Daily check-in
Also known as: wellbeing check-in, welfare check, social emotional learning activity
A daily check-in requires students to respond to a few key questions posed at the beginning or end of the day. Questions can be modified to focus the results around different aspects of wellbeing and student welfare. Students may reflect on what they have learned, review their feelings and express what or how they are thinking about learning. By collecting data daily check-ins may show you the daily and weekly changes in your students’ lives and patterns may emerge.
ICT templates
|
Office 365 |
|
|
Google G Suite |
Make sure you are logged into your Microsoft accountExternal link. or Google accountExternal link. before accessing these templates. For more support refer to Getting started with technologyExternal link.
How to use with ICT
Create daily check-ins or wellbeing/welfare check ins using Google or Microsoft Forms and share with students through email, Google Classroom or Microsoft Teams. These platforms allow teachers to collect and access data analytics.
Single computer
As students enter or leave the classroom use one computer with a digital form open to collect responses. In settings ensure that the form is not 'collecting email addresses' and check that the 'limit to 1 response' option is not selected. As this form is anonymous do not project the form or the results on the screen.
ICT tools
External resources
| Title | Link | Description |
|---|---|---|
| Digital lunchbreak website | Digital lunchbreak website (new window) | A collection of resources to support students in maintaining wellbeing while learning remotely or from home. |
| Wellbeing at home | Wellbeing at home (new window) | The NSW Depatment of Education Wellbeing at home gives strategies to connect with students and support wellbeing at home. |
| Why you should start your class with behaviour check-ins? | Blog - Why you should start your class with behaviour check-ins? (new window) | A comprehensive explanation of the importance of checking in with students. It includes explanation of benefits of behaviour check-ins. |
| Teaching with Jennifer Findley | Free Daily Check-In Google Forms for Distance Learning (new window) | Free Google Forms downloads for the beginning and end of the day. |
Disclaimer
Links to third-party websites:
If you use the links provided on this website to access a third party’s website, you acknowledge that the terms of use, including licence terms set out on the third party’s website apply to the use which may be made of the materials on that third party’s website or where permitted by the Copyright Act 1968 (Cth).
The department accepts no responsibility for content on third-party websites.
Personalised learning
Disability, Learning and Support
When planning to use technology in the classroom it is important to consider the diversity of your learners. Universal Design for Learning (UDL) is a framework to guide the design of learning environments that are accessible and effective for all. For UDL guidelines, information and additional materials, visit the CAST website.
Many students require technology as an adjustment to support their access to learning. Adjustments (NESA) are actions taken that enable a student with disability and additional learning needs to access syllabus outcomes and content on the same basis as their peers. Enrol in the Personalised learning with technology online course to help you make more informed decisions regarding technology.
For a range of simple, how-to videos visit the Assistive Technology page on the Disability, Learning and Support website. Resources are organised into four sections; Literacy and Learning, Vision, Hearing, Physical and Motor Skills.
High potential and gifted learning and support
When planning to use technology in the classroom it is important to consider the full range of abilities of all learners. High potential and gifted learners may require additional adjustments and deliberate talent development. These strategies include differentiation, grouping, enrichment and advanced learning pathways so students can be engaged, grow and achieve their personal best.
Assessing and identifying high potential and gifted learners will help teachers decide which students may benefit from extension and additional challenge. Effective strategies and contributors to achievement for high potential and gifted learners helps teachers to identify and target areas for growth and improvement.
For further support and advice about how to tailor learning for high potential and gifted students from all backgrounds, visit the High Potential and Gifted Education web section, High Potential and Gifted Education Policy or attend one of the professional learning courses on offer.
Learn more about the strategy
Professional learning
| Provider | Course name | Link | Description |
|---|---|---|---|
| NSW Department of Education | Learning on demand - Learning to assess online with Google Forms on MyPL (intranet only). | MyPL (new window) | Learn to create self-marking quizzes to empower formative assessment and track your students from a distance. |
| NSW Department of Education | Learning on demand - Microsoft forms to create formative and summative assessment on MyPL (intranet only). | MyPL (new window) | From assessing student wellbeing to formative assessment, Microsoft Forms gives you the power to check in from a distance. |