NT KSA SMackander

Return Path VideoKatherine School of the Air

Sally Mackander

Tracey Phillipps-Lewis

Radio

History

• The school opened in 1966.• Started as paper based work and radio lessons.

This has moved into paper based work and IDL (Interactive Distance Learning).

• Geographically Katherine School of the Air covers a huge area (approx. 800 000 square km.).

• Currently offers distance education to students from Preschool to Year 9.

Site Locations

IDL sites

RPV sites

Why Return Path Video??• The idea is to improve the educational outcomes of students beyond

a level that is achievable without Return Path Video (RPV) in an environment that is conducive to the different learning styles of students.

• It is another huge step in distance education which gives teachers another tool that will enable them to teach more effectively. The benefits of having return video for us is that we as teachers will have for the first time the non-verbal cues that a classroom teacher takes for granted. This priceless tool will break down yet another barrier to effective teaching and learning in geographical isolation.

• By using RPV we are taking the best from both conventional and distance and creating a new form of education.

Conventional

Classroom• Work with teachable

moments• Continuous face to face

contact• Interact with students• Facial expressions• Body language• Observe strategies

students use to work out problems

• Authentic data

• Telephone contact • One way IDL• Email• On Line Environment• Limited face to face

contact –patrols and school events

Distance Education

Comparisons

Return Path Video offers

• Authentic data• Body language• Facial expressions• Work with teachable moments• Observe strategies used to work out problems• NO need to guess or predict• Assess students on site • More regular face to face contact.• The chance to recognise and deal with difficulties

sooner.• More personal relationship with families and students.

Student Selection

• Students who were identified as having Special Needs and / or English as Second Language.

• MAP results, standardised testing and teacher referral.

• Student outcomes.

• Attendance.

Target Areas

• From data collated the areas chosen to target were:– Reading– Number– Essential Learnings’ – Collaborative 4

Pre Trial• Term 1 we initiated and trained teachers,

teaching support staff, parents, Home Tutors and students involved.

• The opportunity to iron out technical difficulties• Students were given a pre-test in each targeted

area, these were delivered to students individually using RPV during weeks 8, 9 and 10, Term 1 2008.

Official Period of the Trial• We initially had the trial running for 10 weeks

which started in week 1 of Term 2.

Pre Trial TimetableTerm 1 Week 8

Tuesday Wednesday

Thursday

12.30 –12.50

Meet with Parents (Sally & Tracey)

Maths Pre test – (Sally)

1.00 – 1.20

Technical training: (Sally & Tracey)



2.20 – 2.40

Technical training: (Sally & Tracey)

Term 1 Week 9

Tuesday

Thursday

Friday

12.30 – 12.50

Reading Pre test - (Tracey)


Social Skills Pre test – (Tracey)

1.00 – 1.20




2.20 – 2.40


Term 1 Week 10

Monday Tuesday Wednesday Thursday Friday

12.30 – 12.50

Reading Pre test – (Tracey)


Maths

(Sally)

Maths Pre test – (Tracey)

Social skills Pre test – (Tracey)

1.00 – 1.20






2.20 – 2.40



Maths

(Sally)

Grouping Students

• Students were divided into age appropriate groups for Reading; however, for Maths and Social Skills, students were divided into ability levels.

Reading Groups• Group 1 – 3 students• Group 2 – 2 students• Group 3 – 3 studentsMaths & Social Skills Groups• Group 1 – 3 students• Group 2 – 5 students

Time Table

• Initially there were 4 x 50 minute sessions made available. This gave us 20 min sessions for each targeted group.

• Each student attended 4 x 20 minute sessions per week.

Trial Timetable Term 2

Monday Tuesday Wednesday

Thursday Friday

12.30 –12.50

Lower Maths – (Tracey)

Reading – (Tracey / Wendy)

Lower Maths – (Tracey / Wendy)

Social Skills – (Tracey / Wendy)

1.00 – 1.20

Upper Maths – (Sally, Gillian)

Reading – (Tracey / Wendy)

Upper Maths – (Sally, Gillian)

Social Skills – (Tracey / Wendy)

2.20 – 2.40

Reading – Zac, (Tracey / Wendy)

Students first Reactions

The TRIAL - Pretests

Lessons

Post

Success

• Most aims and outcomes initially set were met.

• Attendance and engagement showed the commitment of some parents, Home Tutors and students.

• Data gathered in the post tests showed an improvement in most student outcomes.

• Authentic data through anecdotal evidence gathered through out the trial.

Principal – Jen Coad

Parent & Home TutorComments

• “Very good”• “Helped him a lot”• “Helped his confidence”• “Looks forward to it, happy to get on there.”• “Great you get to see his body language which is important then you know when he is getting

frustrated.”• “Definitely beneficial it has made a difference”• “Excellent that she can see us and we can see her. You know what she is doing and how she is

going.”• “The interaction between teacher and student is fantastic”• “Gives an insight into what is dealt with everyday”• “Helped immensely in the teacher being able to implement proper strategies ... Instead of just a

stab in the dark.”• “Getting instant feedback”• “They can initiate new techniques”• “Getting strategies straight away to work out problems and if something isn’t working they can try

something else with out losing the moment”• “Best thing has ever come to the school”• “Wonderful, wonderful thing”• “Can’t praise it enough”• “Best thing since sliced bread”

Student Comments

• “Helped me learn”• “I like to do it with the other kids when other kids

are looking at me.”• “They were good”• “I liked it when we talked to each other and could

see and stuff”• “Seeing the others and doing reading and maths

with them”• “I like to be seen and see myself”• “I liked it”

Issues

• Sound• Camera• Timetabling• Some Student / Family commitment to trial

Other Advantages

• Authentic data gathering on other students

• Ability to provide a Speech Program designed by a Speech Pathologist to a remote and geographically isolated student.

• To see student work areas at home.

Recommendations

• To continue with trial until the end of 2008• BANDWIDTH • Run concurrent lessons (from teacher

desk and IDL studio)• More than one student’s video & audio

running at once• Audio & video as a whole (turning on

together)• Manipulate student cameras from studio

Future

• Second studio

• Provide access to other services eg Student Services, Disability Services etc

• Authentic data NAPLAN

• Parent /Teacher interviews

• Interschool moderation of student work