In the Wakelet collection below, I share the benefits of embedding media directly into OneNote to simplify workflow and bring content to life.
Click on the image below to access the collection 👇
I am an Additional Support Needs teacher at Lanark Grammar School. I am also an MIE Fellow for Scotland, MIE Expert, Master Trainer and MCE (Microsoft Certified Educator). I am also a Flipgrid Student Voice Ambassador and Grid Guide and a Wakelet Ambassador and Community Leader.
I was awarded MIE Expert of the Year for Scotland 2019-20 and I also won a global competition ran by Flipgrid to attend E2 Education Exchange in Sydney, Australia.
I am Rosslyn Lee and I am the Digital Skills Coordinator for North Ayrshire Education. Part of my job is to support staff and pupils in our schools with all aspects of digital learning and teaching. I became a Microsoft Innovative Educator Expert in 2017 as I recognised the value to my professional learning as well as my training role. Completing courses on the MEC is a great way of keeping up to date with O365 developments as well as providing me with opportunities for professional learning, not available elsewhere.
The North Ayrshire Music Service consisting of 23 peripatetic instructors has been and continues to be very successful in delivering music instruction across the authority. North Ayrshire young musicians regularly achieve great success at the Ayrshire Music Festival as soloists and ensembles. There are two authority ensembles who take part in the annual National Concert Band Festival, again achieving success within Scotland as well as at the national finals.
The Music Service has used a phone app for several years to distribute information to pupils and all staff have their own laptop to digitally record pupil achievements. Microsoft Office365 through Glow is the platform that the Music Service utilise. Use has also been made of a staff Sharepoint site for a number of years. This is maintained by the Music Service Admin Officer. However, the current COVID-19 crisis has had a huge impact on the delivery of their service.
As a forward-thinking service, Ronan Watson, the Music Service Manager started to look at how instruction could be delivered remotely. I worked with Ronan to help develop their use of Microsoft Teams, a blog, a Sharepoint site and a You Tube Channel. Two of our instructors recently achieved Certified MIE status as they see the value in this type of professional learning which will help support their work now and in the future.
MUSIC SERVICE BLOG
The blog is public facing and serves to provide information about the Music Service to parents.
The Sharepoint site was set up to give primary pupils access to resources and to allow staff to communicate with them about their tasks. The site contains a document library for each school with folders for each instructor who works with that school. These folders contain uploads of music, links to the Music Service videos on You Tube and soundtracks as well as records of work for pupils in the school.
YOU TUBE CHANNEL
The You Tube Channel was set up as unlisted to allow the instructors to upload videos of themselves demonstrating instrumental techniques to pupils. As neither Stream or video conferencing with pupils is possible using Teams in Glow, a solution was required to provide some visual instruction and it was felt that You Tube was the easiest option to share these videos.
Several months before lockdown, I was asked to look at Vscene, video conferencing software from Ajenta, as a way of delivering Advanced Higher subjects and also to facilitate lessons to Arran High School, our island school who have challenges around staffing as well as access for staff. Indeed, in January this year the ferry service was severely disrupted for most of the month. Vscene seemed to be an ideal solution for us.
Due to COVID-19, I decided to trial Vscene with the Music Service and they are piloting it until the end of June to assess its suitability. It is highly likely that music tuition will continue to be delivered virtually to pupils, whether in school or at home, for some time yet as schools attempt to keep numbers in their buildings to a minimum to comply with social distancing rules.
A few of the staff also use Teams to communicate with pupils. Here pupils can find files of music they require as well as upload their own practise audio files.
One of the instructors, Fiona Ramsay, has created three Teams for her clusters and communicates with her pupils by posting announcements regularly. None of her pupils had ever used Teams before lockdown and it has taken time to persuade some of them to engage, however she is making progress and they are now posting questions as well as uploading their work.
Fiona also makes up Microsoft Form quizzes for the pupils and has a channel to support pupils using Teams. The ‘Ask Mrs Ramsay’ channel avoids the general channel from becoming cluttered.
Feeling that pupils were becoming more comfortable with Teams, Fiona recently started to use OneNote. Pupils sections include their Practise Diary where they can upload their audio files and receive feedback privately.
Remotely delivering a practical subject like music has its challenges. However, the North Ayrshire Music Service has risen to these challenges and is striving to maintain its delivery of music lessons to pupils to as high a standard as possible. These methods will never permanently replace face to face tuition but serve to deliver music instruction to our pupils in the best way possible, given the current circumstances.
Hello, I am a Computing Science teacher at Falkirk High school, this post is about my experience of moving to remote learning and my journey through it until the summer break. I have been an MIEExpert for 3 years and gained MIE Trainer status during this period of remote learning.
Before moving to remote learning Microsoft Teams was used by a small number of teachers across our school. I lead the schools eLearning staff working group and had been providing training to these colleagues on using the main features of Glow (Teams, OneNote Notebook, Forms, Sway, O365 and Immersive Reader) that we thought would be most useful in our setting. We had planned to roll this training out across the entire school this year with eLearning staff and our pupil Digital Leaders supporting and leading the way. This did happen, just not how we had planned.
In the two weeks prior to starting remote learning I provided training sessions to staff on the basics of using Glow and Teams so that all staff had a grounding on it and could use this whilst working from home. I also synced all Glow pupil groups within our school to enable staff to quickly create the teaching groups and teams they needed. All Staff rose to the challenge and engaged with digital learning tools in a way that I have never seen before in my 20 year teaching career. I remember one of the last things I said to my Head Teacher was that “My silver lining out of all of this will be the staff engagement with Digital Tools and Technology for learning.” My view has slightly changed on that front – I’ll explain later.
I have been using OneNote Notebook for a number of years and then Teams when it launched in Glow with most of my classes. I had used O365, Immersive Reader, Forms and Sway before but not extensively. Additionally, some of the tools I’m using now I had never heard of before remote learning.
When setting up my Teams I wanted to make things as easy as possible for pupils to locate work and navigate their virtual learning space. With this in mind, the first assignment I set all of my pupils was a ThingLink on Navigating our Team. This gave them pictures of their Team with links to explain each part so that they could gain an understanding of how our virtual classroom was laid out and would operate. ThingLink is a digital tool that I had not heard of prior to remote learning but is one I will definitely continue to use. I had great feedback both from pupils and staff on it and great engagement from both when using it.
All of my Teams have been set up the same way. I have added different channels to hopefully indicate what each one is being used for rather than all communications being in the one General channel. It can otherwise quickly become clogged up making it difficult to locate work, etc. I also set my General channel for staff only commenting as this is where I post Assignments and Announcements to. This should mean that it is easy for pupils to see the weekly work and important announcements.
I am using Assignments to issue weekly work to all pupils. This means that each child gets their own editable document (Word, notebook page, spreadsheet, PowerPoint, etc.) that they can work on, complete and submit for marking and individual feedback. Pupils can clearly see what assignments they have outstanding and completed. Using the Grades tab they can also see their progress and scores for all submitted tasks. All of my Teams have a OneNote Notebook which gives each child a space to work.
My organisation and layout of my notebooks has developed through remote learning. I now have clear Success Criteria, Tasks and Exit Passes to help the children see exactly what they need to do for each lesson and for me to gain feedback about how they felt about that lesson.
I have been teaching programming to my new S4 class. We started this when we “Moved On Learning”. At our school we code in Python and normally use our desktop PCs or Laptops in the lab, however, not all of my pupils have these devices at home. Some are using a tablet or their phone to complete work. Some have opted to download Python onto a device while others are using PythonAnywhere which is all done online. The actual Python coding is identical in both environments but the platforms themselves are quite different, therefore, I have been recording myself doing the tutorial tasks in both platforms and embedding these into a Sway each week. The pupils then watch the tutorial for the platform they are using.
I was delighted when pupils were attaching their programs to their assignments when it showed me the code in the assignment window. I did not expect to see the code within the Teams assignment. This meant that I could view their code, mentally run through it to check that it would work but it also made discussing their code easier. Because I could see the code line numbers it made our discussions easier because I could state the line number in which they needed to revise. There were occasions where it was necessary to “show” pupils what I meant as communicating via keyboard was not always easy and I have started using Trinket for this type of thing. I can create Python code in Trinket and share it via a link with pupils to edit and experiment with which has helped them to see the differences between their code and mine. Trinket is another digital tool that I was unaware of prior to remote learning but will definitely continue to use.
I have also been using Forms to create surveys and quizzes. Sometimes I have set these as the weekly work tasks on their own but also embedded these into Sways and OneNote Notebook pages depending on the task. This has allowed me to combine a variety of resources (theory, pictures, video and quiz) enabling all of the elements of that task to be in the same document making it easier for pupils to complete the work set for them.
I have had positive feedback from pupils when issuing praise stickers for completing work, being kind or helpful to others in the team and have received praise from pupils myself. Which I must admit nearly made me cry. It was really nice to get this from pupils as it let me know that everything I had been doing was working, helping and appreciated.
Other Digital Tools that I have been using to support teaching and learning during this time are Wakelet, Flipgrid and Canva. I had been using Wakelet this year with my Higher Computing class. We had been adding online resources to it as we came across them building up a bank of revision materials as the course progressed. During remote learning I have been using it as a central point for storing staff training “How To” videos that I have produced. I have added the Wakelet as a tab in our whole staff team so that everyone can access it easily. As part of the staff CPD Training that I offered I created a Wakelet on making a virtual emoji classroom and shared it with staff to help them to create their own virtual classrooms. I have used Flipgrid to record ‘shorts’ (videos of less than 10 minutes) and shared these with pupils in my Teams. These short videos have normally been instructions on how to do something or a welcome to our team message from me. I have not used this app with pupils recording their own videos but this is something that I would like to be able to use in the future. I stumbled upon Canva during an online CPD session that I was taking part in during remote working. Canva is a design app that allows you to quickly design and create great looking publications either working from templates or from your imagination. I have used it to create certificates of appreciation for my pupil Digital Leaders, pupils submitting work, infographics, a twitter header image and various Teams announcement banners. All of your creations can be animated, downloaded as pdf, image or video and shared with a link directly into my Teams, etc.
My other roll during remote working has been training and supporting staff within my school with Glow, Teams, using Assignments, O365, ThingLink, Forms, Sway, Voice Overs in PowerPoint and OneNote Notebook. This has been great fun and very rewarding with staff sharing their successes and creations with me. Again reinforcing my original ‘silver lining’ from lockdown. However, I did say earlier that my view of that has slightly changed and it has – I’ve been so impressed by our pupils; taking part, sharing, asking questions and trying things out, however, in equal measure also by their parents and folks at home, supporting them (and me). I have received some lovely messages from them which has been greatly appreciated.
I have also achieved MIE Trainer status during remote learning. I had completed my own training for this way back in 2018 but had never tracked the training and support I had been providing to staff until now. Something else from remote learning that I will continue to do.
My silver lining now – the way in which pupils, parents and teachers have collectively engaged with Digital Tools and Technology for learning.
The amazing MIEExperts up here in Scotland are keen to help teachers across the country whenever they can. As well as sharing on Twitter, below you will find a list of those that you can reach out to in your Local Authority and beyond for help and support with using Microsoft Technologies in your class and school.
This could be help with running a staff training session, ideas for in the classroom or any general tech questions you may have.
The MIEExperts have added their twitter handle to connect that way or you can complete the contact form at the bottom of this page and someone will be in touch.
Members of Team MIEEScotland can be found in schools, colleges and councils all across the country.
Hi I am Mandy Davidson Acting Principal Teacher Curriculum Support (Wider Achievement) RME/RMPS/Care at Lenzie Academy.
I came to be a Microsoft Expert because it was the easiest way to find out how the limited technology I had could be put to the best use. Nobody around seemed to know the answers to my questions or to even know a person who might. Discovering the Microsoft Educator Centre and meeting individuals like Malcolm Wilson (@claganach) and Sarah Clark (sfm36) and Ian Stuart (IanStuart66) helped me see what could be done if I kept trying. My first sway for the MIEE application focussed more on what I hoped to do than what I had already achieved. I was amazed when I was given the place on the roll of honour! The more I’ve talked about my role as an MIEE, the more I have realised that there is a barrier between many of my peers engaging with this massive CPD opportunity and ironically it is not ” time” that none of us have had prior to lockdown. The barrier is recognised by many departments in my school and no doubt schools around the country, who display posters detailing the different approach between having a fixed mindset and having a growth mindset. Yet the very teachers who encourage their pupils to” prepare to fail ” as a learning opportunity, to accept they are always learning and quote the line “it is not I can’t but I can’t yet”, will shake their heads when I suggest that they too can become a Microsoft Expert. I always say I use a computer like a drive a car; I can do the basics and familiarity makes it easier, but I’m no mechanic!
The more experienced we become as a teacher, the more comfortable we become with our areas of expertise and the more concerned we are about what we don’t know. In some subjects where the content changes little over the years, the comfort and the fear may be even more of a contrast . The perception that the students around us need to know that we are the experts, in order to accept our delivery of lessons, fuels the fear that we cannot experiment with new platforms in case it all goes wrong. Looking at the fixed mindset image above ask your self honestly how many of the fixed mindset phrases have you used when discussing using technology to teach?
Lockdown has forced many teachers to turn to technology in order to continue to provide education remotely. The opportunities created by using Teams, Forms, Sway and PowerPoint with narration have been publicised and many teachers are now engaging with them. Countless organisations are offering advice, how to videos and it can all be overwhelming for someone with a fixed mindset who has hitherto been very comfortable with their individual face to face approach to teaching.
So my advice as a Microsoft Innovator Education Expert is quite simple. Use the MEC tile that already exists in Glow. If you cannot find it on your launchpad then add it from your apps library. Then explore and develop your own growth mindset! Start from an area with which you are familiar, it could be Teams or other Office 365 tools and watch the videos and complete the quizzes.
They really are not scary and although you have to gain 80% to pass, there are resit opportunities so what do you have to lose!
Once you pass some quizzes you will gain badges in your personal profile.
Each badge is worth a number of points and all can be used as part of your CPD evidence for GTCs
Some badges also come with certificates whilst others are part of learning paths and the certificate is awarded at the end of a significant amount of work. Each certificate details the time spent on acquiring them.
Engaging pupils Collecting badges can become addictive once you realise that, just spending a little bit of time working through the video tutorials, can save you hours of time in creating and distributing quality learning opportunities. Before you know it you will have acquired 1000 points and you become recognised as a Microsoft Innovative Educator and you join a fast paced growth mindset community from where your learning will really take off!
The MIE Community In Scotland exists in the virtual world so even if there is nobody at your school that has any expertise in using Microsoft tools, you can gain support at the click of a mouse, from teachers just like you, who have learned the short cuts and possibilities available through Glow and are willing to share. Twitter is the platform outside of glow where you can gain insight into how you can stretch your understanding, as most of us have twitter accounts and there are regular tweetmeets for #MicrosoftEduChat#TeamMIEEScotland and #MSFtCelt ( team Scotland together with the Welsh team). What makes us experts is not that we know the answers but we are not afraid to ask the questions – how do you do that? Is that on glow too? Can I have a copy?
So as an experienced RME teacher what are my favourite tools for teaching and learning? Microsoft Teams is key as you can literally teach an entire course through a class team. I facilitate a Religion Beliefs and Values remote learning Team, as with the minimal support required for the Level 5 award the pupils who have opted into this team just work their way through their investigation and reflection. The fact pupils can literally complete all work on their phone helps to engage many of them more than a jotter and a text book. Forms to gain pupil voice or quizzes for formative learning are quick and effective and last of all my love of Sway with the ability to include so much information in an accessible format where readers can focus on what they need to learn. With these tools I have increased my engagement with pupils that I only used to physically see once a week and for whom the instant and personalised feedback encouraged greater participation and deeper reflection. Now I am shielding physically away from my closed classroom, this interaction has continued and the record of all interactions are now documented in the new Insights tab.
As the PT of Wider Achievement I can facilitate a number of Youth Achievement Awards via Teams and together with our school Youth worker Caroline Shirreffs we are currently supporting senior pupils creating their Personal Development plans for their Platinum Award. Being able to have online meetings has actually given us more time than we would have managed to gain in school as these pupils have such busy lives! My YPi teams who collaborate via Teams chat and create group presentations show the scope is as limited as the learner’s imagination.
You may have thought you did not have time to learn about all these tools but the time it saves makes up for the investment. You just need to be a bit braver and click on the MEC tile. A whole new world of opportunities await!
Hi, I am Shelley a Business Education Teacher in the Scottish Borders. This is my first year as an MIEExpert and a Microsoft Trainer and I am very passionate about digital technologies. Due to the nature of my subject in School I am fairly comfortable with using Microsoft software and I have
been using Microsoft Teams for about 3 years now, so the transition to remote learning for myself has been quite seamless.
My Local Authority has introduced 1:1 iPads in Secondary Level, you can follow the progress of this @inspireSBC
What am I using in my Virtual Classroom
Class Notebook/One Note
PowerPoint (creating video content)
Satchel One (Show My Homework)
Post it App
This is used as a tool to communicate with learners and give praise. I have several channels:
Question & Answer
Whole Class Feedback
The General Channel is for Owner only posting, this makes it clearer for learners to access information without it getting lost in a long thread. This means that announcements are clear. I LOVE announcements you have the ability to personalise your header and make information stand out.
Any queries/questions are put in the Q&A channel. I also use this channel to give out praise to students to help build realtionships.
The Exit Channel is used for learners to post their POST IT note exit tickets directly to this channel from their app.
I also have a weekly Assignment Task for each class which will either be Summative (points attached to task) or Formative (rubric attached to task).
The benefit of the weekly assignment is that all information is automatically stored into a digital grade book which can then if need be exported to excel. You also have the INSIGHTS tab which allows you to analyse your data.
I have set notebooks up with the Microsoft Teams Apps for each of my classes and created Sections for them so that they can keep a Digital Jotter of their work and I can monitor their progress and give feedback.
Benefits of the class notebook are immense from easily distributing pages, reviewing student work and leaving feedback. I love the versatility of being able to embed Audio, Video and Microsoft Forms directly into the one page making accessing resources easier for learners. I also love that learners can reply verbally to feedback or use the audio tool as an exit ticket. This then allows you to stay connected (its lovely to hear their voices!) but also identify any misconceptions that may need to picked up on the following week.
I am using this as an interactive classroom. Each of the tags can be clicked and will give learners either video, text or tasks. It allows me to also add audio to any of the content. This blog does not support the interactivity/embed in the graphic but you can click HERE to go to the online version of this example.
I’m a primary school teacher, passionate about digital learning but by no means an expert.
This is where I am in our class learning journey with Microsoft Teams after 8/9 weeks of lockdown.
I am now using Thinglink as an interactive classroom, below is an image of my example to show my interactive classroom, the blog does not support embedding so you will need to click on the image or link to be able to click on the hotspots in the Thinglink.
So I thought I’d tell you a little bit about the journey, where I started, what I did and why and where I am now.
Yes, I have been teaching Digital Literacy skills to every class I’ve ever taught from the first week, including this years primary 1b (brilliant). The trickiest thing I found for the wee ones is keyboard skills, learning phonics is tricky but ‘find the ‘a’ on the keyboard’ was just another way of identifying and learning the sound, playing with keyboards, typewriters, another choice.
Before lockdown all of the p1b boys and girls could login to a desktop, click on a shortcut and login to a website with little or no help using their own unique login.
The week of lockdown I showed them Glow and Teams, they logged in and logged out.
Microsoft Teams is where I communicate with my class
In the beginning
A typical day started with a post from me saying good morning and
asking the class to reply to the message answering a question, e.g. best part of your weekend.
Suggesting activities/tasks, e.g. Sumdog, Reading Eggs.
After 8 / 9 weeks in we had progressed to:
A typical day starts with an Announcement with a pretty image to catch the eye and mark a new day. The morning message can include lots of different things and reflects the morning meeting message we did in class at school:
What’s in store for the day
An MS Forms poll about something, e.g. vote on a story, when to meet
I have learned a lot of digital skills since becoming a MIEExpert in 2016, however I had not had the opportunity to explore Microsoft Teams fully with a class. When we found out that pupils would be learning from home I refreshed my memory of Teams by using the courses on the Microsoft Educator Community. I then took some time to explore using Teams and thought about how I could make it suit the needs of my pupils in a way that was organised and manageable for me.
I have taken an asynchronous approach to teaching and learning since many families have limited access to devices. Every day I post a class information document in the General channel; this includes the date and a visual timetable, using the same visuals that we have in the classroom. In the class information document I post links to the relevant curricular area channels that the children need to access for their learning for the day.
Use of Channels
I have found that having a separate channel for each curricular area has helped to keep classwork well organised, benefiting both myself and the pupils. When I post daily work I make an announcement in the relevant curricular area channel with the date and attach the relevant documents. This means that pupils can easily look back in the channel if they have missed any work on a certain day.
Initially pupils were having difficulty with accessing PowerPoints so I have switched to uploading PDFs. This has helped the class to easily access the work on the different devices that they use.
The pupils do not have permission to comment or post in the curricular area channels as I felt like their comments would result in the work I was posting getting lost. I still wanted them to have somewhere to socialise with each other and so set up “things to do when you are bored” and “random chat” channels. The pupils can all post and comment on these channels and it has given them a way to share fun ideas with their peers. The pupils can also post in the “questions about work” channel if they need some support. I have found that having this channel ensures that I do not miss any questions from pupils.
When in school my class use Seesaw to share their learning with their parents/carers. As the pupils and families are familiar with this I decided to carry on using this while schools are closed. Pupils have a home learning code which allows them to post their work directly to me. I can then mark their work and store it in their online journals for each curricular area. Some pupils have opted to post their work to me on Teams and do so using the “submit your work here please” channel. I then transfer their work to Seesaw. Due to the class being used to using Seesaw I have not explored using the assignments feature on Teams, however this is something I would like to use in the future.
Every Wednesday we have a class call on Teams. During this time pupils have time to chat to one another and then we do a class quiz using either Kahoot or Quizziz. When using Kahoot I share my screen in the Teams call so that pupils can see the questions and answer them on their device. If we use Quizziz I share my screen so that the pupils can see the live leader board during the game. The class have really enjoyed these calls as it gives them time to hear the voices of their peers and take part in an activity in a similar way to what we would do in school. It has been lovely to hear their voices and laughter during the calls. I feel like this has helped to maintain positive relationships with the class and helps the pupils to connect with one another during this difficult time.
I have found that organising my class Team in the ways described in this post has helped to keep the Team accessible and organised for everyone using it. After a few initial technical issues in the first week the online classroom has been running smoothly and successfully. If you would like to see examples of the work the class have been producing I have been uploading some of their work on Twitter.
Being a Microsoft Innovative Educator Expert (MIEE) has allowed me to develop my digital skills over the past five years. However before this current crisis I had only used Microsoft Teams with a few classes. One of the first things I did was review some of courses on Teams and Forms on the Microsoft Educator Community to reacquaint myself with some features and to learn new ones.
My philosophy is that good learning and teaching is good learning and teaching whatever the context and it is about using the digital tools to support our pedagogy choices.
Firstly it is important to have clarity, I mean this both in terms of what you want the students to learn and how and also the clarity of the instructions that you are providing to your students.
Some of my tips for clarity are:
Use more than one channel in your Team. Posts about assignments are made in the general channel. It can be a good idea to make the general channel so that only owners (teachers) can make posts and have other channels for questions/chat. This means instructions can be clearly seen. The latest post is always at the bottom of a team. If the instructions move up the page you can move them back to the bottom with a short reply to the original post (you can even delete the reply if you want afterwards).
Use announcement within Teams, make the tasks explicitly clear and logical for your students. Try to minimise the number of documents that you want students to access for one task. Add hyperlinks within your Teams announcements to the resources that you want students to use whether documents or videos rather than instruction pupils to go to the files section and open file X.
Avoid making a post to remind about the work that just says complete the work stated in the earlier post. Instead either move the first post down by replying to it or copy the instructions from the first post and then make amendments for the new post. Sometimes it can be hard to scroll up the team channel to find where work is.
Consider making channels for different weeks of work or topics to help improve the clarity and to put all the questions asked in the same place.
Make the learning intentions and success criteria of tasks clear and place these within the wider context to help them scaffold learning to prior knowledge.
Be aware of the files that you attach for any student task. What size are they? What format are they? For example a PDF file is difficult to edit and cannot be edited directly in Teams. Make sure documents attached to assignments are the x version of the Microsoft files, docx, xlsx, pptx etc. rather than doc, xls, ppt.
Be aware that a number of learners are using phones as their main device. Simplifying instructions can help how many clicks they need to follow to read instructions and complete work.
Within the Teams assignments I also include all the hyperlinks to the file documents in the same way that I do for the announcement posts in the channel. These links can be copied from place to place.
Here is an example of one of my Team announcement post with a custom background, hyperlinks to videos and documents and in this case 4 assignment tasks.
My approach to planning learning has been to plan student work on a mostly asynchronous basis.
Retrieval practice quiz using Forms and sometimes a quiz on prior learning.
Introduction video (created using PowerPoint recorder) and shared via unlisted YouTube.
Activity task (Quizlet, Quizizz, Animations/Simulations such as PHET, and at home experiments)
Diagnostic assessment (Microsoft Form)
Consolidation task (Forms, card sorts in Excel, Padlet etc.)
Synchronous activities include:
Responses to questions posted on the Teams channel.
Weekly catch-up Team meetings with students, answering questions, providing advice and support, modelling tricky problems modelling on paper or using the Whiteboard app or OneNote.
Live quizzes on platforms such as Kahoot, Quizlet, Quizizz.
I am a physics and science teacher working in Angus on the beautiful and sunny east coast of Scotland.
In addition to being a teacher, I am a consultant physics teacher coach with the Institute of Physics Scotland and as part of that role have been running webinar training sessions for physics teaching using Microsoft tools. Details of support being provided for physics teachers by the IOPS can be found in the Scottish Physics teacher group on Talk Physics including shared Microsoft Forms quizzes, videos, introduction videos, simulations and activities.
I have a interest in professional learning, pedagogy, evidence informed teaching and have contributed to Pedagoo and ResearchEd Scotland events.