Teachers Criticise New Remote Learning Government Guidelines

Remote Learning, Remote Teaching, Online Learning, Blended Learning, Learning Platform, Distance Learning, Teacher, Teaching

The recent updates to the government’s guidelines regarding remote learning have been branded as “unrealistic” and “a distraction” by heads and teaching profession leaders. The non-statutory guidance has triggered some teachers who feel as though the expectations set out by this new guidance system are unreasonable. Key expectations include: to deliver high-quality remote education when in-person teaching is not possible, and to secure appropriate internet connectivity solutions where possible, which many teachers feel is a “huge demand”.

Furthermore, the Department for Education emphasises that remote education should only be considered as “a short-term measure” and “as a last resort”, and also when in-person attendance is “not possible” or “contrary to government guidance”.  Schools should also provide opportunities for regular feedback and interaction with teachers and peers throughout the school day.

However, Geoff Barton, from the Association of School and College Leaders has suggested that the DfE needs to be more realistic about school resources. He said that whilst schools want to ensure access to learning, especially in light of the disruption of the pandemic, “we need to be realistic about what is and isn’t possible in terms of providing remote learning, particularly at short notice”. Additionally, practical realities of the school day could prevent the ability to provide regular feedback to students at home. Others have also raised the fact that there is a digital divide within the country where poorer students may not have access to a computer or the internet.

As a resolution, the government has suggested that schools could overcome digital access barriers by distributing school-owned laptops, if possible. Schools should also consider providing printed resources. There should also be access to systems to monitor whether students are engaging with remote work, followed by a named senior leader who will be responsible for monitoring the quality and delivery of remote lessons.

Remote learning platforms such as CoreSciences offer solutions to some of the problems outlined by the new guidance system. CoreSciences enables progress tracking and monitoring of all student engagement, so teachers can ensure that each student or class is fulfilling their potential, even when teaching remotely. Performance reports and feedback can also be delivered outside of typical classroom hours. Therefore, teachers don’t have to worry about monitoring homeschooling students throughout the school day; both students and teachers can work at a time and pace that suits them.

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