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Remote Teaching because of school closures

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Remote Teaching because of school closures

  1. 1. English for Educational Systems www.britishcouncil.org 01 April 2020 graham.stanley@britishcouncil.org
  2. 2. www.britishcouncil.org 2https://www.teachingenglish.org.uk/article/innovations-education-remote-teaching
  3. 3. Remote Teaching is teaching live online Remote teaching (synchronous) is usually combined (blended) with asynchronous computer-mediated- communication (CMC), most typically through the use of a Learning Management System (LMS). The objective of remote teaching is to achieve normalisation (Bax, 2003*), i.e. the technology should as far as possible disappear, to become invisible. * http://www.tesl-ej.org/ej36/f1.pdf Remote teaching is the practice of teaching live online through videoconferencing (VC)
  4. 4. www.britishcouncil.org 4 • Start small / with what you know • Establish a routine / timetable • Familiarise yourself with the tools • Be flexible / prepared to change • Get feedback from learners • Experiment / be creative • Use it as an opportunity • Have fun / make the learning fun
  5. 5. www.britishcouncil.org 5 • Test the audio – allow for technical issues • Students should mute when not speaking • Use cameras unless low connectivity • Have a back channel available • Think about flipping the classroom • Have a plan B ready • Set rules for behavior (child protection)
  6. 6. www.britishcouncil.org 6https://www.britishcouncil.org/voices-magazine/remote-teaching-how-keep-learners-attention
  7. 7. Use of the c______. Use realia; zoom in and out; show something other than yourself. Be f____ with the t_______. Keeping the attention of students online can be a challenge. Have a plan B up your sleeve. B____ l______. Exaggerate gestures and face expressions. Gesticulate, use mannerisms, posture and stance to convey emotion. U__ of V____. Vary the Volume; change the tone; vary the pace. M_____ d________. Keeping the attention of students online can be a challenge. E__ contact and s_____ presence. How can you best establish eye contact with students when teaching remotely? Don’t be just a t____ h_____. If you want your lesson to be memorable, don’t just present yourself as a talking head.
  8. 8. Use of the camera. Use realia; zoom in and out; show something other than yourself. Be familiar with the technology. Keeping the attention of students online can be a challenge. Troubleshooting. Body language. Exaggerate gestures and face expressions. Gesticulate, use mannerisms, posture and stance to convey emotion. Use of Voice. Vary the Volume; change the tone; vary the pace. Minimise distractions. Keeping the attention of students online can be a challenge. Eye contact and screen presence. How can you best establish eye contact with students when teaching remotely? Don’t be just a talking head. If you want your lesson to be memorable, don’t just present yourself as a talking head.
  9. 9. Eye contact and screen presence. How can you best establish eye contact with students when teaching remotely?
  10. 10. Don’t be just a talking head. If you want your lesson to be memorable, don’t just present yourself as a talking head.
  11. 11. Body language. Exaggerate gestures and face expressions. Gesticulate, use mannerisms, posture and stance to convey emotion.
  12. 12. Use of Voice. Vary the volume; change the tone; use a low or high pitch of voice; vary the pace.
  13. 13. Minimise distractions. Keeping the attention of students online can be a challenge.
  14. 14. Use of the camera. Use realia; zoom in and out; show something other than yourself.
  15. 15. Be familiar with the technology. Keeping the attention of students online can be a challenge.
  16. 16. Have a plan B. up your sleeve.
  17. 17. ...adapts the objectives of the lesson to the characteristics of the class, culture, age, needs and interests ...anticipates problems of teaching remotely and thinks of solutions with the classroom teacher ...deals with the unexpected together with the classroom teacher ...personalises and shares cultural differences ...shows ownership of the class ...gets her teaching point ready before starting the class ...gets involved in the organisation of the brick-and-mortar classroom ...finds ways of communicating effectively with the classroom teacher ...demonstrates tasks and checks understanding ...trains the students to use the LMS (learning management system) so they become independent learners ...promotes collaborative work in the LMS ...has online and offline resources ready before starting the lesson ...is camera-aware https://ltsig.iatefl.org/new-research-book/
  18. 18. ...uses the remote control to ha good view of the students without intimidating them ...uses gestures, smiles, stands-up (i.e. does not sit all the time) ...uses props, toys, posters, puppets, etc. ...uses music, games, acting, etc. to engage students ...keeps the students active during the lesson ...includes a variety of tasks and routines to provide a dynamic and safe environment ...agrees with the classroom teacher on how to organise pair and group work ...uses the students’ laptops in the remote language lesson ...likes trying something new with the class ...enjoys the lesson along with the students ...uses only English to deliver the lesson ...uses a variety of visuals to convey meaning ...makes use of a whiteboard to share new vocabulary and meaning, etc. ...tries out new ways of transcending the screen. https://ltsig.iatefl.org/new-research-book/
  19. 19. www.britishcouncil.org 20
  20. 20. UNESCO have produced a blog post with lots of advice for schools and are also monitoring the school closures worldwide and the response to this. They have set up an Education Response Task Force, with examples of remote learning solutions. www.britishcouncil.org https://gemreportunesco.wordpress.com/2020/03/23/unescos-response-to-the-coronavirus-crisis-offers-multilateral-solutions/
  21. 21. The social networks are now full of advice and resources for schools and other orgnisations who have to move their teaching / learning online. One of the best resources I have seen for language teaching is a dynamic document curated by Joe Dale, a language consultant in the UK. In the document, Joe provides links to everything from guides to different synchronous / asynchronous tools, to other resources for independent study, etc. www.britishcouncil.org https://docs.google.com/document/d/1CyCAO4T03ScPYzrsuyMOFktdodZ-a3h650oTT7Wm4qk/edit
  22. 22. FutureLearn have just launched an online course for educators as a reponse to the COVID-19 pandemic. It is free to join and not only provides a thorough grounding in the basics of online teaching, but brings together educators from around the world who are sharing their ideas and solutions. www.britishcouncil.org https://www.futurelearn.com/courses/teach-online
  23. 23. The British Council’s TeachingEnglish website has launched a series of webinars to help language teachers in particular, support their students. You can register to join the Se live or watch the recordings afterwards. Macmillan is also providing webinars: https://www.macmillanenglish.com/us/training- events/events-webinars English UK has webinars directed at organisations: https://www.englishuk.com/coronavirus www.britishcouncil.org https://www.teachingenglish.org.uk/training
  24. 24. If the situation in your country is such that you cannot rely on videoconferencing or other regular online options to Support learners, don’t worry. This article has ideas that do not require high bandwidth and some that require no connectivity at all. www.britishcouncil.org https://www.iddblog.org/videoconferencing-alternatives-how-low-bandwidth-teaching-will-save-us-all/
  25. 25. For those of you teaching STEM subjects, the current crisis has seen Twig Education offer their platform and STEM resources for free www.britishcouncil.org https://twigeducation.com/
  26. 26. www.britishcouncil.org

Notas do Editor

  • Remote teaching
    Remote teaching is the practice of teaching live online through videoconferencing. In Uruguay, the British Council has been working in partnership with Plan Ceibal to cater for the lack of trained and qualified English language teachers in the country, project managing the remote teaching of 80,000 primary schoolchildren aged 8- 11. During the last 5 years, we have learned a lot about what makes a good remote teacher, and in this presentation, I will share some findings that are also supported by the publication Remote Language Teaching (British Council, 2019), a book of research and case studies.

  • Graham Stanley the British Council’s English for Education Systems Lead for the Americas and was previously responsible for managing the Ceibal en Ingles programme in Uruguay in partnership with Plan Ceibal. This programme uses videoconferencing to teach 80,000+ primary students English. He is editor of Remote Teaching (British Council, 2019), author of ´Language learning and Technology' (CUP, 2013) and co-author of 'Digital Play' (Delta, 2013).
  • Remote teaching (i.e. teaching live online) can be challenging for teachers, mainly because of the distance between you and your learners, which can make it difficult to engage them. However, there are a number of ways you can help stack the odds in your favour.

    These are some ways of keeping the learners’ attention that I wrote about in an article last year
  • Eye contact and screen presence
    How can you best establish eye contact with students when teaching remotely? If you look directly into the camera lens rather than at the screen, then students will feel you are looking them in the eye. This is particularly important if you have an external camera plugged into your computer that is some distance away from the screen. It isn’t so much of a problem with a fixed webcam on a laptop as the camera is placed just above the screen, but even here, if you focus on the lens it will make a difference and students will improve your online presence. Be aware of how you are presenting yourself on the screen too – make sure you are not showing half your head or presenting a weird angle, and take care to illuminate yourself well so you can be seen and are not in the shadows or too dark to the students. If you can face a window or point a light source at you rather than positioning it behind you will help.
  • Don’t just be a talking head
    If you want your online lesson to be memorable, then don’t just present yourself as a talking head (i.e. show just your head and shoulders when teaching). Stand up and move occasionally when appropriate. Use the space you have in front of the camera better, for instance, to show a close-up of your mouth when teaching pronunciation. If you are teaching more than one student, then make sure you give them plenty of time to speak and try building in pair and groupwork to your lesson. Remember, just because you are teaching online doesn’t mean you shouldn’t give the students as much time to speak as you would if you were sitting in the same physical space.
  • Body language
    You can’t move around the classroom as a remote teacher, but you can use body language in different ways. Exaggerate gestures and face expressions or they will be lost on students looking at small screens. You can also gesticulate, use mannerisms, posture and your stance to convey confidence or shyness when needed.

    Gestures in particular should be confident and clear when teaching live online. Students won’t capture small or subtle gestures. Think about your posture (don’t slump) and make sure you smile. A simple smile will tell your students you are happy to be there with them. Be natural, however, as a forced or constant smile will give quite the wrong impression indeed! Vary your facial expressions and you will better capture your students’ attention.
  • Use of voice How you use your voice when teaching live online is very important. Your voice is a valuable asset that will help you create mood, atmosphere and transmit emotions. You may not be aware that how you speak and what your voice sounds like can have an impact on learning outcomes, but if your students feel the teacher’s voice is patronising, loud, or monotonous, then they may respond negatively. On the other hand, if your voice is expressive and lively, then you will draw their attention and it is more likely your students will be engaged and motivated with what you have to say.
    What aspects of your voice should you be concerned with in order to encourage students to participate and learn?

    Varying the volume and speaking softer or louder depending on what you are doing will help you control the class.
    Changing the tone of your voice is the best way to convey a mood or emotion.
    How low or high the pitch of your voice is important. Try to vary the pitch and you will seem more interesting to your students.
    Varying the pace of your voice, when and for how long you pause and how quickly or slowly you speak will have a result on how students react to you.
  • Minimise distractions
    Keeping the attention of your students when teaching online can sometimes be a challenge. You can help by minimising the opportunity for distraction. For instance, make sure the background (i.e. what is behind you on screen) isn’t too busy, or your students will be trying to read the titles of the books on the shelves behind you, for instance, rather than concentrating on what you have to say.
  • Use of the camera
    There are lots of ways you can use your webcam that may not be obvious. You can introduce realia through the camera, for example, showing real life objects to illustrate vocabulary, etc. For this, it helps to have an external webcam that you can move easily. However, even with a fixed webcam, you can move your body backwards and forwards to simulate zooming in and out. Remember, you can also move yourself out of the view of the camera and show something else. A small portable whiteboard, for example, or puppets (particularly if you are teaching young learners online.
  • Be familiar with the technology
    Don’t use a platform you are unfamiliar with and know how to adjust the settings before you start teaching. There’s nothing worse for students than hanging around twiddling their thumbs while waiting for their teacher to adjust the technology. Avoid faffing around and unnecessary waiting by having websites and links to other digital resources open before the class and switching windows. If you do need time to do something, then plan your lesson so students are doing pair or groupwork while you deal with the technology.
  • Troubleshooting and the importance of a plan B
    Sooner or later if you are a remote teacher, you will face technical difficulties. When this happens, it’s important you know basic troubleshooting and to have a plan B. What this is will depend very much on context and what the technical problem is. It could be anything from asking a student to check their microphone settings or rebooting their computer (turning it off and on again often works wonders!) to rescheduling the lesson if you find it impossible to carry out the lesson because of, for example, connectivity problems. Experience will help here, but it is helpful to have thought things through so you appear calm and decisive if you need to. A useful tip is to always have an alternative platform available to use if you have problems with one in particular, for example, as changing the tool you use often does the trick.
  • Remote teaching (i.e. teaching live online) can be challenging for teachers, mainly because of the distance between you and your learners, which can make it difficult to engage them. However, there are a number of ways you can help stack the odds in your favour.

    These are some ways of keeping the learners’ attention that I wrote about in an article last year

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