Remote learning in 1/2

Through respectful discussions with fellow colleagues and Leadership we have structured an online learning program aimed to maximise learning whilst being mindful of emotional and mental well-being.

Dream

A manageable system, alternating between whole week Literacy and whole week Mathematics programs respectively. This we predicted has allowed students to work at their own pace and through multiple exposure master the skill at hand.

Design

To make this dream a reality we have incorporated the following structures into our program:

• Adopting a Must Should Could system: posting daily reminders of the things students are required to accomplish (Must), would benefit or extend their learning (Should) & activities that complemented their learning when the other two are complete (Could)
• Promoting flipped learning: by filming our skill lessons, games & activities and communicating to students that these resources need to be accessed prior to meetings. 
• Support: Time is set aside every day to allow students to voluntarily return for 1:1 support or teachers make specific requests. Parents also are able to log in and ask questions or even watch the demonstration or discussion thereby answering their own queries.
• Multiple Exposure: Having the same ‘content’ to revisit allowed the students to master the skill at their own pace. 

Deliver

Parent feedback at our three way conferences were very positive with many finding that the reduced workload did not jeopardise learning & created a much more manageable system. The following features in particular were highlighted:

1: Clear communication of expectations utilising the conversations function on our Learning platform - Wabisabi.

2: Making the Learning Intention clear and incorporating Blooms Taxonomy throughout.

3: Sequenced Learning - Available to the students at all times online. The instructions/examples filmed & expected to be completed at their own pace throughout the week as exercises, not for posting on Wabisabi as a formal assessment.

4: Only one ‘task’ posted per week demonstrates, using Blooms levels of learning, where students honestly are on their journey. This will be the only task assessed formally and with confidence because it is a true reflection of the skills exercised (or not!) during the week.


Debrief

This system has given us more of an opportunity to address common questions and delve deeper into thinking processes. Early results indicate students are more engaged and active in their learning as opposed to just being a bystander. It has reduced student workload, teacher workload & is easier for parents to follow. One piece of work of a much higher quality, submitted and assessed per week is much more valuable than multiple daily uploads, not reflective of student understanding.

This program, designed for these unique circumstances, modified for the right reasons, reduced the pressure of remote learning and increased the quality of our program. A big achievement in such a short amount of time and in trying circumstances.
 

If you have an questions please feel free to contact me:

Dwain Barakat (Leading Teacher - Mathematics & 1/2 Coordinator)
​Dwain.Barakat@education.vic.gov.au