Pupils can learn through remote teaching, but there are
some key steps to take to make sure it is as effective as
possible. This is according to a new review of the evidence on
remote learning published by the Education Endowment Foundation
(EEF) today as part of a package of resources to help schools to
support their pupils, particularly those from disadvantaged
backgrounds, during this period of closures.
The report finds that the quality of remote teaching is
more important than how lessons are delivered. For
example, teachers might explain a new idea live
or in a pre-recorded video. But what matters most is whether the
explanation builds clearly on pupils’ prior learning.
The review also
highlights the importance of access to technology and finds that
getting pupils to interact with each other in online learning
environments – for example through peer marking – can boost the
impact of remote learning. Monitoring the progress pupils are
making during remote learning is also key and the report suggests
that it can be helpful for teachers to provide support and
strategies to enable pupils to work independently.
School closures are likely to have a significant impact of
the learning of disadvantaged pupils. Over the past decade,
figures from the Education
Policy Institute show the attainment gap between
disadvantaged pupils and their classmates at the end of primary
school has narrowed, from 11.5 months in 2009 to 9.2 months in
2019. The EEF is concerned that this progress could be reversed
as a direct result of Covid-19 school closures.
However, steps can be taken to mitigate the impact of
school closures. This weekend the government announced new
measures to widen access to learning at home, including laptops
and 4G routers for disadvantaged year 10 students and the launch
of Oak
National Academy, an online classroom and resource
hub.
To support these efforts, the EEF is publishing a package
of evidence-based resources today, as well as the evidence
review. Their aim is to help schools to support their pupils,
particularly those from disadvantaged backgrounds, and make the
most of remote learning opportunities to mitigate the potential
impact of school closures on the attainment gap.
The resources include advice for schools on how to support
parental engagement and tips for parents on promoting effective
home learning. This includes advice on creating a routine through
a ‘checklist’ that breaks down the day into manageable tasks,
like reading in a quiet space, practicing a maths skill and
spending time on a creative hobby.
The EEF has also launched a fundraising campaign with the
Sunday Times, to provide additional resources to schools in these
challenging times.
Professor Becky Francis, CEO of the Education
Endowment Foundation, said:
“Schools closures could have a potentially devastating
impact on learning for the poorest children and young people in
our society. However, we can take steps to mitigate against this.
Of particular importance is making sure that all pupils have
access to learning online, by providing them with access to
devices and a good internet connection.
“While nothing can replace the individual relationships
between a teacher and their pupils in the classroom, our evidence
review shows that are some key steps that schools can make to
make the most of the opportunity for online learning and the
support the government is providing. One effective strategy is to
encourage peer interaction between pupils. Another focuses on
getting pupils to reflect on their learning and the progress
they’re making.
“Our new resources are part of a huge collective effort
across the sector, which we hope will go some way to alleviate
the impact of school closures on the most disadvantaged pupils.
But in the long-term, we need to focus on how best to help pupils
bounce back when schools open again. Catch-up teaching targeted
especially at those who have fallen furthest behind during this
period will be essential.”
