When not enough excellent teachers are available in person for a school or specific subjects, excellent, remotely located teachers interact directly with students, though not in person, and are fully responsible for student learning in designated subjects. Students alternate between learning with the remotely located teachers and digital learning on a varying schedule according to the needs of each student, who may be in one school or various schools. Most students spend 50% or more of their instructional time learning through personalized digital instruction, enabling fewer, more-effective remote teachers to reach a greater number of students with personalized and enriched portions of their instruction. Teachers also vary student groupings for teacher-led instruction—such as seminars, whole-group, small-group, or individual instruction, and project facilitation—based on individual student needs determined in part by using data generated from digital assessments. Remotely located teachers are accountable for learning outcomes in designated subjects. Remote teachers are assisted by on-site monitors who manage student time and behavior and perform all in-person supervisory and administrative duties; they may provide academic support, and they provide vital information about students’ social, emotional, and behavioral concerns to the remote teachers. Reach Effect: approximately 50%–200% increase, if digital learning time is limited to two-thirds of student time.
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Picture the possibilities for remotely located teachers
If you find this sort of teaching hard to envision, Grand Rapids, MI, physics teacher Andrew Vanden Heuvel has an exciting video to show you how it’s happening now—through his virtual field trip to Switzerland’s Large Hadron Collider as the first person to teach a science class from insider the collider’s tunnel (and one of the first to bike through it!). As Andrew says on his blog about the trip, “It’s not about the technology, but what you can do with it.”
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