Marc Andrew is a primary school teacher who loves using technology to support learning and teaching.
Education Scotland’s Professional Learning and Leadership Team offered Marc the opportunity to share his experience with a wider audience via a blog where he shares some of the key lessons he learned from his first week of teaching from home.
There are some great tips for communicating with parents whose first language is not English.
Watch the video to hear Marc discuss his top ten tips for teachers supporting home learning during the Covid-19 pandemic.
Schools already encourage parents to read with their children , but additional tips, support, and resources can make a significant difference to making it more effective. Research evidence indicates that promoting the development of reading habits with parents is worth our effort.
Access the EEF blog here to read how schools can offer parents accessible tips to engage in sustained, effective book talk.
This is a collection of 10 greeting cards with matching letter templates. These cards are ideal to send to the elderly, essential workers or to anyone who is feeling isolated and lonely. You can use the FREE Online Lesson Builder to create a lesson online for remote learning.You can write a short description of the task, upload the card and letter templates and then share it with students who are learning from home.
You could also build this into a collaborative project by asking learners to plan and initiate (safely) a community card collection to support the elderly and isolated :receiving a card could give them the hope and determination that they need to get through these challenging times. Cards/letters could also be sent to key workers.
- design a persuasive poster to encourage members of the community to take part
- research the location and contact details of care homes in their local area
- assign tasks and organise collection and delivery ( with appropriate safety measures)
Access the free resources here
Please let us know how your learners have used this resource. Share here on the blog or via Twitter @fvwlriclit
This model, built around self-made videos that empowered students at all levels to learn at their own pace and build mastery skill-by-skill, was originally developed by high school teachers pre-COVID . The teachers used these screencast-style videos:
- To replace traditional lecture-style direct instruction, freeing them up to work directly with individual students;
- To give directions for projects and other complex tasks; and
- To provide remediation on skills that students might need to practice.
Click here to see example of a short video on inference. It introduces an important concept, provides several examples, and gives the students a task—all in just over 4 minutes.
Access the full article here.
Please share your results via the blog or @fvwlriclit
To help support home learning and maximise the impact of work set, the EEF has produced some initial planning and reflection tools. EEF intends to draw upon the expertise of schools, further developing resources that can help everyone ‘bounce back’ when schools do re-open.
The EEF research underpins the RIC Literacy plan and these resources draw existing evidence together. There is, for example, support for home reading/talking that can be accessed via the “Communicating Effectively with Families” section.
There is also a checklist/flowchart that makes recommendations for disadvantaged learners/families with supporting links . Many of the recommendations will be familiar as they are integral to the effective pedagogy underpinning the RIC Literacy Academy’s programmes .
There are, of course , the usual links to resources but there are also very useful frameworks for texts to parents that provide unpatronising advice about supporting learning at home. They also provide good advice about how to minimise the flow of information to parents/carers, especially those with limited access to the internet or difficulties with data usage and cost. The advice also provides guidance about managing expectations re work/study at home.
Resources available here include:
Please share via this blog or Twitter @fvwlriclit how you have used these resources.
During the Easter holidays, Jane Considine, author of “The Write Stuff” livestreamed Youtube CLPL writing sessions to help develop the teaching of writing every weekday at 7:30pm .
Free, recorded sessions are available via the links below.
Each session focuses on one aspect of writing and lasts for approximately 45-60 mins.
These sessions have been recorded for practitioner use only: pyjamas and prosecco CLPL!
Please let us know how you get on with these #ExcitingWriting resources via @fvwlriclit or comments here on the blog.
Session 1: demonstration writing
Session 2 : the three zones of writing
Session 3: the ideas of writing
Session 4: the grammar of writing
Session 5: the techniques of writing
Session 6: narrative unit of work
Session 7: non-fiction
Session 8: independent writing
Session 9: the writing lesson
Session 10: the greater depth writer
CLPL for the summer term @researchEdhome! Smart cookies beamed live (or recorded for later) at 11:00 every weekday over the summer term. Week 1 kicks off on 20/04 with the superb @DTWillingham.
All are welcome, there’s no cost.
Please let us know @fvwlriclit what you think!
Would you like your learners to showcase their learning or the reading they’ve been doing by sharing booktalks? Give Flipgrid a try!
NB Please remember to check your Authority’s advice about sharing images and anonymising learners before using.
Access information about Flipgrid here
When you are ready to move your use of Teams on, click here to access a one-hour online course called “Crafting a collaborative learning environment with Class Teams.”
An educator with experience in distance learning shares what he’s learned: keep it simple, and build in as much contact as possible.
“The coronavirus has caused widespread school closures for an unknown duration. Teachers are scrambling to find ways to support students from afar through distance and online learning. If you’re feeling overwhelmed by this daunting task, you’re certainly not alone.
I’ve also struggled to reach students outside of class. For several years, I taught in communities where students struggled to attend school consistently. To help absent students access my courses, I developed a blended, self-paced, mastery-based instructional model that empowered all my students to learn, whether they were in my room or not. Today, I run The Modern Classrooms Project, where I help other teachers do the same.”
Read the article here