| NSW Department of Education

Learning from home tools in the face-to-face space During COVID-19, teachers were abruptly thrown into the online learning world and many had to quickly upskill both themselves and their students. New technology skills, resources, collaborations and interactions emerged, largely thanks to teachers’ creativity, passion and resilience.

As schools re-commence full time face-to-face teaching, let’s take the opportunity to identify and continue to use the digital tools which support engaging learning environments and interactions between you and your students.

Here are some ideas for ways you could continue to use digital tools in the face-to-face learning space.

Image source: https://www.tes.com/lessons/aPvg3evkDdx0hQ/blended-learning-professional-development

Teaching practice7 steps to implement learning from home can provide useful considerations for future planning with your classes for both the online and face-to-face learning spaces. Teachers have just undergone tremendous change, upskilling and reflecting on practice and content. Take this opportunity to look at your existing teaching and learning programs and strategies with fresh eyes.

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7 steps shared via virtual statewide staffroom on Yammer

Online presentation and communicationCommon platforms used for presenting lessons and communicating with classes during learning from home included Zoom, Adobe Connect and Microsoft Teams. They allowed for presentation of new material, drilling, personalised interaction, games and break out rooms for collaboration.

You may continue to use these platforms from time to time in the following ways: To simultaneously teach students absent due to long-term illness, holidays or

personal circumstances. This will save you providing work separately and ensures these students can continue to participate in the learning, alongside their peers.

To add variety to your lessons by including elements of an online lesson in your face-to-face lessons, for example games and online collaboration via break out rooms and/or chat pods. Some students have thrived in the online environment and may miss these alternative ways of learning and connecting. The online space may be a less intimidating environment for some students to ask questions (via chat to teacher and each other) than the physical classroom. Students have enjoyed many of the new activities implemented during learning from home so incorporating them will allow for a variety of learning styles.

To supplement non face-to-face lessons with Stage 6 students, or connecting with senior students for group speaking sessions or tutorials.

To streamline processes at school. For example, using a platform like Microsoft Teams is a great way to manage faculty meetings, communications and resources.

To maintain your skills in using these online platforms for future unexpected events and to learn about new technologies. Consider using these platforms for meetings you may have previously attended face-to-face.

Screen recording toolsPowerPoint, Loom and Screencastify are examples of common recording tools, with Apple and Microsoft devices also having their own screen recording applications.

Recordings can be used to:

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introduce new ideas, concepts and information with flavour – colours, videos and sounds can all be incorporated to engage your students and generate curiosity and interest in what is coming next

explain challenging concepts to students, with visuals and sound, allowing them to access and revisit the content at any time and at their own pace – this is also useful for students who are absent, supporting them to catch up on missed work

enhance learner-focused activities, for example as a stimulus for group discussion and discovery – your recordings can be embedded into other formats such as Google Classroom

deliver authentic language such as advertisements and dialogues model how students can submit their own work for review and feedback provide scenarios for students, particularly seniors, to respond to for oral

skill practice.

Many teachers have been experimenting with creating Bitmoji classrooms which have proven popular with students and added creativity and interest to their lessons.

Image source: A. Bishop, Japanese Language Teachers of Australia Facebook page

Online learning activitiesNumerous online learning spaces were discovered, uncovered and created during the learning from home period. These spaces have provided new opportunities for students to engage with their language learning and provide a variety of tools that can be used for revision, reinforcement, assessment delivery and submission, and learner-focused activities. Some examples include:

Wizer – an interactive worksheet platform where sound and videos can be embedded. A range of question templates allow the creation of online worksheets with basic to higher order thinking questions. Students may respond via voice or writing and self-assessment is possible. Wizer is a useful tool for assessment as and assessment for learning activities.

Flippity – a fun series of templates to create online flashcards, games and puzzles. Sound files can also be embedded for reinforcement of vocabulary.

© NSW Department of Education, May-23

Wordwall – fun templates for vocabulary reinforcement. Flipgri d – allows the recording and sharing of short video clips. Can be used as a

collaboration tool or a discussion stimulus for speaking and listening practice. Videos could be exchanged with other students who are learning or who speak the target language to experience different perspectives and develop language skills. Senior students could be given questions for oral response.

Kapwing – an online collaboration tool for students to collaborate on and edit videos when in different locations. Allows students to create video presentations to share with other schools or submit for assessment without just one student being responsible for editing. Students from different classes or even different schools could collaborate together.

Task or choice boards – students can personalise and direct their own learning via tasks they choose from options provided. These can be created and shared online, with tasks uploaded to share.

Task board shared via virtual statewide staffroom on Yammer

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Interactive worksheet created with wizer.me

Collaboration and group workStudents and teachers have enjoyed connecting with each other through breakout rooms and chat pods, for example in Zoom, Teams and Adobe Connect. Many students feel more comfortable sharing their ideas via online platforms rather than in person. The possibility for continued use of these platforms, even within the classroom, include:

group work to create written and spoken role plays – students may use an online Word document or Google Doc to record information as discussions occur

group discussions and collaborations – stimulus could be provided as described in the screen recording tools above and the whiteboard features of these platforms may be used for brainstorming

participating in a Year 12 practice speaking session with the Tanken Centre for Japanese classes (Term 2 2020)

classes from different locations joining to create role plays, practise their speaking skills and experience different perspectives. Teachers from different areas might arrange classes to work together for variety, to share tasks for assessment and to play games together online to enhance engagement in language learning. This could be very useful for small senior classes to interact with a broader range of peers, and for sister schools to connect and build relationships for authentic communication experiences.

Image source: https://www.sjsu.edu/ecampus/docs/Zoom-breakout-rooms

© NSW Department of Education, May-23

Virtual toursVirtual tours are a wonderful way to authentically engage with the world of the target language. Students can explore language, culture, history and sightseeing through many virtual tour sites that exist on the internet.

Virtual tours can be created and customised to include language learning activities and thinking tools to enhance the experience.

A language example has been created using Google Sites.

Sample tour shared via virtual statewide staffroom on Yammer

Online assessment notificationOnline assessment notifications provide an engaging and guided delivery of assessment tasks and expectations. In addition to the mandatory elements of outcomes, task description and marking guidelines, further support can be provided through links to useful sites, thinking tool scaffolds, videos to stimulate interest and how to guides.

A language example has been created using Adobe Spark.

Sample assessment task layout shared via virtual statewide staffroom on Yammer

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Evidence of learningOnline activities provide the opportunity for students to create a digital record of their learning which can be continued in both learning from home and face-to-face environments. This may come in the form of digital learning reflections through blogging, OneNote entries and annotations of work on documents such as comments on Google Docs, Microsoft Word or PowerPoint. Completed scaffolds and templates demonstrating visible thinking may also be saved.

Portfolios of learning may also be created in OneNote, Microsoft Teams, a shared drive or Google Classroom. Documents can be uploaded to these spaces, links to online tasks completed and shared, for example Wizer and Flipgrid , and photos of achievement levels on online activities such as Quizlet and Kahoot can also be saved. These can be annotated by students as learning reflections in order to identify areas for growth, make connections and set goals for future learning.

FeedbackStudents have enjoyed the interaction with their teachers during learning from home. Many have felt a strong connection with their teachers, with personalised feedback to individual students. Methods of feedback that can continue to be used are:

written comments via online documents and PowerPoints audio comments inserted as sound or video files into online documents and

PowerPoints – these are often quick to produce, full of detail and can demonstrate pronunciation for spoken skills

audio and written feedback on interactive worksheets created through Wizer visiting small groups via breakout room sessions in Adobe Connect, Teams

or Zoom, to give specific feedback on tasks and discuss ideas to promote deeper thinking and understanding

peer feedback through shared documents and files – consider using techniques such as warm and cool feedback in written and spoken form.

Virtual statewide staffroom and online meetingsVirtual statewide staffroom and staff meetings Collaboration and support has gained momentum in our virtual statewide staffroom in Yammer (Languages NSW 7-12) and our online meetings have had high participation. Check in regularly to offer advice and support to your colleagues, get to know each other better, find and share resources and connect with the Languages and Culture team for updates.

Network meetings and collaboration with colleaguesContinue to meet with your colleagues to collaborate on programs, activities, ideas and assessment. Network meetings will continue, both online and face-to-face. Not a member yet? Visit our networks page to connect with your local network leader.

© NSW Department of Education, May-23

The virtual statewide staffroom on Yammer

Celebrate youThis guide is just a collection of samples of skills, adaptions and interactions discovered or highlighted during the learning from home period, with an abundance of other high-quality resources and collaborations created too.

The work, energy, creativity and passion you have put into creating safe and vibrant learning spaces for your students has been amazing, especially under challenging circumstances. Take time to congratulate yourself for what you have achieved during this time – feel proud of yourselves and your colleagues. The Languages and Culture team has been amazed (but not surprised) at just what incredible educators you are.

Take the learning, collaboration and resources with you back into the classroom and enjoy!

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