Please find a link here to my presentation on " Music, Rhythm and Grammar-Supporting Recall" :
Really looking forward to try in my classroom all the new ideas that were shared!
Please find a link here to my presentation on " Music, Rhythm and Grammar-Supporting Recall" :
Really looking forward to try in my classroom all the new ideas that were shared!
Every online platform hiccups from time to time: you might get error messages, things don’t update, you can’t upload files, you can’t share what you need to share – and you can probably add to that list!
And, of course, it happens when you are trying to do umpteen different things.
Take a breath….and don’t panic – it really can happen when you are using any online tool, to anybody, anywhere. So don’t rush to change platform or switch tool. There are a few steps to try to see what you can do, and sometimes it’s doing things a slightly different way.
At times of network pinch and uploading files into the shared files area is causing an issue then try the following:
Microsoft shared this webpage with very helpful tips/solutions for using Microsoft Teams either in situations where there is poor bandwidth or when usage spikes – only point to note is that Glow does not have Stream, mentioned here, enabled https://support.office.com/en-us/article/use-teams-for-schoolwork-when-bandwidth-is-low-5c5675f7-1b55-471a-9daa-ec1e6df38262
If you’re using the online version of OneNote, but finding an issue with content not appearing, then go to either the desktop version for computer/laptop (if you have not already got this installed then Glow users just remember to sign in first time with your Glow email address) which can be used offline with no Internet connection and will sync when there is a renewed connection.
Alternatively, if you have a mobile device (smartphone or tablet), then use the OneNote mobile app – it too will work offline to access content which has already been synced or to create material which will sync when you have a connection. On the mobile app to push a sync to happen click on a page and pull down from the top of a page, or go to the top right and click on “Sync Now”
Click on the link below for a support guide from Microsoft for advice and tips if you ever experience syncing issues with OneNote – and there’s advice here regardless of which device you are using and whether app or browser.
If you are finding that the Word document online is not opening at times of network strain then click on the top-right button to edit and choose either to open in desktop or open in a new tab from the document files area in Teams. Or download the Word app (or Microsoft Office Mobile app) on your mobile device and open from there.
For more helpful advice click on the link below for the device platform-specific advice for syncing files:
Lockdown has highlighted the importance of students’ intrinsic motivation and home support and the large impact they have on students’ achievements. It has also shown that teaching needs to facilitate independence. For instance, some of the quietest students have been seen to produce amazing work that they would never have produced in class for fear of drawing attention to themselves.
However, lockdown has also sparked creativity in many teachers, parents and pupils and in some case made parents realise what teaching really is about.
It has also created many opportunities for teachers to upskill, learn about blended learning, online learning and reflect on our practice.
Pedagogy and new tools-A few pointers
Focusing on fewer aspects of the language and guiding students’ practice to ensure complete mastery and success has come out as the biggest priority
Acknowledging the need for more repetition, practice and pace when learning vocabulary.
Understanding what it looks like from a learner’s perspective, keeping things simple and along a linear organisation allowing the teacher to reduce undue technical difficulties for pupils.
Developing a principled approach like the one adopted by @BarriMoc : retrieval, short video presentation, practice tasks (dictation, translation, gap-fill based on the content), reading task and a writing or speaking task using Flipgrid . Everything is then put in one document with any resources hyperlinked to avoid needing to open and flick between multiple tabs including Textivate or Quizziz .
Exploring the use of Bitmojis and sharing on the Bitmoji Craze for Educator FaceBook group
Taking time to test new tools, like Genial.ly
Turning a book-based IGCSE SoW into a skill-driven one so that learning objectives and assessment align
Lockdown and teaching remotely have highlighted …
The importance of high impact, low stakes testing for informing planning as well as improving student retrieval and retention.
That the children love to be able to “pause” the teacher on Loom so pace of explanations during direct instruction may need to be adapted.
That learners benefit from creating sentences and actively applying vocab and grammar rules along with their own creativity. This gives all they/we are doing a sense of value, purpose and meaning. It creates a bond and link of learning trust between us even though we are remote.
That in online lessons, it is a good idea to include table of language chunks that pupils can use as a writing scaffold. Pupils can add in suggestions too. Extension vocabulary and structures need to be labelled explicitly. A simple example of an activity is to get pupils to read out their Target Language phrase. Teacher highlights (on zoom) . Another pupil translates. Creative follow-up is then offered for further practice.
That your instructions are never clear enough! It has confirmed more than ever the importance of quality instruction, explanations, and modelling with a lot of comprehensible input and chunks instead of single words. Voice record pro is great for making own listening.
Finally, the CPD…
There have been so many opportunities for all teachers and especially language teachers to upskill themselves to deliver effective language lessons remotely. I have collated many of them in a Wakelet here, with the most prolific sources of CPD being ALL, the Association for Language Learning , Linguascope, Joe Dale’s MFL Twitterati group (#mfltwitterati on Twitter) and the Global Innovative Language TeacherFacebook group created by Gianfranco Conti and Dylan Viñales.
Time to join the conversation!
Microsoft Teams in Glow provides the facility for you as the teacher to present live to your class via video meet. This can be useful if you want your pupils to have the familiarity of seeing you and hearing your voice, and to hear each other.
Don’t feel under pressure to use this video meet facility right away. And take on board safeguarding and employer requirements in use of such a tool, as well as being mindful of your professional teaching association advice.
Situations will vary as to what digital resources or facilities learners have access, and when, especially if sharing the same device in a home. And Internet connection available can be highly variable from one location to another, and one home to another. If you are sharing a message or teaching point then an alternative to live video meetings could be to share a recorded video.
If having a live video meeting is for you, then click on this link for specific step-by-step guidance from the Microsoft Support site to setting up a video meet in Teams for your class (note that this link is not specific to Glow so you’d need to be signed in first to Glow and then have opened Microsoft Teams – click here for more Glow-specific advice about Microsoft Teams on the Glow Connect site).
If you wish to have only your voice in the video meet then you might instead opt to have the camera pointing at an object (piece of work, paper on which you’ll demonstrate a teaching point, or maybe a piece of writing you’ll discussing together, or for perhaps a class toy/character/mascot figure.
Here’s how to invite everyone in a class Team to a scheduled video meet in Microsoft Teams in Glow, or to invite individuals: video meet in Microsoft Teams can be set up in 3 different ways and here’s a link to a very quick video showing how (just note that the third way is only available for staff-to-staff video meetings as chat is disabled for pupils nationally in Glow)
Helpful video by @StewartTweets showing 3 different ways to start a video meet in @MicrosoftTeams in Glow, whether immediate to whole Team, or scheduled for future specified time, or using chat to individuals or small groups #GlowScot #DigiLearnScot https://t.co/H4S13LXlEH
— Malcolm Wilson (@claganach) March 23, 2020
It’s worth being aware that for safeguarding reasons within Glow nationally currently video meetings permit only the teacher to broadcast video and to have only audio from pupil (which can also be switched on and off by the teacher), there is no access to anyone without a Glow account, and recordings are disabled.
To avoid pupils entering the class video meet before you, then there’s an additional way that you can set up the video meet in your Outlook calendar in Glow, choose to add it as an online meeting, selecting Microsoft Teams option, and then saving and opening the diary entry again before then adjusting meeting options underneath the “Join Meeting” link which is created to make all participants attendees and only you as presenter. Then copy the link for that meeting and only post it in your Team just at the time you are going to have the meeting. Once you have completed the meeting, and all pupils have left the video meet, you can then delete the meeting from the calendar to ensure pupils cannot then return later.
Hey iPad @MicrosoftTeams users/teachers, you CAN video meet in a channel using the App for iPad. You CAN share your screen using all your favourite Apps. Just released 'how-to' for teachers right here: https://t.co/yegrLi6z6E @mtholfsen @MicrosoftEDU @AppleEDU @Usingtechbetter pic.twitter.com/2PEoOkEeKM
— Paul Hamilton (@PaulHamilton8) April 14, 2020
— Microsoft Teams (@MicrosoftTeams) May 5, 2020
Note that for safeguarding reasons within Glow nationally currently video meetings permit only the teacher to broadcast video and to have only audio from pupil (which can also be switched on and off by the teacher), the chat function between pupils is disabled, there is no access to anyone without a Glow account, and recordings are disabled. These technical settings are in place to provide support to you and your learners but safeguarding is also about actions and behaviours which need to be in effect.
If you're planning to #livestream lessons or use #videochat with pupils after Easter, take a look at our 20 principles first for key #safeguarding considerations to keep #staff & #pupils safe. A3-sized version at https://t.co/6YBAgoo1FU#remotelearning #homelearning pic.twitter.com/77K7rI4zM7
— LGfL DigiSafe (@LGfLDigiSafe) April 3, 2020
Oh no – there's personal info on show while I'm streaming or doing a video lesson in @Microsofteduk #Teams. What to do?
Find out more >> https://t.co/SaLOtP5Wzk#KeepingChildrenSafe with tech during #HomeLearningUK@DominicWillit @ClareRiley100 @paulmorri360 @johnjackson1066 pic.twitter.com/vIjkrjlboi
— LGfL DigiSafe (@LGfLDigiSafe) April 7, 2020
Managing a video meeting involves more than getting technical settings right – it’s about setting expectations around behaviours to make for the most positive experience for everyone. As you might do in a classroom you may build expectations together with your class, such as when someone is talking then others might be encouraged to mute their microphone, or using the meeting conversation box to add questions or comments. There is no single way to manage a classroom, just as there is no single way to manage a video meeting. The following are suggestions by others who have found what was helpful in their situation, so you can adapt to suit what works best for your class.
Updated @LyndseyBalfe infographics to suit pupil and teacher expectations on @MicrosoftTeams on @GlowScot. Might be an idea to share this on your team to highlight your expectations to pupils pic.twitter.com/3IauJZ4wmp
— Yvonne McLean (@ymclean90) May 1, 2020
— Valerie Thomas (@Virtual_Valerie) April 14, 2020
— Matt Wade (@thatmattwade) April 14, 2020
— Rebecca Chapman (@MsBeccaChapman) March 19, 2020
Create a custom background with instructions for learners great for the start of remote learning sessions using @MicrosoftTeams. You can download my template and instructions here. https://t.co/cnk2BW8AFe #remoteteaching #MIEExpert #edtechchat pic.twitter.com/gwrfGMydJD
— Phil Whitehead #FE #HE (@PhilEdTech) May 4, 2020
.#Inclusive #RemoteLearning #Visuals thx @PhilEdTech for the idea to create customized @MicrosoftTeams backgrounds so we can support all learners #sd62 Thx to @goboardmaker @kwiens62 @stillquietplace @sylviaduckworth @angelaleeson4 for visuals. @tweetsomemoore @mtholfsen pic.twitter.com/MN5J3i4cKD
— Suzanne Harwood (@SuzHarwood) May 6, 2020
There’s no hard and fast rules about length of time to be on video. But there are a few considerations to be borne in mind. Live video meetings consume bandwidth so keeping live meetings shorter will be better for everyone taking part. If sharing a PowerPoint presentation (or other digital resource) then uploading first into the video meeting room rather than sharing your desktop will cause less bandwidth strain. Encouraging participants to mute their microphone (and camera if this is a meeting of staff colleagues, since in Glow the camera is not available to enable for pupils) when they are not speaking will help the experience be more productive for everyone.
What does the research say about the time kids should spend doing Virtual Learning Instruction?
It’s pretty clear.
— 𝚂𝚝𝚎𝚟𝚎𝚗 𝚆. 𝙰𝚗𝚍𝚎𝚛𝚜𝚘𝚗 (@web20classroom) April 7, 2020
Video meets eat bandwidth! And not everyone will have superfast broadband Internet connections. So if a video meet is something which is being undertaken then it is essential to consider how to minimise connection difficulties for all participants.
10 Tips to support students with slow Internet – a really helpful post by Matt Miller on his fabulous “Ditch that Textbook” site with lots of practical ideas for making the use of video meets friendlier for everyone, whether slow Internet connection or super fast, including easy to follow visual how-to guides.
— NDCS (@NDCS_UK) April 24, 2020
Click on this link for the Microsoft Teams for Education support page “Creating, attending, and running meetings while using Teams for distance learning” – this gives detailed help for a teacher for setting up a meeting, guides to how to manage a meeting, and tips and advice for working with your class of learners. The page also lets you toggle to see the advice for a learner in a class, showing what they will see, how it will work from their perspective and some general guidance about being a part of an online class in a video meet in Microsoft Teams. Note that for safeguarding reasons within Glow nationally currently video meetings permit only the teacher to broadcast video and to have only audio from pupil (which can also be switched on and off by the teacher), there is no access to anyone without a Glow account, and recordings are disabled.
Click on this link for a downloadable, ready to print if you choose, Teams for Education Quick Guide from Microsoft Support which has a section specifically on using setting up and managing a video meet with your class. Note that this is not specific to Glow so currently video meetings permit only the teacher to broadcast video and to have only audio from pupil (which can also be switched on and off by the teacher), there is no access to anyone without a Glow account, and recordings are disabled.
— Mike Tholfsen (@mtholfsen) April 10, 2020
Managing a virtual classroom can be stressful, so I created an infographic on how to manage your class during a @MicrosoftTeams meeting. @MicrosoftEDU #MIEExpert #MLCadventures #remotelearning #MicrosoftTeams #MicrosoftEDU pic.twitter.com/n353dPooXB
— Adam Rummelhart (@Adam_Rummelhart) March 27, 2020
Microsoft Teams Education: How to manage video meetings like a pro – very helpful guide by Matt Miller with lots of tips presented in visual step-by-step posters.
Need some ideas to make the most of Microsoft Teams video meetings?
Learn to navigate them like a pro. Scan these 20+ tips and tricks to level up your Teams game!https://t.co/m3g0XgnGcc#microsoftedu #ditchbook #remotelearning #elearning #onlinelearning #distancelearning pic.twitter.com/ygmtdkGFAU
— Matt Miller (@jmattmiller) April 15, 2020
Microsoft Teams can be described as an all-in-one Swiss-Army-Knife online digital tool – with facility for classroom conversations, shared space for collaborative Word documents, PowerPoint presentations, Excel spreadsheets, assignments tool for easily setting tasks for individuals, groups or the whole class (and providing feedback) and OneNote Class Notebook multi-purpose digital ring-binder, all made more accessible to all learners with Immersive Reader Learning Tools.
That might make it sound overwhelming for your class, so…
Don’t try and do everything at once! Microsoft Teams provides many features which can be used with your class but you don’t need to use them all right away. The Posts/Conversation area of a class Team is the first part users will see when they log into Teams, whether via browser, desktop app on computer/laptop, or mobile device smartphone/tablet. So this is the place suggested to start.
In the Posts tab you can share text, images or video.
So you can share information with your class either as:
Text (and where pupils can use Immersive Reader in the browser to read it aloud (pupils just click on the 3 dots to the right of the message and choose “Immersive Reader”);
Add a link to a web resource you wish the pupils to use;
Share a picture of a visual diagram of the tasks (as you might do in your classroom) – just click on the paperclip icon to upload a picture;
You might create a short video with your voice (so it’s familiar to your pupils) and the camera pointing at a piece of paper on which you are writing, or a book, picture or object such as classroom toy.
When you first create a Team for your class you will automatically get a channel called the general channel. By default everyone in your class will be able to post there. And at the beginning that might be okay as everyone starts to use it.
However often you might find that you want to provide another channel within the Team for general chit-chat for the pupils and you as the teacher change the settings so that the main general channel can only have content added by you. So once you’ve set up additional channels then go into the Team settings and switch off the facility for pupils to be able to post there so that only you can post in the general channel.
You can set up channels for different areas of learning, perhaps by curricular area or for a specific topic or a group. This can help keep conversations related to each area in their respective spaces and not all jumbled together.
It’s suggested to create a channel for your class to have friendly chat so that the general channel does not get cluttered there (telling them that’s what it’s for but that you can still see it). And then restricting them from posting in the general channel. As a member of staff in a class in Microsoft Teams you are a Team Owner
Here’s how you can add an additional channel for class chat where pupils can post.
Primary teacher Roddy Graham shared his ideas for how he’d structured his class in Microsoft Teams so that there were a number of specific channels set up for specific purposes. Choosing the channels to have for your class depends on you and your class so getting the balance between too few and too many is something which only you and your experience with your class can determine. As Roddy Graham explained “Too few mean people aren’t sure whether to post something or not, or it can get too clogged up with random things. With children using these, it may take time to work successfully but here’s some channels I’m setting up for my pupils to use and why.” Here’s Roddy Graham’s channels for his class, along with the explanations for the purpose of each:
“ The Library – a place to talk about books being read at home and share any related learning they do.
The Gym Hall – a place to share any physical activity they do, including home fitness or games.
Ask the Teacher – a place to ask non-learning related questions, possibly things that are worrying them and they need a bit of reassurance.
#NoFilter – a place to share photos of how they are spending their days so their classmates can view
Taskmaster – inspired by the TV show so a place to share a fun challenge/daily task for class to tackle
Literacy and Maths Tool Boxes – a place to share support resources for tasks set – websites, videos, documents
The Playground – a place where the class can chat about anything they like, just as they would in their school playground. The teacher can keep track of everything pupils type (and they are told this)”
You may add additional channels as works for your class, perhaps for curricular areas, perhaps having one for pupils to offer support or share knowledge to other pupils (as teacher Carol Diamond called her channel “Tiny Teacher Talk – where they can ask each other how to do things/for hints/tips or share their knowledge about something which is their strength), or maybe a Weekly Reflections or Time Capsule Thoughts channel where pupils might share about their experiences during distance learning over the previous week,; or maybe a Fun Foto Friday, Talent Show or anything else which fits in with building the culture of your classroom community.
How can you keep your Microsoft Teams classroom organized?
Use channels for specific activities
Admins only on general channel
Set up a tab for week's schedule
— Matt Miller (@jmattmiller) May 1, 2020
Here’s how you can restrict who can post to the General channel like this:
— MRST (@MrsTEHS) April 29, 2020
Once you have your channels set up you can create an announcement in the General channel of your Microsoft Teams class and add a table. Into the table add links to each of the channels (to get the link just click on the three dots beside each channel name and copy the link provided. Then go back to the text in your table, highlight the text and click on the link icon to paste the link you copied.
— Catherine Clase-Howell (@CatherineClase) April 25, 2020
You can Insert Link and edit the text display pic.twitter.com/rB5lPMs6mH
— Catherine Clase-Howell (@CatherineClase) April 25, 2020
If your thinking of making your own banners for Microsoft Teams – I've been using Powerpoint. Just go into the design and change the slide size to 810px by 120px. You can then personalise them for different posts #GCCkeepsafekeeplearning #MIEExpert #MicrosoftEDU #MicrosoftTeams pic.twitter.com/so2XTyA4EG
— Mr. Steenson (@MrSteensonBusEd) May 21, 2020
Reassurance from their teachers+lesson links
— Dawn Jones (@DawnJonesICT) April 26, 2020
Whether it’s naming your channels in your class in Microsoft Teams, or when sharing information or activities in posts/conversations/announcements in your class in Microsoft Teams, or in names of sections and pages in your OneNote Class Notebook attached to your Microsoft Teams class then the addition of the visual cue of an appropriate emoji makes the text easier to identify in a list and also makes it more classroom friendly.
Click here for a blogpost about the use of emojis to support education – this contains lots of information about how these can support learning, as well as lots of examples of where they have been used. And if you’re wondering how you’d find just the emoji you need then that blogpost also contains a link to Emojipedia where you can type the word you want and a suggested emoji will be shown ready for you to copy and paste where needed.
Once you’ve created your class space in Microsoft Teams it would be a good idea to manage the settings so that you can make choices about what you want your pupils to be able to do in your Team.
The choices are yours as you know your class best. Your level of familiarity with the tools available might make you decide to restrict what can be done by pupils at the outset and then enable features as you and your class become familiar with them. Or you might take the opposite view and leave everything enabled and only restrict an individual feature until you’ve had a conversation with the class about it, and responsible use. So you might want to disable the facility for pupils to share stickers, memes and animated gifs (you can switch them off and on at any time), you can make sure that pupils can’t add or delete channels, and you can ensure that pupils can only edit or delete their own posts in the posts/conversations. Teams manage members settings allows a teacher at any time to mute pupils, individually or collectively, to stop postings being able to be made temporarily for any reason.
Microsoft Teams has the facility for teachers to mute either a whole class or individual pupils from commenting in the conversation/posts channels in a Team. This can be useful at weekends or holiday times, or out of school hours, and is entirely at the discretion of the teacher for their class Team. Here’s a how-to guide:
Just as you would with a class in a face-to-face classroom setting, share the expected behaviours you would all wish for your class.
Created this little reminder for pupils on how we keep our Teams learning spaces positive, helpful & productive during our period of distance learning – Planning to pop on our pages tonight so both pupils & parents can view. Happy to share if useful @HwbNews @MicrosoftTeams pic.twitter.com/ncOdC9jMBR
— Lucy Lock (@LucyLock16) March 27, 2020
If you have older children, and you are looking for your class to co-create their own set of positive online expectations, then you might find helpful this School of Education Netiquette Guidelines from Chicago’s Loyola University as the starting point for a discussion to make the positive expectations explained within them re-interpreted in child-friendly language, making them specific to your class use of Microsoft Teams, and perhaps with associated visuals created by your pupils.
Everyday Etiquette for Microsoft Teams – a detailed guide, by Matt Wade and Chris Webb, to setting expectations around managing the use of Microsoft Teams with users. This is not aimed at primary school use of Microsoft Teams (and some of the features such as private chat and video camera use in video meets don’t apply to the configuration in Glow) but may be helpful as prompts for a teacher to perhaps have pupils come up with their own class-friendly versions, dependent on their age and experience and how it’s wanted to be in their class.
So you may wish to have a way of having a check-in with your pupils, to find out how they are, to show they have connected in your online class in Microsoft Teams. You can make use of a Microsoft Forms check-in form which pupils can complete when they come into your class in Microsoft Teams – and as well as asking how they are (with responses which might be by clicking beside an appropriate choice of emoji face) you can perhaps incorporate a bit of fun, and involvement so that pupils look forward to completing it each time, by having a different light-hearted question each time. The less predictable and funnier the questions the more likely your pupils might be to look forward to completing it. And because it would be a form within Microsoft Teams it means it already keeps a note of who responded (without pupils having to type their name) for the teacher to be able to access in Microsoft Forms. Click here for a ready-made template in Microsoft Forms (on the Microsoft Education Support site) ready for you to click on “Duplicate” button and adapt your your own needs.
Teachers in their classrooms have always found ways to engage their learners, to ensure every voice is heard, to coax the reluctant participant, to check understanding, to provide opportunities for collaboration, to create the environment for every learner to demonstrate their understanding, to move learners forward and build on previous experiences.
An online environment doesn’t change these principles, but instead requires adapting different approaches using available digital tools.
Consider encouraging the positive use of praise stickers (a teacher can control through manage settings options whether these are enabled or disabled for pupils in their Microsoft Teams class) – they can be used from the posts/conversations by clicking on the Sticker icon below where you’d type a message. These can be handy to provide a more visual way of providing positive feedback without having to type – click here for a guide to how to use these, whether on mobile or desktop/laptop
Created a wee guide on using the Praise app in Teams for colleagues today – happy to share if anyone wants the PDF version! Am looking forward to using this with my classes #remotelearning #digitalleader #MIEExpert #TeamMIEEScotland #busedatbreadalbane pic.twitter.com/DOkk5SL2oQ
— Breadalbane Academy Business & Digital Literacy (@breadalbanebus) May 6, 2020
Making use of Memes or animated gifs can provide another means of keeping the fun in learning when done from a distance. These can have text added – simply click on the gif icon under where you’d type a message in conversations/posts and use the search box to find what you are looking for , and add text if needed. Click here for a guide on the Microsoft Teams support site showing how to make use of gifs in conversations/posts in Microsoft Teams. If you wish to find out more about the use of animated gifs or memes to support learning then click on this post “Making memes and animated gifs for learning.”
20 Ways to Facilitate Online Class Participation – a post by Halden Ingwersen with 20 suggested tips which apply to any online digital platform and can be adapted for different age groups has been used as a starting point for the approach below. Some things may not apply for specific tools or age groups, but the general advice in Halden Ingwersen’s post remains consistent for when using Microsoft Teams with your primary class:
— Microsoft Teams (@MicrosoftTeams) April 15, 2020
Microsoft Teams has built into it the accessibility tool Immersive Reader Learning Tools. To access in conversations/posts a pupil simply clicks on the three dots … (ellipsis) to the right of any message in the conversations/posts in Microsoft Teams then selects “Immersive Reader.” This will let the user then hear the text played as spoken audio while the individual words are simultaneously highlighted in turn as they are spoken aloud. The pupil can change the background colour to help make it more easily distinguishable to suit the pupil (which only that individual will see, no settings here affect other users) and change the size of text, font, and spacing out of letters on the page. You can even break words into syllables and highlight in different colours nouns, verbs, adjectives and adverbs (all automatically). And you can switch on picture dictionary which will let a user click on any unfamiliar word and show a Boardmaker image (where available) and hear that word spoken aloud. For pupils where English is not their first language they can also use the inbuilt translate feature to translate individual words or the whole text of any message in conversations/posts in Microsoft Teams.
Every online platform hiccups from time to time: you might get error messages, things don’t update, you can’t upload files, you can’t share what you need to share – and you can probably add to that list!
Teams provides the facility for you as the teacher to present to your class. Don’t feel under pressure to use this video meet facility right away. And take on board safeguarding and employer requirements in use of such a tool, as well as being mindful of your professional teaching association advice. If this is for you, and you want your pupils to have the familiarity of seeing you and hearing your voice then click on this link for specific step-by-step guidance to setting up a video meet in Teams for your class. If you wish to have only your voice in the video meet then you might instead opt to have the camera pointing at an object (piece of work, paper on which you’ll demonstrate a teaching point, or maybe a piece of writing you’ll discussing together, or perhaps a class toy/character figure!
The files area within a Microsoft Teams class lets pupils within that class work collaboratively (whether real-time or asynchronously). As you would with a face-to-face class the teacher sets the expectations and roles of different groups within a class so that each pupil knows who will work on which document and with whom. No setting changes or permissions need to be made. Everything saves automatically. Pupils can create collaborative real-time PowerPoint presentations, or Word documents, or Excel spreadsheets. They can be uploaded from a device or just click “new” to start one right away in the Files folder/tab in your Microsoft Teams tab. Click on this link for a how-to guide about using Office 365 to create a collaborative Word document in Glow – this is the same process in Microsoft Teams just by clicking on the Files tab in your Microsoft Teams class, with the benefit that the permissions are already set to let anyone in the class collaborate with no need to specify usernames. Click on this link for a guide to creating a collaborative PowerPoint Online and click on this link for guide to creating a collaborative Excel Online spreadsheet. This is the same process in Microsoft Teams just by clicking on the Files tab in your Microsoft Teams class, with the benefit that the permissions are already set to let anyone in the class collaborate with no need to specify usernames
Microsoft Teams includes the option to assign pupils activities, whether tasks for completion by specific dates or to assess understanding of individuals. This can be used to share assessments or quizzes, or share documents to a whole class in such a way that each pupil receives a copy ready for them to edit and submit on completion back to the teacher for feedback, without the rest of the class seeing it. Click here for a guide to making use of the assignments feature of Microsoft Teams.
OneNote Class Notebook is built into Microsoft Teams. OneNote Class Notebook is like a digital ring-binder with cardboard colour dividers, and within each section you can have as many pages as you like. Each page is a freeform page which can be any size you wish, and become like your classroom whiteboard, where you can add a very wide range of content (including images, audio, video, documents, presentations, embedded Sway presentations, embedded Forms, and you can freehand draw or write just as you would on your classroom whiteboard. It all saves automatically and is accessible on any device so you can move from working on your smartphone on the OneNote app to working in the browser on a laptop (and other devices).
A OneNote Note Class Notebook already comes with the permissions for your pupils to access and collaborate on anything in the collaboration space, so you’ve no setting or permissions to worry about if you wish a group of pupils to work on something together, just create the page and tell them who’s working on it. In addition to these collaboration spaces a OneNote Class Notebook also has a section which the pupils can see, but on which only the teacher can add or edit content – handy for sharing what you might have shared on your classroom whiteboard. This is called the library space. There is also a teacher-only section which can be enabled (so you can create content ahead of time and move into the library when you wish pupils to make use of it. And the OneNote Class Notebook within Microsoft Teams also has individual sections for each pupil – which only you as teacher can see and that individual pupil (other pupils can’t see anyone else’s sections).
And if that wasn’t enough, OneNote Class Notebook built into a Microsoft Teams class also has Immersive Reader Learning Tools built in providing accessibility options for all learners.
Gathering feedback, taking quizzes to reinforce learning, or undertaking surveys of views are all the kinds of classroom activities which are ideally suited to the use of Microsoft Forms. Microsoft Forms are built right into Microsoft Teams, either in short-form quick polls with few questions added right inside posts/conversations in Microsoft Teams, or assessments or surveys as simple or as complex as you like created in Microsoft Forms and a link shared in conversations/posts in Microsoft Teams, or assigned to the class using the Assignments feature of Microsoft Teams. Whichever way Forms are assigned to the pupils the teacher then can see the results in one place, and can even be set up to be self-marking or to provide automated feedback depending on answers provided by pupils (using the branching feature of Microsoft Forms. Click here to find out more about Microsoft Forms
New blog post #MicrosoftForms and feedback. Teacher and pupil perspectives in @MicrosoftTeams on giving and viewing feedback. https://t.co/9KOIE71VDX#MIEExpert #GlowScot #DigiLearnScot #TeamMIEEScotland #MicrosoftEDU #distancelearning
— Andrew Bailey (@andrewkbailey13) April 26, 2020
If you wish to create a teaching video to share with your class then where do you start?
There are a number of different ways to create a teaching video.
You don’t need lots of fancy filming equipment, specialist lighting, highly scripted text, remote microphones or
a studio set! You can just use what you have available – and be yourself. If you want to be on camera, that’s fine, but if you just want your voice over the activity you are filming then that’s perfectly fine too.
You just need something to record the video (eg phone/tablet) – & your skills and experience as a teacher (and maybe something to edit what you create).
There’s no hard and fast rule about what makes an effective teaching video. Every teacher is different and every class is different so find what works for you and your class. The age of your learners, the way you choose to share a video, whether you wish to have interactivity between shorter videos, and what you are trying to convey in the video, are all considerations to bear in mind. Being clear about what you are trying to share is the biggest consideration! Consider, instead of a long video, chunking a lot of content into perhaps a series of shorter videos each with a specific focus. And try out what you are creating on different devices to see how your learners might view the video. Is it bright enough lighting so that what you are showing is clearly seen, can the sound be clearly heard? You don’t need to make a masterpiece the first time round (or indeed at any time!) so give it a go and make changes in light of your experiences and feedback from your learners.
Camera-Ready Educators: Video As a Learning Staple – a blogpost by Paul Teske and Sarah Brown Wessling which gives food for thought for teachers looking to create a teaching video: “…teachers know it’s not the screen alone that engages students. It’s how teachers use video as part of deliberate instructional design that creates the opportunity for learning and growth. Teachers use video in various ways for various purposes, each thoughtfully constructed.” That blogpost succinctly summarises and provides points for reflection for teachers using video whether it’s for teaching new content, differentiation, scaffolding and support, or for conveying information about such things as class announcements and routines.
The experiences of others can help you make your own judgement about what will work and then you have the feedback from your own class of learners.
— Daisy Christodoulou (@daisychristo) April 30, 2020
Engagement with videos begins to drop after the 6-minute mark, and it falls dramatically after 9 minutes. Keep this #BestPractice in mind – chunk instruction such that each video covers a single learning objective or task, and nothing more. #PearlandEdtech #WeArePearlandISD pic.twitter.com/GXKj0Ye5VN
— PearlandETS (@PearlandETS) June 18, 2020
If you are showing something you are writing – whether that’s simple phonics, handwriting formations, numeracy processes or anything else which involves writing – then you can point your phone/tablet camera at the paper or wipe-clean whiteboard, press record on the phone/tablet camera and start talking. Having your phone/tablet affixed to a tripod, a home-made stand or propped up so it won’t move is probably wise!
Keeping your video short is beneficial both for your own sake in not having to redo or edit a long video in which you wish to make a change, but also it’s helpful for sharing online somewhere to have smaller videos as they upload more quickly. If you are sharing on Twitter there is also a restriction on the length which will upload, but if sharing on your classroom digital platform you can add accompanying explanatory text, and perhaps have a sequence of short videos (each labelled with identifying text) so that pupils can more easily watch the parts as often as necessary for what they are doing.
Here’s example of videos shared by teachers where the camera is pointed at the writing area, and with the teacher voice added as narration, or using a class toy or puppet to provide the on-screen persona:
— P1 and Mrs Gall (@MrsGallAPS) May 18, 2020
We are practising the parts of the body this week.
1. Practise the words
2. Draw a real or made up person with lots of detail if you can.
3. Label the parts on them in Spanish.
4. Keep your drawing safe, you’ll need it again. pic.twitter.com/ur3Rf1Dvbf
— Carronshore P3 & P4/3 (@CPSP3_4) May 18, 2020
Plastic straws are hard to come by these days I know but if you have a bending piece of tubing this is some pretty advanced physics. Can still do the first part with a non-bendy straw.
— LittleLessons (@littlelessons20) May 19, 2020
Now, this is actually week 2 of Creative Writing but also a great stand alone activity to develop your use of speech marks.
— LittleLessons (@littlelessons20) April 27, 2020
The likelihood is that the device you have to hand for taking videos is your smartphone or mobile tablet, a device such as an iPad. And that’s perfectly fine for taking video to share with your learners.
If you want to find out about some of the inbuilt camera features as part of the camera app on an iPad then click on this link for a blogpost about time-lapse, slo-mo, burst-mode, and more on a smartphone or tablet
10 Tips for Recording Better Video with Your Smartphone – a helpful blogpost by Maggie Tillman and Elyse Betters with tips for making better video with your smartphone.
Whatever app you are running on an iPad then you can create a teaching video where you record whatever is on the iPad screen, where you can if you wish, add your voice-over to explain what your learners are seeing.
— Tony Vincent (@tonyvincent) April 27, 2020
Do you want to appear on camera beside your screen recording on an iPad? Then here’s how you can use split screen to record yourself on the iPad camera while recording activity on the iPad
Want a video of yourself teaching alongside your lesson visuals? Use Split View alongside Screen Recording on an iPad. Quick and easy way to create lessons with a more personalised touch – pupils see you as well as your content. Give it a try and let me know how you get on! pic.twitter.com/6KejVHX2B0
— BlendEd_NI (@BlendEd_NI) May 31, 2020
If you have the latest version of PowerPoint then you have the facility to capture a video recording of whatever is on your PC/laptop – whether that’s the PowerPoint presentation or indeed anything on the PC which you wish to show to include in the video.
NEW! I've created a new "Video and Screen Recording Tools" YouTube playlist chock full of quick tip videos
More coming in the near future…
— Mike Tholfsen (@mtholfsen) May 7, 2020
Click the link to access helpful visuals that guide you through the steps for recording Slide Shows in PowerPoint. https://t.co/eLemmunfhv #MIEExpert #Microsoft #MSEdu #Education #Digitallearningtools #AssistiveTechnology #PowerPoint #ScreenRecording pic.twitter.com/bkci1CEZIJ
— Rebecca Chapman (@MsBeccaChapman) May 19, 2020
There are a number of other tools for Screen Recording, whether downloadable software or online. Click on this link for some more options including Screencast-o-matic and Smart Recorder
PowerPoint has the option to create a video from your presentation. Just open the PowerPoint presentation and go to File > Export > Save as Video. This will incorporate all that you’ve included in timings, narration, animations, media, and transitions.
Learn how to turn your presentation into a video:https://t.co/3WOkcl7bRE
— PowerPoint (@powerpoint) April 24, 2020
If you wish to include yourself (or something else) in a video where the background is of something else, the subject of your video, then using the greenscreen facility available with some tools can let you, for instance, appear talking in front of a video of whatever you are teaching about.
I’m trying out different methods such as using green screens for teaching and learning when we are not able to teach as normal in classrooms. Here is part of a video I have created which will hopefully keep the Higher pupils more engaged with learning @HwbSt @StMungosFalkirk pic.twitter.com/sd3blAq1uM
— Mr Swan (@mrswan82) May 18, 2020
Click on this link for a blogpost with a guide to using DoInk green screen iPad app to create videos using a greenscreen. This blogpost also includes lots of examples.
The online tool unscreen.com provides the means to remove the background automatically from a video so that you can combine with another image or video and quickly create a greenscreen effect, without the need for any other equipment.
— Malcolm Wilson (@claganach) March 6, 2020
Stop-motion animation videos can be useful to illustrate a teaching point where you have a series of still images. This can be useful where live action of a sequence of events is difficult to capture on video, or may take too long, or where you only have access to still images. You can create a sequence of still images using presentation software like PowerPoint (and export as a video to create the illusion of animation/movement) or drop them into video editing software/app such as iMovie on an iPad. Or you can use stop-motion software/app such as the iPad app Stikbot.
How did you get on with the maths task yesterday? Can you measure a short distance and try to work out the speed of a toy car or paper aeroplane, time how long it takes to travel that distance and calculate the speed. Here’s an example my kids helped me make #antomaths pic.twitter.com/w5T4AT0c61
— P6AF Mrs Aitken (@MrsAitkenAnto) May 6, 2020
Stikbot iPad app
There is a host of tools which can be used to create animations:
— Sarah Clark (@Sfm36) June 10, 2020
There’s a host of video editing tools available. Chance are the device you have available has likely got something already there ready for you to use.
For Windows laptops/PCs then built into Windows 10 devices you will find Video editor (which replaced Windows Movie Maker, with which many teacher may already be familiar, from previous versions of Windows).
Did you know that there is a free video editing tool built right into Windows 10? Click the start button and type "Video Editor"
Great for creativity during #remotelearning. Think of it as "NextGen Movie Maker"
— Mike Tholfsen (@mtholfsen) May 17, 2020
For iPads then available for free on iOS devices you will find iMovie and Apple Clips.
Creating and editing a film in the classroom with an iPad can be done with the iMovie app. Click on this link for a post about using iMovie on your iPad in the classroom (including examples) for help on getting started as well as tips on using some of the neat features such as adding video-in-video or picture in picture and more.
Apple Clips is a neat free video-creation app for iPad or iPhone. It lets you quickly combine text, music, graphics, recorded voice, images, and animations to create videos with ease. So if you are trying to find a way to explain a topic or a teaching point then you might find Apple Clips a handy way to create a visually engaging video. The inclusion of inbuilt graphics such as arrows, finger pointers and many more adaptable images make this really easy to highlight parts of photographs or video clips with explanatory text or spoken voice.
You have many choices when deciding how to share you video. What platforms you have available to you for your school may determine the choice you make.
The following are just some of the ways you might share your video creations:
Click on this link for a free online course on the Microsoft Educator Centre – this free online course provides step by step guidance for how to create a teaching video and also has tips and advice about what to consider when you are making and sharing these with your class.
You’ve no doubt seen lots of teachers sharing their interactive virtual classroom images – a visually-friendly way to connect with your learners via an online platform where they can click on elements in the picture to view details of learning activities, or view videos, or read books chosen for the class, or click on a link to online resources to support their learning.
You can set up an interactive virtual classroom image in several online platforms and using a variety of digital tools. This blogpost is specifically looking at how to do so if your school uses Microsoft Teams.
You will need the following to set up your interactive virtual classroom image:
View this super detailed step-by-step video by Brian White showing how to create the virtual classroom slide in PowerPoint online – this includes how to use the Bitmoji plugin in the Chrome browser, how to search within PowerPoint online for transparent backgrounds, how to add items for the class scene, how to add a video from YouTube as an embedded video, and how to create the link from a shared PowerPoint link which makes it a play-only view for pupils to interact with it – by adding &=&action=embedview to the end of the weblink from your shared PowerPoint link.
— Patricia Foley (@folesspanish) May 15, 2020
This video on the Mrs M Shares YouTube channel gives a step by step guide to creating your virtual classroom in PowerPoint, with lots of advice about adding items to your classroom scene.
Interactive elements will be the links you attach to the individual items so when clicked on by your learners they will automatically be taken to what you have added. This might include websites, online resources, YouTube videos, or login to platforms your class uses.
Here’s a Bitmoji Virtual Classroom Tutorial Step by Step using PowerPoint video on Mrs Sekhon YouTube channel
There are different ways you can remove the background from any image so that when you place it on your background image it does not show anything from the background of the image you wish to place on the classroom background.
This how-to guide from Microsoft shows how to remove the background from any image – this also includes a guide to how you can choose which elements of an image to keep and which parts to remove. This guide includes a video but also illustrated text step-by-step guide.
You can also use the free online tool RemoveBG to remove the background from any image (this also works from mobile devices)
There is a very helpful guide to “How to create Bitmoji classroom” on Shana Ramin’s “Hello Teacher Lady” site
You can choose whether to share your interactive virtual classroom as a simple image (which will have no interactivity) or PDF (which will retain any interactive links you added) or PowerPoint
To create an image from PowerPoint click on File > Save as > choose location on your device > from dropdown “Save as type” choose “PNG Portable Network Graphics” format
To create a PDF from PowerPoint click on File > Save as > choose location on your device > click on “Options” and specify single slide you wish to use
When uploading to Microsoft Teams you can choose to share in the Posts/Conversations by clicking on the paperclip attachments icon – you will then be asked where you wish to share the uploaded item so choose to save in the “Class Materials” folder as this is read-only for your learners.
You can alternatively choose to upload the PowerPoint into your OneDrive and when choosing the share link ensure the permissions are set to “anyone with the link” (and ensure edit rights are disabled). To ensure the PowerPoint link opens as a play-only view for your learners to interact with it you can add &=&action=embedview to the end of the weblink from your shared PowerPoint link from OneDrive before you share it in the Microsoft Teams Posts/Conversations (this method also permits sharing outwith Microsoft Teams, such as on website or social media).
This video by Patti Duncan shows how you can save your interactive virtual classroom created in PowerPoint as a PowerPoint show and upload to Microsoft Teams so that anyone viewing it in your class will go straight to “present” mode and not have the option to do anything other than view the PowerPoint and click on the links you’ve added.
There is a Facebook group (called Bitmoji Classrooms for Teams) just for teachers sharing about their use of interactive Bitmoji virtual classrooms in Microsoft Teams.
Missing my classroom @castlemilk_high so I had a go at creating a virtual one on Powerpoint Definitely spent longer than i should have on this… #virtualclassroom #digitalskills pic.twitter.com/sjn34j03MK
— Castlemilk High Technologies Faculty (@CHS_TechFac) May 29, 2020
— Miss Ross (@MisssRosssBusEd) May 28, 2020
— Eddie (@Edducation_) May 4, 2020
— Katelyn Reulet (@kreulet2) April 23, 2020
You can also upload the image from your PowerPoint slide to ThingLink to add hotspots which, when clicked by your learners, give you the option to add the links as popout windows so that the learners don’t leave your virtual classroom space. ThingLink also gives the option to have text read aloud using Immersive Reader, and also to let you add audio recordings of your voice if you choose.
Creating Visual Learning Materials with ThingLink – a free online course on the Microsoft Educator Centre guiding you through learning how to use ThingLink to bring images, video and 360-degree virtual tours to life with added popup links, voice and text notes, and more. ThingLink creations can be shared via Microsoft Teams anywhere a link can be added.
— Amanda Pickard (@AJOBPickard) June 2, 2020
— Malcolm Wilson (@claganach) May 21, 2020
Helpful collection by #TeamMIEEScotland #MIEExpert @FHSComputing of resources for making your own interactive virtual classroom image come to life (showing how to create in PowerPoint > add @ThingLink_EDU interaction > share with your class in your @MicrosoftTeams class space) https://t.co/eB6L27C0LJ
— Malcolm Wilson (@claganach) May 21, 2020
Since returning to the classroom I’ve been using micro:bits with my class of 8-11 year olds. We have had a deal of fun with them, some of this is on the class blog.
We normally use pc laptops and chrome to access the MakeCode editor. In the second year I tried using the iOS app but out of a class only one or two children managed to get their micro:bits connected. At the time I put this down to multiple micro:bits and iPads in close proximity.
I have occasionally tested new versions of the app and the most recent one seemed a lot better. It displayed the webpage code editor in app and flashing seemed simpler. Today wanting to move our micro:bit guitar project on when the PCs were in use elsewhere in the school I decided to give the app another run. I am very glad I did. Everything about the app seemed to be better. I think that coding and flashing to the micro:bit for an iPad is simpler than using a pc. We had no problems in getting code written and flashed to the micro:bits.
I’d highly recommend the app if you have both iPads and micro:bits in your classroom.
I’d also recommend the Microsoft MakeCode Guitar project. I’ve been working with a mixed age group class and the mix of tech and ‘art’ fits very well. Some of the younger children are getting their first experience with coding and the art and construction can keep them motivated when the coding concepts get tough.