{"id":3263,"date":"2020-05-27T15:38:14","date_gmt":"2020-05-27T14:38:14","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/digilearn\/?p=3263"},"modified":"2020-05-27T15:38:14","modified_gmt":"2020-05-27T14:38:14","slug":"adapting-to-teaching-online-gillian-gillen-all-saints-secondary-school-glasgow","status":"publish","type":"post","link":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/myexampleblogversion2\/2020\/05\/27\/adapting-to-teaching-online-gillian-gillen-all-saints-secondary-school-glasgow\/","title":{"rendered":"Adapting to Teaching Online – Gillian Gillen, All Saints Secondary School, Glasgow"},"content":{"rendered":"

 <\/p>\n

\"\"Since <\/span>lockdown<\/span> kicked in my main concern as a teacher has been \u2013 how do we reach our learners? Pupils had all been given their Glow logins and passwords before the school closed, so we all created Glow groups and started sending tasks online. People rose to the challenge, sending fun, modern meaningful lessons with variety and structure.\u00a0<\/span>\u00a0<\/span><\/p>\n

Then the reality of Digital Literacy kicked in \u2013 many young people struggled to access their work and for those who did see the emails and reply, attaching a document was not straightforward. It <\/span>is often<\/span> taken for granted, Digital Literacy. There is a general expectation amongst adults that young people are \u2018whiz<\/span>z <\/span>kids\u2019 with technology. In my experience, across a number of schools, that is not the case.<\/span><\/p>\n

 <\/p>\n

Our Council is <\/span>providing iPads to learners \u2013 this<\/span> plan was in place well before<\/span> Covid<\/span>19. It is a staggered rollout, so some schools already have their devices, and some <\/span>are still <\/span>scheduled to receive<\/span> theirs over the coming months. Being <\/span>an active member of the Digital Working Group, I had already started preparing. <\/span>I have<\/span> a Student <\/span>Digital Leaders of Learning<\/span> group and <\/span>they were creating resources for use across the school. We had <\/span>iPad training<\/span> events where we promoted the use of OneDrive<\/span> so that lessons were readily accessible on staff iPads<\/span>. <\/span>I started a Digital Newsletter <\/span>to <\/span>smooth the transition to Apple<\/span>:<\/span>\u00a0<\/span><\/p>\n

\"\"<\/p>\n

\u00a0<\/span>When <\/span>staff<\/span> were issued<\/span> iPads earl<\/span>ier than planned it looked like we were all going to have <\/span>ample time to prepare ourselves <\/span>to <\/span>support learners with their iPads. <\/span>But<\/span> now we aren\u2019t in school. <\/span>Collaboration and development opportunities have been lost and <\/span>our priorities have swung towards doing the best we can with what we have, and adapting <\/span>rapidly<\/span> to the ever-changing needs of our learners<\/span>.<\/span>\u00a0<\/span><\/p>\n

Most of our learners have a device of some sort at home (some don\u2019t, and <\/span>they\u2019ve been sent <\/span>Home Learning Packs<\/span>). <\/span>I did a short video on how to <\/span>access Glow<\/span><\/a>, showing learners how to add to their Launch Pad and which Apps they <\/span>would need.<\/span> As my first wave of lessons <\/span>went out, I <\/span>quickly realised that pupils who would normally <\/span>embrace the tasks weren\u2019t responding to the emails. <\/span>The Glow groups default <\/span>meant that emails to the Group weren\u2019t going to their Inboxes and instead could only be viewed if the pupil went into their group. <\/span>If you access Glow from a browser like Safari or Chrome<\/span> on a mobile<\/span>, you can\u2019t even see the Groups menu<\/span>.<\/span> I <\/span>filmed a short video on how to access Glow Groups from a <\/span>mobile<\/span><\/a>, and I changed the defaults on my groups.<\/span> We put it on the school\u2019s <\/span>Facebook<\/span><\/a> feed and waited.<\/span> Gradually, there were more responses coming in<\/span>, but still not as many as we\u2019d like.<\/span>\u00a0<\/span><\/p>\n

\"\"<\/p>\n

I had screen recorded some of my lessons, doing a voiceover and t<\/span>aking my virtual learners through <\/span>PowerPoints<\/span><\/a>. I also downloaded my class novel and audiobook, and screen recorded <\/span>my Kindle as it read the first chapter of the book. I sent these out and <\/span>settled into some semblance of a routine. My younger learners really enjoyed the videos and were taking photos of their work and sending it in. I used <\/span>Mark Up and my Apple Pencil<\/span><\/a> to correct and <\/span>offer feedback, drawing sparkly stars on their work and sending it back. It was <\/span>when<\/span> I was chatting to teacher friends on WhatsApp that I discovered that this, too, wasn\u2019t <\/span>common practice. I recorded a short video showing how I <\/span>Screen Record a PowerPoint lesson, then sent it to my WhatsApp group. The questions then came back<\/span> thick and fast<\/span> \u2013 but where is my <\/span>screen record<\/span><\/a> button, <\/span>how did you get <\/span>Kindle to read<\/span><\/a> the stor<\/span>y<\/span> etc. I responded, adapted my videos and sent more. <\/span>I then started to drop them onto a YouTube channel so that they would be easier to find.<\/span> I\u2019ve improved them a bit, using <\/span>iMovie to <\/span>edit out passwords and adding a little background music to the ones for learners.<\/span> I\u2019ve since added <\/span>clips<\/span> on <\/span>sending Word<\/span><\/a> documents, <\/span>logging onto Glow in Word<\/span><\/a>, <\/span>and <\/span>using the dictate and Immersive Reader<\/span><\/a> on Word<\/span>. I have plans for more.<\/span>\u00a0<\/span><\/p>\n

\"\"<\/p>\n

\"\"<\/p>\n

These have all been in response to questions sent to me, both from pupils and <\/span>colleagues<\/span>.<\/span> I\u2019ve had some lovely stories sent by pupils since, all carefully typed into Word then shared links on Glow. Still not as many as I\u2019d like.\u00a0 I\u2019m hoping that once we are all back at school<\/span> I\u2019ll <\/span>gradually <\/span>be able to show my<\/span> other<\/span> learners face to face<\/span> how to do these things<\/span>, so that they can continue to build on their digital literacy skills and <\/span>really make the most of<\/span> all the fantastic resources available to them online<\/span>. If <\/span>learners<\/span> have the <\/span>technical <\/span>ability to <\/span>access and respond to the lessons,<\/span> it will improve <\/span>their blended learning experiences<\/span>.<\/span> We are now gradually introducing Teams to learners, and using it for lesson<\/span>s;<\/span> I think this<\/span> will<\/span> be where the fun<\/span> really<\/span> begins!<\/span>\u00a0<\/span><\/p>\n

Gillian Gillen<\/span>\u00a0<\/span><\/p>\n

 <\/p>\n

\u00a0<\/span><\/p>\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

  Since lockdown kicked in my main concern as a teacher has been \u2013 how do we reach our learners? Pupils had all been given their Glow logins and passwords before the school closed, so we all created Glow groups and started sending tasks online. People rose to the challenge, sending fun, modern meaningful lessons …<\/p>\n","protected":false},"author":58310,"featured_media":3277,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[31,135,67,78,102],"tags":[],"class_list":["post-3263","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-community-posts","category-glasgow-city","category-local-authority","category-regional-improvement-collaborative","category-west-partnership","eportfolio_category-none"],"jetpack_featured_media_url":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/public\/myexampleblogversion2\/uploads\/sites\/9784\/2020\/05\/04120247\/Screen-Shot-2020-05-27-at-15.32.59.png","_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/myexampleblogversion2\/wp-json\/wp\/v2\/posts\/3263","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/myexampleblogversion2\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/myexampleblogversion2\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/myexampleblogversion2\/wp-json\/wp\/v2\/users\/58310"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/myexampleblogversion2\/wp-json\/wp\/v2\/comments?post=3263"}],"version-history":[{"count":0,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/myexampleblogversion2\/wp-json\/wp\/v2\/posts\/3263\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/myexampleblogversion2\/wp-json\/wp\/v2\/media\/3277"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/myexampleblogversion2\/wp-json\/wp\/v2\/media?parent=3263"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/myexampleblogversion2\/wp-json\/wp\/v2\/categories?post=3263"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/myexampleblogversion2\/wp-json\/wp\/v2\/tags?post=3263"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}