My Australian school implemented our Distance Learning Plan on 24 March. While we had been planning for a pivot to distance learning, and we had a transition period, the change happened rapidly and required incredible agility, innovation and ingenuity from our teachers and leaders. No matter how well-intentioned and well-informed our plan was, we know we can always work to be better.
Now we have a chance to break for school (stay-at-home) holidays to rest and rejuvenate before Term 2 begins in two weeks’ time. With almost three weeks of distance teaching and at-home learning under our belt, now is also an opportunity to take stock, reflect, refine and improve our model.
Like all Australian schools, we are unsure how long our distance learning model will need to run. Whatever adjustments we make need to be sustainable for a potentially long term. The model needs to keep not only teaching and learning in mind, but also physical, mental and emotional wellbeing. During a pandemic, we must consider Maslow (health, safety and wellbeing) before Bloom (curriculum, pedagogy and assessment). We need to keep equity in mind and ensure that no student is disadvantaged.
At the end of those first few weeks of distance learning, we generated data through a survey, asking what was working well, what we could do differently, and what was interesting about our original model. About 500 student responses, 500 parent responses and 100 staff responses gave us plenty of scope to understand the experiences of various stakeholders and to see patterns in the data.
While the experiences of students, parents and teachers were varied, the following takeaways were reflected in the survey responses:
- ROUTINE. Students are finding ways to create organisation, structure and routine. For example, students appreciate using their normal timetable as a guide, but also knowing the work for the day and the week in advance so that they can plan accordingly and be flexible and autonomous in their work.
- PEDAGOGY. Students and parents overwhelmingly love lessons that involved live video meetings. These develop a sense of learning with others and enhanced feelings of connectedness between students and their teacher and classmates. These facilitate the relational and social aspects of the classroom, and provide important opportunities for students to ask questions and clarify instructions. Students appreciate pre-recorded instructional videos such as PowerPoint videos and screencasts.
- COMMUNICATION. Communication in a distance learning model can be overwhelming. Clarity and consistency is key. Students and parents request that teachers and the school to carefully consider how much is communicated via consistent platforms and timelines.
- WORKLOAD. While some students enjoy the autonomy and flexibility that comes with distance learning, many feel an intensification of workload that threatens to overwhelm them. Teachers, too, are coming to terms with finding efficiencies within a distance learning model; setting professional boundaries around time and availability; and giving themselves permission to pare back expectations of students and of themselves to ensure that work set is realistic, and that feedback to students is consistent but achievable. Teachers are finding new ways of tracking student engagement in and understanding of learning.
- WELLBEING. Students and teachers would benefit from reduced screen time and increased break time. Students are grieving for their connections with friends and teachers, and their hopes for what this year of school would be (especially our Year 12 students).
- GRATITUDE. Many parents express gratitude for the school’s approach and for the work of the teachers. Many teachers have been impressed by the level of student resilience and engagement. Teachers are thankful for the generosity of their colleagues and amazed at the exponential rate of professional learning during this time.
The array of feedback we have generated resonates with student experiences outlined by the Sydney Morning Herald and New York Times, summarised here by Anne Knock. We are using our contextual data–as well as the best advice about what is likely to work, such as this resource from AITSL, this resource from Evidence for Learning, and this collection of resources from the Chartered College of Teaching–to adapt and adjust our Distance Learning Plan. Our aim is that our Distance Learning Plan 2.0 continues learning while also encouraging students to maintain relationships and be physically active.
Specifically, we are refining:
- COMMUNICATION, especially of learning outlines to students in ways that allow them to plan ahead and stay organised in their approach to learning.
- SHAPE OF THE SCHOOL DAY, including start and finish times, reduced lesson times, time for organisation, and increased break times.
- PEDAGOGY, including effective use of live video meetings and other distance pedagogies for teaching, collaboration and connectedness.
- ASSESSMENT, reporting and continuous feedback in a distance learning model.
- DIFFERENTIATION between approaches for different year levels and different subjects. Our Year 12s are a particular focus, as are students with specific learning or pastoral needs.
Our students remain at the centre of what we do, but teaching from a distance with students learning at home means that we are having to find alternate ways of teaching, learning, connecting and engaging as a community. There is no one-size-fits-all distance learning model. Responding to feedback from our context helps us to continue to adapt in order to best serve our community during changing circumstances.
Previous blog posts on distance learning:
Pingback: Education disrupted by COVID-19 and the role of education leaders | the édu flâneuse
Pingback: COVID-19 and distance learning: Preparing, not just reacting | the édu flâneuse
Pingback: Distance Learning Round 3: Applying what we’ve learned | the édu flâneuse