The Secondary teaching community will inevitably improve and refine the process of planning for remote learning in the coming weeks. What the last two weeks have reminded me is that teachers are passionate, resourceful, resilient and most importantly invested in young people.
On this page you will find two resources:
We hope that you find these ideas and resources useful. Teachers often say that wanting to make a difference is a key motive. You are certainly doing that. Thank you.
As we move from the ‘survival’ approach of phase 1 (pre-Easter break) into a ‘sustain’ phase over the coming weeks, we will be increasingly mindful of the ‘learning impact’ of what we plan, and how we support students to not only engage but to learn whilst they are at home. As our commitment to evidence-based teaching and learning grows, many schools have used Rosenshine’s principles (see below) as a framework for effective practice.
Below are 5 of Rosenshine’s principles with suggestions as to how they may be applied to planning for remote learning:
Begin every lesson with a review of prior learning (Rosenshine principle 1)
Present material in small steps (Rosenshine principle 2)
Ask questions (Rosenshine principle 3)
Provide models and scaffolds (Rosenshine principle 4)
Engage students in weekly and monthly review (Rosenshine principle 10)
Mark Rowland’s article ‘Distance learning through the lens of disadvantaged pupils’ provides an excellent insight into the key issues for disadvantaged (and all) learners, and offers strategies for consideration. The Chartered college article ‘online, distance and home learning: selected reading’ includes various commentaries on the challenges that we face.
Mark Rowland offers 15 strategies that may be particularly useful to consider. Below you will see each strategy. If you click on a strategy, you will be taken to a page which provides a summary of what 5 Surrey Secondary Schools are trying.
Offering ‘case study’ examples is a way of sharing what is happening, rather than definitive ‘best practice’. Until the research is conducted and evidence gathered, we simply do not know what excellence is.
Mark Rowland offers 15 strategies that may be particularly useful to consider.
Below you will see each of these strategies. We have gathered summaries from 5 Surrey Secondary Schools as case studies.
Please click on a strategy to be taken to a summary of what 5 Surrey Secondary Schools are trying.
1. Developing routines and securing wellbeing and pastoral care may be the greatest priorities initially. It is important not to rush to try to do too much.
2. In line with the EEF’s implementation guidance, the most sustainable, effective approaches will be developed over time.
3. Encourage self-regulated learning, build and sustain motivation, don’t overload with tasks from multiple online platforms
4. An obvious, but important point: So many families may not have gardens /quiet spaces /desks /good wi-fi. How does distance learning work for these pupils?
5. Use evidence about parental involvement. More than ever, we need to work together and maintain strong relationships, especially with those families that have found engagement with school life more difficult.
6. Many parents may find it more difficult to support learning because of financial or health anxieties. Short term problems supersede long term ambitions. Keep distance learning achievable and ‘low-stress’.
7. Regular, frequent check-ins with disadvantaged pupils will be more important than ever. Our disadvantaged pupils need to feel they belong, and that school is theirs. Belonging is vital; maintaining a strong connection with school.
8. Use rigorous assessment to ensure that any distance learning addresses historical gaps. When schools reopen, high-quality diagnostic assessment will become more important than ever.
It is reasonable to expect that some pupils will have learnt more than others during school closures, for lots of complex reasons. Communication and record-keeping are even more important with pupils out of school.
9. Consolidation of knowledge should be prioritised over learning new content. It’s not possible to work independently on things you don’t know about. Because of external pressures, families may not be able to support the learning of new content.
10. Scaffolding, modelling and worked examples become more important than ever.
11. It is important that pupils focus on achieving their personal best in work, rather than comparing themselves to others, especially if communicating online. Strategies such as cumulative quizzing can be really effective.
12. Encourage pupils (of all ages) to read aloud regularly and frequently. Provide access to reading material and free audio books where possible. Reading is an opportunity for broadening horizons and cheating confinement. But provide structure and guidance, themes and sequencing where possible.
13. Conversations and discussions are more important than word exposure for language development.
Interactions with words are critical: https://www.beib.org.uk/2018/03/conversation-important-word-exposure-literacy-language-development/
14. Light touch communication approaches with families, e.g. text messaging, may be a helpful way of keeping in touch. Encouraging daily routines, with dedicated time without distraction to converse with an adult and regulated screen time may be helpful.
15. Use evidence about parental involvement. More than ever, we need to work together and maintain strong relationships, especially with those families that have found engagement with school life more difficult.
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