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Roksana - this is our staff guidance

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Maths 4 Kids and Sara Tilley's (Enfield Maths Consultant) Curious Maths has some great videos and activities. Parents find these supportive too. 

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Maths 4 Kids and Sara Tilley's (Enfield Maths Consultant) Curious Maths has some great videos and activities. Parents find these supportive too. 

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Welcome to my Curious Maths Youtube channel. My name is Sara Tilley, I'm a Primary Maths Consultant based in London and have been in education over 20 years. I am passionate about children and parents enjoying the wonderful world of maths and have set up this channel to give parents and teachers fun ideas and teaching guidance on primary school maths.

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"primary'' ''maths" ''mastery'' "education'' ''children'' ''maths help'' ''parents" ''cpa'' ''cra'' ''teacher'' ''teaching''

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Hi everyone! Welcome to Maths 4 Kids, a brand new channel aimed at showing you all that Maths can be fun and something everyone can do. You might be a child ...

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We have a Google Sheet for each class where teachers ‘register’ their children each day. They register whether they’ve attended all, some or no Google Meets that day, and whether they have turned in all, some or no work that day. This allows staff to see at a glance who is and isn’t engaging. Our attendance officer phones the following day if a child hasn’t engaged at all the day before. We’ve likened it to our ‘first day calling’ in school if a child is absent.
This spreadsheet also has all other relevant info so everything can been seen in one place (food voucher recipient, borrowed a device, whether they are in school, if they are part of an intervention group/1:1 session).

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Mote is a great Google Chrome extension which allows teachers to leave verbal feedback. The children love it!

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Mote is a great Google Chrome extension which allows teachers to leave verbal feedback. The children love it!

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We upload our weekly suggested timetables for R-Y4 as a Google Docs. TAs check viewers so we can see who has at least viewed it. Not an accurate means, but just one way of checking on some families that we are tracking

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We upload our weekly suggested timetables for R-Y4 as a Google Docs. TAs check viewers so we can see who has at least viewed it. Not an accurate means, but just one way of checking on some families that we are tracking

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'Jamboard'  is a practical tool to use during live lessons.  A link is generated in the chat bar which gives access to the children to view the 'Jamboard' presentation. Alternatively, you can present your screen. We have found this to work well with children in KS1.

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As we move into a third national lockdown, with remote education for most pupils once again the default, we are of course very aware of the heroic efforts of leaders, teachers and staff in developing remote education.

Likewise, we know there are difficulties and challenges that schools, colleges and teachers face in doing so. This short guide, which draws on findings from our interim visits, research and literature review, aims to provide some useful tips.

What is remote education?

There are different definitions out there, but these are the ones we will use here:

Remote education: a broad term encompassing any learning that happens outside of the classroom, with the teacher not present in the same location as the pupils.

Digital remote education: often known as online learning, this is remote learning delivered through digital technologies.

Blended learning: a mix of face-to-face and remote methods. An example would be the 'flipped classroom', where main input happens remotely (for example through video), while practice and tutoring happen in class.

Synchronous education: this is live; asynchronous education is when the material is prepared by the teacher and accessed by the pupil at a later date.

Some common myths about remote education

Some unhelpful myths exist about remote education, which are not based on evidence.

These include that:

remote education is fundamentally different to other forms of teaching/learning

remote education is a different curriculum/offer to the content that would be delivered normally

the best forms of remote education are digital

the best way to deliver remote education is always through live lessons

the most important thing is pupils' engagement

None of these things are necessarily true. Below, we counter them with evidence-based pointers.

Here are 7 things to think about when providing remote education. Note that they are not in order of importance.

1: Remote education is a way of delivering the curriculum

Remote education is a means, not an end. The aim of education is to deliver a high-quality curriculum so that pupils know more and remember more. Remote education is one way of doing so.

This means that everything we know about what a quality curriculum looks like still applies. The remote education curriculum needs to be aligned to the classroom curriculum as much as possible. And, just like the classroom curriculum, it needs to be carefully sequenced and ensure that pupils obtain the building blocks they need to move on to the next step. Curricular goals should be made as explicit remotely as they would be in the classroom.

Remote education is not the same as digital education. Sometimes, it may be more effective to deliver remote education through worksheets or a textbook. All schools/colleges should have access to a digital platform so they can provide online education where that is the most appropriate method.

A good textbook can provide the curriculum content and sequencing pupils need. It can also be easier to access for some pupils. However, when using textbooks or worksheets it is still important to make sure that teachers can provide feedback and assess learning. Any worksheets should be aligned with the curriculum and provide meaningful work.

2: Keep it simple

Our brains don't learn differently using remote education, so everything we know about cognitive science and learning still applies. We don't have to make huge changes to the way we teach.

We also don't need to overcomplicate resources with too many graphics and illustrations that don't add to content. When using digital remote education, the platform we use shouldn't be too complicated to use. Just as we don't need 'all-singing, all-dancing' lessons in the classroom, remote education often benefits from a straightforward and easy-to-use interface. Simple graphics that highlight the key concepts and features we want to teach can be most effective.

More important is attention to the key elements of effective teaching. For example, it's useful to provide pupils with an overview of the bigger picture and where a specific lesson or activity sits within a sequence of lessons or activities. It's also vital to have clear and high expectations and to communicate these to pupils. Just as in the classroom, most pupils will be novices in what we are teaching them. We can't expect them to be able to discover new content for themselves through tasks, projects and internet searching.

There are of course some things that need more careful consideration when teaching remotely. For example, when using recorded lessons, clarity of explanations becomes even more important as we can't as easily correct misunderstandings or misconceptions.

Another example is the 'split attention' effect. Pupils can find it harder to concentrate, so the way we integrate words and pictures or graphs is important. Text can be integrated with images where that is appropriate and doesn't just encourage guessing. This can be shown in chunks in the appropriate place. This makes the words into a description of the images and allows pupils to focus on what is most important.

As it's harder for pupils to concentrate when being taught remotely, it's often a good idea to divide content into smaller chunks. Short presentations or modelling of new content can be followed by exercises or retrieval practice.

3: When adapting the curriculum, focus on the basics

We will often need to adapt our subject curriculum when moving to remote education, for example because some topics are hard to teach remotely. When we do this, we need to focus on the basics:

Beware of offering too much new subject matter at once. Make sure key building blocks have been understood fully first. We need to assess pupils' knowledge to determine this.

Consider the most important knowledge or concepts pupils need to know. Focus on those.

Consider what alternatives exist for traditional practical activities. What can be done at home, or using simulations, for example? Worked examples and modelling can work very well in remote digital education.

In many cases, practising and a focus on developing existing knowledge and skills, such as handwriting or simple arithmetic, may be useful.

4: Feedback, retrieval practice and assessment are more important than ever

Learning isn't fundamentally different when done remotely. Feedback and assessment are still as important as in the classroom. It can be harder to deliver immediate feedback to pupils remotely than in the classroom, but teachers have found some clever ways to do this.

This immediate feedback can be given through:

chatroom discussions,

1-to-1 interaction tools

interactive touch-screen questioning in live recorded lessons

adaptive learning software

Peer interactions can provide motivation and improve learning outcomes. It's therefore worth considering enabling these through, for example, chat groups or video-linking functions. They will also help pupils maintain their social skills.

It is important for teachers to stay in regular contact with pupils. If necessary, they can even do this by using technology to automate communication. Some teachers have set up automated check-in emails to pupils to identify where they are with set tasks. This also gives a perception that teachers are 'watching' while pupils learning remotely.

Assessment is built into some online platforms and most textbooks. Low-stakes quizzes can be built in to remote education, as can written assignments and retrieval practice activities. It can be helpful to make sure pupils are 'warmed up' and 'readied' for content through an introductory task or scene-setting. Pupils can then be invited to re-visit and process the main content further in an additional task or later lesson through retrieval practice.

5: The medium matters (a bit)

Quality of teaching is far more important than how lessons are delivered. But there is some evidence that the medium does matter, especially in digital remote education. Pupils tend to spend longer accessing a remote lesson when they are using a laptop than when using a phone (tablets are in between).

This means that we need to think carefully about whether pupils have access to the right kind of device when we're using digital remote education. If they don't, and we can't provide enough devices, it might be better to consider non-digital approaches as well.

When using digital remote education, we often rely on internet access. Again, we need to consider whether pupils have this and what we can provide if they don't. The Department for Education provides support on internet access, and on setting up a digital education platform.

It is also worth considering where to host content. In the battle for attention against the internet, we need to consider whether we avoid hosting video lessons on certain platforms like YouTube, for example, because of their advertising algorithms distracting pupils.

6: Live lessons aren't always best

Some think that a live lesson is the 'gold standard' of remote education. This isn't necessarily the case. Live lessons have a lot of advantages. They can make curriculum alignment easier, and can keep pupils' attention, not least as the teacher has more control over the learning environment. But live lessons are not always more effective than asynchronous approaches.

There are some specific difficulties in doing live lessons. It can be hard to build in interaction and flexibility. This means that giving feedback can actually be less effective than when we use recorded lesson segments followed by interactive chats, or tasks and feedback. Using recorded lessons produced externally can allow you to easily draw on high-quality lessons taught by expert subject teachers. The challenge here can be to make sure they are integrated with the curriculum.

Because evidence suggests that concentration online is shorter than the length of a typical lesson, filming a classroom lesson may be ineffective.

Different approaches to remote education suit different types of content and pupils. Mixed models may be effective in some cases. For example, you could use the so-called 'flipped learning' model. In this, new content is taught through an asynchronous recorded lesson. Practice, tutoring and feedback are then done synchronously.

7: Engagement matters, but is only the start

It's harder to engage and motivate pupils remotely than when they are in the classroom. There are more distractions, and as a teacher you're not physically present to manage the situation. Communicating and working with parents, without putting an unreasonable burden on them, can help support home learning.

A lot of attention has been paid to ways in which online education can be made more engaging. For example, we can make sure different types of tasks and activities are alternated, or build in rewards and incentives to make learning more 'game-like'.

While it is important to engage pupils, this is only a precondition for learning, not the thing itself. There is only so much a teacher can do to engage pupils remotely. We therefore need to make sure that efforts to engage don't distract us from teaching the curriculum. We also need to check whether pupils have actually learned the content we want them to through assessment.

Engagement increases when pupils feel part of the school or college community. Whole-school digital assemblies and feedback, for example through newsletters to pupils and parents, can help them feel part of the community even when learning remotely.

More resources on remote education

There are a number of useful resources to help you with remote education, including:

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As we move into a third national lockdown, with remote education for most pupils once again the default, we are of course very aware of the heroic efforts of leaders, teachers and staff in developing remote education. Likewise, we know there are difficulties and challenges that schools, colleges and teachers face in doing so.

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we're aiming for a flipped learning approach where curriculum is delivered through recorded lessons (teacher-own, or Oak Academy, White Rose, etc.) and then differentiated Meets are used to provide feedback, evaluation or extension 

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we're aiming for a flipped learning approach where curriculum is delivered through recorded lessons (teacher-own, or Oak Academy, White Rose, etc.) and then differentiated Meets are used to provide feedback, evaluation or extension 

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How do we archive previous weeks teaching so it doesn't clog up the sidebar of the classwork room, but still have access to the document

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How do we archive previous weeks teaching so it doesn't clog up the sidebar of the classwork room, but still have access to the document

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We created a guidance which mirrors our staff document. It has to be tailored for each school community. This is what we felt works for ours: 

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We created a guidance which mirrors our staff document. It has to be tailored for each school community. This is what we felt works for ours: 

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Teachers either put a morning post or a short video. Many are putting riddles, guess the photo or small maths puzzles - just to get the class chatting. That way we can also allow the chat, but in an organised way.

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Teachers either put a morning post or a short video. Many are putting riddles, guess the photo or small maths puzzles - just to get the class chatting. That way we can also allow the chat, but in an organised way.

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Sharing children's work in the stream has proved really popular - children are really motivated and commenting to congratulate each other. If using Drive, each teacher has a 'Classroom' folder in My Drive which collects every file added to that Classroom. So it makes it really simple for staff to share in the stream. 

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Sharing children's work in the stream has proved really popular - children are really motivated and commenting to congratulate each other. If using Drive, each teacher has a 'Classroom' folder in My Drive which collects every file added to that Classroom. So it makes it really simple for staff to share in the stream. 

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I've enabled Google Meets within Classroom so we use that for our live sessions. 

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I've enabled Google Meets within Classroom so we use that for our live sessions. 

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We have also enabled the ability for pupils to create posts in the stream and children (from Y4 up) and parents (mainly Y3 and below) can post for help and IF a teacher is available, they tell them to jump into a Meet and they can have a 1:1. Some teachers have specified a time slot in the day when they will be available to do this, others are more flexible, But it puts the onus on the child to ask for help, like they would in the classroom. Still at varying degrees across the school.

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'The pedagogy trumps the medium' EEF  - my new mantra to our parents 

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'The pedagogy trumps the medium' EEF  - my new mantra to our parents 

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EEF Blog: Live teaching and pre-recorded video lessons - how can we best navigate the evidence?
EEF maths specialist and s econdary school teacher, looks at the evidence on different approaches to delivering remote learning in the light of this week's return to school closures for most pupils...

"Pedagogy trumps the medium. That's the case whether teaching is live or pre-recorded or a mix of both"

We know that children learn best in classrooms, taught by expert teaching staff, along with all the important relationships, connections and support that comes along with it.

In the temporary absence of these crucial supports, it instinctively feels like the best thing we can do is replicate as closely as possible the classroom experience in the home. And so, live (or 'synchronous') teaching online, via platforms such as Zoom or Teams, can appear to be the automatic choice over 'asynchronous' alternatives, such as using pre-recorded video.

However, it is always important for us to check our instincts against the broader evidence base. And last year, the EEF published a report examining the best evidence on supporting students to learn remotely, drawing on 60 systematic reviews and meta-analyses, albeit these are heavily skewed towards older students and higher education.

This review distils the research into five key findings - summarised here - to help guide us through the current unprecedented situation.

Home learning support resources for schools and parents

To help support home learning and maximise the impact of work set, the EEF has produced a range of planning and reflection tools - as well as our School Planning Guide 2021.

The first and most crucial is that teaching quality is more important than how online lessons are delivered. What matters is ensuring the elements of effective teaching are present - such as clear explanations, scaffolding, and feedback - and whether those explanations build clearly on pupils' prior learning or how pupils' understanding is subsequently assessed.

In short, pedagogy trumps the medium. That's the case whether teaching is live or pre-recorded or a mix of both.

The studies that did examine differences between live teaching and pre-recorded lessons on student outcomes found mixed and inconclusive results, with no evidence that one was better than the other in terms of student outcomes. There was evidence that quality of implementation did impact learning outcomes; and the importance, therefore, of providing professional support for practitioners to delivering remote teaching is noted in the review.

Now, clearly, schools have moved on since last year. New remote approaches have been planned, teachers have received training, and new routines have been established. For many schools, there is an increased confidence and familiarity with the technology and teaching remotely.
What are the practical limits of 'live' remote teaching?
As a direct result, lots of live lessons will be of very high quality and go on to have a positive impact on pupils' learning. A well-planned diet of daily live lessons can provide structure to the day, build on relationships forged in the classroom, support peer interaction as a way to motivate pupils and improve outcomes, and offer the reassurance of a trusted voice 'in the room'.

Given that most schools are now better prepared for live lessons, therefore, does this mean we should populate a home-learning timetable with them, aiming to replicate the regular school day?

To answer this question, we need to recognise a hard reality: the 'digital divide' means that over-reliance on live remote learning could negatively impact the most disadvantaged in our society.

Such an approach can assume that households are in a position to run the school day according to the usual timetable; that families have enough suitable devices for all children to log in to different lessons at the same time; that pupils can view lessons on something larger than a mobile phone; and that their home internet data package is sufficient to successfully stream multiple lessons simultaneously.

For all these reasons, there is a danger that a reliance on live online teaching could once again magnify the impact of income gaps we try so hard in schools to minimise.

We should then consider the benefits of the various alternatives to live lessons too. Recorded video lessons can reduce teacher workload and free up valuable time to offer individual conversations with pupils about work, to support learning via email or platforms' chat functions, and to focus conversations on pastoral support. As the Department for Education states, it is the 'frequent contact between pupils and teachers [that] is crucial', and this can occur through a range of effective approaches outside of the live lesson.

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Additionally, recorded lessons can develop pupils' independence, encouraging them to pause, to rewind, to manage their time, and to reduce the anxiety attached to inviting your class into your home. High-quality content is now available on platforms like Oak National Academy, offering teachers excellent resources they can deploy flexibly.
How should schools approach remote teaching?
It is, of course, important to acknowledge the limitations of recorded lessons too. They can reduce the feeling of continued connection of pupils to school and their teachers. Also, it may be difficult to encourage valuable peer interaction without the 'in the room' impact of a live lesson.

The best available evidence on remote teaching indicates that we should not necessarily assume that live lessons are intrinsically better than pre-recorded alternatives, and that adopting either one of these approaches requires careful thought and planning.

It might be that schools decide to implement a mix of both, aiming to yield the potential benefits of each approach - and communicating this clearly to parents so they understand your reasoning.

Ultimately, learning through lockdown is about doing what is best for your pupils, your community, your teachers, and your school. At the EEF, we hope our summary of the existing evidence enables you to plan with greater confidence the best possible approach for your setting at this difficult time.

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EEF Blog: Live teaching and pre-recorded video lessons - how can we best navigate the evidence? | News

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EEF maths specialist and s econdary school teacher, looks at the evidence on different approaches to delivering remote learning in the light of this week's return to school closures for most pupils... "Pedagogy trumps the medium.