Today I shared with teaching staff our school Distance Learning Plan 3.0. While Western Australia continues—for now—in a bubble of semi-normality, we are aware, as other places in the country and the world show, that COVID-19 is an illness that can explode in a community at any time, despite the best precautions.
At my school, we enacted distance learning during Term 1 for a period of about three weeks, and then were ‘locked down’ during the two week school holiday break before students began returning to school for Term 2. We generated feedback from our community at that time, which suggested the following for our next round of distance learning.
- We need to ensure we are differentiating our approach. Distance learning needs to look different for different ages and stages, and for different subjects. As a kindergarten to Year 12 school, students (and their parents!) require varied approaches to distance learning, relevant to developmental age and capacity for autonomy in learning. Older children are more likely to cope with increased opportunities for flexibility and independence; younger children need scaffolds, structures, technologies and resources appropriate to them. Subjects that are more content heavy and theoretical require different approaches to those that are more practical. We need to fit the pedagogical and technological tools to the learning purpose.
- We need to support student organisation, structure and routine. For example, by setting out for students a clear structure to the day, and a clear plan for the day and week in advance so they can plan accordingly and be flexible and autonomous in their work.
- We need to provide live video lessons and pastoral video check-ins, for learning and connectedness.
- We need to provide a range of teaching and learning content, blending modes and approaches.
- Predictable and streamlined communication works best. The Goldilocks approach is what we are aiming for here: not too little and not too much.
- Workload needs to be manageable for students and teachers. My understanding from colleagues in Victoria and overseas is that long term lock down–including working, teaching and learning from home–is exhausting for all. Especially in the early years, set work for children needs to be manageable for parents.
- Wellbeing is essential. Ill-being, trauma, anxiety and inequities have increased in our world during this global pandemic (which was preceded in Australia by a terrifying bushfire season). We need to build in time and encouragement for nutrition, hydration and physical activity, and regular breaks from screens and from the relentlessness of a life in constant lock down.
The main elements of our Distance Learning 3.0 model are the following.
- Teacher instruction: in short bursts of 15-30 minutes, delivered synchronously (live) and asynchronously (for students to access in their own time).
- Student collaboration: through virtual and online platforms.
- Student independent work: in which students manage their own time and work autonomously.
- Student reflection: in which they are encouraged to use metacognitive strategies, reflect on own learning and set clear targets for improvement.
All of these elements are underpinned by trust in the professional capacity and professional judgement of teachers as experts in curriculum (what they are teaching), pedagogy (how to teach so students learn), and their students.
Wellbeing is at the centre of our distance learning model. We have deliberately built in a focus on the wellbeing of our students, parents, and teachers by integrating the following.
- Shortening lesson times and increasing break times during periods of distance learning.
- Including one Student-Directed Learning Day per week for Years K-10. This day is a ‘non-contact’ day of learning in which students organise their time to complete set work, and teachers prepare, mark and respond to student queries. The day will be cycled through the days of the week, depending on when distance learning begins (e.g. Monday one week, Tuesday the next, and so on).
- Paring back content to the essentials and rethinking the way students can engage with content.
- Reconsidering the ways in which students can show their learning, and redesigning or rescheduling assessments where appropriate.
- Continuing to act with kindness, compassion and empathy.
Our Distance Learning Plan 3.0 is the plan we hope to never have to use, but as I explained in my last post, it’s the plan we would be irresponsible to be without.
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