Remote Learning

on . .

Yesterday, Ofsted published a short guide to help school and trust leaders and teachers develop your remoremote learning learnerte education offer. This guidance, written by Professor Daniel Muijs, debunks some unhelpful myths about remote education, which are not based on evidence.

 

These include that:

 

  1. remote education is fundamentally different to other forms of teaching/learning
  2. remote education is a different curriculum/offer to the content that would be delivered normally
  3. the best forms of remote education are digital
  4. the best way to deliver remote education is always through live lessons
  5. the most important thing is pupils’ engagement

 

None of these things are necessarily true. The short guide counters these with seven evidence-based pointers. 

 

Also yesterday, DfE published an optional template which schools and trusts can use when publishing information about their remote education provision on their websites during the spring term.

 

The Confederation of School Trusts (CST) has published new guidance on Remote Education: Expectations, Evidence and Experience. This guidance, is a tour de force of the legal duty, DfE’s expectations and remote education in practice.  Drawing on the best evidence provided by the Education Endowment Foundation as well as emerging insights from Doug Lemov and other leading thinkers as well as the wealth of experience in teaching remotely from the front line, this is both guidance and an artefact. 

 

The section on remote education in practice is organised around the following principles:

 

  1. Remote education is as much about the curriculum as face-to-face teaching
  2. Iterate pedagogy and supporting structures, but recognise good teaching remains good teaching
  3. Be clear on the purpose of assessment and feedback
  4. And spinning plates!