TiLT Extra Time with Georgina Dorr

‘Teaching online: where to start?!’

Georgina Dorr  presents live from Hanoi

23rd March 2020

Link to recording on Joe Dale’s YouTube channel

Notes taken by a very admiring Helen Myers during the webinar- download here and pasted without pics below: Georgina Dorr TiLT webinar

Geogina Dorr,  MFL teacher in Hanoi, Vietnam , shares her experiences after 8 weeks of organising distance learning.  She enjoys supporting others by sharing her experiences via Twitter @senoradorr.

We are delighted that Joe Dale has arranged to bring  her to our Webinar room so that  she can  talk with us.


23.3.20.  Georgina Dorr

Joe Dale’s YouTube Channel: https://www.youtube.com/watch?v=Le4LS2dYmgA


Helen Myers’ Commentary on watching:

23.3.20. Georgina Dorr
Joe Dale’s YouTube Channel: https://www.youtube.com/watch?v=Le4LS2dYmgA

Helen Myers’ Commentary on watching: (download to include pics)

Introduction from Joe Dale.

4 strands:
ORGANISATION [3:48 onwards]



Vary the type of lesson
If all are Live lessons this does not work – not productive – students late / wander off
Now lessons are assigned one of three labels:
LL – Live Lesson – now one a week
IA – Independent activity
SA – support available – google hang out open for chats – not structured (book an appointment)

School-wide initiative. Timetable shared with students so that they know in advance what is expected.

Good not to be doing live lessons all day so that you can get on top of marking etc.

Mark book of home learning [5:20]

Record of tasks handed in, attendance
To facilitate ‘home learning report’
Example: On google sheets – you can insert green tick box to see who has attended and who hasn’t
Also comments on whether done – open to all staff
Advice: Add ‘ungraded’ when setting the task, otherwise default is out of 100. Tick + comment enough.
Teacher takes register

[pause while I tried to sort out Zoom!]

Balance [12:10]

Note that younger pupils in particular cannot cope with a full day of online learning. Overwhelmed. Lots of emails. Solutions:

• Students have 5 tasks to complete
• Manageable tasks – shorter than in lessons [Difficult for ML ‘there’s a reason that they have teachers’!!! e.g. French pronunciation.]
• Ensure there is support available .. extra support sheets – email address/. Make sure tasks are differentiated. Not enough to get work out’. Structure needed EVEN MORE in this.
• Variety of task. Monotonous for pupils and staff. But note, not possible to have all skills in one lesson .. you may need to just concentrate on speaking for example.

Considerations re: number of platforms
Choose 2-3 platforms that work for you. Note that many paid platforms are offering services for free.. but beware you cannot use all of them.

• Make sure they are purposeful.
• Appropriate to task .. some may be attractive but not really for ML
• Easy to navigate
• Easier to monitor – marking and tabs.

It takes a long time to get around them. You may have too many tabs open. Overwhelming One for meetings /. marking / uploading stuff. Be consistent. Useful for students. e.g. 8.30 know there is a google hangout.. consistent code. Attendance now better.

Platforms used. [17:45]
Google classroom .. good for
• setting work
• Mark Book
• Differentiated tasks – you can assign according to their ability NB – THIS IS NECESSARY
• Upload files / working documents / YouTube links
• Google stream – students help each other – pupils can chat in the classroom while working. Advice: turn off notifications!

Google Hangout [23:50] – can be used for
Kahoot / Quizzes
Share screens
Daily tutor time
Describing photo
Conversation classes .. what you usually don’t do

G Suite offers a CPD package. Comprehensive and free. ‘I’m no expert’ .. what a lovely, modest person!
Manageable for 24
Button ‘mark all’
You can set up own comment bank e.g. grammar, spelling .. as you mark, it will mark with your code. [Search: google classroom / comment banks]
• ‘Code of conduct’ needed to share with students (otherwise they can mute / type inappropriate) Note that Google hangouts is not designed to be an educational setting. ‘loads of videos on line’ .. yes, but so much better to hear form someone who is sharing what has happened to them.
• Google hangout.. you can do a Kahoot. [Pupils need to mute one of the tabs, so you don’t get ‘the Kahoot song, that I’m sure you all know !!’
• You can do games / link to text book / link visualiser
• Active inspire linked with google hangout.. then you can write.. good for maths
• Google hang out for conversation classes.. good for 1:1 .. a real positive of the whole experience

Calendly [26:00] – links with calendar and hang outs. Students can select a time to suit them. Good to schedule 1:1 / groups.

Screen Castify ‘my favourite one’. [27:00]
Code to get free unlimited space ‘CAST_COVID’ (Love the font btw)
Explanation then demo
• Pre-recorded sections of lessons – could embed or give QR code
• Pronunciation e.g. to read through a text. Record yourself reading git. Good advice.
• Instructions
• Oral exams (leave gaps)
• Walking talking mocks (Go through a paper.. out a code in the corner to give explanation).. THIS IS WHAT I NEED!!!

Demo on how to ‘screen-castify’

Insert as a Google Chrome add on
Choose what to record: browser / webcam / desktop
Automatically records to google drive.
East to upload to YouTube

[Note – good preparation for flip learning’ you may look younger!!!!’

TASKS – Primary / KS3 [33:45]

Project based work:
• Fashion show
• making crepes (film step by step – pupils then do this too. Instruction’s + culture}
• Songs in French – takes away pressure. Video – teacher sings – go round the house counting things.
• Photos.
• Blogs
[Issue of safeguarding? Check with your school]

More creative environment which are not feasible in a classroom. [Excellent idea!]

Creative tasks – [37:40]
Review of French YouTubers – watch 10, categorise, say what their favourite one is. [Task is an excuse for in fact, immersing in French – into own hobbies – cater to what they want to do – then write it up.

Design a video. ‘Give me a video about yourselves – criteria given. Film yourself .. drawing on a whiteboard then wiping it off.
Make infographics (Canva).. Pupils can play with it and make it their own.
[Would not give curriculum time for this on class! such good idea]

Joe Dale [39:45] suggests how to record you doing art work. Use camera propped up pointing downwards or use Seesaw .. drawing feature works on all devices. Draw pics then download offline video.

KS4 [41:00]

• Exam practice
• Walking talking mocks
• Oral practice
• Writing practice

Games – throw a dice
QR codes where teacher gives a ‘model’ run through .. chat through before they do it themselves
KS4 can be more independent.. does not have to be as engaging!

4: WELL-BEING [42:50]
Look after your well-being and your students’ well-being
Danger that you will work all day from first thing in the morning.

• Balance – vary tasks for workload (could set alarm to stop working on a class). Don’t mark lots of writing. Videos – really fun .. watch and make comments
• Exercise – Yoga with Adriene
• Log off at 3.30
• Emails – turn off Google stream notifications
• Tutor time – talk, play games – good routine for pupils BUT ALSO for teachers – interaction with people outside your dept.
• Facebook groups, free online platforms – don’t reinvent the wheel. ‘Global educators online’

Take aways [46:00]

1. Organisation – timetable, markbook
2. technology – don’t; overload yourself – pick 2/3
3. Tasks – creative and varied
4. Well-being – tutor, free online platforms

Live applause! [47:00]

Joe’s thanks:
• Excellent ideas
• Excellent way of presenting ‘live’
• Connecting with tutor group every day
• Speed of putting presentation together – within a day!