Remote learning workshop session notes February 2021
These are some comments made at recent ELP organised meetings with teachers in February 2021.
The thoughts and ideas and not exhaustive but add to thinking about successful remote learning.
What’s been working well
- Phonic videos used daily which also supports parents to help children too
- Differentiated groups (e.g. setting) for phonic sessions
- Specific targeted questions asked during live lessons to support personalisation
- Live small groups for guided reading
- Parents contacted weekly to support them to help their child and set the model for remote learning that suits the child best. Good knowledge of the conditions of learning for the child.
- Parent views are gathered and used to adapt the remote learning model
- Opportunities given for children to practice and develop fine motor skills regularly
- Length of teaching sessions adapted according to the age and stage of the children
- ‘Bug club’ supporting reading
- On-line check-ins twice a day if no live lessons taking place – this is also used for feedback time
- TAs and teachers follow up when children appear to be struggling
- TAs more involved in the daily lessons and support break out rooms
- Separate classroom created for TA so they can work with small groups
- A range of resources used appropriately – Oak Academy, Bite-size, own lessons – teachers pick and choose what is the most appropriate
- Schools ensure that live lessons take place at different times of the day regarding siblings so they can all access the home laptop/computer
- Schools have given parents and children very clear and easy understand guidance and expectations of remote learning
- Opportunities provided throughout the week for children to ‘drop in’ if they need some contact time/have something to share
- For children with plans – their individual targets from their EHCP have been the focus for remote learning
- Pre-teaching of key parts of the next day’s lesson supports children with SEN/EAL to engage in the whole class lessons
- Teachers have filmed themselves carrying out an activity – e.g. shape hunt around the home
- Learning handed in throughout the week so that parents can have some flexibility
- Off-line remote learning days/afternoons – family challenges set, paper packs
- Daily story time (live and pre-recorded) at the end of each day
- Recognition for children’s work through picture sharing, dojos, messages etc.
Technology that’s been working well
- ‘MOAT ‘– a tool on google classrooms allows teachers to give verbal feedback‘SeeSaw’ has been a popular platform for EYFS
- ‘Race to English’ – works well for children with EAL
- ‘Busy Things’ on LGfL – allows teachers to home in on particular aspects of the page so that children are less distracted.
- ‘Little Bridge’ is a popular platform.
Challenges and next steps
- Prevent and Safeguarding
- Worry about increased screen time for children and the effects on their health – on-line days/afternoon supports this
- Differentiation/personalisation continues to be a challenge
- Vulnerable children are having face to face time with TAs but not enough class teacher contact time
- Whilst laptop provision has improved, organising laptops and access time where families have several children is a challenge.
Opportunities/training sessions for class teachers
Sharing of resources available on LGfL to support inclusive practice teaching
Wednesday 24 February 3.45 -4.45pm
Join this meeting on Google Meet
Or dial +44 20 3956 6162 PIN: 676 269 064#
EdTech sessions - Dates and links (news item 4 January)
EdTech bespoke support: https://edtech-demonstrator.lgfl.net/
Sharing Good Practice- Supporting Pupils with SEN in Mainstream schools (pdf)
Practical guide to support teachers when planning to ensure remote learning is inclusive for all CYP.
Questions to consider for the return to school
- What have we learnt from this experience?
- Is there any practice we would like to continue and what might that look like?
- What learning experiences have the children missed out on in Lockdown?
- Do we need to adapt our timetables to accommodate more time for physical activity, social time, art etc?
- How are we going to assess where the children are to plan for next steps?
What areas of the curriculum must we ensure the children know before the end of the school year?
Madhu Bhachu, ELP Quality & Partnership Lead (SEN) BhachuM@ealing.gov.uk
Nigel Cook, ELP Quality & Partnership Lead (Primary) firstname.lastname@example.org