Distance Learning Guide for Teachers
How do we teach at a distance?
How do we plan lessons? What does an online timetable look like? Which tools are best to use?
On my page Teaching & Learning in the Virtual Classroom I provide some TOP TIPS on how to teach and learn online. This page provides some background information on online learning as well as practical examples. It explores the following key questions:
- What do we have to do differently?
- Which new teaching and learning tools can we use?
- What is expected of us as teachers?
- What does a daily | weekly timetable look like?
- How do we plan lessons to be delivered online?
- How do we care for ourselves and our well-being?
I am indebted to the work of some brilliant educators referenced at the end of this page for many of the ideas on this page. Covid-19 has had the unintended consequence of creating a rich community of professions all over the world who are sharing ideas and learning from each other. Thank you.
Read this page in conjunction with other pages on this website
See my blog Covid-19: What happens if school is closed? where I have provided a summary and quick guide for school leaders | teachers | students | and parents.
Teaching & Learning in the Virtual Classroom provides a more detailed look at the pedagogy behind online learning in virtual classrooms - things that teachers need to bear in mind when designer the learning experience.
Other useful pages: Distance Learning Guide for Students & Parents | Distance Learning Solutions: systems, platforms, self-directed content
Online learning should build on what we know about best practices in learning. See the following pages on this website, each of which can be used as summary sheets for staff: Which teaching strategies are effective? | What makes teaching and learning effective? | What does research tell us? | How do we think? All about the brain
Summary
In this section you will consider:
- creating new assignments - and not just replicating what you do in a face-to-face classroom
- which online lessons need to take place in real time
- how to create opportunities for online collaboration
- which online tools you will use and what protocols you need to put in place
- how you will need to work with parents as partners in their child's learning
A concrete challenge:
Imagine redesigning one week of your class for online learning. If, tomorrow, you lost the ability to teach in person, how would you design learning experiences differently?
Which of the ideas and strategies below would help you create a successful learning experience?
Why is online learning different?
It is not as simple or straight-forward as taking teaching material for a class you teach face to face and putting it online.
For example, face to face discussion is quite different from discussion forums online - they work in different ways. Worksheets and essay assignments do not translate easily to the online environment. In the following quote John Spencer explains how technology should be used to enhance the learning experience and not just replicate what happens in a face-to-face classroom.
This idea is at the heart of the SAMR Model. With the SAMR model, the first two layers focus on using technology to enhance the learning process while the next two layers focus on transforming the learning. The first level, Substitution, uses technology as a direct substitution for the learning task with no significant change. So, a student who types an essay on the computer merely swaps a pencil for a keyboard. With Augmentation, the technology acts as a substitution with some augmentation. So, that paper essay moves to a Google Doc, where students can not only type and edit but also comment on one another’s work. With Modification, technology enables significant task redesign. So, that essay is now a blog post. Students engage in online research, work collaboratively on a shared document, and publishing to an authentic audience. It is no longer an essay for a teacher. Instead, it is an article crafted for the world. With Redefinition, the technology allows for tasks that were previously inconceivable. So, that same essay is now a multimedia package, with a blog post, a podcast, and a short video. The research, too, includes video conferences with experts." (7 big ideas as you shift toward online teaching, John Spencer, 16 March 2020.)
Are you technically literate?
How do we ensure that all students (and their supporting parents) have the right technical skills? How do we ensure that they are following e-learning protocols that agree with our Acceptable Use Policy?
“e-Learning requires different ‘literacies’ and new classroom routines. Be careful making assumptions that everyone knows what they are doing with technology, as chances are that teachers, students and parents have varied levels of skills and comfort with technology. Teachers should pretend it's September 1st again and create new classroom agreements and expectations in the digital space.” (James MacDonald, Navigating campus closures and e-Learning in uncertain times, 13 March 2020)
Which aspects of learning will be synchronous and asynchronous?
When is it important that all students are together with their teacher, and when it is important that they do supported independent work?
“Think of e-Learning in terms of synchronized vs asynchronized approaches. There are very exciting opportunities to move away from traditional approaches to education, and this is an opportunity for us to release some of the control the adults traditionally have over the time and space for learning.” (James MacDonald, Navigating campus closures and e-Learning in uncertain times, 13 March 2020)
“When designing online learning, it’s important to see asynchronous experiences as equally valuable as synchronous ones. Asynchronicity allows students time to work at their own pace, to take time to compose ideas, and to express themselves in ways that might not be possible in real time. In addition, asynchronous work allows students to absorb content, prepare assignments, and complete projects offline: it’s a way to avoid hours of staring at screens. The key questions to consider are these: What types of learning experiences require synchronous connection? Which synchronous experiences can be turned into asynchronous experiences?” (Global Online Academy)
"Instead of students writing on a daily or weekly basis, ask them to submit short videos instead. Video not only elevates faces and voices in your class, it offers students a chance to show their learning in a new way." (Global Online Academy)
Schools may use both approaches. Your own unique situation, including your students’ age, might have a big impact on this decision too. "For some families, asynchronous learning can be more convenient: if parents are working, they may have more time to support/supervise student learning outside of business hours. Other schools are finding synchronous learning is a powerful way to keep the class connected. If your teaching and learning program involves video then you’ll once again face the question of synchronous (e.g. live conferencing) or asynchronous (pre-recorded videos or screencasts)." (Kathleen Morris, Resources for Teaching Online due to school closures).
How do you ensure effective communication in an online environment?
“With personal contact highly limited, written messages are easily misconstrued. As such, we have learned to measure our words with care.”(Ben Keeling, Shrewsbury International School, Hong Kong).
Communicate clearly and effectively. Make sure everyone knows which communication tools you will be using. Ensure students and parents know where to get learning support. Seek feedback regularly from students.
How do we use online learning to transform learning?Whilst it is tempting to just translate activities from the face-to-face classroom to the online classroom (e.g. in reading articles, watching videos and writing assignments) you might be missing a key trick. Namely, using online learning to do learning in a different and transformative way. Distance learning can be the opportunity for students to be set assignments where they are asked to create original content. Why not design activities where you encourage students to be problem-solvers and designers? This creative work online can take a number of forms. For example:
- Blogging: encourage students to blog on a passion that they have - it could be a dance blog, a sports blog or a food blog. They could include videos, photos as well as interviews.
- Videoing: this can take time but it is one way of students demonstrating their work.
- Podcasting: where students create audio recordings which they share with an authentic audience.
How do we use digital tools to leverage collaboration?
Why not create group assignments as well as individual assignments? There are many digital tools that you can use to develop collaboration between students. In real time (synchronous) we can use 'chat' functions in Gmail, for example, or video conferencing (e.g. Zoom, Skype, Google Hangouts). In asynchronous activities (those not happening in real time) you can use, for example, Google documents and spreadsheets to share and comment on ideas.
How do we work more closely with parents?
Parents have always been a foundation of education - the third leg of the educational stool (student - school - parent). However, in reality, especially in the high school, parents are often left at the door. But now we are relying on them in a much more practical way - to establish the context for their child's learning and to support them in it at home. This has significant implications for teachers.
“For better or worse, e-Learning offers a level of transparency into the learning environment: assume there are now parents and school leaders in the “back of every classroom”. (James MacDonald, Navigating campus closures and e-Learning in uncertain times, 13 March 2020)
“As educators, we need to remember that home learning doesn’t have to require us to send schoolwork home. It’s about building a partnership between school and home and recognizing the ways that students might learn within their own environment. We can take this same approach as we design distance learning experiences for our students. One small example is to ask students to share their interests and passions through a Geek Out Blog.” (7 big ideas as you shift toward online teaching, John Spencer, 16 March 2020.)
I have written a page on Distance Learning Solutions: systems, platforms, self-directed content which details a large range of online tools you may like to use. Here I focus on how some of these tools can be used.
Videos play an important role in online learning in sustaining the relationship between teacher and students. They make the teacher 'present' and bring the class community together. They can be used synchronously (real time screening as in video conferences) and asynchronously (recorded previously and seen when appropriate by the class). Screencasting is when you narrate a video recording of your computer screen - so you can show students around the work, as it were.
Examples of how video conferences are being used:
- A 10 minute video conference to begin the day.
- A whole class video conference at regular times during the week (e.g. 30 minutes every Monday and Friday afternoon).
- A whole class video conference to introduce important lessons or projects.
- A video conference to check in with each individual student each week.
- On-demand video conferencing — students can sign up during a teacher’s “office hours” if they want to book a session.
- Small group video conferences for students with similar needs.
- Student-led video calls where students present their work to their peers and receive feedback.
- Optional “live recess” to allow students to connect and hang out.
Examples of how recorded videos are being used:
- A video introduction or screencast for key lessons (might not be possible for all lessons).
- A short welcome video each morning and/or reflection video each afternoon.
- A screencast to offer feedback on student work and progress.
- Student created screencasts to demonstrate learning.
The following tips for on-line face-to-face discussions is provided by Kathleen Ralf, Frankfurt International School.
Teacher Blogs
Some teachers use a class blog to communicate with their students:
- The teacher is in control of the online space
- You can post text, videos,infographics, podcasts. Click HERE for a post of top tips.
- Forums and comments features allow you to interact with your class.
If you want to know about blogs go to Blogging 101 which provides a great introduction on what they are and how to do it. Create your own blog at EduBlogs. My Class is a free management tool from Edublogs that brings a class blog and all your student blogs/accounts together. Here is an example of a fantastic blog with lessons for home art activities by Chris Gadbury.
- Be present and visible to students: don't just set work on line and expect it to be completed. Instead, use (a) video announcements (at start of day | piece of work | project) previewing what students are being asked to do - inviting them into the work. These can be synchronous or asynchronous; (b) video conference check-ins of the class - to answer questions on their progress; (c) email check-ins and follow-ups - this is essential for students who may not be engaging or are falling behind.
"Despite being physically distant from your students, you still want to be as present as possible virtually. Online teaching and learning isn’t a “set and forget” situation." Resources for teaching online due to school closures, Kathleen Morris, 15 March 2020.
- Teachers post learning materials for the lessons scheduled that day by, for example, 8:00am.
- Plan learning activities that are easily understood and implemented by students. Be very careful about writing instructions - split instructions into a number of scaffolded steps | use bullet points as opposed to narrative.
- Provide learning activities that include time away from devices (e.g. reading, engaging in discussions with a family member or friend, writing a journal, taking pictures, making a video).
- Provide regular reflection and feedback through, for example, Google Classroom. Timely feedback is essential to student learning: this is especially so in online learning environment where students are unable to ask questions as they normally would in the classroom setting.
- Make yourself available via (e.g. email/GoogleMeet) to answer questions about the learning activities and ongoing student work, according to the schedule for the day, between the following set hours of the day (for example, 10:30am-12:30pm and 2:30-4:30pm.) Clear communication channels are essential.
- Post summative assessments on the Assignment calendar so colleagues, students and parents can all see them and plan workload accordingly.
- Provide 24 hours notice of any face to face sessions via (e.g.GoogleClassroom). Teacher/student face to face sessions are optional for students.
- Follow the current school assessment practices, including advance notice for assessments. Provide students ample time to complete assignments - more time than you would in a face to face classroom setting.
How do we design online learning?
As teachers reflect on how to best design or redesign your units, lessons, or courses. You may like to consider the following questions:
- How can I leverage digital platforms to provide learning experiences rich in engagement, social interaction, and feedback?
- Which instructional design principles am I going to use to structure the learning? You may like to look below at lesson planning based on the 5Es instructional design model.
- How can I help my students manage the worry, fear, or isolation they may be experiencing as a result of this emergency or crisis?
- What are the most important understandings and skills I can help my students develop at this time? and, how can I help my students construct their own understandings?
- How might I use protocols like Project Zero’s Visible Thinking Routines to engage students in structured conversation and learning activities?
- What are the authentic learning opportunities that have resulted from this emergency or crisis? and, where might my students’ curiosity and motivation open other new possibilities?
- How can I design learning experiences that address the needs of different types of learners who need different kinds of support and guidance? Why not give students a choice over how they demonstrate their learning.
- How will I assess student learning in meaningful ways?
Form Tutors need to ...
- Check in daily at xxx with their tutor group.
- Maintain regular communication with their tutor group.
- Make connections with their group to maintain wellbeing and peer relationships.
The lesson plan of online lessons will have many of the same ingredients as a face-to-face lesson (e,g, learning outcomes | success criteria | activator - learning engagement(s) - reflection structure). It is the delivery that will most likely be different.
In her post, Catlin Tucker provides a simple framework that shows how the helpful 5Es lesson planning structure can be used to create online lessons through five excellent videos.
Other lesson plan templates can be found at HyperDoc.
Teaching online has benefits in the power it has to create authentic learning experiences and increase student agency. However, it can be exhausting (you may be working harder than you would in a classroom context) and creates high levels of isolation (which is not always good for mental health!). In addition, teachers at home may be looking after their own children and loved ones (some of whom may be sick). Therefore, it is important to take care of yourself - and take the advice you give to others: control screen time | drink loads of water | take exercise | switch off!
This meme is supplied by Kathleen Morris who advises: "As a teacher, try to take care of yourself. Go offline at the end of the day, take breaks, keep moving, eat well, drink water, get fresh air… you know the drill!"
“We took the decision early on that our teachers and admin staff should be in school for all or part of the week either delivering ‘live learning’ or preparing lessons (making videos for the students etc.). This has proved an important decision because it allows us to have regular contact with the staff, to foster a team spirit and also to run a number of well-being activities in breaks, lunchtimes and after school.” (Mark Steed, Covid-19 Advice for School Leaders: Pt5: Well-being Issues, 16 march 2020)