Inquiry through distance learning

Learning conversations are the basis of my teaching inquiry this year.

Initially my thoughts were that:

• As a class we would share our learning online at 1.30pm similarly to how we have been sharing at 1pm in our class.
• I would have individual conferences/learning conversations via google meet with student and parent.

The reality of the first week has been that:

• Not all of the students have come to the 1.30pm session.
• Students enjoy sharing but want to talk about what they have done (not yet talking to the learning goals).
• Not all students are keen to share when they are online or are tired by distance learning.
• Only one parent seemed fine with a google meet with her and her child.
• It was difficult to see students learning on the google meet and we had to action how we could share work electronically.
• Positively, parents did come back in the afternoon. Students and parents had undertaken the learning tasks and seemed to be doing well.

Therefore, for week 2 I have decided to:

• Keep the afternoon sharing session to be a finish up for the day. Celebrate some successes and encourage participation with lots of affirmation for doing mahi.
• Use exemplars of student learning displaying that they have achieved their learning goals/success criteria.
• Try to get as many parents as possible to log on to home learning seesaw so students can upload their learning.
• Give clear learning goals on the class site and use the morning google meet to discuss learning goals.
• Talk about feedback with parents and students, discussing how feedback and feedforward makes a difference in student progress. Ensure that I am using other learning language.
• Use a sandwich for commenting on seesaw. i.e. specific positive praise about learning, constructive next step for learner, positive comment (might be general comment)
• Not sure if by video or slide I might attempt to give information about strategy and knowledge and the use of these as well as display learning steps so parents can see where their child is headed.
• Encourage learners to self and peer assess.

My colleague, Leonie, shared one of her own strategies for student agency. She discussed the learning with her students during the google meet. Then she used a child who enjoys talking to classmates to explain to another confused student what Mrs McLean wanted them to do and show. The student spoke in child speak clearly to the other student. Both students were empowered. It may be an oldie but a goodie strategy, but I think because this is her normal class discussion strategy she easily used it in the online forum. I will make sure I do that this week.