Over the last year, I’ve been involved in various qualitative research projects relating to teachers and how they interact with museums and use their educational resources, especially mobile or online resources, whether on a visit or in the classroom. In doing so, I’ve noticed a number of common themes coming up again and again that might be useful for other museums considering how best to work with and provide for schools.
A note: these are undoubtedly generalisations, and you will find teachers who do not conform to this, but these responses have been consistent enough throughout several different projects for me to think that if you want to be most effective for most teachers, you will need to consider these things.
Also, you are going to notice one word coming up a lot: “easy”. Make life easy for teachers. They work hard, they don’t have much time or budget. Make it easy, and they are much more likely to use your resources.
Make online resources easy to find
Teachers, by and large, are extremely time poor. They do want to find great new resources to use, activities and games to help them teach literacy, images to illustrate a historical topics, etc, and actually already spend a great deal of time looking for them. But they are swamped, and will tend not to look beyond well-known resources sites such as TES or “teachers pay teachers” (or corporate subject specific sites, sometimes that they are subscribed to) or Google. And when they google, they tend to use the key stage as a search term (or “primary/secondary”), the subject, and a word like “game” or “poster”.
Whilst some do go to a museum website that is well-known to them as having resources on a particular subject (e.g. the British Museum for Egyptian history), for the most part teachers are not going to trawl through lots of potential museums to see what resources they may have. So, your stuff will have to either be prominent on a resources portal, or high up the search rankings to be seen.
Alternatively, you will have to work harder to reach teachers directly, but when you do so, remember that:
The benefits must be easy to see
Again, always assume that teachers have no time (or energy) to spend a lot of effort trying to figure out whether your resource or session is what they need, whether it is appropriate for the age group, what it covers exactly, what is required to use it, and how long it is expected to take. Make this easy for them, by spelling it out up front, and by including good images such as screenshots of it or that show it being used.
The fact that it was created by a museum does give it some authority, but generally teachers will use whatever works, whoever it was made by, if it is easy to use and find.
Registration is a barrier that most teachers won’t bother getting over, especially if you can’t trial anything first, so don’t make that a requirement unless you aren’t bothered about losing a lot of customers.
Make the visit easy, don’t ask them to prep for it
Teachers don’t generally prepare for museum visits. Even if directly asked to check out the app they will be using, to recce the gallery, or to send over information about the students before a booked visit, they rarely do. See above re time and energy, but whatever the reason, instead of wondering why teachers don’t do this, and why the visits are sometimes chaotic as a result, better to just not rely on this preparation for the visit to work.
So, make sure any activities you have planned work without prep; make sure any digital resources come with a good introduction and, ideally, direct facilitation (seriously, this is what makes digital work well in these situations, a good facilitator); give teachers information they might need on the spot when they arrive (suggested activities for free time in the galleries, background info, questions and themes etc). Make it easy for them, and I’m sure they will appreciate it.
If you need information in advance, be proactive in seeking it out, don’t wait for a teacher to email. Also, I have noticed that teachers generally do not use email a great deal, especially out of term time, so find a better mode of communication if you must get in contact, probably by phone. But when you do that, don’t forget to:
Be mindful of the time of year
I was trying to reach teachers for interviews in December last year. Major error. The build up to Christmas was apparently frantic, almost nobody answered my calls and emails, and I began to despair of ever being able to get hold of people. In January I tried again though, and it was much easier. Exam times will have similar issues. Out of term time is probably hopeless. But at the end of the year, teachers will be looking to September, so that may be a good time to give them some new ideas for the new year.
Make it flexible and modular
You might have a grand online interactive planned or a beautiful mobile app that will teach the history of the Tudors in a single game, and so this might be hard to take, but chances are that won’t be nearly as useful to teachers as a really good image bank.
When teaching in their own classroom, they have their own way of doing things. Curriculums vary, especially at primary level, student needs vary, and teaching methods vary. For your activity or resource to work, it will be more use if it can be modified, broken apart, or flexible enough to be used in different ways. Rigid lesson plans that make assumptions about how teachers teach the subject and how long they spend on it are also likely to be unhelpful too.
So image banks are great for teachers, they can be used in presentations for teaching from the front or by the students in projects, they can be used to illustrate or enliven. If they can be provided on an open licence, all the better, so they can be repurposed and edited.
There is a bigger point here, too:
Don’t try and break the mould, make it fit with teachers’ existing practice
If you are trying to make teachers do something out of their normal way of doing things, it is probably doomed to fail. If they usually teach the Tudors with plenary classes (that are exactly tailored to their and their students needs, because they designed them that way) and an essay writing activity, your Tudor history game is unlikely to fit in here. It might be great for giving to students as homework, mind, which could be valuable in and of itself, but not much cop as a classroom activity, so don’t market it that way.
Generally, it pays to do the legwork to find out how teachers are already teaching a subject, and what the gaps and opportunities are, rather than making assumptions and finding out too late that your idea just isn’t practical in the time available. This is especially true of secondary schools, where there is a lot to cram in, and time is short.
Also, don’t assume all schools have access to ipads (other tablets are of course available, just not used that much, as far as I can tell), or that the ones that do are using them in the same way. Some are 1:1, many are using them in groups, or swapping them between classes.
Make it beautiful, easy, and solve a problem
Put yourself in the teacher’s shoes. They have a working busy life, a big class of students to keep engaged, a long week ahead and they just spent their whole Sunday marking. On Monday morning, they have to teach a tricky area of their subject, that students always struggle with, so they go in search of something that might help.
Can you give them something that will help solve this problem? Some great pictures, a short and exciting video introduction, some suggested live games to play, or, yes, maybe, a flexible interactive tool that will engage them but do more, perhaps track progress, or allow teachers to choose different bits for different students or be genuinely fun enough that kids will go play it in their own time.
Better yet, can you make it look really good? Because it does help, the students and teachers both appreciate high production values.
The best way to make sure that your resource works for teachers? Research their needs, and test it with them. I’ve found a lot of teachers very happy and willing to share their thoughts, and even just a few interviews will be invaluable for shaping your decisions.
So, I hope that’s useful. If any teachers come across this, I’d love to hear your thoughts. Is there anything I’ve missed, or misrepresented? If any readers want to hear any more detail on any of the research behind this, get in touch.
Thanks to the museums I’ve worked with for letting me share this research as well as the fabulous Teach Your Monster to Read team for whom I carried out research into classroom phonics resources.