In this series, we take a look at some further readings available on a particular topic, including open access research papers from various online databases. In this edition, the focus is online professional development.
For many schools, the shift to remote learning during the pandemic has led to new conversations about the possibilities of Blended Learning as a more integral aspect of regular learning and teaching programs. Today’s article looks at how a research-practice partnership is supporting four schools in Queensland to investigate this further.
McKinsey surveyed teachers around the world for their views on the effectiveness of remote learning during the COVID-19 school closures. Teachers were asked to reflect on their experiences in the first few months of the pandemic, scoring the effectiveness on a scale of one to 10. Find out the results in today’s infographic.
The Knox School has been working with academics to research what teachers learned from the lockdown experience. In this final article of a three-part series, middle leader Melodie Matheson shares how teacher wellbeing became a transformative influence on her leadership.
The Knox School has worked with Monash University to research what teachers would like to take forward (and leave behind) from the remote learning experience. Three key areas of change were identified. This second article in a series focuses on school community collaboration.
Teacher caught up with Andreas Schleicher, Director for Education and Skills at the OECD, to talk about how schools have coped with the challenges of 2020. In this video, he shares how different countries around the world ensured teaching and learning continued during COVID-19.
The Knox School has worked with Monash University to research what teachers would like to take forward (and leave behind) from the remote learning experience. This three-part reader submission looks at key areas of change, starting with teacher agency.
‘In the context of remote learning, it is likely that those students who had already developed metacognitive strategies and skills were better prepared to learn and apply that learning independently.’ Today’s article shares how a senior secondary school is developing metacognition and self-regulation in learners.
Leaders and teachers moved swiftly to ensure continuity of children’s learning during the COVID pandemic, and parents and carers in Australia certainly appreciated their efforts, with a new survey showing high levels of satisfaction with how schools adapted.
Teacher recently caught up with Andreas Schleicher, Director for Education and Skills at the OECD, to talk about how schools have coped with the challenges of 2020. In this video, he reflects on how the role of teaching has fundamentally changed.