Skip to 0 minutes and 2 seconds Welcome to this professional development course for teachers from STEM Learning. The move to remote teaching may feel daunting, but in this course we’ll support you in developing a range of approaches to support children in learning at home. We will look at a range of techniques that you can share with parents, so that they can feel more confident in helping their child to learn, along with advice from research into the science behind how we learn. You will explore some simple tools that you can use to get a snapshot of children’s understanding and give feedback, focusing on ‘asynchronous’ approaches to teaching. This means teachers and pupils do not have to be online in the same place at the same time.
Skip to 0 minutes and 53 seconds And finally, Science is a practical subject! We’ve included advice from our primary specialists about how we can continue to develop children’s enquiry skills and spark their curiosity! On behalf of the Education Team at STEM Learning, we hope you find the course useful and look forward to your comments.
Remote learning: where are we starting from?
In a rapid evidence review of existing research on approaches that schools can use, or already use, to support pupils with remote learning during Covid-19, the Education Endowment Foundation (EEF) found that pupils can learn through remote teaching, provided elements of effective teaching are present, notably:
- providing clear explanations which build on pupils prior learning,
- scaffolding the learning,
- providing feedback,
- and assessing pupils’ understanding.
The key findings of the review are summarised:
- Teaching quality is more important than the method of delivery.
- Ensuring access to technology is key, especially for disadvantaged pupils.
- Peer interactions can provide motivation and can boost the impact of remote learning.
- Supporting pupils to work independently can improve learning outcomes, focussing on getting pupils to reflect on their learning and the progress they’re making.
- Different approaches to remote learning suit different types of content and pupils.
In this course
Throughout this course we will look at how you can address each of these elements of remote teaching, with necessary adjustments for primary pupils. This will involve consideration of the roles of you as the teacher, your pupils and their parents/carers.
You will develop a strategy for planning remote learning activities, explore some simple tools to support learning and how scientific enquiry can take place at home. But first, we’d like you to share some of the successes you’ve already had, and what you would like to achieve (two stars and a wish).
Your starting point
In the comments below, introduce yourself and what’s motivated you to join this course. To start your thinking about remote teaching and learning, share some of the successes you’ve already had over the last four weeks, and what you would like to achieve next (two stars and a wish).
- Two successes that you’ve had with remote teaching (the ‘two stars’).
- One thing you would like to improve (the ‘wish’).
Feel free to add a little extra detail if it helps, so if there is something that’s worked particularly well (or possibly something that has been really challenging!), please share with us.
Legal issues with remote learning
Whilst we will be providing examples of approaches and tools in this course, please adhere to the policies on the use of educational technology in your school. Your school should have policies in place for safeguarding, data protection, recommended tools and the use of ‘third-party’ tools (tools that the school doesn’t have a formal agreement with).
Progressing through this course
This course has been written by Karen Hornby, Matt Cornock and the Education Team at the National STEM Learning Centre. We have included contributions from Professor Paul Howard-Jones (taken from our Science of Learning at Home online resource for parents), Professor Dylan Wiliam and Professor Chris Harrison (taken from videos recorded for our Planning for Learning online course). This course will be supported in discussions by Karen and Matt until 25 October 2020.
When you complete a step on the course, click Mark as Complete at the bottom right. This helps you keep track of your progress. Mark over 90% of the course steps complete and you’ll be eligible for a Certificate of Achievement and STEM Learning digital badge when you Upgrade. Further details on the final step of the course.
© National STEM Learning Centre