To assess student access to remote learning during school closures due to COVID-19, UNICEF collected data about broadcast (television and radio) and digital (internet-based) instruction policies from more than 100 ministries of education around the world. Today’s infographic shares some of the findings.

In this episode of our Teaching Methods series we talk to Maura Manning, Director of Learning at the Catholic Education Diocese of Parramatta, about the blended learning model at School of Now – what it means for teachers and teaching, the focus on equity of access, and how students are supported in their learning.

‘Evidence shows that both young people and adults need to have both sets of skills and knowledge – numeracy and mathematics are different, but mutually beneficial and critical. Hence the critical need to connect the two, and not ignore either.’

‘While it will take us some time before we understand the full effect of temporary school closures on student learning long term, we’ve (in the meantime) learnt some important things to inform our teaching practices going forward.’

Secondary school students in New South Wales will be participating in a trial of a social and emotional learning course, which includes the use of virtual reality. The immersive course aims to equip students with tangible skills to increase their emotional fitness and here, we speak to the school involved in the trial.

‘The 16 Habits of Mind are versatile dispositions that help us solve life's challenges and master subject area content.’ Dr Keith Mason and Dr Jason DeHart trace the ways Costa and Kallick’s Habits of Mind might take shape in a literacy-focused classroom.

During the period of remote learning in New South Wales, Mathematics teacher Holly Millican from South Grafton High School used several activities to keep her students engaged and accountable, and in today’s video, she shares them with Teacher readers.

Worrying analysis shows at least one-third of the world’s schoolchildren have been unable to access remote learning programs put in place to provide continuity of education as schools close their doors during the COVID-19 pandemic.

Queensland educator Chris Buswell is passionate about integrating technology into science. He’s partnered with local universities and schools overseas to improve student outcomes in STEM and joins us in today’s podcast episode to discuss his work.

In her new Teacher column, Dr Sue Thomson examines the importance of financial knowledge and skills in addressing socioeconomic disadvantage during the current global economic downturn.