Supporting schools with blended learning
Overview
The COVID-19 pandemic has required schools to act quickly to develop distance learning arrangements.
As schools will not be returning to normal operations for some time, the following series of prompts have been produced to help schools evaluate their provision and plan for effective blended learning.
Note: this is not an exhaustive checklist but is provided to support schools in their thinking for planning provision at this difficult time.
This category of prompts will eventually be incorporated within the other categories of prompts but are included separately here to support schools specifically with their arrangements around blended learning.
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- How well do we support learners’ well-being when they are distance learning?
- How well developed are learners’ independent and learning to learn skills?
- To what extent do learners engage with blended/distance learning experiences?
- To what extent do learners show resilience and determination to complete tasks/challenges/work to the best possible standard?
- How well do learners use strategies to reflect upon and improve their work?
- How well do learners engage with peers during blended learning experiences?
- How well do we ensure support for vulnerable/disadvantaged learners during periods of distance learning?
- How well do we liaise with external agencies to support learners during periods of distance learning?
- How well do we create opportunities for learners to influence what and how they learn?
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- How well does our blended learning offer ensure an appropriate breadth of learning?
- How well does our blended learning offer create opportunities for pupils to develop and apply skills across a range of contexts?
- How successful are we in engaging leaners through our distance learning arrangements?
- How effective are we in supporting continuity and progress for all through distance learning?
- How well do teachers collaborate to plan and provide a joined up blended learning offer, for example across departments?
- How well do our continuity of learning (distance learning) arrangements meet the needs of our learners?
- How well do we support vulnerable or disadvantaged learners to engage and succeed with distance learning experiences?
- How inclusive/equitable are our distance learning arrangements?
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- How well do we adapt pedagogy to support blended/distance learning?
- How well do teachers engage with and use professional learning to support blended learning?
- How well do we use face-to-face learning time to teach new skills and knowledge?
- How well do we use face-to-face learning time to model effective learning behaviours?
- How well do we establish expectations for learning at home and in school?
- How well do we support learners to meet expectations?
- How well do we use learners’ prior successes and misconceptions to inform teaching at home and in school?
- How effective are assessment processes in supporting pupils to progress through blended learning?
- How successful are teachers in developing learners’ independent and learning to learn skills?
- How well do teachers collaborate to provide blended learning experiences?
- How well do teachers draw upon professional learning to adapt pedagogy for blended learning?
- How well do teachers innovate to enhance blended learning experiences?
- How well do teachers manage their workload and ensure their own well-being during periods of blended learning?
- How well do teachers allow learners to direct their learning?
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- How well do school leaders establish a vision and expectations for blended learning experiences that meet the developmental, academic and well-being needs of all learners?
- How well do leaders understand, promote and support effective blended learning pedagogy?
- How well do leaders develop cultures of collaboration and innovation to support effective blended learning?
- How well do leaders facilitate professional learning opportunities to support blended learning?
- How well do leaders allocate resources to support effective blended learning?
- How well do leaders monitor learners’ progress through blended learning activity?
- How well do leaders ensure that staff have the resources, time and conditions to plan for effective blended learning?
- How well do leaders support staff well-being during periods of distance/blended learning?
- How well do leaders consider the views of the school community (parents/carers, learners, other agencies) when planning and providing blended/distance learning experiences
- How well do leaders engage/communicate with the school community during periods of distance/blended learning?
- How successful are leaders in supporting disadvantaged or vulnerable learners to engage with and be successful through distance/blended learning?
- How well do leaders support learners with additional learning needs or those that need extra help to learn through distance/blended learning?
- How well do leaders share effective distance/blended learning with other schools?
Additional support for blended learning
Please find below additional support materials for blended learning, developed by Welsh Government, Estyn and regional consortia: