Skip to 0 minutes and 8 seconds CHRIS HARRISON: If you do send out work is not to leave things too vague. There’s been quite a few cases like the other day, one of my biology pre-service teachers, the work that had been sent out by their department was to just go and look at the SAPS, The Science and Plants– the Science and Plants in Schools websites. And they were just told to go and look at that and to write something about something they found interesting. Gearing them to particular parts of the website and look at particular things and asking them questions on it is far more productive. Otherwise, they just flick through all sorts of things.
Skip to 0 minutes and 46 seconds And you don’t know what– while it’s good to sometimes let them make choices when they’re doing this sort of thing, sometimes their choices can not fit in with what you wanted them to do with their learning. So what they actually come back to and present to you maybe can be a bit superficial or not in keeping with what they’re trying to do. So I think sort of thinking carefully about any websites they use and how you want them to use it and where you want them to go on that website to use the information in a particular way is important.
Skip to 1 minute and 14 seconds And then the second thing is to make sure that if you can, in some way, try and get some interaction between the learners, just as you would have in a normal classroom situation at times rather than feeling isolated as the only person at that time worked on their simultaneous equations or working on acids and alkalines, whatever it is that they’re working on at that time.
Clear instructions for asynchronous tasks
In this video, Chris Harrison, Professor of Education at King’s College London, talks about the importance of providing clear instructions for work that you set for independent learning at home.
One of the challenges for students learning remotely is that they have no immediate means for clarifying instructions with the teacher. Similarly, the teacher doesn’t have any visual cues or immediate way to check that students have understood what’s expected of them.
As a guide for what to include, the following elements aim to keep instruction separate from description and additional information. This provides students with a clear ‘hook’ at the start, followed by step-by-step instructions to complete, and then a clear process for sharing that work to either the teacher or other students.
- One-line summary.
- The aim of the task and how it links to other learning.
- A guide as to how long the activity should take.
- Deadline for completion.
- Any background resources, links or information required.
- Numbered list of steps to complete, each step starting with a verb.
- How to submit outputs from the task and in what format.
- When and how feedback will be given, and by whom.
Following up on the activity
In running any asynchronous activity, it is important to give students a deadline to make their contributions by, at which point you can collate the responses and share them with feedback (if required to support learning). To encourage student engagement with the task, use it as part of a sequence, where the outcome of one activity feeds into the next stage of teaching. For example, this might be allocating terminology to individuals or groups to provide a short summary for a class glossary, used throughout the rest of the topic.
Think about an activity which you have set students to complete independently. This could either be when you were teaching in school, or work that you have sent as homework, or more recently as home learning.
Look at how you presented the instructions for the task, and could this have been improved?