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Richard Stuart
Bream Bay College
Target group: Year 7-10 Digital Technologies Students
PROJECT SUMMARY
PROJECT SUMMARY
The key intention of this project is summarised well in this statement in Richard's final presentation:
“...hybrid lessons would have to be different in order for a student at home to want to feel at least a part of the lesson, to feel engaged and to try and nullify the ‘drift away’ the longer they were at home.”
An insightful part of the reporting is an analysis of what the teacher can and can’t control - very important in terms of the decisions then made about how to address the problem.
The considered inclusion of learning from the wider field of research and experience is extremely helpful here - and its use is reflected well in the project design decisions.
The connections made to theories of learning (constructivism, connectivism etc.) are well illustrated in this report and demonstrate how important it is that educators continue to link theory to practice as they are making sense of their classroom activity. This is particularly important in the hybrid environment where the traditional approaches to collaborative activities that are implicitly a part of in-person activity need to be re-thought for when learners are in remote locations.
MY PROBLEM
MY PROBLEM
Students drifting away from participating in regular online meetings. Being present in a zoom without actually talking or being seen. I wondered about the value that Zoom lessons were having and whether students were also bothering to access Google Classroom. Initial uptake and work returned were good but drifted off quickly.
Feeling like students are ‘a part’ of the lesson not ‘apart’ from… What can I do from my end that will help students feel far more connected, wanting to be part of the lesson, feeling like they are in the lesson
MY HUNCH
MY HUNCH
Having group members become the facilitator in the classroom/group has two positive outcomes, possibly more. Taking the time the teacher spends trying to meet the needs of online learners, and getting students to reteach/problem-solve /collaborate reinforces the concepts being taught (good pedagogy) Students feel more valued (hopefully) more engaged and enjoy the process because they are a direct part of the lesson.
Richard Stuart Intro video.mp4Initial Hunch Video
Video Richard S 8_11_2022 12_57_28 PM.mp4Progress Report #1
WHAT I DID
WHAT I DID
I empowered students to become the ‘teachers’ in online sessions and supported them to collaborate with peer groups.
I address the issue of anxiety by having learners included in small groups (from x2 to x6 or whatever will work for the learner).
I found ‘flipping’ the classroom to be a useful way of enabling students to become more involved in teaching the content - small groups, more informal, more engagement, and hopefully less anxiety as students feel more valued and engaged
FINAL PRESENTATION
FINAL PRESENTATION
Richard Stuart Hybrid Story.mp4Page updated
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