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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.

Bringing it all together

This week you have:

  • Considered the role of synchronous learning activities
  • Planned to respond to your learners with assessment for learning
  • Explored the role of virtual experiments

Over the course you’ve looked at the link between asynchronous and synchronous activities and learning spaces, the role you, your students and parents will play, and the decisions you need to make to be realistic about expectations.

Now we’re reaching the end of the course, we’d like you to consider how you would plan a sequence of learning to be delivered remotely and the role you will adopt as a teacher.

Using the swim lane template we provided in the first week, think about the timescale you wish to plan for (it may be one week or two weeks), and the mix of asynchronous and synchronous learning that might work for your students and your teaching context.

You will be considering what you will be doing, what students will be doing, and what resources you can draw upon. As you complete your plan, did you add the extra column for parents/carers?

Roles

As a final discussion point, we’d like you to share your thoughts about your role as a teacher delivering remote learning for students at home.

In your plan, what types of activities will you be focusing on? How might that be different to what you are used to when teaching in the school building?

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This article is from the free online course:

Teaching for Home Learning: Secondary Science

National STEM Learning Centre