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This content is taken from the National STEM Learning Centre's online course, Teaching for Home Learning: Secondary Science. Join the course to learn more.

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 a review of the evidence on approaches that schools could use, or are already using, to support students with their learning during Covid-19, shows that students can learn through remote teaching. Theres a temptation to try to recreate what you would do when you are with students in the classroom, by delivering a lesson online for example. In this course well support you in developing a range of approaches to delivering different types of content, getting the mix right between online and offline learning.

Skip to 0 minutes and 43 seconds It can be a real concern about whether students are actually doing the work that you send home how will you know if they have really understood it, or where they might have gone wrong, when you are not there to support them? During this course, you will explore strategies that support independent learning, and ideas that you can share with parents, so that they can feel more confident in helping their child to learn. And finally, Science is a practical subject! Weve included advice from our subject specialists about how we can continue to develop scientific enquiry skills. 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 students with remote learning during Covid-19, the Education Endowment Foundation (EEF) found that students can learn through remote teaching, provided elements of effective teaching are present, notably:

  • providing clear explanations which build on students prior learning,
  • scaffolding the learning,
  • providing feedback,
  • and assessing students 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 students.
  • Peer interactions, such as peer marking, can provide motivation and can boost the impact of remote learning.
  • Supporting students to work independently can improve learning outcomes, focusing on getting students to reflect on their learning and the progress they’re making.
  • Different approaches to remote learning suit different types of content and students.

Source: EEF (2020).

In this course

Throughout this course we will look at how you can address each of these elements of remote teaching. You will develop a strategy for planning remote learning, evaluate ideas to support peer to peer interaction, and explore different approaches to delivering different types of content. You will also develop strategies to support independent learning with a variety of formative assessment and feedback techniques.

Key to all of these approaches is to draw upon what you already know and do.

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.

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 or college. Your school or college should have policies in place for safeguarding, data protection, recommended tools and the use of ‘third-party’ tools (tools that the school or college 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 Dylan Wiliam and Professor Chris Harrison, taken from videos recorded for our Planning for Learning online course, and steps on assessment and feedback written by Dr Andrea Mapplebeck. This course will be supported in discussions by Karen and Matt until 11 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.

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This video is from the free online course:

Teaching for Home Learning: Secondary Science

National STEM Learning Centre