Remote learning is the new norm. For staff at Denbigh and across the country, classrooms have gone online. The challenge is now how we can engage, enthuse and support all students to continue learning despite this virus' best efforts to disrupt us. We have to believe that this is possible.
The challenge of delivering effective remote learning Often teachers may feel that with remote learning we have to think about teaching and learning differently. Well that is not the case, the process of learning works in exactly the same way online as it does in the classroom - students need to have some form of instruction (linked to prior learning); create some evidence of learning; and then receive some feedback - this cycle is as effective online as it is in the classroom. However, we have to acknowledge that students are in a new learning environment - their homes - which can create significant barriers to their engagement.
High impact teaching is the same inside the classroom as it is online. Credit @ImpactWales
Avoid overload, engage through feedback and monitor engagement
To overcome these barriers one of the first considerations is to make sure that the work we set is achievable by avoiding overloading students with either too much new learning or too many tasks. If there is sure way to discourage students, it is to swamp them, which will lead to cognitive overload and ultimately very little learning. To do this, we as teachers and subject leaders need to consider how we can break down our curriculums into smaller bitesize chunks of key learning and provide resources that students can review and repeat in good time. In addition to considering what work we set, we also need to consider our expectations on completion - students' lives at home are varied and unknown to teachers, this means when setting deadlines we have to have a degree of flexibility in our expectations. There is nothing worse than an email inbox full of demands for incomplete work to make anyone feel stressed overwhelmed.
Another consideration is feedback. A key reason why students disengage is because they may feel that their own teachers are not engaging with them in their learning. A regular dialogue needs to exist. This could be as simple as ensuring work is acknowledged and marked where relevant, and that a teacher is also available to support. Regular feedback makes doing the work worth it and will encourage students to engage further.
Finally we need to monitor engagement. At Denbigh we are introducing a whole school approach involving the taking of online registers as well as individual subject teachers monitoring engagement using a centralized system. This in turn can support a coordinated approach to promoting engagement by identifying disengaged students and supporting them to get into the learning routines they need to be successful.
What should a typical remote learning experience look like? At Denbigh students can typically expect the following:
Teacher instruction: A pre-recorded video summarising the desired learning outcome followed by the delivery of content. This could include other resources such as a GCSEPod or web based reading etc. (5-20 minutes)
A task to elicit evidence of learning: This could be a Google assignment or quiz, or another online activity set through an approved VLE. During this time the teacher is 'live' on the Google Classroom to respond to questions. (10-30 minutes)
Feedback. Students should have work acknowledged and marked accordingly. Feedback can be given individually or as a class. At Denbigh we are also able to give verbal feedback through Google Classroom using mote.
To demonstrate this further have a look at my example of remote learning from year 9 Psychology where hopefully you may see some of these principles in action.
Conclusion
Although subjects may approach remote learning differently and not all remote learning will look exactly like this, we should all stick to the basic principles of teaching and learning. We must also see this current situation as a great opportunity as, if we get this right, when our students return they will be self sufficient, resilient, independent learners, who will prosper in the classroom. Let's get it right.
Thank you for sending effective information about Effective Remote Learning.
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