Impacts of excessive screen time on children and young people
Impacts of excessive screen time on children and young people John Parkin and Shahina Pardhan, Anglia Ruskin University, Cambridge, UK The COVID-19 pandemic caused an unprecedented move to emergency remote learning around the world (Hodges et al., 2020), with movement restricted and schools partially closed. This led to increased digital screen time for children […]
E-portfolios in teaching, learning and assessment: Tensions in theory and praxis
Social learning theory and teacher learning in an age of online teaching and learning
Claudette Bailey-Morrissey, Careers Development Institute, UK What’s the idea? Teaching and learning is a social activity. According to Bandura (1971), social learning theory explains human behaviour in terms of continuous reciprocal interaction between cognitive, behavioural and environmental influences. Moreover, Bandura (1977, p. 22) states that ‘learning would be exceedingly laborious, not to mention hazardous, if […]
‘Do I ask or do I not?’: How has guided home learning affected student attitudes to learning?
Debbie Hill and James Earp, Northampton High School, UK Introduction The return to school following two periods of guided home learning (GHL) and the introduction of mixed model learning has continued to present challenges to the whole learning community. A lot of initial media attention focused on learning loss (Andrew et al., 2020); however, in […]
Flipped learning: Insight into a high-quality online learning environment created to enable study of AS/A-level further mathematics
Stephen Lee and Paul Chillingworth, Mathematics in Education and Industry, UK This case study gives an insight into an online learning environment created to enable post-16 students to study AS/A-level further mathematics through external tuition provided by an education charity. A ‘student experience of tuition’ baseline survey and comparable ‘end of course’ survey were considered […]
Space matters: Evaluating learning spaces to capitalise on active learning pedagogy and technological affordances
Hyunjin Son, Teacher of Engineering and Science, The Gwinnett School of Mathematics, Science, and Technology, USA The need for active learning to be included in STEM classrooms has grown in the United States with the adoption of the Next Generation Science Standards (NGSS), which focus on the application of knowledge through design and engineering processes. […]
Staff CPD as key to effective distance learning
Context Vision Trust is a trust in the heart of Greater Manchester serving 1,118 pupils and their families. The demographic intake and context of each school is very different across the Trust. Twenty-eight per cent of children receive free school meals and 25 per cent have English as an additional language (EAL). The trust’s core […]
Facilitating a broad and balanced curriculum during distance learning
Context Ryders Hayes is a two-form entry primary school with students aged two to eleven, from pre-school to Year 6. The school has 472 students on roll and is located in the Midlands, UK. Eighteen per cent of students are currently eligible for Pupil Premium funding. The school is predominantly a white-British school with about […]
Reading stories to support distance learning in the early years
Context St Nicholas Church of England Primary School and Nursery is situated on the edge of some ancient woodland in central Hertfordshire in the new town of Stevenage. The school has 220 pupils on roll spread across the seven parishes, most of whom come from the immediate catchment area, which is a relatively poor socio-economic […]
Learner motivation and engagement in the post-14 sector during distance learning
Context Ways of Engaging is a blended learning project designed to support disaffected young people. The blended learning programme drew on my experience as a teacher and manager in FE and alternative provision in the last 10 years in a wide range of contexts as well as previous research and development of case studies around […]
One-to-one devices for feedback and assessment during distance learning
This case study was written up following an interview with Mrs Usher. Context Lawford CoE Primary School is a primary school in Essex, UK. In the academic year 2019-2020, the school had 4.3 per cent of students with EAL, 2.4 per cent of students who were eligible for pupil premium funding and 2.4 per cent […]
Home learning packs during distance learning
Context Ludwick is a large (200 place), maintained nursery school in Welwyn Garden City, Hertfordshire. It is situated in the Peartree ward, which is an area of social and economic disadvantage. The school has a high number (20%) of children with special educational needs and disabilities (SEND) and a high number of children eligible for […]
Collaboration as key to effective staff development during distance learning
Context Chace Community School is a Community Secondary School in Enfield, north London. It has approximately 1250 students on roll including 225 doing post-16 studies. Thirty-five per cent of our students are in receipt of pupil premium funding, with 279 eligible for free school meals, 18.5 per cent are students with SEND. About 450 of […]
Peer feedback during distance learning
Context The British International School in the Netherlands. The school is a private, non-profit organisation serving the international community, with 450 pupils on roll. Most of our families have most of the school fees paid for by their employers; a small percentage of our families meet that fee cost independently. A significant majority of our […]
Instructional videos, peer feedback and celebrating success
Context Junior School Vlaskamp is one campus of the British School in the Netherlands, an international school with a diverse student body of more than 80 nationalities and 450 pupils on roll. The school is both inclusive and non-selective. All instruction is given in English and we can offer the best of the English education […]
Investigating pupils’ metacognition and self-regulation during, and returning from, remote learning
As educators reflect on the challenges and lessons learnt from the Covid-19 pandemic, Rachel Crowdy shares how ASSET Education collaborated with ImpactEd to better understand the impact of distance learning on their pupils’ metacognitive skills, self-regulation and independent learning behaviours. ASSET Education is a trust of fourteen primary schools in Suffolk, catering for over […]
Distance learning and digital technology: Adapting a microblogging tool to develop online collaboration
Chartered College of Teaching · Distance learning and digital technology The sudden shift towards distance learning has led many teachers to seek out a variety of distance-learning tools, such as Google Classroom, Skype or Zoom. These tools bring many benefits, but their efficacy as a partial replacement for face-to-face teaching is undergoing a severe practical […]
What makes the biggest difference to a child’s success in early learning?
Chartered College of Teaching ¬∑ What makes the biggest difference to a child’s success in early learning? What makes the biggest difference to a child’s success in early learning? This is a key question, especially now that we are in the middle of the COVID-19 crisis and children’s early education is being disrupted. It’s […]
Remote support for creative home learning in the Early Years
What’s the idea? With an extended national lockdown, many children in the Early Years have been out of their provision for months. Remote support for young children’s development and learning is difficult to organise. Play is central to young children’s learning. Different aspects of the child’s development link together through play and first-hand experiences like […]
Webinar: How to select high quality educational apps for preschoolers
Digital media, including children’s apps, are increasingly used in early years settings. As many as 80,000 apps claim to be “educational” (Healthy Children, 2018) but the app market is unregulated. Research shows that the majority of children’s apps advertised as “educational” in fact lack educational value (Ólafsson, Livingstone, & Haddon, 2013). This means that selecting […]