Remote Learning MB
Manitoba Remote Learning Framework
Based on research, focused on results
Manitoba’s Remote Learning Framework uses evidence-based guiding principles, and reflects the commitment to learners and highlights the importance of creating authentic, relevant and inclusive learning experiences for students. The framework forms a foundational shared understanding of educational best practices, providing a framework to support teachers with evidence-based strategies, contributing to better outcomes for students.
Principle #1
Student learning and well-being are enhanced when students feel like they belong to a community in which everyone is valued, accepted, and supported.
Underlying assumptions:
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Positive teacher-student relationships are critical to student success and can be cultivated and maintained online.
- A sense of belonging and community can be achieved through virtual means.
- Parents/caregivers are integral extended members of online learning communities.
- Online class members are comfortable seeking help and exposing what they know and don’t know for the purpose of gaining deeper understandings.
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Strategies for Guiding Principle 1:
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- Structure opportunities for students to learn more about each other.
- Design assignments that facilitate discussion amongst students.
- Incorporate rituals.
- Utilize cooperative learning strategies.
- Gain awareness of the research regarding parents’/caregivers’ experiences and support parental involvement.
- Bring the outside in and the inside out.
- Acknowledge and respond to the effects of trauma.
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Principle #2
Student learning and well-being are enhanced when students feel like they belong to a community in which everyone is valued, accepted, and supported.
Underlying assumptions:
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It is important to instill a sense of efficacy for online teaching and learning because improved outcomes result when everyone in an educational setting shares the belief that individually and collectively they can impact positive change – regardless of their circumstances and/or specific challenges.
- Teachers can utilize evidence-based practices to enhance students’ efficacy for online learning while at the same time increasing their own efficacy for online teaching.
- High-expectations, trauma-informed practices, and inclusive mind-sets and values are demonstrated in teacher-student interactions, tasks and assignments, and assessment strategies.
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Strategies for Guiding Principle 2:
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- Convey high expectations coupled by positive reassurance.
- Follow the Goldilocks Principle.
- Help students build evidence of success.
- Foster opportunities for students to observe successful peers.
- Help students understand the value of effort.
- Help students become mindfully aware.
- Engage students in setting proximal goals.
- Share stories of how efficacy beliefs help people and teams overcome setbacks.
- Celebrate success.
- Maintain teacher self-efficacy and collective teacher efficacy.
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Principle #3
Student learning and well-being are enhanced when students feel a sense of autonomy and responsibility fostered through student voice, self-regulation, and metacognition.
Underlying assumptions:
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- Students have opportunities to express their voice and teachers will use information gathered from students to inform their online instruction.
- Through modeling and support from the teacher, students can learn self-regulation strategies in an online learning environment.
- Students can gain knowledge of themselves as learners in order to improve their online learning experiences.
- Exposing students to strategies that facilitate performance while engaging them in critically analyzing the effectiveness and efficacy of strategies can help to support student metacognition in an online environment.
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Strategies for Guiding Principle 3:
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- Provide students with voice and choice.
- Engage students with learning intentions and success criteria in meaningful ways.
- Provide effective feedback.
- Provide opportunities for students to self and peer assess what they do and do not know.
- Teach and reinforce effective learning dispositions.
- In a developmentally appropriate way, provide opportunities for students to show their thinking.
- Help students to self-regulate as developmentally appropriate.
- Help students self-regulate their environment.
- Help students self-regulate their motivation.
- Help students to self-regulate their behaviour.
- Help students to self-regulate their cognition.
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