Virtual Learning

Continuing Good Virtual Habits

Since my first experience of Virtual Learning (see below), I have recognised the value of continuing good habits that help students manage their workload and access the work when, through continued blended use of Sites & Classroom. I utilise scheduling to deliver the work at the right time - the beginning of class, to avoid students being overwhelmed and the help to maintain a 'need to know' level of engagement and enthusiasm. I also set up the lessons so that they can be followed effectively if a student is absent but is able to work from home. This is also helpful if I am absent from the classroom myself, but am able to support virtually. My self directed learning approach in DP Geography also works well in this case as I can have one-one check ins online much more effectively than I can deliver content via a webcam. 

Backstory....

Virtual Learning Environments

In 2014, during my time at the International School Ho Chi Minh City, I worked with my department team to help build the I&S department Virtual Learning Environment (VLE). On my arrival at Tashkent International School in 2017, I saw an opportunity to develop a Virtual Learning Platform for the I&S department . I have also developed a working template of a whole school VLE, a 'Learning Launchpad'. My inspiration for doing this is the strong belief that a VLE platform is key to allowing students to access and drive their own learning. You can see examples of my MYP and DP VLE's on this site. I have continued this approach at AISB, seen here for the Grade 10 Social Studies curriculum. 

Going 'Virtual'  for COVID-19

In March 2020, Tashkent International School went into Virtual Learning for the first time, in response to restrictions imposed due to the COVID-19 pandemic. I found the transition was relatively seamless for my classes because students were very comfortable with using the VLE as a platform for accessing their lesson content and support materials. I also set up Google Drive in a way that allowed me to access student work, to provide feedback. The move to virtual learning as a school led to Google Classroom being used in conjunction with Managebac. Zoom was used as a conference platform which I found I could use effectively for communication and collaboration.

'Virtual' Well Being

My experience of remote 'virtual' learning has made it clear to me that, more than ever,  we all need to consider ourselves as 'homeroom' teachers, to make sure we are looking out for the well being of all the students we teach, not just those we are allocated to as our 'homeroom'. The psychological and social challenges associated with remote 'virtual' learning are real and need to be at the forefront of educators minds, for the long term well being or ourselves, our colleagues and, ultimately, our students. 

Hyflexing - September 2020

As we have moved back to on campus learning, I have embraced the 'hyflex' approach to teaching and learning to ensure all of my students whether physically present in the classroom, attending virtually via Zoom or learning asynchronously are able to engage and benefit fully from the learning experience. My blended use of Sites & Classroom has been instrumental in making this work with my classes.