Remote Learning 2.0

In May, schools in Hong Kong were allowed to reopen. You can read my experience. Before the year ended, we enjoyed a few weeks in relative normality. After a local summer surge, we were able to get back online in time for the start this academic year. The situation was managed well, and we are already planning to reopen in a more gradual manner, beginning next week. But I thought it might be helpful to share the reasons and how we developed our remote learning routines and practices.

Our approach last year was mostly asynchronous. We used prerecorded lessons as well as flexible learning tasks. Due to the unique circumstances of the school, and the community, we felt this was the best way to go. Because so many families and teachers were abroad, the closures were announced at the Chinese New Year holiday. It would have been difficult to coordinate synchronous learning across multiple time zones. The closures were also always temporary. They would continue on forever, which nobody could have predicted. We tweaked our methods and added synchronous elements to them as a result of feedback. They were especially appreciated by parents.

It would have been simple to go back online and pick up from May. But these are different times. We have also learned so much about technology, and what high-quality learning looks for remotely. The pandemic could also cause disruptions in the school year. We wanted to be ready for any scenario and have routines that allow us to transition into and out of school when necessary.

It's normal for everyone to have their own ideas about how to best approach these difficult times. Because there is no single way to deal with these extraordinary events, the suggestions from stakeholders can be mixed. Our parent survey revealed two common themes. They wanted to see more of the synchronous lessons we began to offer last year, and secondly they struggled with managing their children's schoolwork. We were a burden on family life and expected too much from parents.

Remote Learning 2.0, as my principal calls it, was created to address these issues while taking into account teacher workloads and everyone's well-being. We made the decision to create an online school day that was as close to what we would normally do face-to-face as possible by moving to a full, synchronous schedule. Although every school is unique and there are many approaches that can be used, this seemed like the best way to go. We started planning how it would work, and how we would address any new challenges it might present.

Screen time and "Zoom Fatigue" were clearly the greatest concerns. It was stressed that the 45-minute lesson should contain a substantial amount of screen time and include pen and paper work. On Thursdays, we shared our plans for the week with parents. We also included a list of things to prepare and documents to print. Parents and students can organize their week with plenty of notice and have all the necessary materials at hand to help them turn off their devices. We sent these materials home with support, including school journals, lined papers and workbooks. Intentionally, screen breaks and brain breaks are built into your daily schedule.

These timetables include three essential daily routines: independent times, community times, and student check in times. Every day begins and ends with class community time. This allows students to meet in class, have circle time, or take part in wellness lessons. Every day also includes independent learning. Students can use this time to finish missing assignments or make sure there are no outstanding school tasks. We've made it clear that there will be no homework added and that all families should "switch off at 3.25pm." The time-schedule student check-ins allow us meet with students in small groups to check on them, have informal conversations and offer support. Every student has a check-in time at least once per week and these have proven to be incredibly important for relationship-building and to ensure that no students "slip through the net" during this unusual situation.

These are just a few of the key points.

It's easy to break up into smaller groups with Zoom's breakout rooms feature. There are two teachers in each class.

Classes only use one Zoom link, and specialist teachers are pre-assigned to be alternative hosts

The Zoom day is treated by students as a regular school day. They attend school in full, wear school uniforms, and have prepared materials.

If necessary, additional devices can be borrowed from school by families.

Regular opportunities for discussion, peer interaction and collaboration are all part of the lessons

It is strongly recommended that teams share the work load and support one another so that we can do our best.

Two weeks into this new routine, it's working well for me and everyone. It's easier to treat Zoom like a regular school day. We have been able maintain high-quality student learning, and most importantly, we have established relationships with our new students. Although it was a major change that brought with it new challenges and teething issues, we found a routine that everyone seems to enjoy. We can move back into this routine whenever it is necessary, jokes aside. Let's just hope we don't have to!