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Guiding Principles

for Remote Learning

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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:

  • 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:

  • 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.

  • 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:

  • 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 efficiency of strategies can help to support student metacognition in an online environment.

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Strategies for Guiding Principle 3:

  • 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.

  • 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:

  • 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:

  • Practice self-care.

  • Build awareness of the benefits of community.

  • Interact with students in ways that promote personal connections.

  • 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.

  • More examples of strategies can be found in the repository.

Manitoba Remote Learning Framework

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