Embedded Files
Sue Sims
Bream Bay College
Target group: Year 9 & 10 Maths Students
PROJECT SUMMARY
PROJECT SUMMARY
A valuable reflection on how to move from merely using Zoom to provide a window into what is happening in the classroom, to creating opportunities for all learners to actively participate in that learning - whether in-person or remote.
The project offers an excellent perspective on how a teacher can be active in designing a ‘total’ learning environment that considers the role of the teacher, students and parents - whether in-person or remote. Sue has intentionally addressed many of the things that are assumed and implicit in a traditional classroom-based approach, and made them much more explicitly thought through and designed for. Her approach through the project of continually observing and responding to emerging and unexpected situations is a real strength.
The next steps identified in slides 27-29 illustrate so well the growth in Sue’s thinking and approach based on her experience here, and reinforce the key learnings she has identified. These are valuable lessons that can easily inform the practice of other educators seeking to address similar issues in their hybrid learning practice.
MY PROBLEM
MY PROBLEM
Many students who are absent for a week or so do not log on to Zoom.
Students who do log on are largely silent observers. They do not feel included in discussions and activities.
It is hard for the teacher to check the Zoom chat at the same time as interact with students in the classroom.
With many students not regularly in class it is difficult for the teacher to keep track of what students know and where they have gaps.
MY HUNCH
MY HUNCH
i) Peer Partners
I think that if a student at home has a connection to someone physically present in the class they will feel more accountable to participate. Students will be more motivated to join Zoom if they have peers wanting them to join.
If a video or activity is not working on Zoom then the chat partners will be able to let the teacher know.
ii) Communicate with whānau -
My hunch is that if whanau/parents are made aware of what students are learning in class and they know the tasks and activities that have been assigned, then parents will be better able to encourage and support the students in their learning.
Video 1 Hunch.mp4Initial Hunch Video
Video 2:My three actions.mp4Progress Report #1
Video 3: Enhancements.mp4Progress Report #2
Video Sue S 10_27_2022 2_32_58 PM.mp4Progress Report #3
WHAT I DID
WHAT I DID
I discussed with students the process for joining and using Google Chat.
I facilitated a ‘learning conditions audit’ to get feedback from students on what helps and hinders their participation.
I set up a website and used it to communicate with whānau. It also served as a place to have all resources.
I ensured that lessons were Zoom friendly and encouraged online participation.
As a class we started to use apps like Padlet and Edpuzzle and Blooket.
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