This has been a long journey. The longest adaptation and reflection I have put into my teaching since, well, forever. It has been a labour of love progressing my ideas and helping my students. We didn't get it right every lesson, we have 'lost' teaching time in trying new things. Yet I am happy to have modelled for them, modelled learning, modelled critical thinking, creativity, communication and collaborated with them. So how does it look now? Now we have Google Forms using go to section based on answer (branching logic in Microsoft Forms) for each episode of the lesson. I record my teacher talk for each episode, input it into the form. Offer them an alternative video from YouTube, so that they have a choice. I offer them a short quiz on Study Maths or a quiz on Maths Kitchen. I give them another choice. They reflect against the learning intentions throughout the form and submit evidence of their work, screenshot via file upload. Each episode is in a Google Forms. All the episodes are housed in a single Hyperdoc.
My first week of this approach I waited, I had to force myself not to peek to early at the form responses. Eventually I looked. I looked 2 days before the deadline and guess what, the majority had done the work! I was over the moon! All the individual episodes in the Google Forms pull into one Google Sheet, each one on a different tab.
The sheet reads like a book, I eagerly turn the pages and switch tabs to see the progress happening in the lesson! I have conditionally formatted it so if a student indicates they need help it goes red. There are no red entries! I take the register early, I am only missing 1 students work, all but 1 have done the lesson 2 days before it is due. I look further, they all did it at different times. Some 7am workers, some 10pm workers, they are learning at their convenience, when it works for them.
I have spoken before about the importance I placed on building community with this group of learners. This included a group chat on Google Chat, it could be a channel on Microsoft Teams. I dip in to see what's been in the chat over the weekend. And there it is, the community I helped create. There are questions about how to access some materials that another student has answered. I see questions about how to tackle the more challenging episode, a student has responded recommending the alternative video I included from YouTube. A student has asked how to put powers into their calculator, another student has replied with a picture annotated for them of what to press. They are collaborating, communicating and helping each other learn. My favourite part of the chat are the honest pleas that it is hard, maths is challenging, but that the group rallies to pick each other up and they are supportive. I recognise mine are a group of adults but they are very mixed in ages and the younger students are only 19, I believe I could replicate this to some degree with 16-18 learners.
Lesson day comes and I log on for the one to one's that students have booked with me. Overwhelmingly the feedback is positive about the asynchronous approach. I then move to the main meeting. I had scheduled 45 minute workshops on each of the episodes. There was the 1 student who hadn't done their work. I joined 2 minutes late and the realisation had already happened, they had missed my Google Chat messages, my Google Classroom posts and my emails all on the plan for the week. They were apologetic and we moved on. In the workshop I modelled examples and set questions via the chat, snipping parts of questions and pasting them into a Jamboard.
I am directly substituting that part of the lesson where I do board work and we collaboratively solve or I model a correct answer. That part of the lesson where learners have done some work, we've marked it and we have identified common misconceptions or common errors. The beauty of doing this online is that it takes a second to snip a question and paste it into the Jamboard (any whiteboard software would do, whiteboard.fi, classroom screen, zoom etc) in real life I am stood there for what feels like an age copying questions out onto the board, losing learning time and board space making my answer area smaller. Secondly I can quickly find a new set of questions either in my drive or online to apply what learners have covered in a new context. In real life there is a delay with this in the classroom. We are saving learning time now being online. Plus, and this is a big plus, I am not spending an age photocopying booklets. Winning on saving paper and winning on saving time. Those who need materials in yellow or green can easily and discreetly turn that on (noverlay is a great example in chrome) and when I find extra work or set different work to what was planned they are included.
I am now adding value. I am modelling. I am explaining. Learners are expanding answers, applying to new contexts. Helping each other with little hints and tips. I can stretch the learners on. Focusing on each episode for 45 minutes means that learners dip in and out. We have a lovely 2 minutes at the start of each workshop for those leaving and those arriving saying hi and bye. This isn't lost time, this is valuable community time. This is lovely for me to be part of.
We are now 2 weeks in to this model. Learner feedback is overwhelmingly positive. All now prefer this asynchronous approach. All check in with me during the week, via email, hangouts chat or messages on Google Classroom. I don't ask for this, but they choose to let me know how it is going, which is beautiful. The workshops are attended by 3 regulars who are the weakest based on recent assessment data, I am pleased that without intervention from me they have chosen to stay close. Then the rest ebb and flow. Sometimes I have 8 in a workshop, sometimes I have 5. We wouldn't cover misconceptions with all of our learners every lesson, we would differentiate and target and I am pleased that this has naturally happened through this model.
One to one's are consistently snapped up by different learners who need different things. I feared I would be repeating or modelling the same questions or topics across all the one to ones but this hasn't happened. I am taking this that the topics I have chosen to cover in the workshops have been appropriate. Now we are further on I have added in another workshop specifically called challenge workshop. In this workshop I move the learning on to the next level applying to new contexts. A specific example is when we were doing ratio the challenge workshop covered those no starting point questions that require a bit of algebra. These are the best attended sessions. The majority of learners come to these apart from my 3 who attend every session usually, because they feel it isn't right for them at this time to take on the challenge. I respect that awareness.
I wanted to share some recent feedback from learners.
"I'm having my tea whilst you do this, I'm OK with the topic but I got stuck on question 7 and I knew you would cover something like that tonight so I've dipped in and out, thanks I'm all sorted now"
"See when you do it I'm alright but when I'm on my own I panic. I need this class and the doing work myself to make it sink in."
"I like to do it when you set it and then come along so I've had time to kind of forget it you know, then coming here I remember it and I get it more"
"Honestly I hate ratio but now I get it, can't believe I've spent so long not doing it at work"
"You just get it, it's hard fitting it all in with work and kids and you make it OK for me to do it when I can"
"I couldn't do a proper class and be all shy and that, here I'm OK to say what I want to ask"
There's so much in these quotes. The unintended application of retrieval practise. I hadn't planned that this would be an outcome. Yet the reality of me setting the work asynchronously and 6 days later hosting a workshop has naturally created that spaced practise and I am excited to look at this more. I knew the benefits of asynchronous for working parents would be huge but I wasn't expecting the safety of the smaller numbers. By offering optional workshops that learners self select the numbers are smaller meaning those who are usually less confident feel able to speak. This has huge power and potential for me to explore as a means for engaging reluctant learners and I am keen to evaluate this more.
Yet this isn't all perfect. Massively I miss hearing from all of my learners and that control. I decide their learning and here I am handing huge chunks of that over to them to manage. I recognise that this is the future and it is the best approach for them, yet its new to me and I am learning to let go!
The biggest drawback of this model is my time. I've gone from being a well organised experienced teacher with a bunch of lessons ready to go and therefore only light planning in face to face classes to this. And the time taken to plan for this cannot be underestimated. I have multiple channels of communication to manage. Learners are messaging on hangouts chat, on classroom, via email. They need replying to and there is an urge for me to drop what I'm doing to help and reply immediately, I am working on managing this better! The time to plan has been reduced somewhat now I can copy the forms I am using and the Hyperdoc and change the links each week, yet to make the videos for each episode takes time that cannot be cut down. A 15 minute learning episode takes 5 minutes of me talking for input, perhaps some editing, then curation of resources to go with that. The 15 minute episode takes 20-30 minutes to plan. The workshops need planning for too, granted not for input but curation of resources. Snipping of images. A 45 minute workshop is taking 10 minutes to plan. One to one's take time, they can't be cut. So in a week of 4 learning episodes I'm taking an hour to plan. Then 3 workshops is another 30 minutes planning. On top of that is the time for managing communications, let's assume 20 minutes over the week. The one to one's are 15 minutes each and I will do 4 of those, another hour. The delivery of the workshops, 3 lots of 45 minutes. We are at 60+30+20+60+45+45+45 we are at over 5 hours for what was once a 3 hour lesson face to face, which would have had minimal planning. That's before marking which would always be outside lesson time anyway. I love spending my 5 hours doing this weekly but is it sustainable long term? Yes if I am given the 5 hours to do it.
I can see huge potential in this but it will rely on teachers being given the time to do so. Not just in terms of the 5 hours vs 3 hours a week but in terms of the journey I have been on. What works for me might not work for your class. That's the beauty fo teaching, trialling new ways and reflecting and adapting. We need to be trusted by managers to be given space to explore.
This has been an amazing journey that I have enjoyed reflecting on here, I hope its showed that things don't always work, we need to reflect and adapt but that's why we love the job right?
