Teaching Walkthrus - Continuing professional development at Denbigh - Ian Stonnell

Finally the end of this term is in sight and the holidays are but a few days away! After a challenging yet successful term, a well deserved two weeks to rest and recuperate are upon us! Hooray!!!

As a thank you for your hard work, all teaching and learning staff at Denbigh will be receiving a copy of Tom Sherrington's and Oliver Caviglioli's 'Teaching Walkthrus'. This book provides 50 evidence informed strategies that have been shown to support the improvement of teaching an learning.

With everyone owning a copy, this book will provide a cornerstone for all staff to discuss new ways in which we can develop our teaching practice. At the year first TLRD meeting discussion of this book will be at the top of the agenda!

Hope you enjoy! 

Have a great holiday and a happy new year!

Ian @DenbighCPD

Live Lessons - What are they and how do I run one at Denbigh? - Ian Stonnell

At any point in these winter months we may be told to self-isolate. A positive test in our household, a notification from the NHS Covid-19 app or a call from test and trace could result in the instruction to self-isolate. If this happens to us, and we are otherwise healthy, the expectation for teachers is to continue to work from home and also deliver live lessons.

What is a live lesson?

A live lesson is delivered online by a teacher who is self-isolating to students who are in school. For a lesson period the teacher should be available to deliver parts of the lesson through Google Meet or a pre-recorded video and be available to communicate with a cover supervisor and students through Google Classroom. 

Setting up a live lesson

The day before you teach a live lesson you should be informed by the cover supervisors who will be taking your lesson (if this does not happen you should set cover as normal - see FAQ). Once you know who is going to cover your lesson it is your responsibility to invite them to a Google Meet. 

To do this you need to create a calendar event. Go to your Google Calendar, click create, then set the time and date of the meeting, invite the relevant cover supervisor and then make sure you click 'Add Google Meet video conferencing'. Save this and then you meeting is arranged.

You should also ensure that you invite the cover supervisor into the relevant Google Classroom were you can set the instructions for cover as well as any work that you want your class to complete. Please note you should still send in a cover lesson template to provide a back up.

What should a live lesson look like?

A live lesson does not require the self-isolating teacher to be visible for the entire lesson. Below is a simple infographic on what a good live lesson can look like:

The first part of the lesson does require the self-isolating teacher to be visible. At this point the lesson objectives should be shared and direct instruction can take place. This could be reviewing previous learning followed by delivering new knowledge or modelling a skill. Please note that this can be done live or through a pre-recorded video. 

Once direct instruction has taken place students can then engage in an activity. Ideally this would be set up as an assignment in Google Classroom, however it could be a task set that students can complete in exercise books or using another online resource. During the activity the cover supervisor will monitor the behavior for learning and the self-isolating teacher need not be visible.

If the task has been set on Google Classroom, the teacher can monitor the activity and if desired can provide live feedback and respond to student questions or enquiries from the cover supervisor.

Once the task is completed the teacher can then provide feedback. This feedback could be based on work completed in the Google Classroom or through a pre-prepared exemplar. Either way, the feedback should summarize the desired learning outcome.

Depending on the length of the task set you may want to set up a follow up activity following a similar method.

Summary

Evidently there will be a great deal of variation between live lessons delivered in different subject areas, the key thing is to make it simple and achievable for both you as a teacher, the cover supervisor and the students. Following this guidance will help you deliver a successful live lesson if ever you are required to self-isolate. Below are some FAQs that may also support in your delivery of live lessons. If there are further questions please do not hesitate to email me. 

FAQs

Why do I need to be seen in a live lesson? Can't I just set an Oak academy lesson? 

Evidence suggest that students engage with their class teacher far more effectively than with people they are unfamiliar with. A live lesson with you at the helm will support students make progress and as such would be the ideal way to deliver lessons whilst self-isolating.

Can I speak to students?

No. When you deliver a live lesson you will not be able to see or hear students. Behavior for learning will be in the hands of the cover supervisor. You can communicate with students through the Google Classroom and also instruct the cover supervisor to ask questions on your behalf through e-mail or the Google Classroom.

What if I have childcare issues whilst self isolating which prevent me from delivering a live session?

If you are unable to deliver a session live you can pre-record any direct instruction in advance using software such as Screencastify or Loom and share this with the cover supervisor. You should still be contactable by the cover supervisor through Google Classroom or e-mail.

What if I become ill when I am self-isolating?

If you become ill whilst self-isolating you should inform cover of your illness and set cover as normal. You are not expected to deliver a live lesson. 

What if I am self-isolating but have not been informed by cover who is covering my lesson?

This may happen for a variety of reasons that are beyond the control of the cover supervisor. In this case set cover as normal. As an ideal you can still share recordings of direct instruction and set and monitor work through Google Classroom. You should still be available during that lesson hour in case any communication comes your way from a cover supervisor. 

What about Chromebooks?

Ideally you would want to use Google Classroom to deliver a live lesson - In year 8, 9, 10 and soon to be 7, the majority of students have chromebooks. If you require additional chromebooks they should be booked in the normal way and the cover supervisor should be informed of this when you submit a cover template. In year 11 where students may not have chromebooks the work you set through the Google Classroom may have to reflect that limitation. 

Ian Stonnell @DenbighCPD

VLOG#3 - Using Rubrics to improve marking and feedback - Ian Stonnell

Let's be honest, marking has always been a drag for teachers. Going through books, deciphering the handwriting, giving meaningful comments... it could all take an age. The impact of this incredible effort has also always been a debatable one. I know, from personal experience as an RE teacher, that once I've completed a piece of marking the impact it has on many students is negligible, especially considering the amount of time between them doing the work and then me getting it back to them.

Is there a better way? 

Well yes. Marking using Google Classroom.

In GCSE RE we have put a great deal of effort into the use of  assignments on Google Classroom - we have used them both in the classroom and remotely. Now, with the introduction of the rubric tool, a revolution is taking place. It is now possible to mark work and give feedback so quickly and efficiently that our marking has becoming a powerful tool with meaningful impact. Have a watch of this video to see how we have designed and used a rubric to improve our marking and feedback.

What do you think of that? Is it something that could work in your context? Consider that using this system means marking can be done anywhere, anytime without the need to go near (or carry) a pile of exercise books, and that the feedback is quick, legible and easy to act upon. There's got to be a way you can use it!

Below is another video with a brief guide on how to make a rubric.

Obviously traditional marking will have it's place (for now). We still want students to complete written work and we will still need to mark this work - and in some subjects requirements are different. Nevertheless, the direction of travel, particularly in light of Covid-19, is that digital learning is the future, and that includes digital examinations. Get ahead of the game and start to experiment with rubrics.

Ian Stonnell @DenbighCPD

Blended Learning: How to get the most out of technology for learning at Denbigh - Ian Stonnell

With the likelihood that further Covid-19 restrictions will return in the autumn and winter months the probability that we will have to resort to some form of distance learning is also high (as I write already three year groups have been sent home to isolate). As such we should be keenly aware of developing our ability to provide the best quality teaching and learning for our students through distance learning. We can start this by developing our current technology for learning practices so that, when distant learning happens we will be ready for a seamless transition. 

In this blog we will look at a few basic strategies that, if we develop and make them a part of our culture of practice in now, we can make the change to distance learning seemless for our students - it is a blended learning approach. 

If you wish to see these techniques demonstrated and ask further questions DEnbigh staff can sign up for the additional CPD session on Wednesday 30th September, led by myself and Emma Darcy; sign up here.

1. Using Google Classroom to share.

One of the simplest things to do with your lesson resources is to share them. Upload your lesson presentations, worksheets, video links and more just with a few clicks. By sharing resources we make sure that all students have access to them whether they are in school or out. You can also provide detailed instructions for what you want students to do with the resources when they are shared. 

2. Google Classroom to assess - Summative and Formative

Assessment is now so easy using google classroom. For formal assessments and exam questions it is possible to set assignments which students can complete in school using Chromebooks or at home. Marking these assessments is easy - you can edit students' work to add literacy suggestions automatically, you can create comment banks to give students specific feedback, and for exam questions you can even create generic rubrics that can act as assessment criteria (which you can mark along to). This is time saving and can be done at a great distance or even in the classroom for live marking. If you want to assess speaking you can also have student upload recordings of themselves that you can give feedback too.

AFL can also be built into live lessons using google forms. You can easily set a google form that can contain short, low-stakes, multiple choice knowledge questions that can be marked automatically and give you instant feedback that can be shared with the class. This can also be done remotely.

It is important to note that in both of these examples Google Classroom will automatically create a mark sheet for you that can track student progress. In the context of distance learning this is useful information that can assess how much a student is engaging with work and also how well they are doing -providing evidence for you if you need to call home for concerns or praise!

3. Using Chromebooks for literacy.

Sharing resources is easy. Why not share reading resources? In a live lesson students reading along to an extract that a teacher is reading in front of them is a powerful way to improve the vocabulary of students. Engaging in reading, with a Chromebook at their fingertips, also provides them with the means to build their understanding using online dictionaries or further signposted resources that can illustrate the concepts they are reading about. 

In distance learning scenarios you can still share reading as an activity. Then provide them with a google form quiz to assess understanding (multiple choices questions are good here) and then a longer written assignment that assesses comprehension and other desired skills.

4. Using Chromebooks to open the world.

Why not send students on an trip during distance learning? You can! Here is a 360 degree tour of the Holy Sites of Jerusalem and another visit to North Pole. Just two among hundreds available!

The internet is a gateway to the world. So long as we provide them direction, students can see the world in a way that builds their knowledge in your subject. Using resources such as Google Expeditions and Google Poly we can open the world up to our students. For the latest list of expeditions available on Google Expeditions have a look here. I need not remind you that YouTube also has a wealth of educational videos and guided tours of world sites that are also worth a search - here is a 360 degree tour of St Paul's Cathedral in London that could be used in history and RE.

5. Using Screencastify to explain and model.

Screencastify is a recording tool which is an extension added to google chrome. The free version (which we have at Denbigh) enables you to record 5 minute videos of your computer screen (such as presentation slides) with you talking over. My covid video was produced using screencastify and, after a few practice runs, I found it an easy to use. 

The impact that screencastify can have for distance learning is powerful. 

During lockdown, students reported that one of the biggest things they missed was teachers explaining concepts to them. Reading from presentations can be effective, but that guided pieces of teacher narrative can make the difference. Using screencastify we can record short and concise explanations of the more difficult concepts we deliver in our subjects. We can also model how to tackle exam questions or problems using meta-cognitive speech - a proven way to support student progress that is hard to replicate using the written word.

Ian Stonnell @DenbighCPD

Applying cognitive load theory to Computer Science - Simon James

The focus for my research is around Cognitive Load Theory and how using Chromebooks and Google Applications can promote longer term memory and recall by considering the cognitive load on learners. 

Literature Review - Cognitive Load Theory

Cognitive Load Theory is based upon an understanding of how information is held in working memory and then processed into the long term memory. There are three types known as intrinsic load, which concerns the difficulty of the task; extraneous load, which is unnecessary thinking required by students, and germane load, which is load required by the teaching task to support the learning.

Research into cognitive load suggests a number of different strategies particularly with the use of teacher presentations. Tharby (2019) suggests that “labels are integrated into diagrams and ensure that information is presented in close physical proximity to related information”. He further mentions the importance of “images to support complex and conceptual idea”, which can help reduce germane load. Tharby (2019) explores a range of different strategies to support effective classroom pedagogy:

• Ensure that labels are integrated into diagrams and ensure that the information is presented in close physical proximity to related information.
• Avoid reading out text that is already on the slide
• Remove distractions or superfluous images
• Use images to support complex and conceptual ideas
• If you intend to explain an image, it is best not to include written text at the same time.
• Never expect students to read something from the board while you are talking
• Reveal processes stage by stage on the same slide.

Oliver Caviglioli is a leading figure in applying cognitive load theory to diagrams and presentations (a link to a webinar is included below).

In our Computer Science department we have identified that students struggle with the cognitive load placed upon them due to the quantity of new knowledge that they need to process to be successful at the new GCSE specification. This load often causes students to become stressed, demotivated or both. A solution to this that will form part of my practitioner study is to introduce some of the knowledge required in the GCSE specification at an earlier level to help scaffold the knowledge, reducing load at a later stage. In lessons we should also be able to apply some of the techniques advised by Andy Tharby to support learning. Finally through the use of Chromebooks and the G-suite of educational tools such as Google Classroom we should be able to further reduce the cognitive load on students by building knowledge through routine low stakes assessment and supporting homework tasks.

Intervention

I aim to use my year 8 computer science class (82/Cs) they are a group of mostly high achieving pupils who have already had a number of difficult topics at GCSE computer science introduced in a way which reduces unnecessary difficulties and promotes long-term knowledge retention. Their long-term memory will be tested at regular intervals to check if cognitive load strategies help with completing these tasks.

The intervention will involve using pre-prepared examples, with models, flowcharts and other relevant images to support text (following the guidance of Andy Tharby). There will also be permanent access to task instructions and success criteria available on Google Classroom for the pupils to access. The resources will cover a whole half-term of learning which will deliver new content pupils haven’t been exposed to before on algorithms. The learning will also be supported by Google Form assessments that will be completed using Chromebooks.

Using the Cognitive Load and technology strategies suggested I am hoping to see an improvement in knowledge retention as the reduced cognitive load will ensure greater transfer of knowledge into the long term memory. This will be measured through the end of year exams and compared to other groups in year 8 who are not receiving the intervention.

Implementation

The topic for the term was ‘algorithms’ so I wanted to focus on reducing the intrinsic load of the knowledge, by including useful labels and diagrams to support the learning. This strategy along with using the formatting of bold and underline to help reinforce key pieces of information with pupils. After modelling the knowledge the students would complete a range of interactive tasks including defining, creating and reading a variety of flowcharts applying the knowledge learnt from my explanations.

After completing these activities, I explained to the pupils that their homework and classwork would be focussed around specific knowledge and skills this based upon the lesson content (rather than completing a project log for homework where they reflect on their learning journey). I explained that we would be focussing on exploring algorithms in great depth and how we would use Google Forms for assessment with the aim of promoting mastery. 

Impact

The pupils managed to show good improvement from the initial control group, which showed that they managed to grasp difficult topics which typically are taught in Year 9. They made strong progress during the 6 week half-term. They were taught an introduction to computational thinking; exploring the 4 main techniques of computational thinking (as seen above). The presentation and use of supporting images pictured above helped articulate each of the key words and then the exploration activities the pupils undertook in the worksheet allowed them to explore and build a strong cognitive understanding of the topic. Other groups learning about algorithms in the same term struggled possibly due to less attention on key subject terminology and more focus on practical task based tasked which overloaded them cognitively. 

The pupils typically are asked to complete a project log each week for homework, and after completing a questionnaire the results showed that 84% said they enjoyed completing the Google Forms assessments on their chromebooks and 63% said it helped them to remember the learning which happened in the lesson. In the following term I interviewed a small group of pupils to ask if they enjoyed the topic and the way the knowledge was presented this term. One pupil said “learning the algorithm theory then applying it to flowgorithm was great”. One pupil stated that “I now understand how processes work by using flowcharts”. I had a few suggestions and one pupil stated that “too much information in the first lesson - I couldn’t remember some of the points”. So I need to restructure the learning in this lesson to ensure that it isn’t overwhelming and presented appropriately.

Further research

It’s important to consider the ability of the learners in the control group and considering they are a high ability group the same strategies may not work with lower ability pupils. There are very few research articles around effective cognitive load strategies using technology so it’s always important to consider how technology is helping learning and avoid distraction from learning as much as possible.

The strategies used with this control group could be used as a wider study with other year groups assessing their understanding of algorithms and with older year groups checking understanding of that topic. How information is presented is essential and whilst textbooks are largely no longer used in education it’s important that pupils see the bigger picture of all concepts learnt in computer science for long-term memory retention.

Recommendations

• Focus on key knowledge when introducing new learning, and don’t overcomplicate. The information shouldn’t be overwhelming and the use of images and diagrams will help to structure the information in a way that is accessible for all pupils to make strong progress.
• Try to avoid distracting images on teacher presentations which will hinder learning for the pupil - and ensure that you assess understanding of new knowledge through effective assessment.
• Allow enough lesson time for pupils to practically explore new knowledge and encourage effective discussions in the classroom around the new learning.

Further Reading

• Chartered College of Teaching (2019). Special Issue January 2019: Education Technology Archives
• Schibli and West: Cognitive Load Theory and its application in the Classroom
• Tharby: Using Cognitive Load Theory to improve slideshow presentations
• Caviglioli - Dual Coding Blog and Webinar

You can follow Simon James on Twitter @Mr_S_James