“Teaching quality is more important than how lessons are delivered. Pupils can learn through remote teaching. Ensuring the elements of effective teaching are present – for example clear explanations, scaffolding and feedback – is more important than how or when they are provided. There was no clear difference between teaching in real time (“synchronous teaching”) and alternatives (“asynchronous teaching”). For example, teachers might explain a new idea live or in a pre-recorded video. But what matters most is whether the explanation builds clearly on pupils’ prior learning or how pupils’ understanding is subsequently assessed.” Rapid evidence assessment - Distance learning EEF, April 2020
The Central South Consortium will work with Welsh Government, local authorities and the regional consortia to:
- Support the well-being of practitioners in the region through providing research informed guidance on what works in blended learning
- Support school leaders and practitioners to identify the opportunities and challenges of blended learning through strategic questions for consideration
- Provide clear definitions of the terminology associated with blended learning so that the system is speaking the same language
- Provide support for pedagogy and learning to promote a clear vision and strategy within blended learning provision and practice
- CSC are able to provide support to schools in blended learning.
Please download our full Guidance and Road Map for Blended learning here.
Information and resources to support schools with blended learning have been collated and are available on our website. Please click here.
In order for practitioners to plan for and implement high quality blended learning for all learners, and for this be communicated effectively to both pupils and parents, there needs to be a shared language that is known and understood by all:
Blended learning: an approach to learning that combines face-to-face, distance, digital and online learning experiences. The face-to-face learning that takes place should complement the other aspects by using the strengths of each mode of delivery.
Distance learning: allows learning experiences to happen from just about anywhere and may or may not involve a digital device and internet connection. This supports the well-being of all learners, including a choice of learning opportunities for social, physical, emotional development and tasks to promote their resilience. It allows individuals to learn when and where it is more convenient for them. Equitable distance learning does not have to mirror learning as it normally does in school.
Digital learning: any instructional practice that effectively uses technology to strengthen a learner’s learning experience. Additionally, digital learning can be used for professional learning opportunities for teachers and to provide personalised learning experiences for learners.
Online learning: education that takes place over the internet. It is often referred to as e- learning among other terms. However, online learning is just one type of “distance learning”.
Synchronous learning: teaching where the teacher is present at the same time as the learner(s). This can take place face- to-face or online.
Asynchronous learning: where teaching materials are provided and learners work through them in their own time. This could include a variety of media, including audio and video clips.
Additional Resources and Guidance:
- CSC: Blended Learning Guidance and Road Map
- Live-streaming safeguarding principles and practice for education practitioners
- Developing approaches to support distance learning
- Hwb: Distance learning support for school leaders, practitioners, parents and carers
- CSC: A resource to support distance learning
- CSC: Distance learning considerations