Emma Phyland
Special Education and English Teacher (Secondary)
Context
At the start of my practicum, the school was in the midst of preparing for the COVID-19 pandemic and the delivery of a ‘blended learning’ model. In response to the pandemic, the teaching faculty and I worked together to mitigate the risks and challenges of the proposed ‘blended learning’ model and used Week 10 of Term 2 as a professional development week to prepare for Term 3. As I was teaching a class of 6 students aged between 13 and 18 within the special education unit, I needed to consider the complexities of this cohort in regard to their complex learning, communication, behavioural, social-emotional, and healthcare needs. I knew that this blended learning model needed to be carefully planned and executed to increase the involvement, productivity, and high expectations of these students while also ensuring that I put students and their families at ease through a time of heightened stress and anxiety. To ensure I was well prepared and equipped to deliver this new and exciting learning model, I liaised with my mentor teacher and the students' caregivers to establish an effective mode of online learning that was both educational, safe, and user-friendly to ensure that I could effectively engage students and their caregivers in a virtual environment. As this was a school in a low socio-economic area, I knew that I had to make considerations for students with complex living conditions and those who were living under guardianship in regard to privacy concerns. Students within this class also had no access to computers at home and most of the learning needed to be visual and I-pad friendly to increase access and participation for this complex group of students.
ACTION
Evidence set 3
Online Learning
Seesaw Introduction (3.7, 7.3)
Within the special education unit I was able to have daily caregiver interactions at pick-up and drop-off times. I was able to personally meet all parents during my lead-in days. However, I decided to officially introduce myself on the Seesaw application so parents could have an official introduction into who I am and my plans for the practicum.
Online Safety Research and Considerations (2.6, 4.5, 6.1, 6.4, 7.2)
As students in this class were considered 'highly vulnerable' students, online privacy, confidentiality, and safety was a priority. As a result, I researched the Seesaw application on various educational and government webpages to check their privacy policy and read informed reviews from users.
I had to acknowledge key considerations around information sharing and privacy that aligned with child protection practices. Therefore, I ensured that students themselves were not photographed and posted on the application and ensured that only their work was visible to them.
Weekly Home Learning Schedule
(1.1, 1.2, 1.3, 1.5, 1.6)
This weekly home learning schedule was posted on Seesaw for students and their caregivers to navigate and access at their own pace. It was important to ensure that all activities were accessible for these students to participate in using resources they had at home. It was essential that elements of literacy, numeracy, healthy living, social-emotional learning, and sensory activities were incorporated to ensure that all students were actively involved in learning from home.
Daily Learning Videos (2.6, 4.5, 3.7, 7.3)
Relevant learning videos were posted to Seesaw each day to help engage learners who were at an early readiness level and were unable to engage with traditional learning activities. These videos were used to create a sense of routine and normality for students learning from home and were aimed to reduce anxiety during this uncertain time.
Specific evidence-based teaching and learning elements used within each video included;
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Simple visual and verbal cues
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Age-appropriate material
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Augmentative and alternative communication
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Teaching core content with real-life applications
(Browder, et al., 2014)
RESULTS
As a result of my thorough preparation and planning for a blended learning model in a complex special education classroom, I was able to actively engage students, parents, and caregivers in the educative process and align the online learning content to the Modified SACE standards. By learning, researching, and practicing with the online learning application Seesaw, I was able to create, post, and provide feedback on diverse learning activities that actively engaged students with complex needs through a virtual learning environment.
Each student benefited from this learning model through the use of targeted learning activities that were set at a suitable level of challenge to cater for their individual learning needs listed within their individualised One Plans. Students were able to participate in daily age-appropriate classroom learning activities such as the morning routine and weather report, which increased student participation from home, set high expectation for their daily engagement, and allowed them to feel a sense of normality and routine throughout the COVID-19 pandemic.
Parents and caregivers benefited from this blended learning model by being able to access daily learning resources that were age-appropriate, accessible, set to an appropriate level of challenge, and aligned with the Modified SACE standards. Caregivers were able to actively contribute to each student’s learning and respond to the feedback provided by myself. This mode of learning also allowed me to be a reliable and consistent point of contact for caregivers, which eased their anxiety around the online learning portal. I also ensured that all information and content was only shared between myself, the students, and their primary caregivers.
Student Work Samples
(1.1, 1.2, 1.5, 3.4, 4.1)
(click to view)
Each learning activity posted on the Seesaw application was aligned with the Modified SACE standards for the subject of Scientific Studies.
Students with extremely complex needs were able to view and contribute to my daily weather report (video above).
Alternatively, students who were able to participate in the online activities were set various daily tasks and activities to complete and post on the class 'journal'.
This mode of communication also allowed me to provide personalised and timely feedback for each student's work.
EVALUATION
Through my professionalism and dedication to developing an effective blended learning model, I was able to effectively engage students with significant disabilities in a virtual learning environment. I developed professional and successful working partnerships with staff, students and their caregivers, which contributed to a successful, positive, and safe virtual learning experience. I was able to select and use safe and appropriate resources and make the most of the wide range of 21st Century information and communication technology to suit the complex needs of students during the COVID-19 pandemic.
My mentor shared the following feedback on my final practicum report, which highlighted my professionalism and dedication which was the foundation of success in response to this challenging task and classroom environment.
"Through her daily work, Emma clearly followed the relevant legislative, administrative and organisational policies and processes required for teachers. She always conducted herself in a professional manner. Emma interacted with warmth, sensitivity and confidentiality with all staff, students, parents, carers and external professionals. As indicated earlier, she worked with a young group of students who are very active and often challenging - Emma saw this as a great way to further her own development. She established good relationships with all stakeholders and communicated with them via the Seesaw app and face-to-face daily, and often greeting them at the beginning and end of each day"
Mentor Teacher, Claire Tavender, 31 May 2020
Standards
1.1 Physical, social and intellectual development and characteristics of students
I collabrated with colleagues and used each student's individualised learning plan (One Plan) to cater for their needs and respond to how their disabilities affect their social, emotional, behavioural, and learning's characteristics. This informed my planning and how I adapted the online content for all students to engage with successfully.
1.2 Understand how students learn
I used my knowledge of special education and learning difficulties and disabilities to understand how each individual student could access and participate in learning activities throughout the COVID-19 pandemic.
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
I successfully differentiated the learning content to meet the needs of six students with complex behavioural, social, emotional, and learning needs. All students required extensive support to participate effectively with the curriculum so this required a heavy use of visual, verbal, and scaffolded online tasks.
1.6 Strategies to support full participation of students with disability
All online content posted to Seesaw related to students current readiness levels and aligned with the Modified SACE requirements and their individualised One Plan goals, so they could achieve success in learning that was catered to their individual learning needs.
2.6 Information and Communication Technology (ICT)
I used ICT platforms (Seesaw, Boom Cards, Daymap) to engage effectively with students and their caregivers so all students learning from home could have access to relevant learning materials and the daily classroom routine.
3.4 Select and use resources
I used a range of resources to engage students in learning tasks, such as relevant learning videos and activities and I filmed the daily routine so that students who could not actively participate had the chance to view what was happening in the classroom.
3.5 Use effective classroom communication
I used a range of verbal and non-verbal communication strategies to support student engagement such as Augmentative and Alternative Communication (AAC) devices (Proloquotogo), visuals, key word sign, and simple verbal instructions to engage this particular group of complex individuals.
3.7 Engage parents/carers in the educative process
I used ICT platforms (Seesaw and Daymap) to engage effectively with students and their caregivers so all students learning from home and their caregivers could have access to relevant learning materials and the daily classroom routine.
4.1 Support student participation
I supported student participation and engagement in classroom activities through modifying my teaching approach, tone, prompting strategies, expectations, and the content I selected for each individual student. This allowed all students to achieve success according to the individual learning goals outlined in their One Plans.
4.5 Use ICT safely,responsibly and ethically
I supported the safe, responsible and ethical use of ICT in learning and teaching by researching the online platform Seesaw on government and public websites that stated their privacy and sharing policies. This allowed me to use the platform with confidence and put caregivers at ease when posting content to this platform, as it was highly secure and user friendly.
6.1 Identify and plan professional learning needs
I identified the need for me to effectively use the Seesaw app to communicate with students and caregivers throughout the COVID-19 pandemic.
6.4 Apply professional learning and improve student learning
I researched about the Seesaw app and spent time experimenting with videos and learning activities to effectively engage this group of students and used this knowledge to inform my own teaching. As a result, students could effectively engage with the learning content from home.
7.1 Meet professional ethics and responsibilities
I reviewed the privacy and sharing policy of the approved Seesaw app which allowed me to use this online platform with the knowledge that all information posted was secure and safe for students and caregivers to access. This allowed me to abide by the school's blended learning policy and child safe requirements and also saved myself from any potential privacy breaches.
7.2 Comply with legislative,administrative and organisational requirements
I ensured that all students were safe and accounted for by marking them on Daymap as either present, absent, or learning from home which kept a record of all students attendance levels and allowed myself and my mentor teacher to check-in with students and caregivers as necessary.
7.3 Engage with the parents/carers
I used ICT platforms (Seesaw and Daymap) to engage effectively with students and their caregivers so all students learning from home and their caregivers could have access to relevant learning materials and the daily classroom routine.
References
Browder, D. M., Wood, L., Thompson, J., & Ribuffo, C. (2014). Evidence-based practices for students with severe disabilities (Document No. IC-3). Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center website: http://ceedar.education.ufl.edu/tools/innovation-configurations/