#Virtual learning full

Meeting the needs of all learners can happen through virtual centers and stations. Upload onto YouTube and compose in the description a list of sections with a time stamp for each to create a linked ability to skip to different sections.

Making videos is as easy as starting a screen-sharing session via Zoom, Google Meet, or Microsoft Teams and clicking the record button. For example, YouTube videos can be embedded into virtual learning platforms for immediate use. Include teacher-made videos, student-created videos, and relevant videos from YouTube and elsewhere. Organize videos into digital playlists based on unit and/or topic. This way, the coaching conversation is built on a common review of concepts. A classroom community expectation, “ask three before me,” can be adapted to require that students review specific recordings of instruction before checking in with the teacher. They have immediate access to videos that address their questions before frustration impedes their work progress. In the physical classroom, students can refer to the recordings when they are struggling with a concept or task. They also enable family and friends to have context about a teacher’s instruction so that they can assist their children. Recordings give students a safe space in which to review content. Sometimes what made sense during the live instruction does not seem as clear later that night or the following day.

Most people do not learn concepts the first time they are introduced. If those lessons and/or ideas were recorded, they would offer learners access to review. Consider how many times teachers find themselves repeating explanations based on key lessons already provided. Recordings help with explaining key concepts and steps for completing complex tasks. Student absenteeism is something that can be addressed by keeping all assignments, recorded instruction, and support materials available for students to access anywhere and anytime. This also reduces the equity challenge of printing. Tasks that can be done digitally make it easier for the student to turn in completed work.

Students can re-download needed materials on any digital device and complete the work. Teachers reduce the risk of students losing assignments with a virtual space that houses everything. Access to assignments and scaffold support materials.This frees the teacher to provide targeted support to students based on assessed needs. These resources can be embedded links in directions and models within the assigned work. Empower students to find answers about the tasks first from these built-in resources before asking help from the teacher. Video-, audio-, and text-based explanations of skills and knowledge.When terminology is a critical part of understanding and applying concepts, providing a glossary of terms that students need to know for the current unit is like having a virtual word wall that students can refer to anytime and anywhere. Inside the physical classroom, students can pull up the lesson with embedded links to give just-in-time support.

#Virtual learning full

Full 24/7 access means that students and their parents or guardians can view the information about lessons and tasks to provide support at home and to craft specific questions for the teacher. Virtual learning platforms like Google Classroom, Canvas, and Schoology benefit students by having lesson agendas, scheduled sessions, work submissions, and resources contained in one virtual space. Keep instructional plans transparent for students so they understand how learning experiences will look. Most teachers, of course, have had a crash course in virtual teaching and learning over the past two years, and while most schools have returned to in-person learning, it’s important not to lose the benefits of virtual learning practices that worked.

With equipment pouring into many schools, students now have access to a digital device for virtual and blended learning. Once upon a time, classroom teaching through blended learning was limited by lack of one-to-one access to tablets or computers for students and inexperience by teachers with virtual instructional strategies.