do at home. • Clearly label or number all the course Class Teams also offers a weekly parent/ Remote Learning Blog and learning materials you want to guardian email option, which provides share and put into the files section. Facebook a concise summary of assignments, • Set up the date for your online class. categorised by subject or class, Twitter and highlights the status of each Watch 30-second step by step video assignment (turned in/not turned in). Expectations and behaviour guide for students Microsoft Teams The digital hub for online learning

Learning from home works best if there’s just one place to organise schoolwork. Teams provides a single, online location to share files and assignments, study, collaborate and communicate – without juggling multiple log-ins or worrying about storage or backups.

Communication and Managing Learning collaboration Calendar for school Voice and video timetable with conferencing for automatic reminders. teacher-led lessons OneNote provides and class discussions. a searchable digital Chat for quick real‑time notebook with tabs answers, questions for different subjects/ or comments. classes and real‑time Team posts to co-authoring. contribute to the One searchable place conversation and share for files posted by links, photos, videos, etc. students or teachers. Flipgrid for short One place for video responses. assignments.

Subject-specific tools Creativity, brainstorming and thinking Shared knowledge

Teams can be extended with a wide Office 365 tools, including Word, OneNote, Wiki Students and teachers choice of learning apps. Simply Excel, PowerPoint, Sway, Outlook and more. can create their own wikis search and add the ones you need Interactive whiteboard for that are accessible to all and they can appear in a tab. sketching and sharing ideas. to reference or contribute. Microsoft Teams % Analytics for teachers

When you’re supporting online learners, you need to see, understand and manage student progress easily and efficiently. To make this simple, Teams offers Class Insights – analytics on student engagement and performance.

Class dashboard See current averages for Digital activity, Grade, On-time assignments, Time for feedback and Communication activity.

Digital activity See what your students are working on, and when, for any aspect of the project/task.

Average grade On-time assignments Average time for feedback Communication activity Click to compare a student’s grade Click to see the percentage of The time between a student submitting See how engaged students are in terms against the class average. assignments submitted on time. an assignment and it being returned. of replies, posts and reactions to posts. Practical advice from teachers who are already remote teaching

1. Move to project-based learning. 4. Persevere, they all get the It’s easier to manage entire units of work hang of it in the end. where students are encouraged to work Factor into your planning at least on their own compared to high-touch five minutes at the beginning of teaching on a subject-by-subject basis. each live event for students to set themselves up properly. 7. Don’t pretend to be the expert. 2. You are not going to be perfect. Let your students know you’re learning Don’t waste time re-recording videos 5. Engage parents/guardians how to teach online and that it’s new for of your teaching to upload. Just teach early and regularly. everyone. Ask them for help. They feel the class live over video conferencing They are now your co-teachers. Consider included and respected and they become and record it at the same time. using the first 10 minutes of your day more sympathetic and supportive. Then make it available for other on a video conference to explain your classes or for students to recap. goals and the hands-on activities you 8. Create a routine. would have done in class and how parents Once you have found methods that work could replicate/reinforce them at home. 3. Ask for IT support. for your class, you may well find that Think about offering a ‘drop-in’ time for Try to get IT support for the first students are more comfortable repeating parents so they can stay connected. week or assign two students or even the same structure and types of activities. a parent who is not working to field This also makes planning easier for you. texts from students who are ‘on mute’ 6. Information is key. or in the wrong file, page, etc., to avoid Post a video or list of FAQs for parents interruptions when you are teaching live. to reduce common ‘how-to’ enquiries. Supporting student wellbeing

R U OK? Set up a chat site where students post Your students will miss you. Create questions and help each other. personalised touch-points through Microsoft Monitor it, but encourage them to support Teams video messages, texts, stickers, each other. This will take the pressure off praise or comments on shared documents. you and develop peer learning. Schedule a Send a personalised video message. time in your day that is devoted to student and parent enquiries and stick to it. Don’t keep checking constantly – they will learn Conduct regular check-ins. that you will respond, but not as instantly “How are we all feeling?” Use the emojis in the as if they had their hand up in class. chat window to respond. Use our quiz template in Forms to check how students are coping. Ask them to check in with one classmate every day. Maintain a sense of community. Celebrate birthdays. Use a channel to share photos and videos. Consider a Incorporate plenty of hands-on tasks. weekly online quiz to end the week on a Assign tasks that get students up and high note (you ask questions over video, moving and away from their devices, even students respond in the chat window). if these involve presenting the findings or results as photos, videos or data later. Yoga and meditation. For young kids A routine is important. Send out a weekly timetable so For older kids students know what is expected.