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.
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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.
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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.
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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.
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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.
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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.
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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