|What is my age:||45|
|Eye tone:||I’ve got soft brown eyes but I use colored contact lenses|
|My favourite drink:||I like to drink beer|
|My tattoo:||I don't have tattoos|
When distance learning began in springit was an emergency response in an attempt to slow the spread of the COVID pandemic. Over the summer, dozens of working groups met to analyze feedback from students, parents and teachers, and have re-envisioned what distance learning will look like for this fall. Distance Learning 2.
Last spring was an all-hands on deck, fast-paced development as the pandemic took over our lives. We heard from you that your experiences varied from class to class, and school to school. You shared with us what worked well and what needed improvement, and we are ready this fall with ificant improvements. Our staff is committed to providing students and families the high-quality learning opportunities they expect.
We know that in crisis-response distance learning last spring, our students and teachers missed the daily collaboration that highlights our in-person classrooms in Roseville Area Schools. There will be a better balance of synchronous learning and "asynchronous learning," where students work at their own pace to meet daily or weekly deadlines, and interactions with teachers and peers are through online text.
With increased synchronous instruction, teachers have the opportunity to preview asynchronous learning work with students when they are meeting live, which will increase clarity in expectations. Distance Learning and the COVID pandemic has created high levels of stress for many students, staff and families, emphasizing the importance of social and emotional well-being.
As we reopen our schools, it is vital that we genuinely welcome students and staff back to school, create connections and re-establish relationships under new circumstances. This may differ at each school, and examples include restorative circles, mindfulness, peer support groups and advisories.
How will distance learning differ this fall from spring ? What does a school day look like in Distance Learning 2. General overview of the elementary program: Students will receive five days of instruction each week at home.
Classroom teachers will hold engaging synchronous lessons for both the whole group and small groups at least four times a week. Whole group synchronous learning the entire class together will not exceed two times a day, or two hours cumulative in a day.
Small group synchronous lessons may be provided by or in collaboration with the classroom teacher, such as interventions, English language development support, or special education services.
Teachers interact with students through live instruction and pre-recorded video lessons. Teachers will have scheduled time available for students to connect with questions. Distance learners engage in digital learning experiences that mirror in-person activities. Asynchronous lessons will include short instructional videos minutes of specific learning targets, social and emotional learning goals, and community building.
General overview of the secondary program: Scheduled classes will be split into A days odd-hour classes and B days even-hour classes. Students will receive synchronous learning four days a week.
For each class, teachers will hold engaging synchronous learning lessons for both the whole group and small groups. Students will receive five days of instruction each week at home. Teachers will have a scheduled time available for students to connect with questions. Asynchronous lessons will include short instructional videos minutes of specific learning targets, social and emotional learning goals, and student interaction.
Distance learning overview
Social and emotional learning SEL Distance Learning and the COVID pandemic has created high levels of stress for many students, staff and families, emphasizing the importance of social and emotional well-being. Key differences between crisis-response distance learning and Distance Learning 2. Increased synchronous learning more teacher and peer interaction in large groups, small groups and individually.
Daily lessons posted for all students. Better engagement with students and families, in part through individualized learning contracts established in the first week of school.
More intentional training and professional development for educators on delivering high-quality teaching via technology. Unique social and emotional learning strategies at all schools.