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 prescribed schedule. Students spend about 25%–50% 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. Excellent teachers design their live lessons based on student needs determined in part by using data generated from digital assessments. Remote teachers may teach students located down the hall or across the nation. On-site monitors manage student time and behavior, supervise recess and lunch, 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. Schools can use these models for single courses, subjects, grades, or whole schools. Specific uses may differ in elementary and secondary schools. Reach Effect: approximately 33%–500% more students per excellent teacher, and teachers can teach students in any location.
More detail on this model:
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.”
View table with links to all school models