Guiding Principles
for Remote Learning
Student learning and well-being are enhanced when students have a sense of efficacy in their ability to demonstrate progress and achievement in an online environment.
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.
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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.
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High-expectations, trauma-informed practices, and inclusive mind-sets and values are demonstrated in teacher-student interactions, tasks and assignments, and assessment strategies.
Strategies for Guiding Principle 2:
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Convey high expectations coupled by positive reassurance.
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Follow the Goldilocks Principle.
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Help students build evidence of success.
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Foster opportunities for students to observe successful peers.
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Help students understand the value of effort.
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Help students become mindfully aware.
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Engage students in setting proximal goals.
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Share stories of how efficacy beliefs help people and teams overcome setbacks.
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Celebrate success.
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Maintain teacher self-efficacy and collective teacher efficacy.
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More examples of strategies can be found in the repository.
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.
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Through modeling and support from the teacher, students can learn self-regulation strategies in an online learning environment.
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Students can gain knowledge of themselves as learners in order to improve their online learning experiences.
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Exposing students to strategies that facilitate performance while engaging them in critically analyzing the effectiveness and efficiency of strategies can help to support student metacognition in an online environment.
Strategies for Guiding Principle 3:
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Provide students with voice and choice.
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Engage students with learning intentions and success criteria in meaningful ways.
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Provide effective feedback.
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Provide opportunities for students to self and peer assess what they do and do not know.
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Teach and reinforce effective learning dispositions.
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In a developmentally appropriate way, provide opportunities for students to show their thinking.
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Help students to self-regulate as developmentally appropriate:
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Help students self-regulate their environment.
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Help students self-regulate their motivation.
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Help students to self-regulate their behaviour.
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Help students to self-regulate their cognition.
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More examples of strategies can be found in the repository.
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.
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A sense of belonging and community can be achieved through virtual means.
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Parents/caregivers are integral extended members of online learning communities.
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Online class members are comfortable seeking help and exposing what they know and don’t know for the purpose of gaining deeper understandings.
Strategies for Guiding Principle 1:
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Practice self-care.
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Build awareness of the benefits of community.
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Interact with students in ways that promote personal connections.
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Structure opportunities for students to learn more about each other.
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Design assignments that facilitate discussion amongst students.
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Incorporate rituals.
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Utilize cooperative learning strategies.
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Gain awareness of the research regarding parents’/caregivers’ experiences and support parental involvement.
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Bring the outside in and the inside out.
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Acknowledge and respond to the effects of trauma.
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More examples of strategies can be found in the repository.
Manitoba Remote Learning Framework