Category: Science

Using Microsoft Forms to Support Learners and Assess Understanding

Gayle Badger is a Biology and Science teacher from Johnstone High School in Renfrewshire.

She has been using Microsoft Forms to support and assess learners understanding of the course content. Forms has allows her to create a variety of questions and provide instant feedback for them. This has been extremely beneficial and has received great feedback form learners and parents about how the instant feedback has guided their learning and next steps. Forms also allows Gayle to embed video and picture content that can be used to flip the learning or even to provide support to incorrect answers on the quiz, allowing learners to revise their answers more independently. 

“It is definitely my go to now for checking understanding and I also use it as a ‘live’ lesson to go over answers , especially with seniors where they can see where they may have gone wrong with their answers.”
 
Pupils have said that they find it useful to have the teacher go over answers ‘live’, after completing the form, as they benefit from hearing her ‘going through the process’ of how to pick out data from the problem solving questions – just like they would do in class.
 
 
Here are two examples for different stages:
 
 
 
 
 

Delivering learning from school to home, Sarah Clark, Queen Anne High School

When schools returned face to face this year in August I had thought that at some point throughout the years some of my students would be working at home for an extended period of time due to covid. That ‘blended learning’ approach we had been planning for back in June would still be needed but didn’t think I would be doing it so soon!

I am a biology and science teacher at Queen Anne High School in Dunfermline. We are a Microsoft Showcase School and are very lucky to have 5 MIEExpert member of staff this year. Most of our students are familiar with Microsoft Teams accessing via Glow and staff have been using it to set work and assignments even as we are back in the building.

However in my 2nd full week of teaching I had my first student leave class to isolate at home and that’s when my blended learning approach needed to kick in. I had spoken to all my classes about how things were going to work in our class this year with specific channels set up for ‘Home Working’ and ’Live Lessons’ but I was still scratching my head about managing this now it was a reality.

Class tasks for my senior pupils were set as assignments in Teams so pupils at home could see what work was expected of them. I have all my board notes in a Class OneNote so all students can see what content we are covering but live lessons that students could join from home we’re going to ensure they could still be part of the class.

I set up a meeting in the ’Live Lessons’ channel in Teams and when the student would normally be in class they joined the meeting.

Now I have tech in my classroom having a desktop computer, interactive panel and a Surface Pro device also. This isn’t all needed though.

I join the meeting on my desktop computer and share the screen so that anything I write on the board can be seen by the students in my class but also by the student joining us from home. Unfortunately I have no microphone for my desktop so I needed to join the meeting on a second device. This was what my ‘surface’ was used for but this could be done with a phone or iPad. This device I place pointing towards me and the board (or even towards the class) and I turn the camera and microphone on. This is the device that is picking up what I say and the student can see me too. If the student has their camera on, I can see them, hear them and I am able to check the chat panel easily if they have a question. It is much easier to do this on the second device instead of changing  views repeatedly on the board. I have to turn the sound off on my desktop computer as we did get a terrible echo and there was a few issues if I was showing a video as the sound and image was delayed but overall it worked very well and the students were fully involved in the class. I was even able to put the second device in the absent students seat and they could communicate with their friends while working on a task.

So far I have had 7 live lessons with my higher and advanced higher biology classes and this head meant students haven’t missed any work, there is less need to catch up sessions when they return and they have completed the same work as everyone else in the class. For the student they have also felt sully included in the class and were able to connect with me as their classmates.

This synchronous learning model however is not suitable for all students or all classes. It’s important to ask students if they are able to join live lessons. For my s2 class I have been making short video clips (2-3 mins long) to introduce them to the task they are to do as well as a brief overview of what we covered in class. I have found Flipgrid great for this as I can add the video to the assignments in team along with the task instructions (see the link below for an example of my video). I don’t want to be creating lots of work for myself and it only take me a few minutes to make my video and upload time the Team.

I think since lockdown, as teachers we have learned a lot about how we use technology and how we can integrate it into our class everyday. For home learning I am hoping it can ensure no student missed out of learning because they are at home but also how I can use it to reduce my workload. Blended learning isn’t easy. I’ve gone round in circles the last few weeks and my model may change throughout the year but it’s a start and so far it’s working for me and my students. As a school we are supporting teachers with guides, CPD sessions and links to resource.

My tip would be to test it out with a colleague and iron out any teething problems you have. Let students know your plans and walk them through how to access, how to find the home learning tasks and how to submit.

Sarah Clark @sfm36

Peebles high school STEM blog post header

A Devastating Fire, A Global Pandemic and The Evolution of Digital Teaching in the Biology Department at Peebles HS.

Iona Minto, PT STEM and Teacher of Biology takes us on the journey of how digital teaching has remarkably evolved at Peebles High School in Scottish Borders.
In this Sway you can find out how the Biology staff embraced the introduction of Scottish Border’s Inspire Learning Programme (1:1 devices) and how they have worked together to support one another through a peer to peer professional learning support network.
In this Sway, Iona also details
  • the digital tools that have helped them to work better as a department so far
  • the initial response to school closures in COVID-19 Lockdown
  • features to support pupils
  • what digital learning and teaching may look like moving forward at  Peebles High School
  • and lots of practical examples of what the learning looks like

iona.minto@glow.sch.uk      @MrsMintoBioSci

 
 

chrome books and online learning in science blog post header

Summary of Online learning in Millburn Academy Science Faculty

 

Based on 217 responses June 2020

We have been using Chromebooks and G suite for a couple of years so obviously have a significant headstart over many other establishments.  The reason for sharing is that this data shows digital learning can work at senior phase levels with approx 80% engagement for asynchronous, remote learning.  Like all schools we anticipate higher engagement if we can move to ‘blended approach’.

Martyn.crawshaw@highlandschools.net

 

Tick any of the following you have completed as part of SCIENCE assignments

 

 

Which was the most easy or difficult to do?

 

 

What feedback have you had from science assignments? (tick up to two)

 

Examples of responses to
“Please complete the sentence “Online learning is quite good because..
● i can do it at my own pace and i don’t have to be around people
● You can complete it in your own time and spend more time on the areas that you find most difficult
● We can tackle the easy subjects first and give ourselves time to wrap our heads around the new information
● It lets us continue on with education during these difficult time
● We can still learn without being in school, albeit a little less efficiently
● It’s teaching me to be independent
● i have improved on my IT skills
● If I’m struggling I could find a video or website to help
● You get to take the time that you need to complete a task and not just moving in to the next task when the first
person has finished like school
● You learn to manage your own time
● We are able to go at our own pace and that we aren’t rushing for the bell
● Online learning is quite good because it is really easy to go back and find work I have Done and videos and
websites for revision
Examples of responses to
“Please complete the sentence “The main problem with online learning is …
● It’s given me nothing but bad vibes this entire time.
● its hard to stay focused
● it can sometimes be difficult to get help quickly
● When you’re struggling with the task and you don’t want to ask for help.
● The main problem with online learning is not being face to face with my teacher.
● sometimes the instructions arent clear enough for me at least
● The main problem with online learning is the internet side of it. [textbooks can’t stop working]
● Stuck sitting in my room all day, hard when it’s so sunny outside
● i don’t know how to use everything on the computer and i get distracted sometimes
● managing to balance our subjects and planning out when we are going to do each subjects work.
● The main problem with online learning is being bothered to get up and do the work
● Not being able to do experiments to see how it works for myself.
● Deciding when to do everything were as in school we have a set timetable
● The main problem with online learning is when teachers don’t make their instructions as to what we
are suppose clear enough.
● We can get a bit lazy at hoMe

 

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Jayne Mays, Fintry Primary – Online Learning with STEM Challenges

Jayne Mays, Fintry Primary
Jayne Mays, Fintry Primary

When the prospect of a lockdown became apparent I, as an RCT teacher for the whole school, began to panic. My main concern was how will we be able to continue to develop the skills that they have spent the past 9 months working on with myself in Digital Technologies/STEM?

So when the lockdown resulted in both home and online learning, I had to think outside the box. I was aware that not all of our children would have access to a device to participate in online learning or even have the tools to complete the schemes of work we had planned on doing in the coming weeks.

 

For the home learning packs, I created STEM Challenge Grids – one for infants (P1-3) and one for upper (P4-7) classes, which you can see below. These grids encompassed previous learning since the beginning of the session, allowing the children to consolidate their learning. They were encouraged to share their progress with us via our school twitter account, or through an email (which we then shared, with permission, to our twitter feed).

 

 

I then had to start thinking of ways to continue the STEM learning as the lockdown progressed and the above grids would be getting completed.

This was when I decided to brave the camera and give the whole school STEM challenges twice a week (a Monday and a Thursday), each week would focus on a different letter of STEM for both challenges. This allowed the children to experience some old and some new learning in fun ways. The videos I make are done in one take, whether it works or not, and if it doesn’t work I will often keep persevering until I get it right so they see the process of evaluating and adapting, or if I would like them to figure it out without me giving them the answer, I will stop and challenge them to complete it better than I did!

These challenges are posted on our school twitter feed and the Microsoft Team channels for our P4-7 and ESA children.

Some of the challenges that we have had so far include:
★ Creating a ramp for an easter egg that smashes the egg at the end
★ Creating a paper ball using origami (which also doubled up as a water balloon)
★ Scavenger Hunts – maths and electronic focus
★ Designing a BeeBot and then creating a maze for it to go through, writing with 3 different levels of code ★ Chemical Reactions with Vinegar and Bicarbonate of Soda
★ Pushing pencils through a bag of water
★ Fitting through a piece of paper
★ Creating patterns
★ Growing a rainbow
★ Completing Barefoot online games
★ Completing Hour of Code games

Similar to the grids, I encourage the children to share how they got on and the feedback from the children has been great. They have been up for the challenges set, and some have even replicated the videos I’ve made (and done them so much better!). The children sometimes share videos or photographs of their challenges at different stages through email, uploading to Teams or the school twitter feed.

Through these STEM challenges, the learners and their families are exposed to different areas of STEM and are enjoying it. Which will definitely help us in the future as we drive STEM forward within our setting – so maybe rather than being apprehensive about how we would continue developing skills we had worked so hard on since August, I should have been jumping for joy as now they learners can share their STEM learning experiences first hand with their families and get them involved!

Jayne Mays

Twitter  @jaynemays__

To view the full sway including videos and grids, please click the link below.

(Glow account required)

Go to this Sway
craigie high school blog post header

Craigie High School’s Digital Journey during Lockdown

 

Craigie High School’s Digital Journey During Covid-19 Lockdown

Before Covid-19, Craigie High School was looking to improve digital engagement for both pupils and staff. We werein the process of self-evaluating and looking to work through the Digital School’s award just as Covid-19 closed our schools. We had created a Digital Teacher Learning Community and set up the Twitter page @digilearnchs in order to showcase examples of high-quality digital learning and teaching in our school. If we can take any positives from lockdown, it is that Craigie Staff have gone above and beyond to improve their digital skills at home. We are looking forward to returning to school and continuing on our journey to become a Digital School. We are definitely much further forward than we were in March!

At Craigie High School staff have found many creative ways to engage pupils remotely.

Many departments have set up individual class teams on Microsoft Teams, allowing them to access resources and talk to staff directly. Many departments make use of the assignments tool to track pupil engagement and mark homework this way. We also have whole year teams, where pupils are given more generic resources and information. This has allowed for a more collaborative approach from staff and sharing of good practice. This can also be seen on our Whole School Staff Support Team.

Online Support Hub

Resources have also been added to our Craigie Online Learning Hub for pupils who may have trouble accessing Teams or may prefer a different format. This is a public facing website which has information for both parents and pupils on how to support learning for home. This directs pupils to information about lost passwords etc, and has links to lots of useful revision websites and fun learning tools. This also has information for pupils and parents about how to cope with learning from home and some information about the importance of Health and Wellbeing at such a time.

Twitter

Craigie also continues to use Twitter effectively. Our whole school Twitter page keeps parents updated with all important information, as well as retweeting information from partner agencies and individual school departments,. Each department has their own twitter account and has been sending out many encouraging and positive comments along with essential information for parents and pupils.

The Art department, for example, have set up a 30 day Drawing challenge and tweet examples of excellent work from very talented pupils.

 

In Home Economics, pupils have been given lots of resources to learn practical life skills at home. There have even been differentiated lesson plans sent out for pupils to work on catering for their different dietary requirements. They have also used their Twitter to share examples of pupils finished recipes.

The Science departments continue to share many different exciting videos and resources for pupils. The Biology Department have set milk and volcano home experiments for pupils and a spring photography challenge. They have been sharing excellent examples of home learning from pupils on twitter.

Pupils have been making use of One Note in Science. They have made a poster about an animal and its habitat/diet etc using a rubric attached to their assignment in Teams. Some have done this digitally and uploaded it, others on paper. They’re all uploaded to their pages of our class notebook.

They have also been completing class work through OneNote, including an experiment setting up a pitfall trap and counting and identifying the insects they trapped the next day.

 

 

School Videos

Our lovely Support for Learning Dept sent out a video message on twitter to allow pupils to see a friendly face. We are currently working on a Prizegiving congratulations message and a staff wellbeing video.

Music and Drama

Our Instrumental service has set up teams groups for all instrumental pupils, they have access to video lessons, sheet music, discussions etc. Mrs Mackay has have delivered instruments and music to around 25 kids. Some of our pupils are performing outside at 8pm on a Thursday night, over the rainbow on 28th April drew a lot of participation and engagement. Our seniors are currently working on a music video which will go out in a few days. Drama pupils are engaging with the National Theatre online resources which are brilliant. Pupils have also engaged with creating online performance videos which have been edited together by one our wonderful music instructor, Mr Nicoll.

 

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RMPS

Unfortunately, the RMPS dept did not get the chance to take part in the Youth Philanthropy Initiative before the school closure. However, a ‘Your Community Fund’ challenge has been launched by the Wood Foundation. Our RMPS dept are working with pupils to create presentations explaining the reasons for donating money to a local Dundee Charity. S3 (new) have been set the task the task of writing a letter to someone they find inspirational. For example, they are able to choose to write to a key worker or even someone in their family. The returns have ranged from writing to a nurse at Ninewells hospital thanking them for their hard work and also a beautiful letter to a Gran who is also a care worker who has to come home and look after Grandad who is ill. I’ve been encouraging these pupils to actually send their letters of appreciation on.

Also for June, pupils in the BGE are going to be set this RMPS Superstar challenge.

Office 365 Tools

We have also been making use of Microsoft Forms and Insights on Teams to monitor pupil engagement and check for understanding. We have also been using other Office 365 tools through glow such as Sway to try and encourage digital literacy in our pupils.

 

 

Some staff have been providing live online lessons through Teams, whilst others have been videoing themselves teaching and uploading these to onedrive for pupils to access.

Online Classrooms

Staff have also created Online Interactive Classrooms. These have been updated with links to work, and sites along with showcasing pupil work. They look amazing!

And so much more…

Our Duke of Edinburgh candidates are still being supported remotely too, with teachers sending links and advice to help pupils to continue their award through challenging times.

Staff have also been working on continuing their professional development, and the introduction of a Craigie High Quality Learning and Teaching webpage is helping staff to consider new ways of teaching on their return to the classroom. They have also been attending Dundee City Council Online Digital Support Webinars. Finally, our amazing Parental Support Officer has delivered over 130 learning packs to pupils. She is joined by PTG’s PSWLAC and PTSFL in making weekly calls to pupils and their families. Food parcels are also organised on a daily basis for our families through other foodbank agencies.

 Twitter : @craigie_high and @digilearnchs

whiteboard app download from teams

Microsoft Whiteboard

This is a blog post about how you can use Microsoft Whiteboard with Teams.  (https://whiteboard.microsoft.com/) This video shows some of you the choices that you currently have for using Microsoft Whiteboard. There are two options main options, firstly to share a Whiteboard from a Teams meeting and secondly to create a Whiteboard and then share … Continue reading Microsoft Whiteboard

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