Article

Articles

Changes and emergency remote education

We live in an atypical moment all across the world. As a school, we learn to structure ourselves in emergency remote education (ERE) – also currently called distance learning. Currently, classes take place in two different ways. The first is a synchronous format, where, students have contact with the teacher in the virtual classroom in […]


In 01 of December of 2020

Share this article

We live in an atypical moment all across the world. As a school, we learn to structure ourselves in emergency remote education (ERE) – also currently called distance learning. Currently, classes take place in two different ways. The first is a synchronous format, where, students have contact with the teacher in the virtual classroom in real-time and times are always set according to a schedule. The other format is asynchronous, in which classes can be recorded and then made available to students or, also, they can be classes composed of exercises and assignments that the class must complete. Throughout this period, we followed the official guidelines proposed by official bodies in Brazil, Paraná and Pinhais. Likewise, we also followed the 2020 school calendar, as proposed.

We understand that the return to normal school activities will be gradual and that there will probably be an expansion of the ERE to a hybrid education system that involves not only the remote model but also the classroom model. This combination of face-to-face teaching with remote classes will require new planning and also the acquisition of new technological resources that effectively enable this return.

In pedagogical terms, the organization of our class councils, management of class attendance, and school development follow the proposal presented to the Department of Education. Our students receive, as usual, the appropriate pedagogical follow-up: For early childhood education, we provide a descriptive semiannual report. For elementary and high school an adaptation of the assessments was made and everyone receives the bimonthly school report with grades according to performance. Even make-up work is being applied regularly.

Both the return to school activities for the new school year and the planning of the 2021 school calendar are following an established timetable. In addition, our planning includes a diagnostic evaluation of return, which will be used as a parameter to define a series of tutoring classes for those students who may eventually need it. In fact, we are already monitoring these cases to assess them later. This way, our work activities focus on individualized learning, and not on homogenizing classes or students. The school, therefore, should focus on each student individually.

Although we still do not have concrete predictions for an effective return to all school activities, we continue with our plans in the best possible way to promote the educational development of our students.

 

This is the first article in a series about the Emergency Remote Teaching period (or Emergency Distance Learning period). We will have more texts on the subject soon!