Learning Remotely

In some circumstances, MC2 students need a drastically different type of learning environment. This can be due to a variety extenuating circumstances, like the COVID-19 pandemic, or an individual need, like a long-term absence from the area due to custody agreements. When students are engaging with MC2 teachers, studios, and learning opportunities without being present at school, this is what's called "remote learning."

Remote learning is a highly personalized MC2 experience defined by its existence outside the school walls. So why isn't this considered a trek? In many cases, definite remote learning experiences are often framed as treks for identifying credit and timelines. But sometimes the experience spans multiple terms, or incorporates so many other MC2 structures (like advisory or studios) that it requires additional planning and negotiation. Remote learning also necessitates a clearly negotiated accountability structure for attendance and goal-setting.

Remote learning amplifies the flexibility of our model, and highlights the increased concentration on individualization, but also relies heavily on communication both ways. Often advisors are the main point of contact with a student in remote learning situations, and they work hard to pre-schedule check-ins to guarantee high levels of communication.

Remote learning also challenges students. When designing remote learning, advisors must balance the community building/social emotional aspects of the MC2 model with the need for an independent daily schedule. Remote learning experiences should always take into account students' mental and emotional health as well as any academic supports needed for success.

Independent Remote Learning Negotiations

Students have negotiated "quarter long treks" or "mental health treks" that, in retrospect, were the earliest prototypes for remote learning. These opportunities all had a number of things in common. They were: independent to a particular student, highly structured and planned beforehand, detailed weekly advisor check-ins, used EODs or other pre-negotiated structures as a method of attendance, and documented clear competency completion along the way.

Independent remote learning plans are still a work in progress, but here are two examples of successful past plans:

add copy of Chrissi/Natalie's long term trek negotiations here

Group Remote Learning (Social Distancing/COVID-19)

INSERT GUIDELINES FOR WORKING WITH STUDENTS (INDIVIDUALLY OR WITH SMALL GROUPS) BOTH IN MC2 AND IN THE LARGER COMMUNITY