Remote learning

Remote Learning During COVID19: Lessons from Toda

With 189 member countries, staff from more than 170 countries, and offices in over 130 locations, the World Bank Group is a unique global partnership: five institutions working for sustainable solutions that reduce poverty and build shared prosperity in developing countries. nbsp;The World Bank Group works in every major area of development. nbsp;We provide a wide array of financial products and technical assistance, and we help countries share and apply innovative knowledge and solutions to the challenges they face.We face big challenges to help the world’s poorest people and ensure that everyone sees benefits from economic growth. Data and research help us understand these challenges and set priorities, share knowledge of what works, and measure progress..

Article on the impact of COVID remote learning on ELs Peter Sayer

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Promising Practices for Equitable Remote Learning. Emerging lessons from COVID19 education responses in 127 countries

Dreesen, Thomas; Akseer, Spogmai; Brossard, Mathieu; Dewan, Pragya; Giraldo, Juan-Pablo; Kamei, Akito; Mizunoya, Suguru; Ortiz Correa, Javier Santiago (2020). Promising Practices for Equitable Remote Learning. Emerging lessons from COVID-19 education responses in 127 countries, nocenti Research Briefs,no. 2020-10, UNICEF Office of Research – nocenti, FlorenceThe COVID-19 pandemic has had an unprecedented impact on societies, globally. To help contain the spread of the disease, schools around the world have closed, affecting 1.6 billion learners ndash; approximately 91 per cent of the worldrsquo;s enrolled students. Governments and education stakeholders have responded swiftly to continue childrenrsquo;s learning, using various delivery channels including digital tools, TV/radio-based teaching and take-home packages for parent or carer-guided education..

Teachers and Students Describe a RemoteLearning Life The New York Times

We asked teachers and college students about their experiences with the change to online instruction. The Learning Network, a site about teaching and learning with content from The New York Times, asked students in grades K through 12 how they have been coping with remote learning. The followingments have been edited and condensed. So much of what we do in classrooms are driven by student responses and reactions. I’d give anything to watch their faces light up, their hands in the air, their smiles and fist pumps when they share a new learning or big idea with me. – Meg Burke, teaches grades 3 through 8, Doylestown, Pa..

What does the overnight transition to \”remote learning\” mean? CFT – A Union of Educators and Classified Professionals

Distance education or online education is a very specificpedagogy. While we appreciate the efforts some have made toprovide students the same experience and caliber of instructionyou have in your classrooms, it is unlikely to happen, and thatis OK. We are doing educational triage.nbsp;Under any other circumstances, this would not be an approach anyof us would want to take. Our students who are enrolled inon-campus classes likely made that choice because of theface-to-face interaction they desire with their instructors. Theyare not likely to be students who were looking for a remotelearning environment. Despite that, given the circumstances, ourintent is to provide them with an alternative stop-gap teachingmodality to keep them engaged, enabling them to move closer tomeeting their goals, than if we were to justpletely shuteverything down..

7 Ways to Make Distance Learning More Equitable Common Sense Education

Despite these challenges, educators are finding ways to use available tools to reach their students and support families in need. an episode of our Distance Learning with Common Sense video series, Arcelia Gonzalez, regional family engagement liaison at Oakland Unified School District in California, offers helpful guidance on how to identifymunication gaps and reach students with limited tech access. We’ve collected some of her advice here along with additional tips gathered from conversations with educators across the country.Effective distance learning starts with connectivity. Students in households that don’t have Wi-Fi won’t be able to download work, view online materials, or attend virtual classes..

Article:3 Distance Learning Tips for Educators

When students are unable to attend school in person, educators need to quickly extend learning programs to and from home environments. Check out these 3 tips for teachers adapting to distance learning.One of the biggest challenges in remote teaching is creating a connection with students to keep them engaged during the lesson. Video is a great tool to help you create this visual connection. When possible, using a dedicated webcam and headset or microphone will help ensure students can see and hear you clearly.Whether you choose to do a live video call or a recorded video, it should be easy to access for your students..

How to Make Remote Learning Fun and Engaging The Strategist

A large percentage of students are starting the school year the same way they ended it — viaputer screen. And most of them aren’t too pleased about it. They miss their friends and the routine of normal school, plus they get Zoom fatigue (just like the rest of us). All of this makes motivating them to give their all in virtual school one of the biggest hurdles parents and teachers face. We talked to 11 experienced educators and parents of kids from kindergartners to middle-schoolers for tips on how to make virtual learning more fun and engaging. “Make it a bigger deal this year,” suggests Diana Singer, a former teacher and education specialist in Greenwich, Connecticut..

fographic: ‘7 Tips for Parents Supporting Remote Learning’ (Opinion)

this EdWeek blog, an experiment in knowledge-gathering, Ferlazzo will address readers’ questions on classroom management, ELL instruction, lesson planning, and other issues facing teachers. Send your questions to lferlazzoepe. Read more from this blog.The opinions expressed in Classroom Qamp;A With Larry Ferlazzo are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications..