Learning, Teaching and Assessment
Whatever the medium or method, it's high quality learning, teaching and assessment that makes the difference. A summary of guidance and key principles of remote learning can be found below along with other useful tips.
Guidance
Remote learning can be delivered in a variety of ways: some high-tech, some low-tech and sometimes requiring no technological solutions. As part of contingency planning, establishments should consider what remote learning should be prioritised for teacher led, ‘live’ delivery to pupils and what learning can be delivered using pre-recorded video content hosted on a video archive. This will be combined with work that pupils will complete in their own time.
This section aims to provide you with key items to think about in your provision of high quality remote learning. 1
Summary of the Remote Learning Guidance
Education Scotland in partnership with the Education Recovery Group have produced the following guidance in relation to remote learning.
We have attempted to summarise some of the key points below in relation to learning, teaching and assessment.
cerg-remote-learning-080121.pdfWhat is Remote Learning?
Remote learning is learning that is directed by practitioners and undertaken by children and young people who are not physically with the practitioner while instruction is taking place.
Remote learning involves a combination of ‘live’ interactions between teacher and learners, and also learning which takes place away from the direct presence of the class teacher. It may involve a range of learning experiences which take place in a variety of learning spaces, including outdoors and includes active and physical learning.
Remote learning can be delivered in a variety of ways. It may include reading, doing, creating and inventing, playing, problem solving, observing and investigating with some of the best learning examples not requiring technology at all, although in the current context, digital and online approaches will be commonly used.
Learners should not engage in online learning for the entirety of the school day. Learning may include activities such as research tasks, project work, practical opportunities, discussions and other activities that can be carried out away from a digital device.
It is expected that learning will include provision of opportunities to consolidate, extend and enhance learning to take account of and meet the needs of learners and their families. This may be accommodated by providing access to pre-recorded lessons, presentations, lesson notes, diagrams or links to useful websites.
School leaders have an important role in ensuring that all learners experience high quality learning experiences.
The involvement of a further range of partners, including community and third sector organisations to support remote provision has the potential to provide rich and varied learning experiences
What are the key principles?
Remote learning will not replicate face to face in school teaching – in style, approach or hours of delivery
Class teacher retains responsibility for planning and organising children’s and young people’s learning, with learning supported by parents and carers
Opportunities for learners to progress and extend their learning
Approaches to assessment of learning and providing feedback that support and capture children’s and young people’s achievements in school and at home
Provision of learning activities to ensure engagement for all, considering the age and stage of development of learners, and introducing increasing opportunities for independent study as appropriate
Provision of learning activities for learners who require additional support for learning and any learners who may be particularly vulnerable or disadvantaged
A shared understanding between home and school of the remote learning approach and the respective roles and responsibilities of all involved
Continued endeavours to tackle digital exclusion, including the provision of devices and connectivity solutions to support learning
Partnership working with community providers and third sector organisations to support provision.
What are children and young people entitled to?
Learning opportunities which reflect the principles of Curriculum for Excellence, allowing learners to develop their knowledge, skills and attributes in a variety of relevant contexts and across curriculum areas
Access to appropriate physical resources where needed – this might include learning materials, textbooks and / or digital devices
On-line resources that will be consistently used across learning to aid interaction, assessment and feedback
Regular high quality interactive learning and teaching using technology or other remote methods
A balance of live learning and independent activity
Access to key learning which is available for learners to revisit as often as necessary
Ongoing dialogue, reflection and feedback with practitioners in relation to their own learning
Daily registration/check in for every learner, recognising that the format for this may vary depending on the age and stage of learners
Regular opportunities for engagement with other pupils to support learning, as well as informal engagement
Due regard for their well-being and safeguarding.
online_teaching_tips.pdfHandy hints and tips from e-Sgoil in regards to the delivery of online teaching
Apps and Online Links to Use.pptx@MrAWGordon_ has compiled a list of apps and links to support remote learning
Sharing Practice
We will be uploading pieces of real life practice from highly skilled practitioners across the Northern Alliance. These will feature within our pedagogy pages where you will be able to see how our colleagues across the region are utilising effective pedagogy within a remote environment.
Do you have something to share? Click on the button at the bottom of the page and tell us all about your practice - and send us a tweet using #NAConnectLearning